instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 13-17 18 teaching the narrative texts using animation video: raising students’ skills on reading comprehension siti munawaroh universitas lancang kuning, pekanbaru, indonesia sitimunawaroh68@gmail.com article history received : 2019-06-13 revised : 2019-06-15 accepted : 2019-07-11 keywords narrative text animation video reading comprehension abstract this study aims to answer the problem of whether animated videos improve reading skills in understanding language features, find real and detailed information, and take moral values in narrative texts in the classroom. the author uses classroom action research. the tools used to collect data are observation sheets, field notes, and tests. in cycle one to cycle three, the author uses animated videos as a medium to improve reading comprehension in understanding language features, finding real and detailed information, and taking moral values in narrative texts. the author uses animated videos with the activity of showing printed images of animated video stories and giving unknown words to improve students' ability to understand the narrative text language features. the author uses animated videos with predictive activities, confirmations, class discussions, and tests to improve students' ability to find real and detailed information. the author uses animated videos by reviewing each character and finding real and detailed information to improve students' ability to take moral values from narrative texts. 1. introduction in the process of teaching and learning english, the preparation of teacher teaching tools can help students in the implementation of teaching and learning. also, the teaching method, which is used by teachers to deliver lessons and attract students' attention so that the learning process takes place, is a component that strongly supports the learning process. teaching is guiding students on how to learn. teaching is regulating and creating an atmosphere that is in the environment of students so that they can carry out learning activities. the definition of teaching was also coined by nasution (1982), and tardhif (2004). nasution (1982: 8) argues that teaching activities are all class activities carried out by teachers in managing the environment well and connecting with children so that the learning process occurs. thus the process and success of student learning will be determined by the role that the teacher brings during the teaching and learning process takes place. tardhif (2004) defines, teaching is an act carried out by a teacher with the aim of helping or facilitating students to carry out learning activities. in teaching activities very much has benefits both for learning activities. among them are to convey knowledge, train mindset, increase understanding, and be creative. further english is an international language that is required to exist in official schools in indonesia and is still one of the subjects in the national examination in formal schools starting at the junior high school level. however, very concerning, many students made english as a "scary" subject. i don't know what is the main factor in this problem. therefore, many teachers change the way to teach by thinking of methods that are liked by students using various types of media. learning media can clarify the presentation of messages and information to facilitate and improve learning processes and outcomes. during learning activities, the media is needed by teachers as an interaction tool for delivering information to students. and very much media that must be mastered by the teacher so that students do not feel bored in learning english, especially in the field of reading narrative texts. so, the use of media is expected to facilitate students to learn english language skills, which consist of the skills of listening, speaking, reading and writing. students must master four language skills so that they can use english in both passive and active forms. one of the language skills students must acquire is reading skills because it has an important role in the teaching and learning process. related to this idea, palani (5: 2012) said, "reading is an important activity in the learning process. in the movement of the community, greater importance has been given and is one of the important aspects of the functioning of humans, who are collectively involved in community regulation and exposure of knowledge so that people understand letters ". readers need to http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, march 2019, pp. 14-18 19 collaborate with information, knowledge, experience and emotions to understand the text being read. they shape a person's personality, and they help individuals to develop the right method of thinking and to create new ideas. as a result, what is very important is that reading, in general, cannot be separated from the learning activities of students. animation video provides one story of narrative text with colour images, moving images, and scripts. this animated video is one of the media in reading comprehension to help increase students' attention so that they can be motivated to learn narrative texts. by watching animated videos about narrative text stories, students are interested in learning narrative texts. when students can understand narrative texts, they are expected to have a good understanding of narrative texts. therefore, in this study, the authors applied animated videos as a medium in teaching narrative texts to improve students' reading comprehension in narrative texts. the author believes this research can be a successful and positive contribution to the process of teaching and learning english. 1.1 use of animated videos teaching narrative texts using animated videos is an effective way. the author applies the procedure of using animated videos as a medium in presenting reading comprehension material in narrative texts. animated videos are taken from the internet on you tube. video animation provides subtitles that can help students understand the story. this animated video is displayed in each cycle. understanding of reading narrative texts, this study includes understanding language features, understanding factual information or details of stories, and drawing moral values from stories. further, the learning process is held in the classroom with appropriate devices such as lcd projectors, laptops, supporting audio systems such as speakers. first of all, the teacher gives instructions to students and then the teacher shows an animated video. the teacher stops each part of the animated video and shows a picture of the print screen. after that, the teacher asks students to guess the characters, settings and places based on the print screen image shows. also, the teacher gives foreign words from the subtitles. this activity is carried out to make students understand the language features of narrative texts. in drawing moral values from animated video stories, the teacher asks students to understand each character and by giving questions from the animated video. the teacher also asks about the main ideas of the story. by finding out factual or detailed information, students can find the main idea well. this animated video makes it easier for students to learn narrative texts. further, this animated video describes a moving object with sound. videos are very helpful in explaining the learning material. 1.2 narrative text mandler & deforest, 1979; stein & nezworski, 1978 cited in klinger (2007: 77) states that the structure of narratives is often called "story grammar". narratives cover various types, or genres, which can differ slightly from this basic story grammar template. these include realistic fiction, fantasy, fairy tales, fairy tales, fairy tales, mysteries, humour, historical fiction, drama, and real-life adventures. for example, fairy tales are short stories with typical story grammar but with moral additions. readers remember stories better when arranged familiarly. 1.3 instructional media according to anderson quoted in akmala (2011; 23), teaching media can be classified into three categories. they are. media visual they are media that can be seen. can be in the form of images, moving images, animations or flash cards. b. media audio they are sound media. this means that audio media has the sound that we listen to. c. audio-visual media they are media that have sound and images. video animation is an example of audio-visual in teaching. media capabilities are considered better and more interesting because they contain elements of the audio and visual media. to convey the message of learning, the teacher class usually uses teaching aids in the form of pictures, models, or other tools that can provide concrete experience, motivation to learn, and increase absorption or what is known as a visual aid. one of the computer learning media that has been developed is video learning. video can be used as a model of positive behaviour and to motivate students. they are very useful for introducing topics or reviewing material. material presentations through videos can influence students' interest in learning, especially in learning to read. 2. methods in this study, the authors used classroom action research (car). this research was conducted by teachers in the classroom through self-reflection to improve their performance as teachers so that student learning outcomes showed improvement. action research is an approach to introducing problem identification, action, planning, implementation, evaluation, and reflection into teacher teaching. johnson (1993) cited in jones (2004: 1). action research is a learning process that enables learning and creation of knowledge through critical reflection on experience, forming abstract concepts, and testing the implications of these concepts in new situations. the action in this study is as follows: http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, march 2019, pp. 14-18 20 2.1 planning plans are preparation before teaching and learning activities. activities in the planning stage are carried out by teachers and collaborators. teachers and collaborators determine the day and date of the study, prepare lesson plans about narrative text material using audio-visual media, prepare narrative story material, prepare audio-visual media used in the classroom, plan learning techniques used in the classroom and prepare assessments for learning. 2.2 acting at this stage, the author teaches using animated videos. teachers teach based on lesson plans that have been planned and observed by collaborators. 2.3 observe this activity is carried out during the data collection process. the process of data collection is done by observing all activities such as student attitudes in learning, classroom atmosphere, the material delivered by the teacher, interaction between teacher and students, interaction between students and students, and things that occur in process learning. to record the class situation during an activity is to use field notes and observation lists. 2.4 reflecting reflecting is an evaluation by the teacher and collaborator on the process and results or the impact of the actions taken by the researcher. the steps in reflection are analyzed data from the observation sheet, field notes and test results to find out the improvement in reading comprehension in narrative texts by using animated videos and discussing the teaching and learning process that has been carried out and planned for the next activity. data collection tools are field notes, observation and test checklists. field notes are used to observe and know the situation and activities during the teaching and learning process, such as how the teacher implements the material and student responses. an observation checklist is a form of the table consisting of actions applied by the author to watch objects carefully to pay attention to the class atmosphere 3. findings the research findings are discussed based on the results of the study. three cycles of classroom action research (car) are conducted to improve students' reading comprehension in narrative texts using animated videos. the author explained in class with the first two animated videos entitled "the peacock and the crane" and the second with the title "the fox and the crow". in general, the use of animated videos in teaching reading narrative texts increases students' reading skills in narrative texts. they have shown an increase in language features that are not understood, understood factual information or details and draw the moral values of narrative texts specifically discussed below: 1) the use of animated videos increases students' ability to understand the language features of narrative texts. the researcher is showing animated video images of narrative texts enhancing students' ability to understand the narrative text and language features. by displaying a print screen image as a video representation so that the teacher easily guides students, students can easily understand the orientation, resolution, and complications parts. a print screen image was made to clarify the story and tell the event. in the classroom, activities are carried out in the first cycle to the third cycle, where the video stops after each part of the generic structure of the narrative text are displayed. the teacher shows a print screen image of the video when the video is paused. by looking at pictures, students can easily understand the background and the character of the story. giving foreign words from subtitles in animated videos of narrative texts increases students' ability to understand the language features of narrative texts. to understand the language features of narrative texts, students must know words that are included in nouns, past tense, action verbs, time and place verbs in animated videos. the teacher has given words and phrases from the video, and the teacher asks students to find the narrative text language feature. the author uses animated videos with subtitles. using video subtitles will also help language learners develop their vocabulary levels. the meaning of vocabulary requires the reader to guess certain words or phrases from the context. when watching videos, students find several words or phrases in the sentence. this activity will make a better understanding for students. in this activity, the teacher gives words and phrases and asks students to find the language features of the narrative text correctly. 2). the use of animated videos increases students in finding out factual information or narrative text details predict what will happen in the animated video narrative text story increasing students in finding out information or narrative text details. to understand the event, the teacher asked several predictive questions related to the story in the narrative text video animation. the teacher asks students to see what happens in complications and resolution. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, march 2019, pp. 14-18 21 • confirming the orientation and events that have occurred in the animated video narrative story increase students in finding factual information or details from narrative texts. in confirming orientation and events, the teacher reviews each event that has occurred when the video is paused in orientation, complications, and resolution. the teacher asked several confirmation questions related to the story. this activity is to help students understand factual or detailed information. • having class discussion activities increases students in finding factual information or details from narrative texts. through class discussion activities, students can share opinions and give ideas. this helps students to be more confident in answering questions. students answer teacher questions based on their discussion with their spouse and group. this activity can help students to understand factual information or details. when students discuss the story, they discuss cooperatively. • testing activities improve students' reading comprehension in narrative texts. with testing activities, the author knows the progress of students in each cycle to understand narrative texts. in this study, the authors used the test in the form of essays at the end of each meeting to measure student learning achievement about the material. 3). the use of animated videos increases the ability of students in narrative texts to draw moral values. moral values are suggestions relating to character, study, or morals that can be obtained from the reader of the story being read. students have tried to draw moral values from each cycle in the class. • reviewing each character in the animated video story narrative text increases students' ability in narrative texts to draw moral values. to find out the moral value of the story given, the teacher asks about the characters in the story. by remembering the character as a whole, students can easily understand moral values. • understanding factual information or details of the story of animated video narrative texts increases students' ability in narrative texts to draw moral values. the previous discussion about understanding factual or detailed information also helped students to draw moral values. students and teachers make conclusions about the stories in the video. the teacher must also revise his teaching methods using animated videos. the results showed that students tried to experience improvement from the first meeting in understanding the story. 4. discussions in this study, students showed progress in understanding narrative texts. animated videos make it easier for students to learn narrative texts. animated videos describe moving objects with sound. videos are very helpful in explaining the material. during the implementation of the video, students were seen enjoying and very enthusiastic in the learning process. they pay attention to the stories. however, the limitations of this study are that not all students can learn visual media that is used well. some students get bored when the duration of the video is long; therefore, at the next meeting, the teacher prepared a short animated video of narrative text. in addition, some students lose focus when viewing videos, so the teacher reminds students to watch and pay attention to the video. furthermore, there are students who want to learn in a way explained by the teacher and students who want to learn by playing and others. so, to eliminate this problem, during watching videos, students are given the task of writing creative conclusions from what they have seen and heard. the combination of watching videos with other tasks (worksheets, group discussions, asking questions) will have an impact on improving student learning outcomes because of as a human; we can remember something that has seen, heard, and done it all at once. 5. conclusions according to the discussion from the previous chapter, it can be concluded that the use of video animation in teaching narrative texts as media increases students' reading comprehension from cycle to cycle. this media not only increases students' reading comprehension in narrative texts but also motivates students to learn narrative texts in different ways. before using this media, students cannot understand narrative texts well. but by using this media, this helps students to understand language features, know factual or detailed information and also draw moral values from narrative texts. in addition, the use of animated videos can improve students' reading comprehension. student reading competence increases from the first cycle to the third cycle. it is shown by the increase in student grades and the learning process carried out by teachers and collaborators fulfilling all aspects of the teaching objectives. this proves that the use of animated videos in teaching reading is very helpful, especially in improving students' reading comprehension of narrative texts. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, march 2019, pp. 14-18 22 6. references akmala, t. a. (2011). the use of animated film to improve students’ ability in writing narrative text (a classroom action research at the 10th grade of madrasah aliyah negeri pemalang in the academic year of 2010/2011) (doctoral dissertation, iain walisongo). ali, m., zamzuri, a., samsudin, k., hassan, m., & sidek, s. f. (2011). does screencast teaching software application needs narration for effective learning?. turkish online journal of educational technology-tojet, 10(3), 76-82. anom, d. (2018). the use of preview, question, read, summarize, test (pqrst) strategy to improve students’ reading comprehension in recount text. elt-lectura, 5(2), 117-126. cakir, i. (2006). the use of video as an audio-visual material in foreign language teaching classroom. turkish online journal of educational technology-tojet, 5(4), 67-72. dahler, d., putra, r. j., zaim, m., & fauzan, a. (2019, january). using read cover remember retell (rcrr) in teaching reading comprehension. in international conference on islamic education (icoie 2018). atlantis press. hafner, c. a. (2014). embedding digital literacies in english language teaching: students' digital video projects as multimodal ensembles. tesol quarterly, 48(4), 655-685. jones, d., kaufman, e., & rudd, r. (2004). daily classroom improvement with action research. the agricultural education magazine, 76(6), 8. kasriyati, d. (2016). a study on students’ ability in identifying types of supporting ideas in the texts. elt-lectura, 3(1). ko, s., & rossen, s. (2017). teaching online: a practical guide. routledge. kuraedah, s., gunawan, f., wekke, i. s., & hamuddin, b. (2018, july). learning environment construction in islamic higher education: connecting the puzzles of ideas. in iop conference series: earth and environmental science (vol. 175, no. 1, p. 012107). iop publishing. lusandi, b., syahdan (2018, may). developing maritime thematic expressions on english reading materials used in indonesia: junior high school context. in iop conference series: earth and environmental science (vol. 156, no. 1, p. 012065). iop publishing. mayer, r. e. (2017). using multimedia for e‐learning. journal of computer assisted learning, 33(5), 403-423. mayer, r. e. (2017). using multimedia for e‐learning. journal of computer assisted learning, 33(5), 403-423. meyer, b. j., & ray, m. n. (2017). structure strategy interventions: increasing reading comprehension of expository text. international electronic journal of elementary education, 4(1), 127-152. syaifullah, s. (2014). the use of comic strips in teaching reading a descriptive text at the seventh grade students of smpn 3 pekanbaru. lectura: jurnal pendidikan, 5(1). tafani, v. (2009). teaching english through mass media. acta didactica napocensia, 2(1), 81-95. wekke, i. s., yandra, a., & hamuddin, b. (2017, december). learning strategy in class management: a reflection from manado case. in iop conference series: earth and environmental science (vol. 97, no. 1, p. 012053). iop publishing. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 29-33 29 youtube as a media in english language teaching (elt) context: teaching procedure text abdul khaliq r. nasution universitas lancang kuning, pekanbaru. indonesia akrasyid04@gmail.com article history received : 2019-06-13 revised : 2019-07-01 accepted : 2019-07-14 keywords media youtube video procedure text abstract media is one of the tools that can help the teacher in the teaching and learning process in a class, especially in efl classrooms. there are two kinds of media, such as visual and audio. in this article, the writer wants to use video as media in the teaching-learning process, especially videos on youtube. youtube doesn't only have about fun videos, in youtube can also use as learning media, in there we too can find so many education videos in every level, start from beginner, intermediate, and even for advanced level. in line with that, the writer wants to give a video about how to make or do something or the other word we can say it "procedure". the learning outcome is to make the students know about procedure text, especially in how to make and how to identify. then, this article also wants to know youtube is useful or not as learning media if we make it support us in teaching and learning process. 1. introduction teaching using media can encourage students to take more responsibility for and control over their learning, engage in joint planning of the syllabus and take longer-term perspectives on their learning (masterman , 1999). since everybody knows that media give many advantages, teachers in their class should consider what media they are gonna give to the students in the teaching-learning process. anderson (1976) classify media into ten types, such as audio, print, audio print, proyeksi visual silent, audio visual projection silent, visual motion, audio visual motion, physical object, human and environment and the last one is computer. the use of all of those media is to deliver material to students in the class. in this article, the writer wants to use the youtube application as his learning media in the teachinglearning process. we can say youtube is one of the effective media because inside there, we can find many videos that can support us while teaching in a class (heriyanto 2018; albantani, madkur 2017; almurashi 2016). heriyanto (2018) assume that the finding in his article clearly show that youtube offered statistically significant effects on the students' vocabulary acquisition. the findings of the study indicate that the participants positively viewed the use of youtube in their lessons. the findings also exposed significant improvement in the students' vocabulary achievement. also, albantani, madkur (2017) mention that the trends of 21st-century learning that suggests the involvement of information and communication technology (ict) in educational actions can be realized by, among other ways, utilizing the social media in particular youtube. in the field of arabic language foreign teaching, youtube provides a variety of learning sources that could be benefitted for enhancing the learners' arabic language ability. furthermore, the entertaining atmosphere because of the features of youtube can also grow their learning motivation. then, almurashi (2016) claims that the use of youtube in teaching the english language plays a leading role in helping learners understand their english lessons. it can improve the performance of students and upgrade their levels in english courses. in other words, youtube presented a substantial influence on students' understanding of english he also said that youtube could be a good material to incorporate english lessons and it can help with understanding the lesson as well. it should be considered by english teachers in the classroom since many of the learners' responses in this study were positive. in short, the study showed that the youtube website could be an effective method in dealing with students' difficulties and barriers to understanding english. in line with ideas above, (alwehaibi, 2015; watkin, wilkins, 2011; riswandi, 2016). alwehaibi (2015) state that, it was recommended that youtube should be considered as an effective instructional tool for enhancing content learning of efl college students and as an important teaching resource in classrooms. in addition, watkin, wilkins (2011) also mention that using youtube both inside or on the outside of the classroom can help students in their speaking, listening, and also pronunciation skills. http://ojs.journal.unilak.ac.id/index.php/utamax mailto:akrasyid04@gmail.com journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 29-33 30 youtube videos can also be utilized as realia to stimulate cultural lessons, enhance exposure to world englishes, and promote authentic vocabulary development. even reading and writing activities can be structured around youtube videos. in-class lessons and activities will be detailed, as will homework and projects requiring the use of online streaming videos. then, riswandi (2016) assume that the use of videos in youtube can help students to improve their speaking skills and also can give them the motivation to learn more about english. the improvement is proven by student's speaking acquisition and also the score that they will gain. the score of the speaking test has fulfilled the criteria for success. in addition, the students actively involved in learning activities and had high motivation toward the use of youtube-based videos in the speaking class. the nature of the video, which provides picture and audio at the same time, can help the students train their pronunciation, enrich their vocabulary, and make them easier to find an idea in producing sentences while speaking. the students can get information faster and feel more confident in dealing with the lesson as they not only depend on their speaking skills but also their comprehension. in addition, watching videos also unconsciously help the students learn grammar in an automatic way. the students got the input so well from the speakers, who are mostly native english, in youtube-based videos. the more students watch the video also help them to easily practice their speaking, thus, it helps the student improve their fluency in speaking. therefore, based on the ideas above, the writer will use youtube as learning media in efl learners class because they want to make students more understand about procedure text. thus, this study attempts to make some practical suggestions for efl students to pay great attention to use youtube as their learning media to have a good effect on their learning media that will improve their skill, not only in writing area but also in conversation, listening, and others that can help students understand about english. 2. method in the youtube application, there are many kinds of videos that we can use while teaching inside in efl classroom as learning media. it also served to learn videos for every skill in the english language. according to carrier (1990), teachers must first adjust what video are taught in learning in the classroom so that it matches the level of language students have. the teachers also have to teach the language to their students. however, to teach them about language, the teachers should give media that will support them to improve their english, such as video on youtube. the teacher also chooses the appropriate video on the syllabus that is applied; the teacher can also use the time in the game for learning. the teacher must also be the correct learning model for his students, so students can be comfortable and participate in the class. this means that the teacher can understand the video that they give to the students. also, the writer wants to use a video about how to do or make something from youtube application. the purpose is to want to know is it effective or not using video as learning media and is it can be motivation for students in their learning process. 3. result and discussion 3.1 cognitive reasons: audio-visuals listening activities typically need all students to listen with the purpose to understand and then they require to answer questions that will test they comprehension based on the conversation on that audio, exactly the interaction or discussion is divided into two or more people. if video involving human speech in an interactive context is used in such cases, students can successfully interpret body language, or other non-verbal, paralinguistic information, which may aid their comprehension. a study by herron (1995) suggests that when a visual stimulus is used in the learning process of with spoken language, student comprehension scores in the study of english improved significantly. such claims are also reinforced by lake (2003) who cites asher (1993) in saying that there must be an image attached to the mental representation of a word to retain and use it. numerous other studies also support the use of video in language classrooms based on the importance of including non-verbal, paralinguistic components of communication to assist learners in their understanding and construction of meaning when conducting listening activities. the literature on the use of video in the efl classroom suggests that it may help students to visualize word meanings. for example, iwasaki (2009) writes, "visuals can help dramatize meaning" in keeping with this idea, shrosbree (2008) provides us with a quote that underpins the notion for considering video over audio-only sources for listening activities: there is an obvious appeal to using video in the language classroom. instead of the rather unnatural task of listening to a disembodied voice emanating from an audio player, learners can see the speaker and elements of the surrounding environment. in line with that, even as native speakers, when we interact or converse with others, we usually see their faces. if we consider instances of interaction that are not face-to-face – such as in computer-mediatedhttp://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 29-33 31 communication – for both synchronous and asynchronous interactions, a huge range of emotion icons (i.e. emoticons) and other visual representations of paralinguistic cues are employed as a substitute for face-to-face contact, implying that paralinguistic (or body language) cues are an important part of communication (joy, 2009). additionally, the multisensory aspect of video may help reduce the cognitive demands on learners, where the more senses utilized when acquiring a new language, the easier this knowledge may enter our long-term memory (swaffar & vlatten 1997). in line that statements above, the cognitive support provided by video in language classrooms has been studied where some, such as medina, find that it may help second language learners acquire vocabulary and grammar, improve spelling and develop the linguistic skills of reading, writing, speaking and listening" (2002, p. 1). additionally, weyers (1999) found that video-based instruction appears to improve students oral production and in particular, confidence in their speech. however, in contrast to these studies, wagner (2007) has argued that it is unknown as to whether students learn from what they hear or from what they see. wood (1999) also argues that video alone does not provide sufficient impetus for language learning, how-ever, when used with appropriate support material, can "activate the passive knowledge of language learners in particular, and assist with language assimilation and transfer, both in terms of that language presented as well as that which is implicitly suggested" (p. 95). 3.2 audiovisuals: multiple learning styles according to the vark guide to learning styles – a comprehensive guide to learning styles by fleming (2001) – learners can be classified into either one or the other of the following four main learning styles or have two or more learning preferences (aka. multimodal): a) visual –process knowledge from maps, charts, spider diagrams etc. b) aural – prefer information that is spoken or heard. c) reading (or writing) – prefer to receive information via the written word. d) kinesthetic – process knowledge through bodily sensations (gardner, 2006). the key point about kinesthetic learners is that they can learn from either real or simulated experiences, which can be interpreted as learning from movies, or other models of the foreign language in use. looking at the four learning styles, we can see that completing a listening activity via a cd (assuming aural only information) would be an appropriate source of input for the aural learners. however, using a video (aural and visual information) seems appealing to multiple learning styles: aural, visual and kinesthetic learners. 3.3 audiovisuals: affective reasons according to (krashen, 1985), teachers must provide learners with not only an abundance of interesting, meaningful and relevant learning materials but additionally create a learning environment that helps to lower their affective filter. this links to theories of motivations, which suggest that learner motivation may be directly related to language acquisition, and the higher a learner's motivation is, the easier a language is acquired. this paper argues that youtube may provide suitable learning material to effect students' motivation and affective filter in a positive way. among the results of a recent statistical analysis of youtube, two statistics in particular help outline my argument and have implications regarding how youtube may be exploited in the language classroom, according to metekohy (2010):  70% of youtube traffic comes from outside the us.  twenty-four hours of video is uploaded every minute. the first statistic tells us that our students may very well be familiar with youtube. if they are familiar with the medium, it may help lower the affective filter (krashen 1982), and in turn, increase student motivation. unlike a compulsory textbook, which students associate specifically with l2, they may associate youtube with time spent having fun in their free time – a factor that may increase student motivation. the second statistic shows that there is an abundance of material available from youtube.com, some of which may be of use for pedagogical purposes. although too much choice may make it hard to choose suitable teaching material, with inbuilt search facilities and related videos appearing on the same web page, youtube can be navigated intuitively, and videos can be found with little difficulty. therefore, youtube may present language teach-ers with a useable medium for introducing language points, finding topics for discussion, or examples of authentic english, with proper guidance and suggested videos available on the site. additionally, with 24 hours of new video being uploaded each minute, educators can use videos relating to news stories in real time as they unfold. attention should be taken when selecting videos for use with young or adolescent learn-ers due to the adult nature of some youtube videos. although registered users can only access videos with http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 29-33 32 particularly strong adult themes, many videos may contain inappropriate language or themes with mild violence or sexual references. some videos may also contain images or themes that are considered controversial or indecent to some cultures, so teachers should be careful when searching for videos on youtube to use as appropriate teaching materials. 3.3 activities using youtube the first way is to do a traditional dictogloss activity, with the use of video to aid student comprehension. preparation for this activity requires the teacher to create a short narrative text based on the contents of a chosen youtube video before the lesson is carried out in class. the lesson plan follows: 1) preparation stage: the teacher explains each stage of the activity that class gonna do for that day and pre-pares the learners by introducing the topic and important vocabulary from the text. students could also be asked to brainstorm vocabulary that they think may be relevant to the topic. but before that, the teachers must give ice breaking for warming up students in the class. 2) dictation stage: the learners listen to a text read by the teacher at least two times. standard procedure is for them to not write anything during the first listening to maximize potential comprehension and to get a feeling for the whole text. during the second listening, the learners take notes to help them reconstruct the text, and following the reading, they start to reconstruct the text individually. after that, the students is should make a procedure text based on the video that they had listened. 3) reconstruction stage: learners work together in small groups to reconstruct the text. and after that, 1 group presents their text in front of the class, and the others will give comments or suggestions. it is at this point where teachers may choose to show the video that the procedure text is based on. the reason being that at this point, students are undertaking the most demanding part of the activity meaning that motivation towards completing the task can start to decrease. showing students a video of the text they have just heard is an excellent source of motivation as they can compare their stories to the visual, as well as their notes. the visual clues in the video can also be a good prompt to things they have missed out of their dictation. 4) closing stage: in this stage, the teachers review the material that they give to students in the class, and ask students to conclude it. after that, the teacher gives the students give to them, or commonly we said it "task". then the class is on end. 4. conclusion this article looked at several reasons for using youtube in efl classrooms with a focus on cognitive and affective reasons. consideration was also given to students' different learning styles. while some studies have been inconclusive regarding the benefit of the video in the efl context. i have assumed that video is useful in reducing cognitive load on learners and appeals to multiple learning styles. affective reasons for the use of video was argued from the standpoint that there is a good possibility that is students are familiar with youtube, which could have a positive influence on their motivation. then, based on every idea above, the writer wants to give proof that youtube doesn't only hurt young learners. it can be great media while teaching, such as giving them motivation, reference to learning something and many more. 5. references albantani, a. m., & madkur, a. (2017). " musyahadat al fidyu": youtube-based teaching and learning of arabic as foreign language (afl). dinamika ilmu, 17(2), 291-308. almurashi, w. a. (2016). the effective use of youtube videos for teaching the english language in classrooms as supplementary material at taibah university in alula. international journal of english language and linguistics research, 4(3), 32-47. alwehaibi, h. o. (2015). the impact of using youtube in efl classroom on enhancing efl students' content learning. journal of college teaching & learning, 12(2), 121-126. ary, d., jacobs, l. c., irvine, c. k. s., & walker, d. (2018). introduction to research in education. cengage learning. bärtl, m. (2018). youtube channels, uploads and views: a statistical analysis of the past 10 years. convergence, 24(1), 16-32. burgess, j., & green, j. (2018). youtube: online video and participatory culture. john wiley & sons. hamuddin, b. (2016). using blog to promote english skills for efl students: the students’ perception. elt-lectura, 3(2). heriyanto, d. (2018). the effectiveness of using youtube for vocabulary mastery. eternal (english teaching journal), 6(1). herlinawati, h. (2014). feedback in english writing for indonesian efl students. elt-lectura, 1(1). http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 29-33 33 herron, c. (1994). an investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. the modern language journal, 78(2), 190-198. iwasaki, i. (2009). edutainment for the efl classroom: exploring effective use of audiovisuals. jones, d., bonwell, c., & fleming, n. (2001). vark: a guide to learning styles. lake, r. (2002). enhancing acquisition through music. the journal of the imagination in language learning, 7. lusandi, b. (2018, may). developing maritime thematic expressions on english reading materials used in indonesia: junior high school context. in iop conference series: earth and environmental science (vol. 156, no. 1, p. 012065). iop publishing. marwa, m., & herdi, h. (2017). do native speakers in youtube videos benefit efl students’ phonological appropriation?. lectura: jurnal pendidikan, 8(2). metekohy, m. (2010). youtube statistics. viral blog, 17 may. moghavvemi, s., sulaiman, a., jaafar, n. i., & kasem, n. (2018). social media as a complementary learning tool for teaching and learning: the case of youtube. the international journal of management education, 16(1), 37-42. riswandi, d. (2016). use of youtube-based videos to improve students’ speaking skill. in proceeding of the international conference on teacher training and education (vol. 2, no. 1, pp. 298306). shrosbree, m. (2008). digital video in the language classroom. the jalt call journal, 4(1), 75-84. smith, d. k. (2014). itube, youtube, wetube: social media videos in chemistry education and outreach. journal of chemical education, 91(10), 1594-1599. watkins, j., & wilkins, m. (2011). using youtube in the efl classroom. language education in asia, 2(1), 113-119. wekke, i. s., yandra, a., & hamuddin, b. (2017, december). learning strategy in class management: a reflection from manado case. in iop conference series: earth and environmental science (vol. 97, no. 1, p. 012053). iop publishing. wright, d. g., & abell, c. h. (2011). using youtube to bridge the gap between baby boomers and millennials. journal of nursing education, 50(5), 299-300. yasin, a., & syarif, h. (2014). improving students’writing skill by using graphic organizer at the second year students english education department faculty of education and teachers training lancang kuning university pekanbaru. english language teaching (elt), 2(2). http://ojs.journal.unilak.ac.id/index.php/utamax the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 1, march 2020, pp. 29-33 29 teaching efl students using selected media: offline video taken from youtube rohandi yusuf universitas lancang kuning, pekanbaru, indonesia yusufrohandi@unilak.ac.id article history received : 2019-06-30 revised : 2019-09-06 accepted :2020-03-24 keywords teaching media offline video youtube efl students abstract english is a foreign language that must be studied, there are four skills that students must master, namely writing, speaking, reading and pronunciation. the development of technology in the learning process of teachers is required to use media not only using books, markers, or other things that are not related to technology that will make teachers or students miss technological development. the current era of globalization is a lot of media or tools for teaching teachers, namely using smartphones, laptops, one of them is a website, application, social media such as facebook, instagram, twitter, line or other social media, and the last is youtube. in this study we use youtube offline video as a teaching media process. using the media in the learning process and youtube include new media or ways in the learning process and using youtube definitely brings impact. of course a positive impact for students or teachers in the learning process. this study will tell so much about the use of youtube as a medium for teacher learning in learning english. 1. introduction english is interpreted as a foreign language in indonesia. today many people learn english as a need to communicate with strangers or according to their individual needs. almost all english education becomes a foreign language that must be understood, and made into a tool of communication in everyday life. education is a human effort in forming a personality that is in accordance with the values of life. in improving the quality of education is a very compulsory activity and requires a technique in realizing the business. in an education there is a professional teacher who is used to make education successful. an efficient and effective teaching and learning process is the goal of learning so that it must use media as a learning tool. teaching is seen as a system consisting of components that depend on each other, and organized the competencies that must be achieved by the students, the subject matter, methods and approaches to teaching, teaching media, learning resources, organizing classes, and assessment. there are several factors that cause the material was not accepted by the students. one is the concentration of students to the delivery of content. in addition, it should be also the teacher's role as manager of the class thus creating an atmosphere conducive classroom. the teacher's role may be helped by the media. media can be used by teachers as a companion in presenting the material in class. media not only in the form of fast or intermediate can be directly used by teachers as props. media can also be made known to the artificial media. media artificial hone their creativity in learning. the use of media in teaching and learning is not an additional function, but it has its own function as a tool to achieve an effective teaching and learning situation. in connection with the foregoing, the teaching of english is one of the tasks that are difficult for teachers. learning english is more focused on students with language skills both orally and in writing. however, the problem often faced by teachers is on the issue of developing a media that is able to provide encouragement to the students to be motivated to be more active learning and practicing the language skills in everyday life. expected benefits is theoretically able to contribute to the application of linguistic theory (rahman, f., & amir, p., 2019; wekke, i. s., yandra, a., & hamuddin, b., 2017. the practical benefits are as reference the development of more innovative learning model to both teachers and schools and promote creativity and the power of reason in the skills to develop a descriptive text for students. the core issues that must be resolved is to make students able to write and tell essay description by growing its imagination, when confronted with unfamiliar topics. for that, we need a learning innovation as an effort to improve the quality of learning to write or describe a picture. video offline from youtube have the power to lure the attention and influence the attitudes and behavior of readers. the real characteristics of the image can shorten a long and complicated explanation via elements of the displayed image so that it becomes simple and easy to understand. therefore, media images can not be ignored or underestimated. the media can make a positive contribution to children https://journal.unilak.ac.id/index.php/utamax/ mailto:yusufrohandi@unilak.ac.id 30 through nature, namely making children feel happy and grow a child's imagination. multimedia teaching enrich the content of classroom teaching and make the best possible time and to break the pattern of teaching "teachercentered" and fundamentally improve classroom efficiency. due to a large class is difficult for students to have communication to speak. traditional teaching model especially emphasizes the teacher's instructions, and information is limited because of the traditional classroom. in contrast, multimedia technology beyond space and time, creating a more vibrant environment, visual and authentic to learn english, to stimulate student initiative and save class time while increasing class information, it gets the students who dared to speak english. furthermore, the expected benefits is theoretically able to contribute to the application of linguistic theory, especially in the areas of teaching and learning of english among learners through video offline from youtube media development in writing descriptive text. the practical benefits are as reference the development of more innovative learning model to both teachers and schools and promote creativity and the power of reason in writing skills for learners (munadi, 2012) media is anything that can convey and channel messages from a planned source so as to create a conducive learning environment and can carry out the learning process efficiently and effectively. learning is a process of communication between students, educators and teaching materials. communication will not run without the help of means of delivering messages or media. if a teacher does not use any media, there will be no interesting learning process. students need something new in their learning process in improving english skills. the learning process is a matter of their motivation. if they are motivated and interested in learning english, they will be able to master the language easily. and so much media can be done by teachers in learning activities so that they can facilitate students and make students more interested in learning materials. media can be used anytime and anywhere. for example, through images, video, text can support material sharing from teacher to student. successful education can be measured from the results or results of the teaching and learning process itself. there are several functions of learning media more than two things, namely analysis of functions based on the media and its users. this is explained by (munadi, 2012: 36) that the analysis of functions based on media has three functions of learning media, namely: 1) learning media function as learning resources; 2) semantic functions; 3) and manipulative functions. while the analysis of functions based on users (students), namely: 1) psychological functions; 2) socio-cultural functions. there are several media that can be used in teaching media, one of which is youtube media. youtube includes teaching media that teachers can do in learning in the classroom. youtube is indeed not only an educational video site, but in its development youtube launched a special service for education (www.youtube.com/ edu) in 2009. this service immediately received a positive response from users. youtube can be a learning resource and learning media that can meet the needs of students and teachers, youtube can increase interest and support student learning styles. youtube also offers learning experiences with new technologies that will be useful when they graduate (burke, snyder, & rager, 2009). in addition, youtube also provides hundreds of thousands of videos with a variety of topics that can be obtained for classroom learning. youtube will also be a very free video library for learners who will encourage them to become independent learners. youtube as the most popular video variety site today and the emergence of youtube as a medium for teachers and easy to do for a teacher to learn how to teach well and provide opportunities and challenges for teaching english. from the explanation of media on youtube can play an important role in helping students understand their english lessons, improve their performance, and advance their understanding of english. the purpose of utilizing youtube as a learning media is to create learning conditions that are interesting, fun and interactive. learning videos on youtube can be used for interactive learning in the classroom, both for students and the teacher itself through presentations online and offline. the use of youtube as a learning media can be used at any time without being limited by space and time with computer terms or presentation media connected to the internet. youtube has several advantages as learning media, namely: youtube is the most poluper site in the internet today that is capable of education / education to be attractive; youtube media is easy to use and can be followed by all groups including students and teachers; youtube provides information about the development of the science of education, technology, culture; youtube facilitates us to discuss or do questions and answers; youtube is free for all people. and in using youtube media as a learning media there are 2 video offline and online. in this article i use video offline besides being able to simplify the learning process using oflline video, it will not 31 interfere with the learning process such as disruption of internet networks, capacity of packages to open the internet and so on. in addition, in utilizing youtube as a learning medium, a teacher must know in detail about how to search or search for learning videos on youtube to increase students 'or teachers' knowledge. seeing this condition, the authors write the use of youtube as a learning media. 2. methods this article is based on english language learning activities at junior high school by utilizing youtube. almost all students are all generations of the internet. offline media video originating from youtube is used to obtain facts about learning material about the material to be taught and for learning english and to provide opinions on the benefits of the learning process using media video offline from youtube. in addition, it can also be used to disclose, the use of video media offline from youtube. the media used in the learning process is offline video that has been downloaded on the youtube application by the teacher so that there is no disruption in the learning process such as the network, the lights turn off, the wi-fi connection is not good so the learning process is interrupted and not be effective. and in discussing the material students can develop ideas, students can do something new, improve student creativity in thinking, and many other things that can be obtained in the learning process using youtube media with offline video. 3. result the use of youtube as a medium for learning english is actually very important, because through youtube students can learn or hear native speakers speak english directly. by looking at it, watching will certainly give birth to a strong self-confidence that the language and pronunciation that is seen and heard is right, so that when practicing the student will be very confident and not shy about what he wants to say. the more often someone hears an english learning video from youtube, the more fluent the person will be. youtube provides a variety of important information in the form of videos that can be accessed by anyone. this facility can be used for educational purposes such as the introduction of colors, months, days, counts, greetings, objects that are around us and many other facilities. although the facilities are very large, not everyone wants to use them for education. this research was conducted by utilizing youtube for the world of education, one of which is learning english. some students express their opinions that videos from youtube can overcome boredom. in addition they also stated that the use of videos from youtube has increased their interest in learning. students also stated that using videos from youtube is more interesting than just reading learning resources from books or listening to lectures only. some students also expressed the importance of choosing videos that have good sound and picture quality. the next step is to introduce a variety of simple methods for downloading english chasing materials. the first way is to introduce youtube and the second is to download video according to the material. in this session participants were not burdened with complicated material and theory. and the teacher immediately tries repeatedly how to learn good and desired english. in the beginning, the understanding of the teacher or students towards the youtube facility was not maximized, they did not fully understand that youtube provides various information that is very useful for teaching. this is caused by several factors, among others, the teacher focuses more on the existing curriculum and does not fully want the new teaching media.the second factor is the still lack of technological and information facilities (lack of wifi, infocus and network facilities that are difficult), after teachers and students are given understanding and tried to apply it turns out that youtube learning media is one way that can be used by the teacher as a medium to deliver material when learning process. and youtube media is very making students interested and more enthusiastic in the learning process things that make the attraction higher. this is in line with what was revealed by edgar dale, watching youtube is better than just reading or listening. in addition, youtube can also be used for almost all topics, learning models, and every domain: cognitive, affective, and psychomotor. in the cognitive domain, students can observe dramatic recreation of past historical events and actual recordings of current events, because the color, sound and motion elements here can make the classroom atmosphere feel more alive. in addition, by viewing youtube, after or before reading, it can strengthen students' understanding of teaching material.in the affective domain, youtube can strengthen students to feel the emotional elements and attitude of effective learning. in the psychomotor realm, youtube has the advantage of showing how things work, learning videos that record motoric / motion activities can provide opportunities for students to observe and reevaluate these activities. youtube is rich in information to be informed in the learning process because learning can reach students directly. in addition, youtube adds a new atmosphere to learning, students not only see images of printed teaching materials and sounds from audio programs, but on youtube, students can get both, namely moving images and accompanying sounds. utilization of youtube can stimulate creativity, interest and motivation of teachers, besides that 32 through youtube, english language skills, preparation of teaching materials, selection of materials, ways of delivering teachers progress, which initially only examples and copied from youtube into material, new material full of ideas in their own style. youtube also indirectly increases the interest in reading among them, in terms of finding ideas and material. 4. discussion in this article choose procedure text as material. it was chosen based on the consideration that the material was based on competency standards. words are chosen in the hope that students can remember their prior knowledge of the topic so they can imagine it. an example is "procedure text". the material itself is prepared by adjusting the level of students in english.researchers realize that every media must have strengths and weaknesses. for youtube video offline as a learning media, the strength found by researchers in learning can be explained as follows: 1) media that really involves students to remember a few words through video. what students see 2) media can help students to imagine meaning words and get a better understanding easily. 3) students are eager to use words from the media to apply them in their work. as kusriani (2008) said that the teaching and learning process with youtube media is more fun and educational. he also said that by using youtube media in class, it can stimulate students' brains to be more creative. youtube media using colorful and funny video offline attracts students, thus eliminating the boredom of students in the class. video media youtube is a teaching and learning media that can be seen and imagined by students. this helps students to express their ideas after seeing video. based on what was seen, during the learning process using offline video on youtube that the class situation was still alive. student participation is also high and gives good attention to the lesson. the students even participate actively when the teacher asks them to make procedure text. they must know how to make a text procedure, and the steps that must be taken to procedure text. after that, youtube media also helps to make students better at telling procedure text like how students can develop their ideas well. and knowing the purpose of the procedure text tells the material and the steps with good and clear grammar. for teachers, this youtube media can help teachers explain material easily. teachers can use video offline media from youtube as an easy way to increase students' knowledge of procedure text mainly related to their writing procedures, grammar, pronunciation. regarding the discussion above, it can be concluded that the use of video media offline from youtube is effective for students. therefore, i conclude that teaching procedure text using offline video media is very influential in student learning on the material. 5. conclusion the use of youtube in the english language class is very helpful material for the learning process. not only comes from books and youtube helps the internet generation who are familiar with various sources of information better understand learning material. learning english by using video offline comes from youtube, it's very fun because the youtube facility is very various and can be chosen according to the wishes of use. english teaching materials are also available and can be accessed by anyone, so that they can be used for teaching english and other subjects. using youtube media can make teachers and students easier for them to get ideas and increase teacher creativity in the teaching and learning process in the classroom, and students when listening to the teacher's explanation in the classroom. this activity can be continued in other schools because it provides benefits not only to the teacher but to students. by using youtube, learning becomes more interesting and increases the positive stimulation of students to learn english. besides that youtube has several advantages as a learning media that is potential, practical, informative, interactive and economical. when using youtube media, video offline to teach, the teacher must be prepared for any situation that might occur during the learning process. for example, when a teacher explains material a student might talk. so, the teacher must handle it well. thus, through the application of the youtube media, video offline it can provide a positive influence on students and the continuity of the teaching-learning process in the classroom. teaching procedure text by using youtube media, video offline, there are very ordinary differences in the learning process. it means that the learning process between teachers and students is better than before the media was done. offline media from youtube helps students to get their ideas easily. their participation is also high and good attention during the teaching and learning process. the application of this media greatly helps students to be more enthusiastic in learning, they do not feel burdened to learn and they are interested in participating in the teaching and learning process. the opinions of students on the use of video in the class get a positive response. introducing youtube in english classes succeeded in increasing student interest and interest so that this material was no longer considered a difficult and tedious learning. references anderson, r. h. (1994). penelitian dan pengembangan media untuk pembelajaran. edisi i, cet. i 33 berk, r. a. (2009). multimedia teaching with video clips: tv, movies, youtube, and mtvu in the college classroom. international journal of technology in teaching & learning, 5(1). bonk, c. j. (2011). youtube anchors and enders: the use of shared online video content as a macrocontext for learning. asia-pacific collaborative education journal, 7 (1). retrieved from http://www. acecjournal. org/2009/journal_data/vol7no1/201103. pdf. in in delivery?, public purpose magazine (from the american association of state colleges and universities). retrieved june 6, 2013, from http://www. aascu. org/workarea/downloadasset. aspx? id= 5570 burke, s. c., snyder, s., & rager, r. c. (2009). an assessment of faculty usage of youtube as a teaching resource. internet journal of allied health sciences and practice, 7(1), 8. catropa, d.(2013, february 24). big (mooc) data. inside higher. dewitt, d., alias, n., siraj, s., yaakub, m. y., ayob, j., & ishak, r. (2013). the potential of youtube for teaching and learning in the performing arts. procedia-social and behavioral sciences, 103, 1118-1126. faiqah, f., nadjib, m., & amir, a. s. (2017). youtube sebagai sarana komunikasi bagi komunitas makassarvidgram. kareba: jurnal ilmu komunikasi, 5(2), 259-272. hajar, i. (2019). youtube sebagai sarana komunikasi dakwah di kota makassar (analisis sosial media). jurnal al-khitabah, 4(2). rahman, f., & amir, p. (2019). trends in reading literary fiction in print and cyber media by undergraduate students of hasanuddin university. international journal of education and practice, 7(2), 66-77. wekke, i. s., yandra, a., & hamuddin, b. (2017, december). learning strategy in class management: a reflection from manado case. in iop conference series: earth and environmental science (vol. 97, no. 1, p. 012053). iop publishing. instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, may 2019, pp. 13-17 13 early childhood education and its correlation with crime: a review anwar anwar 1, & tatum derin 2 1 vocational high school 7 pekanbaru, indonesia 2 u-raise academy, pekanbaru, indonesia derintatum@gmail.com article history received : 2019-06-03 revised : 2019-06-20 accepted : 2019-07-12 keywords early childhood education criminal activities disadvantaged families gender abstract this article reviews the new evidence offered by jorge luis garcía, james j. heckman and anna l. ziff's paper entitled "early childhood education and crime." the paper showcased the impact of crime reduction from high-quality intensive early childhood programs. its distinct advantage from other similar research attempts is it's long-term follow-up. the data collected were evaluated by randomized controlled trials, and this present article is interested in reviewing the results using a descriptive qualitative method. it is found, proportionally, more women than men reduce their criminal activities after participating in this program. gender influences the experiences, giving a difference because the home environment of disadvantaged families that are mainly benefited by this program is typically worse for girls. this program of educating children with the particular purpose of shaping their morality and understanding of good and bad gives a suitable scope for better improvement by the program. for both sexes, the effect of treatment is greater for disadvantaged children, as measured by the education given by their mothers. 1. introduction three scholars from different universities (jorge luis garcía, james j. heckman and anna l. ziff) published a 9-page article entitled early childhood education and crime as a follow-up to analyze crime in early childhood. all three are from the department of economics, and each has an interest in the early childhood field. garcía has at least four years of research experience dealing with early childhood development and education, with the earliest work done together with heckman (elango et al., 2015), a nobel-prize-winning economist who was more experienced in gender difference, early childhood development, and labour economics research. ziff's research track record is harder to find, and in the end, this study only found two papers under her name which are collaborative works with the other two authors (garcia et al., 2018). early childhood education program investigates whether an influential and widely emulated it reduced involvement in the crime. early childhood education promotes self-control and reduces externalizing behaviour. this is an important mediator to reduce involvement in criminal behaviour (blackwell & piquero, 2005; heckman, pinto, & savelyev, 2013). this article contributes to the reduction of criminalization involvement in early childhood with its perry's preschool program that reduces violent crime between boys (heckman, moon, pinto, savelyev, & yavitz, 2010). the program reduces involvement in crime for both males and females, but more so for females, who have a lower baseline rate of crime participation. early childhood education promotes self-control. one of the main benefits of the preschool program, perry reduces violent crime among boys (heckman, moon, pinto, savelyev, & yavitz, 2010). this research is very good for review because children were enrolled in this centre-based program at eight weeks of age until the first stage of the program ended at age five years children participated in both studies was born highly disadvantaged families in the chapel hill area. early childhood program starting at eight weeks and continuing through age five years, on the criminal activity of participants. they analyze crime in abc/care the program perry's preschool. they analyze data collected from the subject in the abc/care programme evaluated by randomized controlled trial (rct). this data combines the carolina abecedarian project (abc) and the carolina approach to responsive education (care). the goal of abc/care was to promote language and cognitive development. to this end, the centre-based curriculum encouraged interactions between teachers and students (sparling & lewis, 1979, 1984). this article demonstrates sharp gender differences in responses to early childhood education in terms of crime averted for disadvantaged boys and girls. treatment effects are more often statistically significant for girls than for boys at conventional levels. while the program benefits females more http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, may 2019, pp. 13-17 14 regarding the number of criminal outcomes with positive treatment effects and positive and significant treatment effects, the dollar values of crimes averted for men are much higher. the results are consistent with garcía, heckman, and ziff (2018), who reported that at baseline, girls are at a greater socioeconomic disadvantage so that the program has greater scope for improving girls’ lives. the program is most effective for the most disadvantaged children of both genders. 2. findings the article study uses a qualitative approach. this is especially the case for crime, which is primarily committed during and after puberty (moffitt, 1993). this research using the crime data, collected through both self-reports and administrative records. administrative data on arrests and sentences are available at age 34 for subjects in abc and care. at age 21 in abc, we have data on the type of crime committed: violent, property, drug, or other. selfreported data on offenses are collected at ages 21 and 34 for both abc and care because the data capture crimes committed outside of north carolina or unreported crimes while the administrative data can fill in gaps from underreporting in the self-reports using manual match. therefore, this research makes the program has self-reported and administrative data on crime outcomes collected when the subjects are adults. while other randomised studies of programs have larger samples and multisite designs, few programs currently have longitudinal data that facilitate analysing how early childhood education causally reduces criminal activity (elango, garcía, heckman, & hojman, 2016). the first finding is that the intensive early childhood program is much more effective on girls than boys and the reason is uncovered to be because girls have worse home environment which becomes better after they participate in the program. gender difference in crime is a regular thing (rowe et al., 1995). females were most likely to be victims of domestic homicides and sex-related homicides (cooper & smith, 2012). according to another study about crime and sex difference, one of the reasons females have lower rates of offending is because they acquire social cognitive skills earlier in life than males do and because they have better prosocial skills (bennett et al., 2005). so the authors were correct when they say that the girls gained more benefit from this program than the boys did. this finding is also supported by the fact that men commit more crime than women consistently (carrabine et al., 2014) and in crimes dealing with injury and death, men do them more than women apparently (rowe et al., 1995). for children, the center for sex offender management indicates that approximately one-fifth of all rapes and one-half of all sexual child molestation can be accounted for by juveniles (hunter et al., 1999). another famous and common topic to delve into crime reduction study is on the category of privilege. the author's research used a mother's education as a baseline and concluded that the program's effect on underprivileged students is more effective. there is a study that found that full-day program reduces youth crime because the increased adult supervision decreases the likelihood of girls or boys engaging in risky behaviour, and this is particularly effective for children in poor families (berthelon et al., 2011). education is important to prevent and reduce crime in children (weston, 1939). 3. strengths and weaknesses this article may be particularly notable because it provides new evidence of the long history of crime reduction study. it gives the treatment in the form of an intensive early childhood program with long-term follow-up, so that means this article is a lot more thorough than most studies that limit themselves to the aftermath of particular programs that the authors are bold enough to claim that their data is new evidence. the environment better for boys, so the programs we study have greater coverage to improve the lives of girls because it makes preschool program perry. while the program benefits females more regarding the number of criminal outcomes with positive treatment effects and positive and significant treatment effects, the dollar values of crimes averted for men are much higher. our results are consistent with garcía, heckman, and ziff (2018), who reported that at baseline, girls are at a greater socioeconomic disadvantage so that the program has greater scope for improving girls’ lives. there is a possible weakness in the research design for it does not use parental inputs, it is possible that other investments, such as early childhood education, have certain components that affect boys and girls differently. the children's skills imply out comes of interest that could have social factors influencing the subsequent skill formation differently for males and females. this fact leads to a better environment for boys so that the program that we study has a greater scope for improving girls' lives. apart from parental inputs, it is possible that other investments, such as early childhood education, have certain components that affect boys and girls differently. magnuson et al. (2016) provided a discussion of some of the components of centre-based education, such as gender in particular, that could differently affect boys and girls. for example, holmlund and sund (2008) reported that teachers respond more positively to children of the same sex. 4. abc/care program abc care is a nonprofit corporation meant for school-age childcare centres. this program, "all because of christ," is a school childcare program that is designed for students, held before and after school. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, may 2019, pp. 13-17 15 abc care hours are from 7:15 a.m. until 8:05 a.m. before school. after school hours are from 3:15 p.m. through 6:00 p.m., non-students are also welcome to attend the abc program activities. abc/care program is meant to provide a safe, secure, fun recreational and educational experience, and it seems that one of their missions is to prevent children from going to the path of crime by using an intervention program in during early childhood development. the after-school environment allows youth to interact among themselves and with adults in a more relaxed atmosphere. research shows that youth with the opportunity to build positive peer and adult relationships have better school and community connectedness, better school attendance, increased social competence, and less substance abuse and behavioural issues including gang involvement. school attendance and school connectedness are the single most important protective factors identified with reducing risky behaviours including substance abuse (alcohol, tobacco, and marijuana), acting out in class, fighting, bullying, and emotional distress. research also indicates that after-school programs can markedly increase engagement in learning, improve academic achievement, and reduce behavioural issues. the limit of this study is that most of the information about the abc/care program is taken from heckman's papers as the professor seems to be highly invested in the fruits of this program, so there is a possibility of bias. other people have also noted that the paper is consistent with heckman's other writings, so there is huge selection bias and apparently, zero acknowledgements of the problem (andrew, 2017). but this may be understandable because, the fact is, the abecedarian, and also perry preschool studies while we're at it, are vastly overrepresented in the early childhood literature because they are the only studies that combine both high-quality study design (randomized treatment) with high quality, expensively collected long term follow up data. to my knowledge, alternative studies of the effects of early childhood education are based on either (a) more recent, better-designed studies with larger sample sizes and randomized treatment assignment, but very short term or low quality follow up information, e.g. the head start impact study or (b) much worse designed studies with long term follow up information, e.g. the chicago longitudinal study. to point out their overrepresentation in the literature without acknowledging this seems unfair. furthermore, both studies have so many papers on them in part because there has been a new wave of papers every time new data has become available (which has happened many times as more follow-ups were conducted). in this 2019 paper, the authors mentioned that they have analysed data collected from subjects in the abc/care program evaluated by randomized controlled trial (rct), which findings are in line with a study they conducted last year (garcia et al., 2018), which data is in line with a study they did two years ago (garcia et al., 2017). however, while they certainly elaborated how the program may reduce the possibility of crime conducted by male and female, it does not thoroughly explain the entirety of the program's approach beyond starting at birth and empowering parents with quality child care. searching for heckman's personal publicized document about the program, this study found the quality early childhood program is comprised of these nine elements: (1) starting at birth. children were voluntarily enrolled by their parents as early as eight weeks old and remained with the program until they entered kindergarten, allowing them to build skill upon skill and preparing them for greater success in school and, ultimately, in life; (2) providing continuous care. the program was fulltime and intensive, with children spending eight to nine hours a day in centre-based care, five days a week, 50 weeks a year for five years. (3) engaging parents. parents play the most critical role in developing skills and abilities in their children; therefore, the program provided parental education on building family life that is most conducive to the success of their children. (4) incorporating health as an input. a doctor and two nurses were on staff to provide developmentally appropriate screenings for health and wellness. children who were identified as having healthor development-related problems were referred to local medical care, with the centre's doctors and nurses following up with the children and their parents to ensure medical compliance. (5) recognizing the importance of nutrition. all the children came from economically disadvantaged families where food security could be a problem. understanding that a hungry child is least apt to learn, nutritious meals and snacks were provided while the children were in the center. (6) developing a full range of skills. a highly developmental approach was taken to advance early learning, with a focus on developing comprehensive skills through social-emotional and cognitive development. while one programmatic goal was to increase iq and school readiness, the program acted on evidence that social and emotional skills drive cognitive achievement and, ultimately, life success. (7) empowering parents with quality child care. reliable, high-quality child care provided parents with the confidence and means to enter into the workforce, build their skills, advance careers and acquire higher wages. the economic benefits of http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, may 2019, pp. 13-17 16 the additional wages earned by parents alone paid for the cost of the program after only five years. (8) transitioning children into elementary schooling. the program monitored the progress of its children during the first few years of elementary schooling, helping children successfully transition from a highly nurturing early childhood environment to potentially less nurturing public schools. (9) combining highly trained educators with welltrained and supervised teachers. abc/care was developed, implemented and supervised by early childhood thought leaders and professionals who trained teachers and staff on how to identify with children, build relationships through empathy, create engagement, monitor progress and create continuous improvement. 5. conclusion this article gives present a program to improve education and reduce crime for demonstrates sharp gender differences in responses to early childhood education in terms of crime averted for disadvantaged boys and girls. treatment effects are more often statistically significant for girls than for boys at conventional levels. while the program benefits females more regarding the number of criminal outcomes with positive treatment effects and positive and significant treatment effects, the dollar values of crimes averted for men are much higher. our results are consistent with garcía, heckman, and ziff (2018), who reported that at baseline, girls are at a greater socioeconomic disadvantage so that the program has greater scope for improving girls' lives. the program is most effective for the most disadvantaged children of both genders. 6. acknowledgements the authors thank the anonymous reviewers for their fruitful comments for this research. references anderson, d. a. (2012). the cost of crime. foundations and trends in microeconomics, 7(3), 209–265. anderson, m. l. (2008). multiple inferences and gender differences in the effects of early intervention: a reevaluation of the abecedarian, perry preschool, and early training projects. journal of the american statistical association, 103(484), 1481–1495. andrew. (2017). how does a nobel-prize-winning economist become a victim of bog-standard selection bias? stat modeling. bennett, s., farrington, d. p., & huesmann, l. r. (2005). explaining gender differences in crime and violence: the importance of social cognitive skills. aggression and violent behaviour, 10(3), 263-288. berthelon, m. e., & kruger, d. i. (2011). risky behaviour among youth: incapacitation effects of school on adolescent motherhood and crime in chile. journal of public economics, 95(1-2), 4153. blackwell, b. s., & piquero, a. r. (2005). on the relationships between gender, power control, self-control, and crime. journal of criminal justice, 33(1), 1–17. blackwell, b. s., & piquero, a. r. (2005). on the relationships between gender, power control, self-control, and crime. journal of criminal justice, 33(1), 1–17. campbell, f. a., conti, g., heckman, j. j., moon, s. h., pinto, r., pungello, e. p., & pan, y. (2014). early childhood investments substantially boost adult health. science, 343(6178), 1478–1485. carrabine, e., cox, p., fussey, p., hobbs, d., south, n., thiel, d., & turton, j. (2014). criminology: a sociological introduction. routledge. cooper, a., & smith, e. l. (2012). homicide trends in the united states, 1980-2008 (pp. 536-543). bibliogov. efastri, s. m. (2018). pendekatan behavioural dengan teknik social modelling untuk mengurangi perilaku tempertantrum pada anak usia dini kec. tandun kabupaten rokan hulu riau. paud lectura: jurnal pendidikan anak usia dini, 2(01), 40-48. elango, s., garcía, j. l., heckman, j. j., & hojman, a. (2015). early childhood education. in economics of means-tested transfer programs in the united states, volume 2 (pp. 235-297). university of chicago press. garcia, j. l., heckman, j. j., & ziff, a. l. (2018). gender differences in the benefits of an influential early childhood program. european economic review, 109, 9-22. garcía, j. l., heckman, j. j., leaf, d. e., & prados, m. j. (2017). quantifying the life-cycle benefits of a prototypical early childhood program (no. w23479). national bureau of economic research. gross, r. t., spiker, d. & haynes, c. w. (eds). (1997). helping low birth weight, premature babies: the infant health and development program. stanford, ca: stanford university press. heckman, j. j., & karapakula, g. (2018). designspecific inference of treatment effects: understanding the long-term impact of high quality targeted preschool. chicago, il: http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, may 2019, pp. 13-17 17 university of chicago, department of economics. heckman, j. j., & karapakula, g. (2018). designspecific inference of treatment effects: understanding the long-term impact of high quality targeted preschool. chicago, il: university of chicago, department of economics. heckman, j. j., moon, s. h., pinto, r., savelyev, p. a., & yavitz, a. q. (2010a). analyzing social experiments as implemented: a reexamination of the evidence from the high scope perry preschool program. quantitative economics, 1(1), 1–46. hunter, j., carter, m. m., & matson, s. (1999). understanding juvenile sexual offending behavior: emerging research, treatment approaches and management practices. washington, dc: center for sex offender management. ramey, c. t., & campbell, f. a. (1979). compensatory education for disadvantaged children. the school review, 87(2), 171–189. ramey, c. t., & campbell, f. a. (1984). preventive education for highrisk children: cognitive consequences of the carolina abecedarian project. americanjournalofmentaldeficiency, 88(5), 515–523. reswita, r. (2017). hubungan pola asuh orangtua dengan capaian perkembangan anak. paud lectura: jurnal pendidikan anak usia dini, 1(1), 72-81. rowe, d. c., vazsonyi, a. t., & flannery, d. j. (1995). sex differences in crime: do means and within-sex variation have similar causes?. journal of research in crime and delinquency, 32(1), 84-100. wahyuni, s., reswita, r., & filtri, h. (2018). subjective well-being anak yang berasal dari keluarga berstatus ekonomi sosial rendah. lectura: jurnal pendidikan, 9(2), 149-160. https://doi.org/10.31849/lectura.v9i2.1605 weston, h. e. (1939). the role of the school in crime prevention. yb, 28. http://ojs.journal.unilak.ac.id/index.php/elsya https://doi.org/10.31849/lectura.v9i2.1605 instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 7-12 7 learning from “totto-chan: the little girl at the window”: an educational perspective from japanese author sadhya permeiswari sma negeri 2, dumai. indonesia sadhyapermeiswari@gmail.com article history received : 2019-06-23 revised : 2019-06-27 accepted : 2019-07-10 keywords educational values totto-chan little girl at the window japanese author abstract the novel “totto-chan: the little girl at the window” is a novel which some parts of its story reflects concept of education that is unique and different. the concept education in this novel related with educational value according to moleong perspective. therefore, this research is mainly purposed to search about what are the educational values found in tottochan: the little girl at the window”? and how educational values appear in “tottochan: the little girl at the window” based on moleong perspective. this research is qualitative one by using content analysis method. two data sources were chosen the primary data source is the novel itself and the secondary data are books, literature, official websites and other relevant materials. in general, the result found educational values contained in the novel based on moleong perspective. by this research, it is expected that teachers can implement the positive things that exist in this study and in the novels at school and also encourage students’ interest in literature. 1. introduction in 2008, gramedia publisher main library published a japanese translation novel entitled "tottochan" which was written by tetsuko kuroyanagi. previously this novel had been published in its home country, japan, in 1982. at the beginning of the publication of the novel it immediately became a best seller because in the period of a year it managed to sell 4.5 million novels. this phenomenal and inspirational novel also succeeded in stealing the attention of the japanese government, especially in the field of education, which finally decided to make this novel a compulsory book for education and officially became one of the subject matters in school. in general, literary works are beautiful and useful in other words in literature there are many values of education (education). thus, literature aims to strengthen the value of education within oneself. a high-value literary work is a literary work that contains a high educational value, which elevates human dignity. literary works created by writers are not solely relying on talent and proficiency in expression, but more than that, a writer gives birth to literary works that also have a vision, mission, aspiration and struggle. totto-chan consists of 280 pages and 63 chapters. it is based on real events experienced by its author tetsuko kuroyanagi. this novel contains the personal experienced by tetsuko kuroyagi about her school as a child named tomoe gakuen, led by a school principal who was greatly admired by tetsuko kuroyanagi named sosaku kobayashi. as the principal of sosaku kobayashi, he successfully applied the educational method that was liked by all of his students. the educational method stems from the principal's understanding that every child is born with a good character, which can easily be damaged due to their environment or due to the bad influence of adults. that's why sosaku kobayashi strives to find good character in every child and develop it so that children grow up to be adults with distinctive personalities. sosaku kobayashi strives to instill character education with his students so that they grow into children who know and recognize their talents and are able to develop them. the novel "totto-chan" is full of educational values. these educational values include attractive learning methods that are carried out in accordance with the interests and talents of each child. children are also guided to be able to recognize and understand their personal character and be able to develop it optimally. parents are invited to play an active role in being able to accompany their children and most importantly try to give their children trust. the educational value contained in the novel "totto-chan" is also very relevant to the condition of education in indonesia today which is developing the concept of character education. based on the background above, the study of the educational values contained in tottochan's novel by tetsukokuroyonagiper is necessary because it is full of educational values that are beneficial to life, thus elevating the dignity of the readers. http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 7-12 8 2. methodology this review uses a qualitative decriptive form to understand which behavior, perceptions, motivations, actions, and others experienced by the research subject. the use of qualitative forms in this study is because this research has characteristics that are in accordance with the characteristics of qualitative research. while descriptive method research by collecting data in the form of words or sentences. the use of descriptive method because it is in accordance with the purpose, namely to describe the structure of the novel. the technique used to collect this research data is an indirect technique with documentary studies, collecting steps data with documentary techniques is carried out as follows. a) carefully read the contents of the novel b) identify the structure of the novel that is in accordance with the research problem and record it c) classify or group data according to research problems d) interpreting the data that has been collected in accordance with the research problem e) discuss the results of data collection with the supervisor steps were taken to analyze data with an approach hermeneutic. i. read intensively and critically the data that has been classified ii. analyze and interpret meaning; by finding words or sentences then linking those interpretations in a paragraph classified as meaning in the novel. 3. strengths of the novel toto-chan is a young girl who has very high learning and creativity. he has a lot of potential and various questions, like most children. he has a high curiosity. because of his many attitudes from asking and his actions which were considered quite dangerous, he was also expelled from school, even though at that time he was still in class 1 of elementary school. toto-chan's parents took the initiative to move toto-chan to tamoe gakuen. unlike most schools that determine the lessons that students must follow, in tamoe gakuen all students are free to determine what lessons they want to start. the principal at tamoe gakuen wants to listen to what his students want to say. at tamoe gakuen all students are free to guide them to develop their ability. kobayashi instills confidence in children to solve their own problems, such as when a tottochan wallet falls into the toilet, then takes all the dirt to the surface with a dipper. he did have a reason that he wanted to take his wallet that had fallen in the sink, he wanted to find out and peek into the dark hole of the toilet. maybe if someone else saw what tottochan was doing would be angry or even punish. but not with kobayashi when he passed that place, not anger or punishment received by tottochan but rather friendly and calm words like the following quote: "you will return everything if it's done right? "(page 57). getting a good response from kobayashi as in the above quote, tottochan then put the dirt back into the hole, also inserted the wet soil, then leveled the ground, closed the hole neatly and returned the dipper borrowed from the gardener's warehouse. another satisfaction tottochan feels is the trust given by the principal by not scolding him. as seen in the following quote: "but tottochan doesn't care. he was satisfied because he had mobilized all his abilities to find the wallet. tottochan's satisfaction was the result of the confidence that the headmaster instilled by believing it and not scolding him. but of course it was too complicated for tottochan to understand at the time "(page 71). in the quote above, kobayashi's teacher wants to teach his students (tottochan) about his social relationships with other people either at school or in the community if he later grows up, that whoever our friends is we must still love our friends even though he has limitations (disabilities) . kobayashi's teacher also teaches that a student must not demean other people who have deficiencies. this makes students in tomoe love and love each other. so that social relations such as friends will be well interwoven without dropping each other and humbling. the atmosphere at tamoe gakuen is different from other schools which are built with tall buildings and press many lessons to each of their students. at tamoe gakuen classrooms consist of train cars that are no longer used to create a fresh atmosphere every time there. mr. kabayashi as the principal there applies a different curriculum. all guardians and parents of students support each action from mr. kabayashi as the principal there. because the entire curriculum provided is very good for improving the ability of his students. unfortunately, all the memories and learning of toto-chan had to end when the bomb detonated the tamoe gakuen school in 1945 when japan experienced bombing by america, because at that time japan was experiencing world war ii. causing huge losses for japan. at that time all students and instructors at tamoe-gakuen felt devastated, the building suffered severe damage as a result of this bomb blast. http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 7-12 9 all japanese citizens were discouraged and then evacuated. and all students of tamoe gakuen hope that after all this has happened all will return to normal. the skin of this novel book is thick enough to have long durability / not easily damaged. readers can also imagine each incident in detail because in each chapter there are supporting illustrations that are easy to understand. although the novel was first published in 1981 the language used was very easy for the reader to understand, besides that there were additional explanations on several unfamiliar japanese terms in the ears of outsiders, as in this excerpt "totto-chan's class decided to perform kanjincho (fundraising agreement) ". unfortunately, the book's skin does not attract the attention of readers and in some chapters it seems boring, as in the chapter "braid hair". in that chapter only tells the first time totto-chan has her hair braided. this novel, which consists of 63 short chapters, is very important to read especially for teachers. this novel provides an overview of some students in the world who are bored with conservative learning in schools in general. describe students who are bored with all required subjects according to the curriculum. the learning system in tomoe that frees all lessons makes students able to focus on getting stuck on just one lesson, so there is no element of coercion in learning. in addition, learning activities are sometimes outdoors, making students receive lessons not from books but also from nature and the surrounding environment. the most impressive thing is that there is no teacher or several schools that have actions such as scolding students or the emergence of selfish teacher traits, even for acts as strange as totto-chan's when searching for his wallet at the school's disposal site, only compassion and wisdom received by students. this novel inspires teachers to develop education not only the material provided, but better practice in life and to better understand the characteristics of students, especially to understand children who begin to develop their knowledge. during school at tomoe totto-chan many progress in him. totto-chan's attitude and behavior improved day by day. totto-chan grew up to be a child who was confident, creative and never gave up and had many friends who cared about each other. even though tottochan's friends at tomoe's school had received it well, he still did strange things like at school. the teachers in tomoe also consider a lot of totto-chan's behavior to be difficult to understand. the behavior of the main characters in this novel is interesting to study because the main character tottochan's behavior is different from most children in general. in addition, the teacher at the school also considers totto-chan a child who likes to do strange things. totto-chan is a child in development. the period of development can be analyzed by psychological theory. therefore, it takes help from psychological theory to analyze the psychology of the characters contained in literary works and to find out more about the intricacies of human actions. in this novel, there are words that make us inspired to be passionate about living our lives as educators. plus the use of language that is easy to understand and the placement of time and place settings that are very detailed. each chapter has only a few pages, making it easier for readers to read and not bring boredom to the reader. the novel also illustrates the importance of longsighted friendship, such as friendship with yasuaki who is a polio sufferer and learns language, culture, and life in america with miyazaki, who at that time japan was having bad relations with america. the meaning of friendship can even be taken from tottochan's relationship with his dog, rocky. this inspirational novel is very suitable to read for students, parents, teachers, and people who are involved in the field of education. from this novel, we can conclude that in the teaching and learning process in the education of primary school age children different from middle school-age children. primary school students prefer to study with different methods. that is commonly called playing while learning. elementary students enjoy the fun and not monotonous learning method. we can follow the example of tomoe gakuen in this novel that allows students to learn according to their interests and abilities. every student must have their own pleasure that they can develop early on. but the necessity to learn basic subjects such as language mathematics and science can be applied in different and fun methods so that students are not bored with the material given. after that students may take part in activities that they enjoy such as playing dancing or sports music. in this book there are many philosophies and teachings of life, many inspire good learning patterns applied, the topics in this novel are very good, the language used in this novel is very easy to understand and very good, this book is a compulsory book for education in japan and this novel makes history in the japanese publishing world because of 4,500,000 books a year. http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 7-12 10 4. weaknesses of the novel of the many advantages that exist, this novel also has drawbacks. one of them is there are words that are difficult to understand so we need the help of a dictionary to enjoy reading this novel. this book is targeted to contribute to educators, as well as students. especially for the elementary school level. as a result, for adult readers, maybe the stories delivered are too light or less exciting. the page per chapter averages too short so that sometimes it doesn't feel its deep emotions. 5. results based on the results of the reading it is known that the educational values contained in the "totto-chan" novel by tetsuko kuroyanagi include religious values, socio-cultural values, moral values, and intellectual values. the religious values contained in this novel include: praying (mama prayed solemnly, hoping that this time everything will go smoothly), grateful (mama is grateful that totto-chan seems to enjoy her school), is responsible for religion (we go to the temple goes to kuhonbotsu, then the children gather and walk around the temple courtyard), worship (sengkuji temple is smaller than kohunbotsu temple. he considers the place sacred. solemnly bows respectfully), celebrates religious holidays (mama and totto-chan look happy following a celebration day to honor the goddess of music and beauty, benten). socio-cultural values are also one of the values of education found in the "totto-chan" novel by tetsuko kuroyanagi. the excerpts of data on socio-cultural values include caring for each other (in fact, there are not enough words to express the principal's lo ve for students and school, but the children are not old enough to realize it), establish friendship (totto-chan has met and made friends with all the children in his class. he feels like he has known them for a long time), deliberation (the carriage comes very late. after all the other trains are not operating. who really wants to see them must go home first and ask permission from parents, if you want, you can come back with pajamas and blankets and have dinner). the moral values contained in the "totto-chan" novel include a polite attitude (while bowing respectfully, totto-chan asked eagerly, "what is this father? principal or station head?), eager to do everything (for a moment then, totto-chan screamed with joy then stood up and ran towards the train school. he looked back and shouted to mama. come on, hurry up! hurry up! let's take the motionless train), have an attitude of sympathy (because there are no defects in his body, of course he wouldn't mind being asked like that, but takahashi has stopped growing and the child knows, that's why the headmaster has designed all sports day activities specifically so that tabahashi can participate well), advise one another (these cars are dank class if you really want to ride this train, you have to be sweet and polite in front of the headmaster, now we will face the head a school. if you are polite and kind, maybe you will be accepted at this school), respect each other (mama imagined totto-chan cheerfully opening and closing her new desk. mama didn't think that was a mischievous thing. after all, totto-chan would have succeeded if already bored), an attitude of restraint / self-control (playing a song, said totto-chan. the small group, which usually passes through a loud clarinet, a gong, drum, and a samisen of a japanese stringed instrument. poor teacher is just can wait patiently until the noise is over), have a brave attitude (the headmaster tells totto-chan to sit down and turn to mama, you can go home now. i want to talk to totto-chan. for a moment totto-chan feels bad, but somehow she feel like it will suit him), honestly (when he said totto-chan could tell what he wanted to tell. totto-chan was happy and immediately spoke excitedly. cherries asked chaotic and the order is not known, but all said what it is), kind (mama had a lot of work to be done). he is busy filling the lunch box with something from the sea and something from the mountains. while giving breakfast to totto-chan. mama also entered the abnormality ticket of the totto-chan train into a plastic wallet that would be wrapped around totto-chan's neck with a rope so that it wouldn't disappear, a helpful attitude (yasuaki's arms and legs were very weak. apparently she couldn't go up to the first step without help. -chan quickly descends and pushes yasuaki from below). while the value of education in the form of intellectual value can be seen from the ability to negotiate and invite other people to work together (the ticket collection officer looks at it for the first time. my son also wants to work at the church station. maybe later you can work together. hemmmm, tottochan scrambled around and considered the idea seriously. i don't mind working with your child. i will think about it later. but now i'm busy because i want to go to my new school), able to solve the problem (obviously you have to do something to solve the problem, this is unfair for other students, you have to look for other schools, schools that can understand and teach their little ones to adjust to others), are able to think accurately, have certainty of purpose, and ability educate (should he show them the train ticket? totto-chan thought. but he did not want to be late, because it was decided to abandon his intention that day and hurry away). educational values contained are educational values that are able to provide inspiration for readers to understand the various values of emerging education that can be realized in everyday life. among some of the educational values that appear in http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 7-12 11 the "totto-chan" novel religious values and moral values are the most widely discussed educational values by the author. religious values and moral values are closely related to the existence of sociocultural values and intellectual values. 6. conclusion totto chan is a child who is passionately entering elementary school, but at the first school the totto chan was released because of his attitude which was sometimes considered strange by his teacher. his habits such as looking out the window lingered, waiting for a group of street musicians, opening the table over and over again and again over and over making patience, the teacher. finally mom totto chan decided to find another school that could accept totto chan. after being expelled from school, totto-chan was registered by her mother to tomoe's school (tomoe gakuen). at his new school totto-chan felt very happy. that was because what he lived in tomoe was very different from his old school, maybe even other schools at that time. in tomoe, students study on the train cars that are used as a class, so totto-chan and his friends can learn while enjoying the scenery outside the carriage and imagine traveling. in addition, in tomoe students are allowed to change the order of the lessons according to their wishes. these things make the school unique. in tomoe, totto-chan not only learns about academic lessons, but also learns about the values of life, such as about friendship, respect, respect and respect for others and the freedom to be yourself. even though he may not have realized it. totto-chan experienced various stories and stories in her daily life in tomoe gakuen, of course also with the innocence she had. the education system in tomoe gakuen is very different from other conventional schools. there, students may change the order of lessons according to their interests. some start learning physics, some choose to draw, some want to learn the language first, basically free. not infrequently also the principal invited the students to take a walk while explaining what they saw while walking. unnoticed by students, they have learned many things, in a very pleasant way. never before has totto-chan felt as excited as he was at school. he felt at home at tomoe gakuen. aside from the pleasant way of learning, he also has many friends and principals who love all students. tottochan who was once considered naughty turned out to be a good child. this can be seen from how much he loved his friends, some of whom had physical disabilities. we can conclude that the teaching and learning process in primary school-age children is different from middle school-age children. primary school students prefer to study with different methods. that is commonly called playing while learning. elementary students enjoy the fun and not monotonous learning method. in the indonesian primary school education curriculum apply learning in accordance with what has been set in the curriculum. the students inevitably like to or not have to follow all the lessons that maybe some of them think the lesson is not interesting or even stressful. this makes the learning spirit of the elementary school students decline. we can follow the example of tomoe gakuen in this novel that allows students to learn according to their interests and abilities. every student must have the pleasure they can develop early on. but the necessity to learn basic subjects such as language mathematics and science can be applied in different and fun methods so that students are not bored with the material given. after that, students may take part in activities they enjoy such as playing dancing or sports music. the educational values consist intotto chan: a little girl at the window novel are educational values. the majority of existing educational values derived from the headmaster and tomoe gakuen school, while others emerged from totto chan’s family and the people who have ever encountered with totto chan.from the educational values were found in totto chan: a little girl at the window, the researcher found educational values which are suitable with the moleong perspective about education. there are educational values that suitable with the concept of liberating education. 7. references adeney risakota, bernhar. pendidikan kritis yang membebaskan dalam basis. nomor 01-01 tahun ke50, januari-februari, 2001. collie, joanne, and stephen slater. literature in the language classroom: a resource book of ideas and activities. cambridge: cambridge university press, 1987. dale, john, and emery j. hyslopmargison. paulo freire: teaching for freedom and transformation: the philosophical influences on the work of paulo freire. berlin: springer science & business media, 2010. freire, p. (1973). education for critical consciousness (vol. 1). bloomsbury publishing freire, paulo. cultural action for freedom. massachusetts: harvard educational review and centre for study of development and social change, 1970. http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 7-12 12 halstead, mark, and monica j. taylor. values in education and education in values. london: routledge, 2005. haydon, graham. values for educational leadership. london: sage pulications, 2007. henry hudson, william. an introduction to the study of literature. 2 nd ed. london: enlarge publisher, 1913. kuraedah, s., gunawan, f., wekke, i. s., & hamuddin, b. (2018, july). learning environment construction in islamic higher education: connecting the puzzles of ideas. in iop conference series: earth and environmental science (vol. 175, no. 1, p. 012107). iop publishing. natia, i.k. apresiasi sastra indonesia. surabaya: bintang surabaya, 2010. schipani, daniel. “liberation theology and religious education” dalam theologies of religious education (ed. randolph crumph miller; birmingham: religious education, 1996. smith, a., william. conscientizacou tujuan pendidikan paulo freire. terj. agung prihantoro. yogyakarta: pustaka pelajar, 2001. susetyo, b. (2005). politik pendidikan penguasa. lkis pelangi aksara. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. (jakarta: arta duta mas, 1994), article i verse 3. wekke, i. s., ashrori, m., & hamuddin, b. (2018). institutional transformation of madrasa of muslim minority in thailand. jurnal pendidikan islam uin sunan gunung djati, 4(1), 15-26. wekke, i. s., yandra, a., & hamuddin, b. (2017, december). learning strategy in class management: a reflection from manado case. in iop conference series: earth and environmental science (vol. 97, no. 1, p. 012053). iop publishing. zaim el mubarak. membumikan pendidikan nilai. bandung: alfabeta, 2008. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 34-38 34 using video as media of teaching in english language classroom: expressing congratulation and hopes kamelia kamelia smp negeri 27. pekanbaru. indonesia kamelialia858@gmail.com article history received : 2019-05-31 revised : 2019-07-01 accepted : 2019-07-14 keywords teaching english video efl abstract this research was design in descriptive qualitative research. the data was collected and analyzed from several related of literature on the application of videos in english classroom around the globe. this study stands its objectives and sees video as one of the effective media that can make students more enjoyed process teaching and learning. this study recorded that many research has proved on the effectiveness of using video as media for students, especially the efl classroom. it seems using videos can give a relaxing situation for students in learning english. it also can make students more active and easy to understand the material since the video contains pictures and audio that causes students to see the material directly. these recent studies also share the teaching procedure used by the researcher/teacher when conducting teaching and learning activities in the class which are seems divided into three steps, e.g., pre-activity, main activity, and activity of the last post. the analysis recommends the teacher, as a model should have planning systematically what teacher should do during teaching and learning process to deliver good material. 1. introduction in this modern era, teaching english is also increasingly diverse, ranging from using manual media or visual media such as blackboards, chalk, markers until to internet-based media and technologies such as audio-visual. in the process of teaching and learning english, preparation of teaching tools by teachers can help students to easy understood about the material in the learning. also, the teaching method, which is used by teachers to deliver lesson can attract students' attention so that the learning process takes place, is also a component that supports the learning process. definition media or a medium in the cambridge dictionary is a method or way of expressing something. according to jacobs et al. (2002, p. 240), the media can be seen as media, widely understood, anyone, material, or events that form conditions that allow students to acquire knowledge, skills and attitudes. many studies recently believed that the use of video as a media is very effective to teaching and learning in the classrooms (čepon, 2013; al rajhi, 2016; bajrami and ismaili, 2016; kabooha, 2016; pisarenko, 2017; mohammed, 2013). according to čepon (2013), the video format is useful for teaching/studying fl. in terms of fl capabilities, quantitative results indicate that writing shows acquisition effects that are greater than general reading-based understanding. fl grammar is the least affected, while vocabulary acquisition shows the most beneficial outcome. reflections interviewed from indepth interviews showed that by exposing native slovenian speakers to video subtitles who saw their optimal conditions to reduce their foreign cognitive burden created. further, al rajhi (2016), mentions the use of multimedia tools in the classroom. when students are allowed to advise their teachers about using new teaching methods, most of the advice involves the use of multimedia, video, ipod and game tools. furthermore, bajrami and ismaili (2016) state hypothesise that video material can be used as input of authentic material and as a motivational tool. in general, students find the experience of using the video material to be interesting, relevant, useful and somewhat motivating in the classroom. as a result, it can be suggested that both teachers and students can be involved in creative ways to include different video material in various classroom activities to improve learning outcomes and provide a positive classroom environment. moreover, kabooha (2016) claims both students and teachers have a positive attitude towards the use of films in their classrooms to improve students' language skills. the well-chosen film material can improve students' language learning processes and increase their motivation to learn the target language. http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 34-38 35 then pisarenko (2017) find out significant increases observed in knowledge obtained from foreign languages and audiovisual technology (at) were considered effective in teaching foreign languages. at is felt to facilitate the acquisition of student knowledge and stimulate active learning. foreign language training based on at positively influences student performance and must play a major role in the formation and development of effective communicative competencies. the last mohammed (2013) asserts another effective way to use video; he applied the use of video subtitles to teach grammar successfully developed the accuracy of student grammar. improving the perfect shape of the past in video subtitles attracts the attention of students to learn it better with text and images rather than just text. in general, a more positive response was directed by students about using video grammar instructions the reasons beyond the researchers choose video as media in english language context at school merely to prove the recent researchers who stated the effectiveness of the video as a learning media was impressively in teaching and learning. therefore to make teaching and learning in the classroom more effective and to make the student more interesting to learn the material teacher use video as media. 2. methods this research was designed in descriptive qualitative research; data was collected from several related kinds of literature about implementing videos in english classrooms. information relating to the use of videos in the efl class is also collected through the net and trusted online learning web. then, information is presented based on video roles, and video hiring techniques will use in teaching and learning in the classroom. both components are expected to represent the prominent role of video in the efl class and several ways that can be applied by efl teachers in teaching by distributing videos. finally, some conclusions were drawn to prove a more meaningful way of videos used in the classroom around the globe. 3. result and discussion result from this study after seeing some research related in using video as a media teaching and learning is the use of video material has many advantages such as stimulating student independence and being proactive. when teachers bring video material to their english classrooms, students can immediately obtain a large amount of cultural background information and emotional attitudes about learning material. when viewing video material, students can put themselves in the real atmosphere created by video material and understand the language pragmatics used by characters. in addition, the teacher who designs learning activities that can make students in active learner mode. in this case, the teachers are challenged to involve students actively during teaching and learning activities using video. to use video as a powerful tool during teaching and learning activities, preparation is one of the main ways to make it more meaningful before applying several other ways to encourage students to become active learners. harmer (2006) state about several techniques that can be applied when using videos in efl classrooms, such as; viewing techniques (fast forward, silent viewing, freezing framing, partial viewing) and listening (and mixed) techniques (picture less listening, picture of speech). then, çakir (2006) also adds several other ways; active viewing, freezing framing and predictions, silent vision, sound on and vision off activity, repetition and role-play, reproductive activities, dubbing activity, and followup activity. 3.1 the technique even though some of the teacher maybe familiar with the technique using video as a media but not all teachers know about what means and how to use some of that technique, so researcher wants to explain about the technique. there is some technique using video as a media means and the uses:  fast forward fast forward, it means the teacher can present videos to students by playing them for a few seconds and then advancing them. these activities must be repeated until the end of the video. then, the teacher asks students to share what information they got from the video. in this case, students can guess what people are talking about.  silent viewing silent viewing it means at this step, the teacher can play the video without sound. videos are only served secretly without any information. in this case, students' ability to predict information is needed.  partial viewing partial viewing is also a way to support students' curiosity because it allows students to see parts of the video and ask them to predict what information they will collect.  active viewing active viewing means to enhance student enjoyment and satisfaction and focuses their attention on the main ideas of video presentations. so, it is necessary for students to take an active part in video teaching presentations. before starting the presentation, the teacher asks several key questions about the presentation, so students get a general idea http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 34-38 36 of the content. after seeing the questions, students answer questions verbally, or students can take notes when viewing. for a more detailed understanding, students are given a guide sheet or viewing guide and let them watch and listen to specific details or specific language features. however, it must be remembered that the student level must be taken into account and adjust the technique according to their level.  pictureless listening pictureless listening to it means in this activity; learning activities begin by guiding students to listen to the information in the video. however, students are not allowed to see pictures in the video until they can guess and share what information they get.  picture of speech picture of speech means this method can be implemented by dividing students in class into two teams. each team has different opportunities during teaching and learning activities. the first team is given to watch and understand the videos presented by the teacher. then, the other team must predict what the video is based on the instructions stated by the first team. this activity trains their speaking skills and fluency  freezing framing and prediction freezing framing means is stopping the image on the screen by pressing the silent button or pause. videos give us dimensions of additional information about character body language, facial expressions, emotions, reactions, and responses. the teacher freezes the picture when he wants to teach words and expressions about moods and emotions, to ask questions about certain scenes, or to draw students' attention to a few points. by freezing the scene, students can be asked what will happen next. so they speculate about what will happen in the next round. freezing framing is very good for speculation. this activity also burns the imagination of students by directing them to predict and infer more information about characters.  silent viewing silent viewing means because the video is audiovisual media; sound and vision are separate components. silent views arouse student interest, stimulate thinking, and develop anticipatory skills. in silent watching, the video segment is played with a dead sound using only images. this activity can also be a prediction technique when students watch the video for the first time. one way to do this is to play the video segment without sound and tell students to observe the character's behaviour and use the power of their deduction. then press the pause button at the interval to stop the image on the screen and make students guess what happened and what the character might say or ask students what had happened until then. finally, video segments are played back with sound so students can compare their impressions with what happened in the video.  sound on and vision off activity sound on, and vision off activity means this activity can be interesting and useful for playing parts of a video unit and removing visual elements from the presentation by blurring the image so that students can only hear the dialogue but cannot see the action. through this activity, students predict or reconstruct what has happened visually only depending on what they hear.  repetition and role-play repetition and role-play mean when there are some difficult languages points in the video unit, closely repetition can be a necessary step to communicative production exercises. a scene on video is replayed with certain pauses for repetition either individually or in chorus. when students have a clear understanding of the presentation, they are asked to portray the scene using the original version as much as they remember. when students become confident with role play and are confident in the vocabulary and structure of the language, more creative activities can be introduced where they are asked to improvise scenes to fit their views about the situation and the characters they play. role-play involves students as active participants. when each student plays an assigned role, he becomes increasingly involved. this activity also helps students to better understand their behavior and become more able to respond positively to various human relationships. in other words, role-playing is a good communicative activity and correct preparation for real-life situations. this provides students with the chance to apply what they learn.  reproduction activity reproduction activity means after students see the part, students are asked to reproduce what was said, to describe what happened, or to write or retell what happened. this activity encourages students to try their knowledge. students will advantage from experimenting in english, even though it is challenging and mistakes are made. because it seems rather difficult to do, guidance, assistance and guarantees may be needed.  dubbing activity dubbing activity means this activity can be done when students have the necessary language competence. in this action, students are asked to fill in the missing dialogue after watching the episode video sound-off. it is very attractive and joy for students to complete scenes from the video dubbing. http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 34-38 37  follow-up activity follow-up activity means it is important that the video presentation should lead to follow-up activities as a basis for further oral practice. discussion can provoke communication among students, and it helps to achieve communicative practice. with this activity, students have the opportunity to develop sharing and cooperation skills. 3.2 the phase in this article, the teacher will apply three phases of teaching english by using video. then, hopes these ways can be meaningful to apply. procedure teaching that uses by researcher/teacher when do activities teaching and learning in the classroom, there are divided into three steps:  pre-activity in the classroom, before start lesson and playing the video, the teacher should make sure tool or instrument for teaching and learning complete such as marker, eraser, laptop, projector and video too. the teacher also ensures whiteboard clearly and divided whiteboard into two or more parts to organise the material that writes in the whiteboard neatly arranged. and then the teacher should do preparations; firstly is greeting, as a good teacher don't forget this step to begin the lesson. the second step is asking condition, after greeting, usually asking about your student's condition to make a close connection to them and then asking the chairman to lead the pray before start lesson. the third is checking absent; this is a step to know who the students present are or absent in your class. fourth is giving motivations; this is important steps, and the teacher should have skill how to give motivation to students to make the student have more motivation to learn english. the last teacher gives a story or warming up related to the material that will teach to the students. after that, the teacher gives several questions to activate the students' background knowledge to help them understand what information they will learn. then teacher instruct students who can answer the question to write down in the whiteboard which has been divided into sections by the teacher and the teacher directs students to write starting from the top of the whiteboard from left to right so that the material written is neatly arranged and can be understood by other students. even if the technique of asking a few questions before start lesson is not always appropriate to be applied in the classroom but this way can help to activate the students' background knowledge of students before starting the lesson.  main activity before the move to the next step, there are several ways that can be applied by teachers to use video as media; sound on vision off, active viewing, freezeframing, and dubbing (çakir, 2006; harmer; 2007). in this step, teacher chooses active viewing technique to use in the classroom to provide opportunities for students to watch the entire video and after that ask them to distribute what they have viewed in written and spoken forms. in this step teacher, start does presentations, before play the video teacher has asked the student what their get from warming up that teacher give related to the topic and give instruction to students to write down their knowledge related about the topic in the whiteboard for provoking the students to be active in the classrooms. the teacher also gives appreciation, such as say thank you or give applause to students who can answer the question to add students confidence and motivation to active in the class. after that teacher starts playing the video to give a clear example from the topic, there is two videos that wants to show to students, the first video want to show is about expressing of congratulation and second video about expressing hopes. and then teacher gives some question to students about what information they get from the video and then ask student give some example about expressing of congratulation and hopes and write down in whiteboard in front of the class. the last in this step is teacher asking the students to conclude about the material that their learn to know their ability to understand about the topic given after that teacher give follow up to concluding the material to make students more understand about the material.  post activity this phase is the last step; in this step the teacher also needs to apply the right techniques to make teaching and learning activities meaningful in the closing part of this stage. after students watching the video and conclude the material, it's time to next step is practice, the teacher gives several tests to students with clear instruction and still give follow up what students should do after finish the test. this test also useful to find out how well students can learn from the videos they watch. and after that give evaluation, in this step is evaluation teacher asking students together in correcting the test to make the class more active. and then after that teacher gives expansion such as to give students a gift or homework that related about the material that has learn to make students also active learn at home and recall their memories about the lesson. and the last, the teacher also ask students what conclusion from the material that they have to learn, and then teacher still give a conclusion about the material before closing the lesson to make sure all the students understand about the material. http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 34-38 38 in connection with all the information above, there are three main phases of teaching and learning activities in distributing videos. each phase is designed in several ways that are expected to encourage students to become active learners and viewers so that those methods can be meaningful ways for students to improve their english. 4. conclusions even though the use of videos in many efl classrooms is not something new anymore, but more positive responses are still shown by students. however, teachers are challenged to be able to spread videos effectively because of the various types of videos that can be found and presented in the classroom. in this case, the teachers as facilitators must be able to prepare appropriate videos based on student needs and design several ways to make them effective, especially in encouraging students to become active audiences. so, teachers must be able to run several effective ways to involve students during teaching and learning activities using video. this study believed that there are many ways that can be applied by teachers, e.g., active viewing, freezing framing and predictions, silent viewing, partial viewing, sound on and vision off activity, repetition and role-play, reproductive activities, dubbing activity, and follow-up activity. in this paper several ways are classified into three phases to provide a more meaningful way for teachers to disseminate video, firstly is pre-activity, in this phase teacher should have preparation before starting the lesson such as greeting, asking condition, checking absent, giving motivation to students and give warming up. the second phase is the main activity, in this phase teacher start do a presentation about the material using video but before playing video teacher asking students about what their know about the material because of that warming up related to the topic is also important to make student can prediction about what their want to learn in the video. and then the last phase is post activity, in this step as a part activity before close the lesson, after students watch the video hopes understand and conclude the material, teacher give some test and will correcting together in order to make students more active and then teacher also give expansion before close the lesson such as give students homework related about the material and teacher give concluding too. 5. acknowledgement the writers give their gratitude to anonymous reviewers and colleague who assisted immensely in the production of this research article, especially for their feedback and critique. 6. references al rajhi, a. (2016). using multimedia presentations in teaching (videos, films) in oman: a cause study of a primary school. journal of teaching and education, 5(1), 127-136. bajrami, l., & ismaili, m. (2016). the role of video materials in efl classrooms. procedia-social and behavioral sciences, 232, 502-506. bajrami, l., & ismaili, m. (2016). the role of video materials in efl classrooms. procedia-social and behavioral sciences, 232, 502-506. cakir, i. (2006). the use of video as an audio-visual material in foreign language teaching classroom. turkish online journal of educational technology-tojet, 5(4), 67-72. čepon, s. (2013). effective use of the media: video in the foreign language classroom. medijska istraživanja: znanstveno-stručni časopis za novinarstvo i medicine, 19(1), 83-105. collins, a., & halverson, r. (2018). rethinking education in the age of technology: the digital revolution and schooling in america. teachers college press. gistituati, n., refnaldi, r., & syaifullah, s. (2019, january). using visual aids to develop students’ speaking skill. in international conference on islamic education (icoie 2018). atlantis press. hamuddin, b., kurniawan, k., syaifullah, s., & herdi, h. (2018). detecting major problems in learning english through blog-based class. journal of education and learning, 12(3), 529537. kurniawan, k., andriani, r., & kasriyati, d. (2017). pengembangan media animasi untuk pembelajaran bahasa inggris sekecamatan rumbai kota pekanbaru. dinamisia: jurnal pengabdian kepada masyarakat, 1(1), 68-73. mohammed, r. f. (2013). the effectiveness of using subtitled video to teach grammar. pisarenko, v. (2017). teaching a foreign language using videos. social sciences, 6(4), 125. topping, d. b. (2014). gross anatomy videos: student satisfaction, usage, and effect on student performance in a condensed curriculum. anatomical sciences education, 7(4), 273-279. wekke, i. s., yandra, a., & hamuddin, b. (2017, december). learning strategy in class management: a reflection from manado case. in iop conference series: earth and environmental science (vol. 97, no. 1, p. 012053). iop publishing. http://ojs.journal.unilak.ac.id/index.php/utamax journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 1-6 23 whatsapp application in english language teaching (elt) context: media to describe people syarifah afsyah universitas lancang kuning, pekanbaru, indonesia syarifahafsyah3@gmail.com article history received : 2019-05-31 revised : 2019-06-01 accepted : 2019-06-20 keywords whatsapp vocabulary teaching english describing people abstract learning media is a vehicle and delivery of information or learning messages to students who can help teachers improve student achievement. learning media always develops, along with technological developments. this study aims to analyze the function of learning media using whatsapp in learning material describing people can support improving vocabulary in students that can be used in the learning process of teaching english in senior high school. whatsapp media can be used according to the level of student needs and material to be delivered. this type of research is a literature review by gathering sources of information and data from written documents in the form of articles, journals, and books. the conclusion of the study is the existence of the benefits of whatsapp media that can be used by teachers for learning english in senior high school from simple material to complex material by utilizing technological developments and advancements. 1. introduction 21st-century learning emphasises the ability of students to think critically, able to connect knowledge with the real world, master information technology, communicate and collaborate. achieving these skills can be achieved by applying appropriate learning methods in terms of mastery of material and skills. in addition to choosing the right learning method, media and learning resources are also important to play a role in achieving an effective teaching and learning process. the use of media in the learning process in school is related to the level of psychological development and the ability of students who follow the learning process and adapted to the interests and talents of students who can arouse student motivation towards learning. in conducting learning, each teacher should have learning media. learning media is a component of learning that includes materials and equipment. with the entry of various theories and technologies, learning media continue to experience and appear in various types. the opinions of experts suggest the use of media in the learning process can attract interest and motivate student learning (heinich, 1996; buchanan, 2004; normore, 2006). according to heinich (1996) in his book "instructional technology and media for learning" states that the media is a communication channel tool. learning media can be said as a messenger technology used for learning purposes. buchanan (2004) mentions online learning gives both teachers and students new opportunities to be involved in the learning process. virtual chat, or synchronous, provides additional media for communication that is attractive to active and global social learners, abstract students. teachers can increase student motivation in learning by giving criticism and praise comments to students through chat groups that have been made and by a predetermined agenda. in addition, normore (2004) shows in the article, begins with an analysis of how media can be used as a teaching tool in university education leadership programs in promoting moral literacy. we argue that the star at framework is a process in which educational leaders can evolve from using ethical transactional approaches to controversial issues to using moral and transformational ways to solve problems. some practical uses of the use of learning media are learning media that can clarify the presentation of messages and information to facilitate and improve learning processes and outcomes. besides learning, media can increase and direct the attention of students so that it can lead to motivation to learn, more direct interaction between students and their environment, and the possibility of students to learn independently according to their abilities and interests. learning media can also overcome sensory limitations, space and time. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 1-6 24 the same is true of learning english in high school. the use of media in learning english in high school can make students do more learning activities, and other activities such as observing, doing, demonstrating, and so on. learning english in high school aims to train students to be able to communicate orally and in writing. communicating, in this case, is understanding and disclosing information, thoughts, feelings, and developing science, technology, and culture. therefore, english subjects in high school are directed at developing listening, speaking, reading and writing skills so that graduates can communicate and discourse in english. vocabulary knowledge has always been an important component in reading and speaking learning, but interest in teaching has increased and decreased. to be able to speak english fluently and well, students must be able to master various kinds of vocabulary. so important is vocabulary mastery for students because it will improve their english skills (fisher, 2016; graves, 2000; seipel, 2011; vermeer, 2001). according to fisher (2016) mentions that vocabulary learning occurs when students are immersed in language and words. they need to experience a language environment that is rich in words that foster word awareness, motivation to learn and help them have words from themselves. moreover, raves (2000) argues that the use of language and clear vocabulary makes writing more insightful and interesting, and communication becomes effective and occurs spontaneously. otherwise, poor grammar, choice of words, and use of punctuation disrupt communication; weak vocabulary, in particular, hurts the understanding of readers and listeners. seipel (2011) shows that a large number of vocabularies are learned by chance from context and that informal teaching can fill the void of teaching left by inadequate time in the classroom for explicit vocabulary teaching. in addition, vermeer (2001) argues that deeper knowledge of words is a consequence of knowing more words, because the more words a person knows, the finer the network and the deeper the knowledge. based on the opinions of experts, it has been proven that vocabulary learning is very important regarding the development of students' english so that students can write and speak in english fluently, correctly and meaningfully. therefore there are some researchers who focus on the vocabulary teaching strategies for english students (rieger, 2016; hwang, 2011; kruger, 2010). according to rieger (2016) found that formal and direct teaching gave a positive role and suggested substantial benefits from informal and non-traditional approaches. and he also found that teaching grammar and vocabulary out of context and through repetition was not interesting. therefore, he explores the potential of blogging to fifth-grade students with authentic goals and with a real audience. and he argues that by teaching students to use strong language and increasing the application of vocabulary through dialogue with the actual readers of students writing on blogs is an innovative approach to language studies that can change the situation as it is today. hwang (2011) said that two specific aspects of vocabulary knowledge were discussed in the research literature, namely the breadth and depth of vocabulary. the area refers to the number of words known, and the depth of vocabulary refers to the quality of lexical knowledge or how well students know a word. to capture the choice of vocabulary styles, he examined all student e-mails in each period for more detailed cohesion analysis, semantic use, and derivative morphology. kruger (2010) confirms that the use of vocabulary tests to assess the level of security awareness will be useful, and there is a significant relationship between knowledge of concepts (vocabulary) and behaviour. a series of familiar words related to information security is a person's information security vocabulary. and such vocabulary will develop over time and allow one to communicate and acquire new knowledge. furthermore, in teaching vocabulary to english students can also be supported by using online media or applications such as whatsapp. some experts have researched the effectiveness of using whatsapp media in teaching and learning english (kheryadi, 2017; hamad, 2017; ajid, 2018; mwakapina, 2016). according to kheryadi (2017) states that the implementation of using whatsapp as one of the tools that are useful to help students in communicative language learning. this media can help students to build confidence and motivate them to learn. and students state that they feel confident, independent, enthusiastic, and have a positive attitude to learning english using the application, and therefore, whatsapp is one of the latest technologies that help language teaching. hamad (2017) also found that whatsapp can improve student learning and enthusiasm, and help students develop english language skills, enrich their vocabulary, and learn from the mistakes of partners or members in their groups. ajid (2018) sees that students cannot be separated by their cellphones. they do a lot of things on their cellphones like sending text, audio messages, uploading and uploading pictures and videos or just browsing. collaborative learning uses a collaborative tool by combining student collaboration and the use of mobile applications such as whatsapp, which can optimize cellphone functions for student learning processes to which greatly help teachers in teaching. it can be said that the integration of whatsapp into their education will be easy, enjoyable and useful. and students will get http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 1-6 25 positive intentions in learning related to the use of whatsapp in their learning process. and mwakapina (2016) also concluded that the use of the whatsapp social networking tool (wsnt) in the second english language learning class (l2) would make the class more interactive. because teaching large classes, interactively has always been the biggest challenge for a language teacher in many developing countries. furthermore, the use of whatsapp to students in teaching english is very effective to use. based on the ideas mentioned above, the focus of this article is to investigate the use of whatsapp in teaching describing people can improve students' vocabulary in senior high school, with the research question: does the application of learning media use whatsapp on learning materials describing people can improve vocabulary for students in senior high school?. thus this study seeks to prove that learning media applications by using whatsapp on learning materials describing people can improve vocabulary for students in senior high school. 2. methods this research was designed in qualitative descriptive research; data is collected from several related kinds of literature on the application of whatsapp media applications in english classrooms situation. information relating to the use of whatsapp media applications in the efl class is collected. then, information is presented based on whatsapp's role, and the whatsapp usage technique will be used in the teaching and learning process in the classroom. both of these components are expected to represent the significant role of whatsapp media applications in the efl class and several ways that can be applied by efl teachers in teaching by implementing whatsapp media applications. finally, some conclusions are drawn to prove the effectiveness of using whatsapp media applications in increasing vocabulary in students used in class. 3. result and discussion the results of this study after looking at several studies related to using the whatsapp application as a medium for teaching and learning is that the use of the whatsapp application has many advantages such as increasing self-confidence, enthusiasm, motivation for student learning and being proactive. when teachers use whatsapp media applications to english classrooms to improve their vocabulary, students can become more active in speaking english on whatsapp and increase students' learning motivation about learning material. when using the whatsapp application, students can place themselves in a realworld conversation and get teaching from mistakes made by their partners or members in their whatsapp group. in addition, the teacher designs learning activities that can make students in active learner mode. in this case, the teachers are challenged to involve students actively during teaching and learning activities using the whatsapp application. to use the whatsapp application as a powerful tool during teaching and learning activities, material preparation is one of the main ways to make it more meaningful before applying several other ways to encourage students to become active learners. according to kheryadi (2017) in teaching using whatsapp, this can also be done in two ways, namely dependent and independent conversation. here are two ways you can use the whatsapp application as a medium in teaching english: 2.1 dependent conversation in the dependent conversation occurs under the guidance of the teacher, the teacher actively participates in online dialogue, and the teacher guides and participates in the conversation. the conversation situation is formal because it is guided by the teacher. in this case, the teacher's role is to motivate students to be confident to write, facilitate a group of whatsapp, create a conversation schedule to keep students connected online, give material via whatsapp, ask students to discuss material, ask students to answer and throwing feedback in the form of questions or comments on the answers given by students. 2.2 independent conversation in an independent conversation, the teacher makes a whatsapp conversation that allows students to communicate between them to discuss any ideas they want to talk about without the involvement of the teacher in the online dialogue and accordance with the material provided by the teacher. the role of the teacher, in this case, is to facilitate a group of whatsapp, giving motivation to students to write and express their personal feelings, and monitor group members to observe whether they are active or not. there are also various positive effects on students' progress in learning in particular, as kheryadi (2017) stated in his article that students show their confidence, independence (autonomous), enthusiasm, and positive attitude towards learning english. here are some positive effects that arise in students using whatsapp in classroom learning activities: a) confidence students confirm that they are happy and comfortable using whatsapp in learning english because with whatsapp, they can write using english and are not afraid and ashamed to use grammar and choose the right vocabulary. because in the whatsapp application, they have friends and teachers http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 1-6 26 who help them write. in the classroom, face-toface meeting with the teacher and friends makes some passive students do not want to ask questions or even answer questions. b) autonomous the whatsapp application allows students to become independent students because they can learn independently. and they can practice using their language to share ideas without limited space and time in class. the role of the teacher as a facilitator is important to ensure that students have adequate language exposure and teaching guidance. it is also believed that autonomous learning using whatsapp creates responsible students. c) enthusiasm whatsapp can also increase student enthusiasm in learning. because they can comment on each other use their language and increase their interest in writing. 2.3 positive attitude: love english students' responses and negative attitudes towards english are only because they rarely communicate in english. however, once they have experienced using the target language in the natural process by using the media that they normally use namely whatsapp, they may be impressed and may encourage themselves to practice it regularly. in this article, the teacher will implement three phases of teaching english using whatsapp application. so, hoping this method can increase vocabulary for students and meaningful to apply. teaching procedures used by researchers/teachers when conducting teaching and learning activities in the class are divided into three: a) pre-activity in class, before starting lessons and using whatsapp as a medium, the teacher must ensure tools or instruments for complete teaching and learn such as markers, erasers, laptops, projectors and cellphones as well. the teacher also makes sure the whiteboard is clear and divides the whiteboard into two or more parts so that it can arrange the material written on the board neatly arranged. and then the teacher must prepare; the first is greetings because good teachers don't forget this step to start the lesson. the second step is to ask about the condition, after saying hello, usually ask about the condition of your students to make a close relationship with them and then ask the chairman to lead the prayer before starting the lesson. the third is checking attendance list; this is a step to find out who students are present or not present in your class. fourth is to provide motivation, this is an important step, and the teacher must have the skills to motivate students so that students have more motivation to learn english. the teacher must also be able to provide the motivation that is suitable for each level of class students will be taught. the last teacher gives ice breaking or warmup related to the material to be taught to students. after that, the teacher gives several questions to activate the students' background knowledge to help them understand what information they will learn. then the teacher gives instructions to students who can answer questions to write on the board which has been divided into several parts by the teacher and teacher directs students to write starting from the top of the whiteboard from left to right so that the material written is neatly arranged and can be understood by students other. even though the technique of asking a few questions before starting the lesson is not always appropriate to be applied in the classroom but this method can help to activate the background of students' knowledge about students before starting the lesson. b) main activity before moving to the next step, there are two ways that can be applied by the teacher to use the whatsapp application as a media, namely through independent and dependent conversations. in this step the teacher chooses the independent conversation method to be used in the class and provides an opportunity for students to issue and discuss the ideas they want to express in the whatsapp group of classes that have been created and after that ask them to share what they have discussed in the whatsapp group is written and oral. in this step, the teacher starts the presentation, before forming a whatsapp group the teacher has asked the students what they got from the warm-up given by the teacher related to the topic and gives instructions to students to write their knowledge pertaining to the item on the board to lure students into being active in the classroom. the teacher also provides appreciation, such as saying thank you or giving applause to students who can answer questions to increase self-confidence and motivation of students to be active in class. after that the teacher begins to give a clear example of the topic namely "describing people", forming a whatsapp group, and asking students to name any vocabulary that can be used to describe the people in the whatsapp group that have been created. and then the teacher gives some questions to students about what should be mentioned in describing people and then asks students to give some examples of how to describe people verbally and write down any vocabulary that can be used in describing people on the board in front of the class. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 1-6 27 the last in this step is the teacher asks students to conclude about the material they are learning to know their ability to understand the topic given, after which the teacher provides a follow-up to concluding the material to make students better understand the material. c) post activity this phase is the last step; in this step, the teacher also needs to apply the right techniques to make teaching and learning activities meaningful in the closing part of this stage. after students discuss in the whatsapp group and conclude the material, it's time for the next step to practices, the teacher gives several tests to students with clear instructions and still gives followup actions for students after completing the test. this test is also useful to find out how well students can learn by using the whatsapp application as a medium to discuss the material that has been given. and after giving the evaluation, in this step is the teacher evaluation that asks students to correct the exam to make the class more active jointly. and then after that, the teacher gives an expansion such as giving students gifts or homework related to the material they have learned to make students also actively study at home and remember their memories of the lesson. and in this gift or homework, the teacher uses the conversation dependent method and asks students to gather their assignments through whatsapp groups in which the teacher also participates. finally, the teacher also asks students what conclusions from the material they have learned, and then the teacher still gives conclusions about the content before closing the lesson to ensure all students understand the material. in connection with all the information above, there are three main phases of teaching and learning activities in implementing the whatsapp application as a learning media. each step is designed in several ways that are expected to encourage students to become active learners and viewers so that the methods can be meaningful ways for students to improve their english. 4. conclusion the use of the whatsapp application as a medium in teaching english in efl classrooms is a new thing in the world of education. and if the use of the whatsapp application can be developed better to support teaching english in efl classrooms, it will further improve students' english language skills in four aspects, namely, speaking, writing, reading, and listening. because whatsapp has many advantages that support learning, this application can be used to send text messages, download and upload images or videos, send voice messages, and so on. in this case, the teacher as a facilitator must also be able to use whatsapp use according to the needs of students in the classroom, so students become active students. so, the teacher must be able to run several effective ways so that the use of the whatsapp application in the classroom can take place well and support students learning activities. there are two ways that can be applied by the teacher; dependent on conversations and independent conversations. in this article the method of learning is classified into three phases to provide a more meaningful way for teachers to apply the use of whatsapp applications, first pre-activity, in this phase the teacher must have mental and physical preparation and before starting the lesson say hello, ask conditions, give motivation, checking attendance lists, and giving warmth to students. the second phase is the main activity, in this phase, the teacher asks students about what they know based on the warmth that the teacher has given, and then gives an explanation of the material and starts applying the whatsapp application as a medium of teaching. then the last post-activity phase, in this step as part of the activity before closing the lesson, after students have had discussions through whatsapp groups and evaluated the results of future class discussions hoping to understand and conclude the material, the teacher gives several tests and corrects together to make students more active and then the teacher also provides expansion before closing the lesson such as giving students homework related to the material and the teacher gives conclusions as well. 5. references andriani, r. (2016). improving students’ vocabulary mastery using interactive multimedia. eltlectura, 3(1). burd, b. a., & buchanan, l. e. (2004). teaching the teachers: teaching and learning online. reference services review, 32(4), 404-412. fisher, p. j., bates, a., gurvitz, d., & blachowicz, c. l. (2013). vocabulary instruction: struggling readers becoming word wizards. in schoolbased interventions for struggling readers, k-8 (pp. 165-182). emerald group publishing limited. graves, m. f. (2000). a vocabulary program to complement and bolster a middle-grade comprehension program. reading for meaning: fostering comprehension in the middle grades, 116-135. hamad, m. m. (2017). using whatsapp to enhance students' learning of english language" experience to share". higher education studies, 7(4), 74-87. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 1, no. 1, march 2019, pp. 1-6 28 hamuddin, b. (2016). using blog to promote english skills for efl students: the students’ perception. elt-lectura, 3(2). hwang, s. o., piazza, c. l., pierce, m. j., & bryce, s. m. (2011). "my heart wants to say something": exploring ell vocabulary use through e-mail. multicultural education & technology journal, 5(1), 19-38. kheryadi, k. (2018). the implementation of “whatsapp” as a media of english language teaching. loquen: english studies journal, 10(2), 1-14. kruger, h., drevin, l., & steyn, t. (2010). a vocabulary test to assess information security awareness. information management & computer security, 18(5), 316-327. kuraedah, s., gunawan, f., wekke, i. s., & hamuddin, b. (2018, july). learning environment construction in islamic higher education: connecting the puzzles of ideas. in iop conference series: earth and environmental science (vol. 175, no. 1, p. 012107). iop publishing kurniawan, k., andriani, r., & kasriyati, d. (2017). pengembangan media animasi untuk pembelajaran bahasa inggris sekecamatan rumbai kota pekanbaru. dinamisia: jurnal pengabdian kepada masyarakat, 1(1), 68-73. la hanisi, a., risdiany, r., & sulisworo, d. (2018). the use of whatsapp in collaborative learning to improve english teaching and learning process. international journal of research, 7(1), 29-35. mcgrail, e., mcgrail, j. p., & rieger, a. (2016). learning language and vocabulary in dialogue with the real audience: exploring young writers’ authentic writing and language learning experiences. in writing instruction to support literacy success (pp. 117-135). emerald group publishing limited. molenda, h. r., & james, d. r. (1982). instructional media and the new technology of instruction. canada: john wiley & son. mwakapina, j. w., mhandeni, a. s., & nyinondi, o. s. (2016). whatsapp mobile tool in second language learning: opportunities, potentials and challenges in higher education settings in tanzania. normore, a. h., & paul, doscher, s. (2007). using media as the basis for a social issues approach to promoting moral literacy in university teaching. journal of educational administration, 45(4), 427-450. seipel, b. e. (2011). the role of implicit learning in incidental vocabulary acquisition while reading. vermeer, a. (2001). breadth and depth of vocabulary about l1/l2 acquisition and frequency of the input. applied psycholinguistics, 22(2), 217234. wekke, i. s., yandra, a., & hamuddin, b. (2017, december). learning strategy in class management: a reflection from manado case. in iop conference series: earth and environmental science (vol. 97, no. 1, p. 012053). iop publishing. http://ojs.journal.unilak.ac.id/index.php/elsya instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 1-6 1 exploring quantity and diversity of informal digital learning of english (idle): a review of selected paper nofita sari gowasa 1, ratih saltri yudar 2 & mutia sari nursafira 3 1 universitas negeri medan, indonesia 2 universitas riau, pekanbaru, indonesia 3 u-raise academy, pekanbaru, indonesia mutyasari75@gmail.com article history received : 2019-05-03 revised : 2019-06-15 accepted : 2019-07-05 keywords english digital learning idle quantity and diversity efl learning outcomes abstract this article reviews research on informal digital learning of english (idle) that has expounded the field of english language teaching (elt) to lead towards computer-assisted language learning (call), focusing on the paper written by hong kong university scholar ju seong lee (2019) entitled "quantity and diversity of informal digital learning of english." this present paper uses descriptive qualitative analysis in an attempt to address the gap how the quantity and diversity of idle genuinely relate to the generally desired outcomes of english learning, and how idle activities can make a unique contribution to the discourse of research on the english language and create results from efl learners from the researcher's perspective. lee uses hierarchical linear regression analysis to show that idle quantity, age, and major are significant predictors of two affective variables (confidence and pleasure), while idle diversity and major significantly predict productive language outcomes (speaking and vocabulary knowledge), scores in standard english test (namely toeic), and lack of one highly influential variable (anxiety). this present article aims to review and discuss the findings, as well as the strengths and weaknesses found in lee's paper. the article lee made seems to possess a clear flow on how to explain these two types of education and made the discourse easy to understand. therefore, the replication of lee's research should be easy enough for similar research purposes. 1. introduction lee's 12-page 2019 article is about informal digital learning of english (idle) that is currently "the hots" in the field of english language teaching, considering it emphasizes computer-assisted language learning (call). lee's paper claimed digital technology has significant potential to be used by l2 learners learning outside the classroom because more researchers such as teaching english to speakers of other languages (tesol) and call practitioners are interested in idle-oriented topics in various efl contexts, particularly many scholars in denmark, sweden, france (chik & ho, 2017; lai , 2017; sundqvist & sylvén, 2016; richards, 2015). this research aims to describe how idle's quantity and diversity can make a unique contribution to the results of efl learners' english proficiency. so, the authors say it makes lee's article intriguing to discuss because it examines idle used by tesol and call practitioners in teaching english to speakers of other languages (l2) and comparing an idle with the nonidle person. the authors say in this web 2.0 era, digital technology is increasing, and the developing sophistication of digital technology nowadays makes it easier to learn other languages with various methods. "the age of web 2.0 is an appropriate term embedded to represent that students no longer depend on single textbooks, classical texts, or essays. people can create an online community that offers interesting implications for the learning process" (peters, 2009: 10) (p.3). idle, in particular, provides guarantees for everyone who learns their second or third languages digitally. previous studies that discussed idle activities indicate that efl students gain a significant improvement in vocabulary, reading comprehension, listening comprehension and school grades (jensen, 2017; sundqvist & wikström, 2015). another idle study has reported evidence of mixed benefits in idle activity (olsson & sylvén, 2015). there are some recent studies (lee & dressman, 2018; lai, zhu, & gong, 2015) that have paid attention to the diversity of idle activities that are conducive to achieving the desired results of english language http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 1-6 2 learning, such as self-confidence, productive vocabulary knowledge, speaking and scores on formal testing in the english language. this paper tries to address any scepticism on idle activities. the authors, in particular, are still not convinced to what extent the diversity of idle activities used by efl students relates to the results of learning english. this review article observed this gap and tried to explore this less mapped terrain by aiming to increase the readers' understanding of the quantity and diversity of idle activities related to the results of english learning. this paper's findings also offer new insights on research issues that may help education stakeholders (e.g., institutions and teachers) in making informed decisions about curriculum designing and teaching. 2. method the method that this paper used in this review article is qualitative descriptive, which provides an overview and analysis of lee's article that used a quantitative approach using a questionnaire. the research in this article is to investigate the practice of idle among korean efl students, whose data are from 317 students and different universities. there are around three separate universities, the lee's paper did not mention the real names of the three universities in korea, but he gave pseudonyms from the three universities, aliases of the university are korea western university (kwu), korea eastern university (keu) and korea central university (kcu). after receiving permission to collect data obtained from the three universities, the data sources were nine instructors and survey participants. in lee's paper say that previous studies have reported that foreign experience can significantly affect the state of anxiety and abilities of korean english students. therefore, this research is only for students who have never lived or studied abroad to reduce potential confounding variables. lee's paper took data from 71 korean efl students who had no experience abroad. in this research the average age studied was from the ages of 19 to 26 and the various years of student lectures starting from the first year, second, third and fourth years both men and women where this study took data from multiple majors such as education english, english literature, humanities, engineering, and others. and most of the students have studied english for more than six years. 3. strengths the authors say lee's article clearly describes the quantity and diversity of idle and has a title that strongly reflects the content, and the title synchronized well with the abstract, which is written as a seemingly perfect summary of the entire research article of lee's. the keywords are appropriately narrowed, so it is easy to know what points are discussed in this study. and in this research of the lee's paper, the tools used are questionnaires which are quite easy to use by the research subjects so that the data collection does not take a long time because when retrieving the data directly it is obtained and can be recorded or included in the study. as well as easy to manage because students can complete the test within 10 minutes and use their own digital devices in the class and test scores, which are automatically viewed after being submitted to the questionnaire. this paper of lee's article makes it easy for efl students to acquire a second language (l2) which in technological advancements in the current web 2.0 era or the millennial era is now comfortable with the ever-growing digital all people can quickly learn english outside class, and they get the potential from it. therefore, with the increasing number of informal digital learning in english outside the classroom (idle), it makes increasing researchers and practitioners in the field of english language teaching to speakers of other languages (tesol) and the help of computer language learning (call). lee's paper say discusses the four dimensions of knowledge because of the increasing interest in understanding language learning in out-of-class call settings (i.e., idle). benson (2011) proposes four aspects of l2 learning outside the classroom in terms of formality (is the language learning experience structurally formal and certificate given. for example, formal, non-formal, or informal), location (where language learning occurs physically: for example, in the classroom, outside the classroom, extracurricular, and outside of school), pedagogy (the extent of learning formal language processes are involved: for example, self-instructed, and naturalistic), and locus of control (the scope to which language learners control their learning; for example: independent or directed). in his paper, we can find out that “digital learning contributes quantitatively to teaching and learning interactions outside the class” (shearer, 2003) (p.17). this is apparently because the new generation seems to be very interested in the digital tools they use because they have diversity in the learning process and help prepare themselves for the future (solomon & schrum, 2010: 1) (p.2). yamamoto et al. (2010: 109) provided support with the statement that teaching from a web-based teaching perspective needs to be examined as the way a teacher teaches, then how students learn and cultural bases. in the field of computer assisted language learning (call) a researcher examines the impact of technology integration on teaching and learning english as a second language (esl) and english as a foreign language (efl) (frigaard, 2002; al-mekhlafi, 2006; timucin, 2006). carefully process the implementation of an efl innovation in the form of call and tesol in the preparation program at the korea university timucin (2006) (p.4). the authors say his research offers new insights into the problem and helps education stakeholders http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 1-6 3 (e.g., institutions and teachers) make informed decisions about curriculum and design learning. and this second language digital learning refers to digital devices (e.g., smartphones, tablets, computers, laptops and devices etc.) and there are also a variety of resources used (e.g., mp3s, web applications, social media, youtube, etc.). s.o that the presence of digital devices and resources through the development of technology today can have a positive impact on users of digital technology and build students' creativity in creating innovations in learning. in this study also not only discusses the tools and resources of digital technology but also discusses document certification so that one's competence is given by an accredited or official institution and recognized by other employers' agents. from this idle learning in an extracurricular context it gives responsibility to students to be able to be independent in completing their homework through (e.g., wikipedia articles or watching youtube tutorials) prepared by the teacher (semistructured) to assess student performance. moreover, in idle, there is unstructured learning that is the initiative of students in getting more lessons or improving their english skills by chatting casually through facebook and other social media to socialize. the comparison between the quantity and diversity of idle, which has a positive impact on english learning, has reported a positive correlation between l2 learning outcomes and the number and diversity of idle. over the past decade, several studies have reported a positive relationship between the number of idle activities and l2 learning outcomes such as vocabulary knowledge, reading and listening, and school grades (jensen, 2017; olsson, 2011; sundqvist, 2009; sundqvist & sylvén, 2014; sundqvist & wikström, 2015; sylvén & sundqvist, 2012). therefore, these studies consistently suggest that frequent involvement with idle activities (e.g., digital games) is positively correlated with l2 learning outcomes among young efl students in the nordic region. other recent studies (e.g., lai et al., 2015; lee, 2017; lee & dressman, 2018) have emphasized the importance of the diversity of idle activities. for example, lee (2017) and lee and dressman (2018) show that efl students who involve themselves in various idle activities and who achieve a balance between forms and activities that focus on meaning can create a healthy idle ecology that leads to positive language learning. 4. results these studies found that various types of idle activities can increase affective variables (lack of anxiety and self-confidence), productive language results (productive speech and vocabulary knowledge), and scores in standard english language tests (toeic). it is clear that in lee's research for collecting data using one questionnaire, six english language learning results, semi-structured interviews, and a list of the first questions (demographic information) regarding school background, class, gender, department, experience and length of time studying english. the second question (the results of learning english) to obtain the psychological aspects of students from the level of english such as selfconfidence, enjoyment and anxiety as well as english standard skills (toeic score). then the third question (number of idle activities) such as on average, how many hours per day do you spend involved in idle activities outside the classroom in the past six months? uniquely in this article. after the learning outcomes were discovered, the researchers conducted semi-structured interviews to verify students' quantitative responses, deep understanding of their questionnaire responses and to gain a diversity of idle activities. after that there was an actual result that the number of idle experiences was: 62.0% (n = 44) students spent less than one hour on idle practice every day, followed by 22.5% (n = 16) who consumed between one and two hours, and 15.5% (n = 11) who spent more than two hours. and descriptive information about the diversity of participants' idle practices. overall, students involved eight different idle activities that combined the activities of ffi and mfi. in lee's paper, there are determinations of english learning outcomes such as the standardized english language skills (toeic score), psychological aspects of students related to their level of english (beliefs, enjoyment, and anxiety), and productive language (speaking and vocabulary). after assessing the results of the determination of these three things, the authors believe that lee has unveiled the existence of a more holistic understanding of student language skills. the authors say that the determination of the results of learning english makes students more enthusiastic about learning and having high motivation to get high scores so that they can accelerate their ability to learn english. in lee's paper to get data about selfconfidence, enjoyment, anxiety, and toeic scores obtained from the questionnaire and to speak, investigators gave 5 minutes of an english language oral test to each participant. just like the ielts speaking test, this test is interactive. after being told about the goals, instructions, and the total duration of the test, lee's research required the participants to talk about their personal opinions and memories of topics such as hobbies, food, and motivation to learn english. for example, "tell me about one of your hobbies," or "what is your motivation for learning english?" student responses are recorded for the next rank. three english language assessors (one certified assessor and two experienced english teachers) were recruited to evaluate all speaking samples based on the modified toefl speaking rubric. there are short training sessions (e.g., practical assessment http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 1-6 4 meetings and checks for internal reliability) before the actual evaluation. the authors say that getting the data is very good because, for example, in the speaking test using the ielts speaking test, so students already know and practice how ielts speaking tests so that later students are no longer confused if they want to continue their education abroad using the ielts test. the participants speak of their personal views in learning english using digital technology, so their ever-evolving perspective made the development of learning using idle increase more reflective. what the authors would like to note is lee's attachment to the semi-structured interview and interview guide, which is a great insight and convenience for fellow researchers and practitioners. at the tail end of lee's paper, he explains about himself briefly and does not forget to thank the journal editors and anonymous reviewers. 5. weaknesses the advantages of lee's paper, it certainly has some disadvantages, namely, l2 learning activities outside the classroom (idle) are not very effective. why? because a teacher cannot provide qualitative findings that describe how students activate or participate in various idle activities, even in this idle activity those who do it may not be themselves but have their friends or relatives do it because not all students like idle learning. so that it does not convince the actual number and diversity of english learning in idle. then the authors say in this study did not have a digital learning strategy, if you have a learning strategy, then this research will be better because later everyone can try it and try to improve their english language skills. there is a lack of invitation for readers to advance technology to succeed as teachers must effectively implement technological tools in the classroom (cabanatan, 2003; li, 2014). as well as the lack of acknowledging the role of teachers in technology-enhanced language teaching, though lee did introduce eight other different parts, in line with goodyear (2001), as well as four different teacher roles in line with berge (1995) and liu, bonk, magjuka, lee, & su (2005). it seems done to analyse the characteristics of good language teachers, especially in technology-enhanced pedagogical frameworks. from his research tools that are used, the questionnaire cannot all be answered, such as being sent a sheet of paper, not all of them want to be answered, then sent to the link, not all of them want to open. then in the phenomenon of digital technology that is developing at this time has a lot of adverse effects on people, especially to students, thereby reducing their interest in learning or doing positive things because they are more concerned with digital devices that they use such as playing games and social media regularly, which makes them complacent and lazy to learn. in particular, meta-analysis studies (sung et al., 2015; sung, chang, & liu, 2016) have provided evidence that mobile learning that lasts less than one week does not usually have a significant effect on language skills. it does not give overall positive results to students such as the vocabulary they get in listening not all of them want to refer to the dictionary, but generally, those who do things like that are students who lack interest in learning english. the authors say there is also a need for certification in idle learning to be more secure and reliable in studying l2, but unfortunately, in this study, the certification issued by coursera was not recognised by other formal institutions because in this study it was still not valid (p. 2). apart from the increasing number of literature in idle, it still cannot be concluded whether or to what extent the number and diversity of idle activities are related to the results of learning english among efl students. then the disadvantages in second language learning (l2) in this idle are the existence of internet constraints such as non-current networks, short duration, high anxiety so there is no desire to continue learning english through digital. in lees' paper, it was found that eight students did not take vocabulary tests, so there were eight missing values for pvlt. the authors say this is a very ineffective thing because in this idle there should be many students who are interested in learning the second language because it can be practically practised everywhere and whenever and the more sophisticated digital students have in the 21st century. in lee's paper, the number of idle experience students spends less than one hour on idle practice every day and even more than two hours. the authors judge that the amount of time they spend in idle practices is less effective, as indicated by the remaining lack of interest in learning a second language through idle, even though idle is very helpful in facilitating, and should make learning enjoyable to students and make the learning process to be more efficient (rusman, 2013: 65). furthermore, in the results, students' experience in learning the second language through idle did not elaborate the times that students use it, whether in the morning, afternoon or evening. therefore, while idle may be praised to be a great tool in english learning, the authors point out that it is still unknown when would be the best times to do idle, including where learners would be most comfortable to learn the second language through idle. in his paper, lee proposes four dimensions of l2 learning outside of the first whether formally structured language learning experiences and certificates are given, second where language learning takes place physically), third (the extent to which formal language learning processes are involved), fourth (the extent of language learners controlling their learning). however, it seems that from these four dimensions, benso said that the dimension was a http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 1-6 5 rather rudimentary framework (p.15). the author says that the proposal for four dimensions was good but, would even better if the framework was improved first to ensure the acquisition of valid data so that the use of idle continues to increase, and there is no doubt to obtain valid data so that students are satisfied with the results they get as well as researchers who obtain data satisfied with the data they process is valid and can develop a better diversity of idle. the authors say that using idle must be consistent so that students can continue to use it effectively, and with the diversity of existing idle, make students continue to be interested in using it so that they can continue to learn effectively and use their time as well as possible. and by consistently applying idle, you will get the consequences of the emergence of behaviour about learning english; students show responses, questions or statements given by the teacher (slavin, 2000: 256). digital games that are given to make students interested in learning english should be given a time limit so that they are not dissolved in the game. then the quantity and diversity that exists in this idle are not explained significantly like the example of a game like what is applied in second language learning? like the opinion of rusman (2013: 122123) that the game gave must be by the objectives learning, providing rules in the game, the existence of competition, challenges, delusion, security and entertainment to make the lessons they learn are far more effective and enjoyable for students. what social media do they use to learn a second language? how can it be ensured that they use social media to learn? then use google translate, is it sufficient for students? how do they use it? isn't using google translate makes students lazy to think and lazy to use dictionaries? then is it practical for students? and the authors say findings regarding the relationship between the number of idle and the diversity of idle do not have valid results. 6. conclusion this paper about idle activities investigates the quantity and diversity in idle learning that increases interest and depth of discourse for researchers and practitioners in the field of teaching english to speakers of other languages (tesol) and computer-assisted language learning (call) assistance by offering new insights on how to obtain a second language very easy in digital technology that uses web 2.0, which is very rapidly developing in the current millennial era and provides many interesting things in acquiring a second language even though not all have a positive impact on users because not all use digital technology for learning but to play games and play social media. further, lee's paper says his research using questionnaires to determine the number and diversity of idle learning, the questions used by giving a list of the first questions (demographic information) about school background, class, gender, department, foreign experience and length of time studying english. the second question (the results of learning english) to obtain the psychological aspects of students from the level of english such as selfconfidence, enjoyment and anxiety as well as english standard skills (toeic score). then the third question (number of idle activities) such as on average, how many hours do you spend every day involved in idle activities outside the classroom in the past six months? and from the questionnaire results although it still has some disadvantages digital l2 learning is still being developed to be more effective in learning l2 so it can be used in any country to make it easier to obtain a second language. apart from the increasing number of literature in idle, it still cannot be concluded whether or to what extent the number and diversity of idle activities are related to the results of learning english among efl students. 7. acknowledgement the writers give their gratitude to anonymous reviewers and colleague who assisted immensely in the production of this research article, especially for their feedback and critique. 8. references benson, p. (2011). language learning and teaching beyond the classroom: an introduction to the field. beyond the language classroom (pp. 7-16). palgrave macmillan, london. chik, a., & ho, j. (2017). learn a language for free: recreational learning among adults. system, 69, 162-171. hamuddin, b. (2015). discourse on media: bringing hot news into elt's classroom discussion. proceedings of iselt fbs universitas negeri padang, 3, 87-95. hamuddin, b. (2016). using content analysis (ca) in seeking the opportunities for alumni of the english department in newspapers. eltlectura, 3(1). jensen, s. h. (2017). gaming as an english language learning resource among young children in denmark. calico journal, 34(1). lai, c., zhu, w., & gong, g. (2015). understanding the quality of out‐of‐class english learning. tesol quarterly, 49(2), 278-308. lee, j. s. (2019). informal digital learning of english and second language vocabulary outcomes: can quantity conquer quality?. british journal of educational technology, 50(2), 767-778. http://ojs.journal.unilak.ac.id/index.php/elsya journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 1, no. 1, july 2019, pp. 1-6 6 lee, j. s., & dressman, m. (2018). when idle hands make an english workshop: informal digital learning of english and language proficiency. tesol quarterly, 52(2), 435-445. olsson, e. (2012). "everything i read on the internet is in english". on the impact of extramural english on swedish 16-year-old pupils’ writing proficiency. peters, l. (2009). global education. washington, dc: iste. richards, j. c. (2015). the changing face of language learning: learning beyond the classroom. relc journal, 46(1), 5-22. rusman. (2013). pembelajaran berbasis teknologi informasi dan komunikasi: mengembangkan profesionalitas guru. jakarta: pt. raja grafindo persada. slavin, r. e. (2000). educational psychology: theory and practice. sixth edition. boston: allyn and bacon. solomon, g., & schrum, l. (2014). web 2.0 how-to for educators. international society for technology in education. sundqvist, p. (2009). extramural english matters: out-of-school english and its impact on swedish ninth graders' oral proficiency and vocabulary . doctoral dissertation, karlstad university). sundqvist, p., & sylvén, l. k. (2014). languagerelated computer use: focus on young l2 english learners in sweden. recall, 26(1), 3-20. sundqvist, p., & sylvén, l. k. (2016). extramural english in teaching and learning. london: palgrave macmillan. sung, y. t., chang, k. e., & liu, t. c. (2016). the effects of integrating mobile devices with teaching and learning on students' learning performance: a meta-analysis and research synthesis. computers & education, 94, 252-275. sung, y. t., chang, k. e., & yang, j. m. (2015). how effective are mobile devices for language learning? a meta-analysis. educational research review, 16, 68-84. sylvén, l. k., & sundqvist, p. (2012). gaming as extramural english l2 learning and l2 proficiency among young learners. recall, 24(3), 302-321. sylven, p., & sundqvist, l. k. (2016). extramural english in teaching and learning. timucin, m. (2006). implementing call in an efl context. elt journal, 60(3), 262-271. yamamoto, j. (ed.). (2010). technology implementation and teacher education: reflective models: reflective models. igi global. http://ojs.journal.unilak.ac.id/index.php/elsya instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 80-87 80 the investigation of students’ knowledge on a novel learning strategy: what is interesting about blended learning for efl university students? riska yuliana ˡ, marwa marwa2, & budianto hamuddin 3 1, 2 universitas lancang kuning, pekanbaru. indonesia 3 universitas hasanuddin, makassar. indonesia budihamuddin@gmail.com article history received : 2019-05-03 revised : 2019-06-27 accepted : 2020-07-05 keywords learning strategy blended learning efl students pbig fkip unilak abstract this research aimed at exploring students’ interest and knowledge in blended learning context at english education department in universitas lancang kuning (unilak). this descriptive quantitative research involved 27 out of 135 students as the samples as they are part of a class that uses blended learning actively through their entire semester. these 27 students were selected by using random sampling technique from fourth, sixth, and eight semesters in regular class. the questionnaire used as the main instrument to collect the data. the data analyzed descriptively in term of mean and standard deviation then interpreted descriptively. the result of the findings revealed that the majority of students’ have high level of students’ interest and knowledge in blended learning context. it was proved by their mean score, interest students’ score 3.71 and the students’ knowledge score 3.67. the standard deviation to interest was 6,83 and knowledge was 5.28. this is means that the blended learning which employed during these 2 years in this department seems contributing a high interest and knowledge among the students. 1. introduction information technology (it) has changed the learning through communication evolution, expanding audience (teleconferences), interactive textbooks, ebooks, tablet computing devices, extended classroom communities, and the rise of the world wide web. limiting the use of technology only to presentations creates that confusion in relation to its feasibility in improving learning (bond, buntins, bedenlier, zawacki-richter, & kerres, 2020). we need to think of technology as a tool that enables us to reach resources easily and effectively (junaidi, hamuddin, julita, rahman, & derin, 2020). we can access libraries, hold conferences, watch educational movies, conduct virtual experiments, communicate with experts, record lessons, plan their work, made virtual field trips and many other activities. some of these activities needed weeks of planning and lots of effort within the traditional learning setting (medora & roy, 2017; strogilos, stefanidis, & tragoulia, 2016). further, 21st century assigns new challenges and duties on the modern era. a method of teaching english has changed drastically with the entry of technology in our lives. technology can provide facilities that so many choices for teachers that can make their teaching more interesting and adore by students (nursafira, 2020; sağin, 2020). this blended learning “new things” including multimedia in teaching english to create the students' interest and knowledge in learn english through blended learning more practical and humanism. this helps students to get involved maximally and learn according to their interests. this idea has been proven by many kinds of research that effectively and is widely accepted for teaching english in a modern world (putri, hamuddin, nursafira, & derin, 2020; yudar, aditomo, silalahi, 2020). blended learning allows learners to visualize, listen, feel, and interact with the learning material. it moves them from theory into practice. they can gain a deeper understanding of all the abstractions they get through. they can learn according to their pace, which creates the opportunity for more individualized education as their learning is facilitated with many alternative learning media and entertaining learning tools (kamelia, 2019; putri, 2019). good achiever can expand their learning and learn things that are not within the syllabus. however, the slow achievers can repeat and revise notes and get feedback from their teachers to overcome the problems and challenges they face (bailey et al., 2013; demillo et al., 2016). with support from the extending it made the blended learning strategy become easier to be implemented. for example, a visit to the public library take a whole day within the traditional learning strategy; however, students can virtually access the public library records and reach the books and resources they need while being seated in their classrooms or even their bedrooms (bath and bourke, 2010; black & muddiman, 2017; crane, 2016). mailto:budihamuddin@gmail.com the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 80-87 81 based on the introduction, the problems of the research were stated as follows: a) how is the students’ interest in learning english through blended learning at english education department in universitas lancang kuning? b) how is the students’ familiarity using blended learning at english education department in universitas lancang kuning? 2. method this survey design as descriptive quantitative study in nature seeks for an answer of the research questions. survey research is defined as the collection of information from a sample of individuals through their responses to questions (knoke, marsden, & kalleberg, 2017). the research used random sampling technique. if population is more than 100 person, the sample taken between 10-15% or 20-25%, but if population is less than 100 person, the sample can be take all of the population (arikunto, 1996; story & tait, 2019). based on explanation above, in this research the researcher takes about 20% of the population, which were about 27 students. the instrument is an online questionnaire. in the questionnaire consisted of 20 questions. the researcher also used likert scale that consist of five choices; strongly agree, agree, neither, disagree, and strongly disagree. so, the students able to select one of the answer-based on their opinion in blended learning context. each choice had score to calculate the data from the questionnaire. the questionnaire would be administered to the students to get the data about their interest and knowledge in blended learning context. the online questionnaire on google form is distributed by link-sharing in whatsapp class groups. then, the researcher calculated the mean and standard deviation of each variables and each sub indicator of questionnaire. 3. results and discussion 3.1 try out of the questionnaire the researcher had done try out the questionnaire that consist of 20 questions to the students of english education department in universitas lancang kuning on monday, 1 july 2019. the researcher tried out the questionnaire in order to check the validity and reliability of the test. the researcher collected the data after all 27 students filled the google form on 13 july 2019. the researcher tabulated the score of the students’ answers to check the validity and reliability by using spss version 23 program. then, the researcher saw that from 20 questions still 20 questions that have been valid and reliable. 3.2 results of the questionnaire the questionnaire was given by the researcher to collect quantitative data. the researcher gave the questionnaire to all students’ at english education department in universitas lancang kuning on 1-13 july 2019. the questionnaire was given to answer the research question, “how is the students’ interest in learning english through blended learning at english education department in universitas lancang kuning?”. the researcher gave 20 questions about interest and knowledge. the number of interest questions was 10 questions to give 27 students at english education department in universitas lancang kuning. first, the researcher explained about the procedure to fill the questionnaire to the students. then, the researcher gave the link to the students to answer the question. the questionnaire consisted of one indicator of interest and have three sub indicators they are; motivation, emotion, and interaction. after sharing the questionnaire, the researcher tabulated and calculated the score of the questionnaire. the researcher would like to present the data and descriptive statistics from the data. the researcher used mean and standard deviation to calculate the total of students in each scale of the question. in this research it can be seen the students’ interest in learning english through blended learning at english education department in universitas lancang kuning. the students’ interest in learning english through blended learning at english education department in universitas lancang kuning can be categorized into high. based on data showed that the total of raw score of students was 1203 with the mean was 3.71 and the standard deviation of the students’ score was 6.8. table 1. descriptive statistic scores the subindicators of students interest (motivation) no items total mean 1 2 3 4 s1 4 4 3 3 14 3.50 s2 4 4 5 5 18 4.50 s3 4 5 4 5 18 4.50 s4 4 4 5 4 17 4.20 s5 5 5 4 4 18 4.50 s6 5 5 4 4 18 4.50 s7 4 4 4 4 16 4.00 s8 4 4 4 4 16 4.00 s9 4 4 4 4 16 4.00 s10 4 4 4 4 16 4.00 s11 4 4 4 4 16 4.00 the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 80-87 82 s12 4 4 4 4 16 4.00 s13 3 4 5 3 15 3.70 s14 5 4 4 4 17 4.20 s15 4 5 3 5 17 4.20 s16 2 3 3 3 11 2.70 s17 5 4 4 5 18 4.50 s18 3 3 4 3 13 3.20 s19 3 3 2 2 10 2.50 s20 4 5 5 5 19 4.70 s21 2 2 2 3 9 2.20 s22 4 4 3 4 15 3.70 s23 4 4 3 4 15 3.70 s24 4 4 3 4 15 3.70 s25 4 4 4 4 16 4.00 s26 3 2 3 3 11 2.70 s27 4 4 4 4 16 4.00 total 416 mean 3.8 standar deviasi 2.5 based on the table 1, it can be seen the subindicators of interest was motivation in learning english through blended learning at english education department in universitas lancang kuning can be categorized into high. based on table 1 above, the table showed that the total of raw score of students was 416 with the mean was 3.85 and the standard deviation of the students’ score was 2.59. table 2. descriptive statistic scores the subindicators of students interest (emotion) no items total mean 1 2 3 4 s1 2 4 3 3 12 3.00 s2 4 4 3 4 15 3.75 s3 4 4 4 4 16 4.00 s4 2 5 3 5 15 3.75 s5 4 4 4 4 16 4.00 s6 4 4 4 4 16 4.00 s7 4 4 4 4 16 4.00 s8 2 4 4 3 13 3.25 s9 2 4 2 4 12 3.00 s10 4 4 4 4 16 4.00 s11 3 4 3 3 13 3.25 s12 4 4 4 4 16 4.00 s13 2 4 4 3 13 3.25 s14 5 4 4 4 17 4.25 s15 4 4 4 4 16 4.00 s16 4 3 3 3 13 3.25 s17 5 5 5 5 20 5.00 s18 4 4 3 3 14 3.50 s19 2 3 1 2 8 2.00 s20 2 5 5 5 17 4.25 s21 3 3 3 4 13 3.25 s22 4 5 3 5 17 4.25 s23 4 4 3 5 16 4.00 s24 3 3 4 2 12 3.00 s25 4 4 4 4 16 4.00 s26 2 3 3 3 11 2.75 s27 4 4 5 4 17 4.25 total 396 mean 3.66 standard deviation 2.48 based on the table 2, it can be seen the subindicators of interest was emotion in learning english through blended learning at english education department in universitas lancang kuning can be categorized into high. further, based on table 2, the table showed that the total of raw score of students was 396 with the mean was 3.67 and the standard deviation of the students’ score was 2.49. table 3. descriptive statistic scores the sub-indicators of students interest (interaction) no item total mean 1 2 3 4 s1 3 3 3 4 13 3.25 s2 4 4 5 4 17 4.25 s3 4 4 3 4 15 3.75 s4 3 3 3 3 12 3.00 s5 5 5 5 5 20 5.00 s6 4 4 4 4 16 4.00 s7 4 4 4 4 16 4.00 s8 3 4 4 4 15 3.75 s9 3 3 4 2 12 3.00 s10 4 4 4 4 16 4.00 s11 3 4 3 4 14 3.50 s12 3 4 4 4 15 3.75 s13 2 5 2 4 13 3.25 s14 3 4 4 4 15 3.75 s15 3 4 4 4 15 3.75 s16 3 3 3 3 12 3.00 the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 80-87 83 s17 4 4 4 4 16 4.00 s18 2 4 4 4 14 3.50 s19 3 3 3 3 12 3.00 s20 4 5 5 5 19 4.75 s21 2 2 2 2 8 2.00 s22 4 3 5 4 16 4.00 s23 4 3 5 4 16 4.00 s24 2 4 2 4 12 3.00 s25 3 4 4 4 15 3.75 s26 2 3 3 3 11 2.75 s27 3 5 4 4 16 4.00 total 391 mean 3.62 standard deviation 2.51 based on the table above, it can be seen the subindicators of interest was interaction in learning english through blended learning at english education department in universitas lancang kuning can be categorized into high. based on table 3 above, the table showed that the total of raw score of students was 391 with the mean was 3.62 and the standard deviation of the students’ score was 2.52. 3.3 the result of students’ knowledge using blended learning the questionnaire was given by the researcher to collect quantitative data. the researcher gave the questionnaire to all students’ at english education department in universitas lancang kuning on 10th – 13rd july 2019. the questionnaire was given to answer the research question,“ how is the students’ familiarity using blended learning at english education department in universitas lancang kuning?” the researcher gave 20 questions about interest and knowledge. the number of knowledge questions was 10 questions to gave 27 students at english education department in universitas lancang kuning. first, the researcher explained about the procedure to fill the questionnaire to the students. then, the researcher gave the link to the students to answer the question. the questionnaire consisted of one indicator of interest and have three sub indicators they are; motivation, emotion, and interaction. after shared the questionnaire, the researcher tabulated and calculated the score of the questionnaire. the researcher would like to present the data and descriptive statistics from the data. the researcher used percentage formulation to calculated the total of students in each scale of the question and descriptive statistics data there is mean. the description of the scores that had already been analyzed can be seen in the following table: table 4. descriptive statistics scores of the students’ knowledge in blended learning no item t mean 1 2 3 4 5 6 7 8 s1 4 4 3 4 3 3 3 3 27 3.37 s2 4 3 4 4 3 4 5 4 31 3.87 s3 4 4 3 3 3 5 5 5 32 4.00 s4 3 5 4 5 4 4 4 4 33 4.12 s5 4 4 5 5 4 5 5 4 36 4.50 s6 4 5 5 4 4 4 4 4 34 4.25 s7 3 2 2 4 3 4 4 4 26 3.25 s8 3 4 4 4 4 4 4 4 31 3.87 s9 4 4 4 4 4 4 4 4 32 4.00 s10 4 5 4 4 4 4 4 4 33 4.12 s11 4 4 3 3 3 3 4 3 27 3.37 s12 3 4 3 4 4 4 4 4 30 3.75 s13 4 4 4 3 2 2 4 2 25 3.12 s14 4 4 4 4 4 4 4 4 32 4.00 s15 4 5 4 3 3 3 4 4 30 3.75 s16 3 3 3 3 3 3 3 3 24 3.00 s17 5 4 5 4 5 4 5 4 36 4.50 s18 4 4 3 3 3 3 3 3 26 3.25 s19 2 2 2 2 2 3 1 1 15 1.87 s20 5 5 5 5 5 5 5 4 39 4.87 s21 2 3 2 2 2 2 3 3 19 2.37 s22 4 4 4 4 3 3 4 4 30 3.75 s23 3 4 4 4 4 3 4 4 30 3.75 s24 3 4 4 2 4 2 4 4 27 3.37 s25 4 4 4 4 4 4 4 4 32 4.00 s26 3 3 3 3 3 3 1 3 22 2.75 s27 4 4 4 4 4 4 4 4 32 4.00 total 791 mean 3.66 standard deviation 5.28 based on the table above, it can be seen the students’ knowledge in learning english through blended learning at english education department in universitas lancang kuning. the students’ knowledge in learning english through blended learning at english education department in universitas lancang kuning can be categorized into high. based on table 4 above, the table showed that the total of raw score of students was 791 with the the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 80-87 84 mean was 3.67 and the standard deviation of the students’ score was 5.28. table 5. descriptive statistic scores the subindicators of students knowledge (activities) no item total mean 1 2 3 4 s1 3 3 3 3 12 3.00 s2 3 4 5 4 16 4.00 s3 3 5 5 5 18 4.50 s4 4 4 4 4 16 4.00 s5 4 5 5 4 18 4.50 s6 4 4 4 4 16 4.00 s7 3 4 4 4 15 3.75 s8 4 4 4 4 16 4.00 s9 4 4 4 4 16 4.00 s10 4 4 4 4 16 4.00 s11 3 3 4 3 13 3.25 s12 4 4 4 4 16 4.00 s13 2 2 4 2 10 2.50 s14 4 4 4 4 16 4.00 s15 3 3 4 4 14 3.50 s16 3 3 3 3 12 3.00 s17 5 4 5 4 18 4.50 s18 3 3 3 3 12 3.00 s19 2 3 1 1 7 1.75 s20 5 5 5 4 19 4.75 s21 2 2 3 3 10 2.50 s22 3 3 4 4 14 3.50 s23 4 3 4 4 15 3.75 s24 4 2 4 4 14 3.50 s25 4 4 4 4 16 4.00 s26 3 3 1 3 10 2.50 s27 4 4 4 4 16 4.00 total 391 mean 3.62 standard deviation 2.90 based on the table above, it can be seen the subindicators of knowledge was activities in learning english through blended learning at english education department in universitas lancang kuning can be categorized into high. based on table 5 above, the table showed that the total of raw score of students was 391 with the mean was 3.62 and the standard deviation of the students’ score was 2.91. table 6. descriptive statistic scores the subindicators of students knowledge (progress) no item total mean 1 2 3 4 s1 4 4 3 4 15 3.75 s2 4 3 4 4 15 3.75 s3 4 4 3 3 14 3.50 s4 3 5 4 5 17 4.25 s5 4 4 5 5 18 4.50 s6 4 5 5 4 18 4.50 s7 3 2 2 4 11 2.75 s8 3 4 4 4 15 3.75 s9 4 4 4 4 16 4.00 s10 4 5 4 4 17 4.25 s11 4 4 3 3 14 3.50 s12 3 4 3 4 14 3.50 s13 4 4 4 3 15 3.75 s14 4 4 4 4 16 4.00 s15 4 5 4 3 16 4.00 s16 3 3 3 3 12 3.00 s17 5 4 5 4 18 4.50 s18 4 4 3 3 14 3.50 s19 2 2 2 2 8 2.00 s20 5 5 5 5 20 5.00 s21 2 3 2 2 9 2.25 s22 4 4 4 4 16 4.00 s23 3 4 4 4 15 3.75 s24 3 4 4 2 13 3.25 s25 4 4 4 4 16 4.00 s26 3 3 3 3 12 3.00 s27 4 4 4 4 16 4.00 total 400 mean 3.70 standard deviation 2.71 based on the table above, it can be seen the subindicators of knowledge was progress in learning english through blended learning at english education department in universitas lancang kuning can be categorized into high. based on table 6 above, the table showed that the total of raw score of students was 400 with the mean was 3.70 and the standard deviation of the students’ score was 2.72. the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 80-87 85 based on the table above, the researcher concluded the mean of interest was 3.71 can be categorized into high. then, the mean of knowledge was 3.67 also can be categorized into high. standard deviation of interest was 6.83 and for knowledge was 5.2. the data from the questionnaires were compiled and analyzed for common themes and patterns. to get a sense of the attitudinal nature of the comments, the data were classified as positive, negative, or neutral. some participants had comments that had both positive and negative components so these were counted separately and classified accordingly. the positive comments came from strongly agree and agree, while negative comments came from disagree and strongly disagree. referring to the presentation and analysis of the research data above, the result of found out the exploring students’ interest and knowledge in blended learning context of english education department in universitas lancang kuning was categories into high. that was shown from mean and standard deviation of students’ score. this research had 2 problems that need to overcome: 1) the students’ interest in learn english through blended learning in this study, the researcher found 3 subindicators in learns english with blended learning. 3 sub-indicators consist of: a) motivation: motivation as inspiring interest, persistence, attention, action, and enjoyment. (smit, de brabander, boekaerts, & martens, 2017). based on the results of the study, the motivation of students’ interest in learn english through blended learning can be categorized into high. because blended learning could increase the interest of the students in learning english remotely and without active supervision from the teacher (hamuddin, syahdan, rahman, rianita, & derin, 2019). then, blended learning helped students’ to carry out their academic tasks more efficiently, and the context were more motivating to learners than conventional ones. b) emotion: emotions are intimately involved in virtually every aspect of the teaching and learning processes, therefore, an understanding of the nature of emotions within the school context is essential (morris & king, 2020). based on the results of the study, sees the emotion of students’ interest in learn english through blended learning can be categorized into high. because blended learning helped the students’ could repeat the materials at home or anywhere, the students preferred attending virtual class meetings more than attending face-to-face meetings, also the service that the faculty provided in blended learning context was good enough. c) interaction: interaction is reciprocal events that require at least two objects and two actions. interactions occur when these 17 objects and events mutually influence one another (doolan & gilbert, 2017). based on the results of the study, the interaction of students’ interest in learning english through blended learning can be categorized into high. this is because most of the students always gets in touch with familiar technology in their leaning process which helps them in getting information. moreover, blended learning also offers the possibilities to efficiently manage their time as it forces both students and teachers to self-manage their time in speaking through screens within a limited time frame (yuzar, 2020). 2) the students’ familiarity using blended learning in this study, this study found 2 sub-indicators in learns english with blended learning. 2 subindicators consist of: a) activities: activities are defined as ‘any activities of an individual organized with the intention to improve his/her knowledge, skills and competences’ (european commission, 2006). based on the results of the study, the activities of students’ familiarity using blended learning can be categorized into high. because, they were satisfied through using blended learning, and the students felt the blended learning is suitable for them, also they were more enjoying in learn english. b) progress: progress is the process of gradually improving or getting nearer to achieving or completing something (oxford advanced learner’s dictionary, 2013). the progress of a situation or action is the way in which it develops. based on the results of the study, the progress of students’ familiarity using blended learning can be categorized into high. because, using blended learning helped them to learn and increase their knowledge and gave their facilitate to meet those learning goals. from the results of research that has been done, the interest and knowledge of students in learning english using blended learning at english education department in universitas lancang kuning can be categorized into high. refers to the previous research from ja’ashan (2015). “perceptions and attitudes towards blended learning for english courses: a case study of students at university of bisha.” the results conducted a survey through a questionnaire at university of bisha, english department from eight levels of undergraduate program in both boys and girls colleges. this study also concluded that blended learning is as effective as face to face learning in developing and improving knowledge and skills. then, refers to the previous research by eryilmaz (2015). “the effectiveness of blended learning environments.” further, mentioned that. “the study was applied to 110 students who attend to atilim university, ankara, turkey and take introduction to computers course and the results of the analysis, showed a significant difference between students’ view in relation with the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 80-87 86 blended learning environment as well as online and face to face learning environments. in their answers, students have expressed that they learned more effectively in a blended learning environment.”. therefore, referring to the presentation and analysis of the research data above, the finding of the whole participants (27 students) led the researcher to infer that the students’ interest and knowledge in blended learning context at english education department in universitas lancang kuning into high categorized. referring to the aims of survey design research, the findings of this research have purpose to give information for the all students’, readers and lecturer about the students’ interest and knowledge of students in learning english using blended learning at english education department in universitas lancang kuning. the sub-indicators of interest such as, motivation, emotion and interaction and then the sub indicators of knowledge such as, activities and progress. the findings of this research are hopefully to increase the students’ interest and knowledge in learning english using blended learning at english education department in universitas lancang kuning. 4. conclusion the purpose of this research is to find out the students’ interest and knowledge in learning english through blended learning context at english education department in universitas lancang kuning. in this study, the researchers found 3 sub indicators in learn english with blended learning. 3 sub indicators consist of: motivation, emotion and interaction. the students’ interest in learn english through blended learning from scoring measurement, there was result of mean 3.71 into high categorized and the standard deviation was 6,83. it means was students’ interest in learn english with blended learning. so, the students have suggest positive about the use blended learning in learn english. in this study, the researchers found 2 sub indicators in learn english through blended learning. 2 sub indicators consist of: activities and progress. the students’ knowledge using blended learning from scoring measurement, there was result of mean 3.67 into high categorized and the standard deviation was 5,28. so, the students have understanding about how to use blended learning in learn english. references arikunto. 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(2020). incorporating communicative competence in assessment and english language teaching in multilingual settings. reila: journal of research and innovation in language, 2(1). 8-13. https://doi.org/10.31849/elsya.v1i1.2488 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 1, march 2023, pp: 61 – 69 doi: https://doi.org/10.31849/utamax.v5i1.11260 61 from speech to text: enhancing descriptive paragraph writing with unjuk tutur‘s learning model bambang sulistyo*, samsul anam & erwanto erwanto universitas baturaja, ogan komering ulu, indonesia bambangsulistyo@unbara.ac.id article history received : 2022-09-08 revised : 2022-12-14 accepted : 2022-12-26 keywords pedagogy unjuk tutur writing skills language learning learning outcomes experimental method abstract this study fills a gap in the literature by examining effectiveness of one specific speaking project named unjuk tutur (show and tell) learning model in improving the ability of seventh-grade students at smpn 01 simpang oku selatan to write descriptive paragraphs. the study used a one-group pretestposttest design with a sample of 16 out of 119 students due to social restrictions from the government in response to covid-19. data was collected through a descriptive paragraph writing test, and the data was analyzed using statistical techniques. the results showed a significant improvement in students' ability to write descriptive paragraphs after using the speaking project learning model, with an average score increase from 66.67 on the pre-test to 78.13 on the posttest. the findings suggest that the speaking project learning model could be an effective tool for improving students' writing skills in descriptive paragraphs. the assessment criteria used to evaluate the students' descriptive paragraphs included vocabulary, sentence structure, and spelling. the implications of this study are significant for educators seeking to enhance students' writing abilities. the speaking project learning model, which focuses on simple communication skills, could be an effective approach to teaching writing skills to seventh-grade students. moreover, the findings of this study are relevant to the wider context of indonesian language learning in the field, where there is a lack of variety in learning methods and models. in conclusion, this study highlights the effectiveness of the speaking project model in improving students' descriptive writing skills in indonesian language learning. educators can benefit from this approach to enhance students' writing abilities. 1. introduction writing is a complex skill that requires mastery of various linguistic and non-linguistic elements to produce coherent and effective written works. compared to other language skills such as reading, listening, and speaking, writing is often considered the most difficult and challenging skill to master (ulfa 2023; hasan, & marzuki, 2017). writing skills are active and productive, and regular practice and repetition are necessary to develop writing proficiency (hossain, 2015; santosa, 2017). ideas are crucial elements that authors must master in writing, and expressing ideas in an interesting and easily understandable form is an important aspect of writing (hyland & tse, 2004; torraco, 2005; rosenblatt, 2018). in the indonesian education system, writing is considered as a difficult subject that is included in the 2013 curriculum's learning program for junior high school students. writing descriptive paragraphs is one of the essential means to train students to be more proficient in writing. the ability to present data, ideas, and impressions in the form of descriptive text is taught in seventh-grade junior high schools in oddnumbered semesters (kemendikbud, 2013). however, the low learning outcomes of students in writing descriptive paragraphs indicate that students still struggle with expressing their ideas clearly and in detail, which affects their writing skills' development (min, 2006; raimes, 1985). therefore, there is a need for effective teaching models to enhance students' writing abilities and fill the gaps in the existing literature on writing learning models in indonesia https://doi.org/10.31849/utamax.v5i1.11260 mailto:bambangsulistyo@unbara.ac.id 62 several studies have highlighted the need for more research on the effectiveness of different writing learning models in indonesia (purwanti, 2017; mulyono, 2018; sriani, 2018; hasnah, 2019; nugraha, 2019). these studies suggest that while there have been efforts to improve writing instruction in indonesian schools, including the implementation of the 2013 curriculum, writing continues to be a challenging skill for many students to master. sriani (2018) argues that one of the reasons for this is the lack of effective teaching models that can enhance students' writing abilities. nugraha (2019) further suggests that the lack of teacher training and support for teaching writing is also a major obstacle to improving writing instruction in indonesia. additionally, previous studies on writing learning models in indonesia have primarily focused on the process of learning to write, rather than the effectiveness of specific teaching models (purwanti, 2017; hasnah, 2019). as such, there is a need for research that evaluates the impact of different teaching models on students' writing performance. purwanti (2017) suggests that the use of innovative and engaging teaching models can improve students' motivation and interest in writing, and ultimately lead to better writing outcomes. therefore, there is a need for more research on effective teaching models for writing instruction, particularly for specific writing genres, such as descriptive paragraphs. despite the extensive research on the effectiveness of various learning models in improving students' writing skills, a significant research gap still exists in the context of descriptive paragraph writing for indonesian junior high school students. previous studies in this area have focused on a variety of learning models, such as process-genre approach, problem-based learning, and project-based learning, among others. however, there is a lack of research on the effectiveness of the unjuk tutur (show and tell) as a speech project learning model in enhancing the descriptive writing skills of junior high school students in indonesia. as a result, it is essential to explore the effectiveness of this specific teaching model to fill the research gap in this area. unjuk tutur speech project can help students practice speaking in front of their peers in a group or in front of their classmates with simple to complex project tasks. this project given by teachers to students in order to develop their communication or speaking abilities from simple to complex levels. this model can be applied to elementary, middle, and high school students. the show and tell project has educational values that meet the following demands: the learning process should enhance students' speaking and reasoning abilities, facilitate even distribution of personal development among students, encourage personal growth in speaking and reasoning, and provide learning instruments that allow students ample opportunity to practice speaking and reasoning show and tell projects have cognitive, attitudinal, and skill-based educational values. as a result, this type of project can be considered as an option in developing project-based learning models (dananjaya, 2023; agustina, 2013) furthermore, it is important to note that the majority of the existing literature on writing instruction in indonesia has been published in the indonesian language, which limits its accessibility to a wider international audience. therefore, there is a need for more research in english that can contribute to the broader literature on writing learning models and improve the quality of writing instruction in indonesia. therefore, the current research aims to address a gap in the literature by evaluating the effectiveness of the unjuk tutur learning model in enhancing the descriptive writing skills of indonesian junior high school students. the findings of this study will contribute to the existing body of literature on writing learning models and inform the development of effective teaching strategies and materials for writing instruction in indonesian schools. the study will also evaluate the impact of the unjuk tutur model on students' writing performance, thus contributing to the broader literature on writing learning models in indonesia. through this research, the authors aim to contribute to the understanding of effective writing instruction and the importance of using appropriate teaching models to enhance students' writing skills. the results of this study will provide insights into the effectiveness of the unjuk tutur learning model in improving the descriptive writing skills of junior high school students in indonesia. the findings will also inform the development of effective teaching strategies and materials for writing instruction in indonesian schools. moreover, the study will contribute to the ongoing efforts to improve writing learning in indonesia and address the gaps in the literature on writing instruction. therefore, this research will be valuable for policymakers, educators, and researchers who are interested in improving writing learning in indonesian schools 2. method the present study employed an experimental research design in the form of one-group pretestposttest designs. the study population consisted of all seventh-grade students enrolled in smpn 01 simpang oku selatan for the 2020-2021 academic year, totaling 191 students. due to social restrictions imposed by the government to prevent the transmission of covid-19, a sample size of 16 students was selected using a purposive sampling technique based on their availability and willingness to participate in the study. 63 the data collection technique used in this study was a descriptive paragraph writing test, which was administered to the students before and after the implementation of the unjuk tutur (show and tell) learning model. the descriptive paragraph writing test was constructed based on the assessment criteria developed by the researcher, which included aspects such as content, organization, vocabulary, grammar, spelling, and punctuation. the descriptive paragraph writing test was evaluated by two raters who were english language teachers and had experience in evaluating writing assignments. the inter-rater reliability of the raters was calculated using cohen's kappa coefficient, which indicated a high level of agreement between the raters (κ = .89). the unjuk tutur learning model was implemented for four weeks, with each week consisting of two 90-minute sessions. the learning model focused on developing students' descriptive writing skills through various activities such as brainstorming, group discussion, individual writing, peer evaluation, and teacher feedback. the learning materials and activities were developed based on the 2013 curriculum for junior high school students, which emphasizes the development of descriptive writing skills. the implementation of the learning model was conducted by the researcher, who was an english language teacher with experience in teaching writing. the data obtained from the pretest and posttest were analyzed using descriptive statistics and inferential statistics. descriptive statistics were used to analyze the mean scores and standard deviations of the pretest and posttest results. inferential statistics were used to analyze the significant differences between the pretest and posttest results using a pairedsamples t-test. the significance level for all statistical tests was set at p < .05. in order to ensure the ethical considerations of this study, informed consent was obtained from the parents of the participating students. moreover, the anonymity and confidentiality of the participants' data were maintained throughout the study, and the data were used solely for research purposes. in summary, this study utilized a rigorous experimental research design and employed various techniques to ensure the reliability and validity of the data obtained. the implementation of the unjuk tutur learning model was carefully planned and executed, with a focus on developing students' descriptive writing skills. the data obtained from the descriptive paragraph writing test were analyzed using both descriptive and inferential statistics, and ethical considerations were taken into account throughout the study. table 2.1. pretest and posttest assessment criteria in writing description paragraphs component rated element score vocabulary • very good at choosing and forming the right words in writing descriptive paragraphs 4 • quite good at choosing and forming the right words in writing descriptive paragraphs 3 • still lacking in the selection and formation of the right words in writing descriptive paragraphs 2 • there is no proper selection and formation of words in writing descriptive paragraphs 1 sentence structure • there are no sentence structure errors in writing descriptive paragraphs 4 • there are a few sentence structure errors in writing descriptive paragraphs 3 • there are still many sentence structure errors in writing descriptive paragraphs 2 • can't get the correct sentence structure in writing a descriptive paragraph 1 spelling • there are no spelling errors in writing descriptive paragraphs 4 • there are a few spelling errors in writing the descriptive paragraph 3 • there are still many misspellings in writing descriptive paragraphs 2 • there is no correct spelling in writing a descriptive paragraph 1 64 table 2.1 provides the assessment criteria for the pretest and posttest writing descriptive paragraphs. the assessment criteria are divided into three components: vocabulary, sentence structure, and spelling. each component is rated based on four elements, with a score ranging from 1 to 4, with 4 being the highest score. the table suggests that students need to have a good grasp of vocabulary, proper sentence structure, and correct spelling to write an effective descriptive paragraph. 3. result this study was conducted at smpn 01 simpang oku selatan with a total of 16 students in class vii.1 as the research subjects. due to the government regulation regarding social restrictions during the covid-19 pandemic, the sample class was limited to 50% of the total sample class, which resulted in 16 students being selected as participants. the research consisted of six sessions, including a pretest on may 24, 2021, four treatment sessions on may 25, 27, 28, and 29, and a posttest on june 2, 2021. four treatment sessions were conducted in class vii.1 of smpn 01 simpang oku selatan using the speech performance project learning model. this treatment was designed to improve the students' descriptive writing skills through a series of writing activities that emphasized the use of spoken language. the speech performance project learning model is a method of teaching writing that involves the use of spoken language to develop writing skills. this approach is based on the idea that spoken language and writing are interconnected, and that the use of spoken language can help students develop their writing abilities. in conclusion, the method used in this study consisted of a pretest-posttest design with four treatment sessions in between. the pretest was used to assess the students' initial descriptive writing ability, while the posttest was used to evaluate the effectiveness of the speech performance project learning model in improving the students' descriptive writing skills. the speech performance project learning model was selected for this study because of its focus on spoken language and its potential to improve students' writing abilities. 3.1 the pre-test the pretest was administered to assess the initial writing ability of the students in class vii.1 at smpn 01 simpang oku selatan prior to implementing the speech performance project learning model. the pretest was conducted using a descriptive paragraph writing test to evaluate students' proficiency in writing descriptive paragraphs. the purpose of this assessment was to gather baseline data on the students' descriptive writing skills prior to undergoing the treatment sessions. table 3.1. results of the pretest writing paragraph description no sample code na category 1. a 66,67 enough 2. aip 58,3 poor 3. bz 66,67 enough 4. cd 66,67 enough 5. dik 58,33 poor 6. e 66,67 enough 7. h 66,67 enough 8. im 66,67 enough 9. ja 58,33 poor 10. kcds 66,67 enough 11. ll 66,67 enough 12. m 66,67 enough 13. nr 75,00 good 14. p 75,00 good 15. rr 66,67 enough 16. s 75,00 good total 1066,67 average 66,67 table 3.1 presents the results of the pretest writing paragraph description for the 16 students who participated in the study. the table shows that the average score for the pretest was 66.67, which falls under the "enough" category. this suggests that the students had a basic understanding of how to write descriptive paragraphs before using the speaking project learning model. the table also indicates that four students (25%) scored in the "poor" category, while eight students (50%) scored in the "enough" category. meanwhile, four students (25%) scored in the "good" category, with scores ranging from 75.00 to 58.33. the relatively low scores in the "poor" and "enough" categories suggest that there is room for improvement in the students' descriptive writing skills. after using the speaking project learning model, a posttest was conducted to assess the students' progress. the posttest was administered to the same 16 students who participated in the pretest. the results of the posttest were not presented in this table but will be reported in subsequent sections. based on the pretest results, it can be inferred that the speaking project learning model has the potential to improve the descriptive writing skills of the students. however, the variation in scores suggests that the effectiveness of the model may depend on individual differences in learning and writing abilities. therefore, it is essential to analyze the posttest results to determine the effectiveness of the speaking project learning model in improving the students' writing skills. 65 in conclusion, table 3.1 shows the pretest results of the descriptive paragraph writing test conducted on the 16 students who participated in the study. the results indicate that the students had a basic understanding of how to write descriptive paragraphs, but there is still room for improvement. the table provides a baseline for assessing the effectiveness of the speaking project learning model in improving the students' writing skills. 3.2 the post-test the posttest was administered on june 2, 2021, to evaluate the effectiveness of the speech performance project learning model in improving the descriptive writing skills of the students in class vii.1 at smpn 01 simpang oku selatan. the posttest was conducted using the same descriptive paragraph writing test as the pretest, and the results were compared to determine whether there was a significant improvement in the students' descriptive writing skills. table 3.2. results of the posttest writing paragraph description no sample code na category 1. a 75,00 good 2. aip 75,00 good 3. bz 83,33 very good 4. cd 75,00 good 5. dik 75,00 good 6. e 75,00 good 7. h 83,33 very good 8. im 75,00 good 9. ja 75,00 good 10. kcds 75,00 good 11. ll 83,33 very good 12. m 75,00 good 13. nr 83,33 very good 14. p 83,33 very good 15. rr 75,00 good 16. s 83,33 very good total 1250,00 average 78,13 table 3.2 presents the results of the posttest writing paragraph description of 16 students who underwent the speech project learning model. the posttest was conducted after the students were trained for four meetings using the speech project learning model. the table shows that the students' scores range from 75 to 83.33 with an average of 78.13. the scores indicate that the students' writing ability has improved significantly compared to the pretest results. the results of the posttest show that the majority of the students were able to produce good and very good descriptive paragraphs. eleven students scored in the very good category, with scores of 83.33. the remaining five students scored in the good category, with scores of 75. the high scores obtained by the students can be attributed to the effectiveness of the speech project learning model in improving their writing skills. the model emphasizes the process of writing, which includes planning, drafting, revising, and editing, and provides students with various learning strategies, such as brainstorming, mind mapping, and outlining. these strategies can help students to generate ideas, organize their thoughts, and structure their writing in a more coherent and cohesive manner. furthermore, the high scores obtained by the students also indicate that the speech project learning model can be an effective teaching model for writing descriptive paragraphs in indonesian schools. the model provides students with opportunities to practice their writing skills in a supportive and collaborative learning environment. the students can learn from each other and receive feedback from their peers and teacher, which can help them to improve their writing skills. the model also encourages students to be more creative and expressive in their writing, which can enhance their motivation and engagement in the learning process. in conclusion, the results of the posttest show that the speech project learning model can be an effective teaching model for improving the writing skills of indonesian junior high school students. the model emphasizes the process of writing, provides students with various learning strategies, and encourages them to be more creative and expressive in their writing. the high scores obtained by the students in the posttest indicate that the model can help students to write descriptive paragraphs that are more coherent, cohesive, and engaging. therefore, the speech project learning model can be a valuable tool for indonesian teachers to enhance their students' writing abilities and contribute to the ongoing efforts to improve writing learning in indonesian schools. 3.3. the students’ progress using unjuk tutur the findings from the pre-test and post-test of the study conducted among class vii.1 students at smpn 01 simpang oku selatan revealed that the majority of the students struggled to write descriptive paragraphs before using the speech performance project learning model. none of the students scored within the range of 80-100, which indicates a very good level of writing ability. only three students, equivalent to 18.75% of the sample, managed to score between 70-79, demonstrating a good level of writing ability. the majority of the students, which accounts for 62.5% of the sample, scored between 60-69, indicating a moderate level of writing ability. 66 furthermore, three students or 18.75% of the sample scored below 60, showing a poor level of writing ability. these results suggest that the students at smpn 01 simpang oku selatan initially struggled with writing descriptive paragraphs. however, after receiving treatment in the form of the speech performance project learning model, their writing abilities improved significantly. this is evidenced by the increase in the average score from the pre-test to the post-test, indicating an improvement in their writing skills. the results of the post-test showed that the majority of the students, equivalent to 87.5% of the sample, scored between 75-83.33, indicating a good to very good level of writing ability. overall, the speech performance project learning model has been successful in enhancing the writing skills of the students at smpn 01 simpang oku selatan. the results demonstrate that with the appropriate instructional approach and support, students can significantly improve their writing abilities. it is recommended that similar studies be conducted in other schools in indonesia to examine the effectiveness of the speech performance project learning model and other teaching models on the development of writing skills among students. for more details, see the following sections 3.3.1 before using unjuk tutur this section presents an assessment of students' ability to write descriptive paragraphs before using the speech performance project learning model. table 3.3. before using the unjuk tutur learning model no. value frequency percentage (%) rating category 1. 80-100 0 0 very good 2. 70-79 3 18,75 good 3. 60-69 10 62,5 enough 4. <60 3 18,75 poor total 16 100 table 3.3 presents the assessment of students' ability to write descriptive paragraphs before using the speech performance project learning model. the data indicates that none of the students fell into the "very good" assessment category, as they all scored below 80%. the majority of students (62.5%) were in the "enough" category, indicating that they were capable of writing descriptive paragraphs, but still had many errors in sentence structure and spelling. meanwhile, 18.75% of students fell into the "good" category, indicating that they were able to write descriptive paragraphs, but still had some errors in their sentences. additionally, another 18.75% of students were in the "poor" category, indicating that they had many errors in vocabulary, sentence structure, and spelling. 3.3.2 after using unjuk tutur this section presents an assessment of students' ability to write descriptive paragraphs before using the speech performance project learning model. table 3.4. after using the learning model speech project no value frequency percentage (%) rating category 1. 80-100 6 37,5 very good 2. 70-79 10 62,5 good 3. 60-69 0 0 enough 4. <60 0 0 poor total 16 100 table 3.4 presents the categories of assessment after using the learning model speech project to teach descriptive writing to 16 students in class vii.1 at smpn 01 simpang oku selatan. the results indicate that the majority of students (62.5%) were classified in the "good" category, scoring between 70-79, while 37.5% of the students were classified in the "very good" category, scoring between 80-100. notably, no students scored in the "poor" or "sufficient" categories. these results suggest that the speech performance project learning model is effective in improving the writing skills of junior high school students in indonesia. 67 moreover, when the average score from the initial test and the final test was compared, there was a significant improvement in the students' writing skills. the initial test had an average score of 66.67, while the final test had an average score of 78.13, indicating a 17.46% increase in scores. the lowest score on the initial test was 58.33, while the highest score on the final test was 83.33, indicating that the speech performance project learning model is effective in improving students' descriptive writing skills. moreover, the following is a diagram that illustrates the average score based on the assessment criteria, which consist of three aspects: vocabulary, sentence structure, and spelling. graph 3.1. diagram of the mean value of pretest and posttest graph 3.1 displays the mean value of pretest and posttest based on the assessment criteria of vocabulary, sentence structure, and spelling. the pretest average score for vocabulary was 5, while the posttest average score increased to 7.13, indicating a positive effect of the speech project learning model. in the aspect of sentence structure, the pretest average score was 6.6, and the posttest average score was 6.88, indicating a slight improvement in the scores. in terms of spelling, the pretest average score was 4.93, while the posttest average score decreased to 4.75. the results of the "t" test showed that the speech project learning model was effective in learning to write descriptive paragraphs for class vii.1 students of smpn 01 simpang oku selatan. the pretest average score was 66.67, and the posttest average score was 78.13, indicating an increase in student test results of 11.46. the difference in ability between the pre-test and the final test suggests that the use of the speech project learning model had a significant effect on the ability to write descriptive paragraphs of students in class vii.1 smpn 01 simpang oku selatan. in conclusion, this research successfully improved student learning outcomes, which is evidenced by the differences in ability between the pre-test and the final test. the use of the speech project learning model had a positive effect on students' ability to write descriptive paragraphs. this study highlights the importance of varying the existing learning models and introducing innovative teaching methods to improve students' writing skills. the results of this study can be useful for teachers and educators to consider the speech project learning model as an effective approach to teaching descriptive writing. 4. discussion the present study aimed to investigate the effectiveness of the speech performance project learning model in improving the writing skills of junior high school students in indonesia. the results of the study revealed that the majority of the students initially struggled with writing descriptive paragraphs. however, after receiving treatment in the form of the speech performance project learning model, their writing abilities improved significantly. the speech performance project learning model is a method of teaching writing that involves the use of spoken language to develop writing skills. the model emphasizes the process of writing, which includes planning, drafting, revising, and editing, and provides students with various learning strategies, such as brainstorming, mind mapping, and outlining. the pretest results showed that none of the students scored in the "very good" assessment category, while the majority of students (62.5%) were classified in the "enough" category. meanwhile, the posttest results showed that the majority of students (62.5%) were classified in the "good" category, with 37.5% of the students classified in the "very good" category. additionally, the lowest score on the initial test was 58.33, while the highest score on the final test was 83.33, indicating that the speech performance project learning model is effective in improving students' descriptive writing skills. these findings are consistent with previous studies that have demonstrated the effectiveness of using innovative teaching approaches, such as the use of technology and multimedia, in enhancing students' writing skills. for example, al-seghayer (2005). found that multimedia-assisted instruction was effective in improving the writing skills of high school students. similarly, shi (2018) found that the use of technology-enhanced instruction was effective in enhancing the writing skills of college students. the present study also aligns with the principles of constructivism, which emphasize the importance of active student engagement and hands-on learning experiences. the speech performance project learning model is consistent with this approach, as it encourages students to actively participate in the learning process by providing opportunities for them to practice their writing skills through collaborative and interactive activities. this approach is in line with previous studies that have emphasized the importance of student-centered instruction in improving students' writing skills (jonassen & land, 2012; andrews & goodson, 2018). 68 furthermore, the present study provides evidence to support the argument that teachers should vary their teaching approaches and introduce innovative teaching models to improve students' writing skills. previous studies have also emphasized the importance of teachers adopting a flexible and adaptable approach to teaching writing, as different students may require different teaching approaches depending on their individual learning styles and preferences (kobayashi & rinnert, 2017). the results of this study highlight the potential benefits of incorporating innovative teaching approaches and assessment criteria, such as vocabulary, sentence structure, and spelling, to improve students' writing abilities. one limitation of the study is the small sample size. the study was conducted with only 16 students in one school, which may limit the generalizability of the findings. therefore, it is recommended that similar studies be conducted in other schools in indonesia to examine the effectiveness of the speech performance project learning model and other teaching models on the development of writing skills among students. in conclusion, the findings of this study suggest that the speech performance project learning model is effective in enhancing the writing skills of junior high school students in indonesia. the results of this study have implications for teachers and educators who are seeking to improv students' writing skills, as they demonstrate the potential benefits of using innovative teaching approaches and assessment criteria to evaluate students' writing abilities. future studies could further explore the effectiveness of the speech performance project learning model in different educational settings and with different student populations. 5. conclusions the results of the study demonstrate that the initial writing abilities of class vii.1 students at smpn 01 simpang oku selatan were inadequate, with none of the students scoring within the "very good" category. however, after four sessions of the speech performance project learning model, the students' writing skills improved significantly, as indicated by the posttest results. the majority of students scored within the "good" to "very good" categories, with none receiving a poor assessment. the difference between the pretest and posttest scores was statistically significant, indicating that the speech performance project learning model is an effective teaching model for improving the descriptive writing skills of junior high school students in indonesia. in conclusion, the study provides evidence that the speech performance project learning model can be a valuable tool for improving the writing skills of indonesian students. the study's findings highlight the importance of using innovative teaching approaches to enhance students' writing abilities, and it recommends that teachers and educators vary their teaching approaches to improve students' writing skills. further studies could explore the effectiveness of the speech performance project learning model in different educational settings 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(2023). efl students' writing anxiety in online learning during covid-19 pandemic: causes & solutions (doctoral dissertation, universitas jambi). https://doi.org/10.4324/9780203813799 https://doi.org/10.1016/j.jslw.2006.01.003 https://doi.org/10.24176/re.v8i2.2350 https://doi.org/10.30998/prokaluni.v2i0.37 https://doi.org/10.30659/j.5.2.100-105 https://doi.org/10.2307/3586828 https://doi.org/10.30998/deiksis.v9i02.1172 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, july 2022, pp: 160 – 167 doi: https://doi.org/10.31849/utamax.v4i2.10108 160 online learning applications in shaping entrepreneurial character: a systematic review aniek suryanti kusuma *, i made sutajaya, & i gusti putu sudiarta universitas pendidikan ganesha, singaraja, indonesia anieksuryanti@instiki.ac.id article history received : 2022-05-27 revised : 2022-07-11 accepted : 2022-07-29 keywords online learning application entrepreneurial character global competition systematic review education sector challenges abstract currently, the challenges facing education include the quantity and quality development to globally competition, as well as producing human resources. therefore, it is important to educate the younger generation, specifically high school students to become imaginative and creative. this systematic review aimed to focus on internet searching of entrepreneurship context related to character-in-making. the data were collected from three major databases i.e., google scholar, sinta, and scopus database. the results showed that online learning help to shape students' character or behavior to promote entrepreneurial spirit. the results of this research also showed that institutional stakeholders easily select, sort, and compare the quality of applications. nevertheless, the application or software is beneficial to children in terms of teaching and educating. from a commercial perspective, this software is beneficial because it provides income through purchase or rent. this qualitative descriptive study implies and highlights within its limitation that the emergence of entrepreneurs tends to improve the learning quality and the community economy. and there tend to be needed for educational facilities or software which affects the number of entrepreneurs engaged in teaching. 1. introduction online learning using applications such as classroom, video conference, telephone or live chat, zoom, and whatsapp group provides opportunities for students because it allows them to interact with teachers. the success of this education is significantly influenced by the tutor's ability to use technology in delivering materials. assidiqi & sumarni (2020) explained that not all students tend to successfully learn online. therefore, it is important to educate the younger generation, specifically those in high school to become imaginative and creative. people's perspectives and attitudes to becoming self-reliant and tough to facing obstacles during the pandemic are one of the most productive souls in the community. in a technological 4.0 and 5.0 era, students need to build their inventive and creative occupations to benefit others (eliza & mulya, 2021). currently, the challenges facing education include the quantity and quality development to meet local and national needs, as well as producing human resources (lastariwati, 2012). education is a basic need because it allows students to also be beneficial to others (roza, aulia, & zulherman, 2021). it significantly contributes to the development of children in the community (lestari, syefrinando, efni, & firman, 2021; saufi & rizka, 2021). education is a source of knowledge because it improves and optimizes students' quality. according to riady, (2021), online and offline learning are used to convey information to stimulate students' attention and interest. the use of application or software is one of the online learning used to improve children's understanding of the community (kristiawan, aminudin, & rizki, 2021; lestari et al., 2021) people used this application such as games and interactive media to simplify a process, specifically education (aini, rahardja, santoso, & oktariyani, 2021; khotimah, 2021). currently, the software is indicated in various communication media and on the internet because it significantly affects the learning process (shirley & mohammad, 2021). this application leads to the emergence of different entrepreneurs in information technology. the existence of entrepreneur help to improve the learning quality and the community economy (widianto, 2021). entrepreneurship which is an important sector is one of the methods used by the government to increase the country's economy (lestari et al., 2021). according to the ministry of manpower (2016), a total of 5.5% or https://doi.org/10.31849/utamax.v4i2.10108 161 7.02 million people is in the unemployment category in indonesia. there is a need to minimization of the unemployment rate to enable the community to compete in a sport-like manner through strategies and inventions. entrepreneurship is the disposition, spirit, and capacity to develop new things for the benefit of others. asroni and yusantika (2021) explained it is a mental attitude and soul that empower people to become active and create works to increase money through their company activities. the government's efforts to improve an entrepreneurial spirit were differently implemented during covid-19 in 2020. all elements of the nation including educational institutions struggled to perform their duties amid the threat of the pandemic. the government decides on the issue of working, worshipping, and studying from home. rozakiyah et al. (2019) emphasized that entrepreneurship that focuses more on work-based learning needs to be performed online. in the educational sector, entrepreneurship is a profitable and sustainable business. pratama (2018) explained that elementary school (sd) and senior high school (sma) are about two hundred thousand in the 2016/2017 session. these schools have a very large number of students reaching about 45 million. there is a need for quality education to become diverse as the country's economy develops. however, companies are more stable because learning is always a top priority for parents to determine their children's future. moreover, entrepreneurship tends to develop students' initiative and creativity to start work at the time of learning. for instance, the community needs to quickly solve a problem that exists in their business and creativity. entrepreneurship becomes successful when it is accompanied by prayer. mustakim (2013) explained that business leaders tend to inspire others to follow in their footsteps and become reliable. in the 2016 economic census conducted by the central statistics agency (bps), the number of entrepreneurs in indonesia was 619,947 or 2.32% (purnamasari 2017). these businesses encompass instructional activities in verbal or writing forms through different communication channels. java island where most of the country's efforts are concentrated have about 350,665 or 56.56% educational entrepreneurship. meanwhile, the maluku and papua islands have a total of 13,677 education-related businesses. a large number of young people on java island contribute largely to entrepreneurship (harvianto, 2021). in educational facilities such as stationery, uniforms, online tutoring applications, and others, the business has its uniqueness in terms of products and providers (yuli kurniawan, 2021). therefore, there is a high level of competition which brings about changes in the product price. price is open to customers because it tends to be easily accessed through the internet. in school, stakeholders need to easily select, sort, and compare the quality and prices of these products. according to kotler (2005), the increase in the level of competition tends to make customers face more choices. educational facilities are seasonal, indicating that it greatly increases yearly between january to july (zulafwan & gusrio tendra, 2022). therefore, students entrust their needs to certain application providers which tend to be change while there is something very fatal and disappointing (saufi & rizka, 2021). these unique qualities enable the software services to be a differentiating factor that determines user satisfaction. nevertheless, software such as padlet, quipper, e-ujian.com, edmodo, teamviewer, ruangguru, and google class was used for online learning at home (roza et al., 2021). each application has the characteristics of distinctiveness which is used to attract a large number of consumers because it has market share. this research aims to focus on entrepreneurship in education, specifically the use of software or application. 2. literature review behavior indicates the entrepreneur's capacity help to analyze the future and engage in extensive calculations. djuhan & trianto (2020) explained knowledge, achievement motivation, and personal freedom significantly contribute to business independence. santika (2020) indicated this character to be the creation of a school environment that helps students to become responsible in the community. according to the ministry of national education, entrepreneurial values include honesty, responsible, disciplined, hard work, risk-taking, independence, curiosity, motivation, creativity, innovation, leadership, commitment, action-oriented, cooperation, abstinence, surrender, realistic, and communicative (erlinda & montessori, 2020). in entrepreneurship learning, principles ensure children know and accept the community values. students are taught to responsibly recognize options, assess choices, determine the position, and make a value in line with self-confidence (erlinda & montessori, 2020). moreover, according to rakuten, geoffrey g, meredith, and vernia et al. (2018), a decision is one of the most critical tasks of an entrepreneur in small companies. the more critical the decision, the more likely the company failed to receive the information. therefore, people need to be aware of the outside sources that provide basic decision-making information. character and competence are indicated in all professions because they enable actors to have high competitiveness. manion and rizky dwi putri (2018) explained that entrepreneurship behavior is showed in various fields or professions. people with this character tend to manage their company or the one owned by others as an entrepreneur and intrapreneurs, respectively. intrapreneurs make risky decisions using the organization's resources, while entrepreneurs make complex decisions using their resources. 162 2.1 educational application or software several applications are used in this entrepreneurship or business education-related research that is carried out in 2022. table 1 shows the software used in the educational sector. the majority of these applications tends to be updated because people paid for them. furthermore, the expansion of the education system tend to create recurring income depending on students’ demands. zhang and s. y. sari et al., (2021) showed the internet and multimedia technologies that serve as an alternative to traditional classroom instruction help to transform the method of acquiring knowledge. in conclusion, social separation is one of the methods used for preventing the transmission of covid-19 in the community. this is because online learning enables students to escape crowds, indicating there is an implementation of social distancing. the applications used for education activities include whatsapp, zoom, web blogs, and edmodo. 2.2 learning apps learning applications that tend to be operated to gain access to a resource are used to support distant and cross-time instruction. this software used text, audio, video, and animation to transmit information and make it easy for the user to publish and download material. also, students used these applications to send e-mails, post comments on a discussion forum, and use chat rooms, as well as communicate directly without any location or time constraints. several kinds of learning applications include the following: 1) online meeting applications include zoom meeting, webex, and google meet. 2) learning applications such as sevima edlink, google classroom, and moodle-based lms are used to bridge the gap between educators and teachers. table 1. educational applications no name of research application understudy 1 jiha nova sari, anim, dewi astuti, anil hakim syofra cisco webex 2 yonly adrianus benufinit, ade ria pratami malaikosa, enjel suryanti modok team viwer 3 samuel p. ritiauw, elsinora mahananingtyas, lisye salamor, ni ketut sayang zoom cloud 4 abdul juliadin rindo literature review ti 5 ria sabaria, agus budiman 6 ahmad hakam, amaliyah, abdul fadhil, suci nurpratiwi aplikasi edmodo 7 a. sriyanti, sri wahyuni, nur khalisah latuconsina, rahmasinar amin aplikasi android bersalam 8 zamza satria edwar, romli ardie, lukman nulhakim software sigil 9 rahman haryadi, iwit prihatin, dwi oktaviana, herminovita augmented reality 10 fitriyani sanuhung, unik hanifah salsabila, juliani abd wahab, mukhlisatinnisa amalia, mira ifta rimadhani adobe flash cs6 11 lulu sofi kurniawan software powtoon 12 yose indarta, ambiyar, agariadne dwinggo samala, ronal watrianthos aplikasi padlet 13 rachel mia lorenza lumban toruan, sakhyan asmara, iskandar zulkarnain aplikasi quipper, e-ujian.com 14 zamza satria edwar, romli ardie, lukman nulhakim metaverse 163 2.3 entrepreneurs in the education sector entrepreneurs tend to recognize and evaluate the company prospects because they amass the necessary resources to take proper action and have the personality, character, as well as desire to be creative. this type of person possesses a business personality and principles. an entrepreneur needs to possess these qualities to successfully tackle an unpredictable future of the company (kirby, 2004). therefore, it is important to conceptually align business education with its intended beneficiaries in terms of curriculum, instructional materials, and methodology. the curriculum helps to inspire entrepreneurial attitudes, develop skills, and give management training (kirby, 2004). according to hasan (2020), business education affects people's attitudes, behavior, values, and intentions toward selfemployment as a viable career path in the community. entrepreneurship encompasses all realms of human endeavor because people engage in it when daring to create new forms and concepts. this business process comprises all actions and activities associated with acquiring opportunities in the company. entrepreneurship help to produce additional value on the market by integrating resources in innovative ways to compete with others. according to zimmerer (1996:51), this value is developed in the sphere of education through the following methods: 1. development of new technology. 2. the discovery of new knowledge. 3. improvement of existing products, goods, and services. 4. using different ways to provide more goods and services with fewer resources. according to wahyuni & suyadi, (2020), entrepreneurship education enables students to have life and social skills. social teach children how to interact with the environment while the life skills include the ability and courage to confront challenges by proactively and creatively seek for solutions (wahyuni & suyadi, 2020). the research of dadang yunus lutfiansyah, purwaningsih, and al muin (2021) aimed to provide training participants with skills, knowledge, and practical functional abilities by opening up employment and business opportunities to improve their quality and welfare. in this life skills education program, trainees are mostly poor women who graduated from elementary school (sd). 3. method this research uses a systematic review and data were collected by searching on the internet about entrepreneurship in terms of application or software. in 2022, the search on journal issues includes the following. a. google scholar, sinta, and scopus database in small scale topic and in this ongoing year (2022). b. the journals used have topics, discussions, and themes such as applications, entrepreneurship, and education. google scholar search results (n = 30) year's journal issue search (2022) potential relevant journal (n = 25) kemenristekdikti indexed relevant journal potential (n = 20) full text reading results (n = 14) 14 the journal under review figure 1. determination of the used journal 164 the feasibility of the journal is determined by its content which is in line with the learning application. figure 1 shows the competent research that were examined. the determination of the used journal which is performed due to covid-19 begins with the search in 2022. a total of 30 journals were indicated in the search results on google scholar with the keywords such as learning applications, entrepreneurship, and education. in the next process, the abstract of 20 research was read and re-affirm. the final process uses 14 journals that were read to see when they produce the specified criteria. data were analyzed using descriptive and qualitative methods in a deductive way, indicating from theories to specific conclusions. this technique is inductively related to specific and concrete events. 4. result and discussion the results showed that a total of 14 research match the specified criteria. all applications are useful in terms of the teaching and learning process. from a commercial perspective, income is obtained through the purchase or rental of this software. according to the policies of each institution, this application is influenced by the number of students. 4.1 entrepreneurship education through software or application the air joman regional private high school explained that the cisco webex and the learning maple program provide self-efficacy for students. several research tended to be conducted using alternative approaches and applications. (j. n. sari et al., 2022). software such as video games which makes youngsters skillful and proficient in performing activities help to improve eye and hand coordination. for instance, the manners depicted in the characters of tsakib and arash affect the children's behavior while asking for permission to borrow a friend's pencil. this is one of the ways to inculcate good character and makes students feel it as manners and courtesy (juniarti et al., 2020). this research selected cisco webex at the air joman regional private high school because it is a video conference application that helps the learning process with optimal results. technology assists in increasing and reducing mathematical knowledge and perceptions of students, respectively. this assumption negatively affects the psychological aspects which help students to complete their tasks properly and appropriately. j. n. sari et al. (2022) indicated this through high and low self-confidence, a sense of optimism, motivation to learn, and self-efficacy. the research titled mobile applications for moral education discussed the arguments for the importance and the division of morality for android-based children. however, the book of al-akhlaq lil banin volume 1 written by al-ustaz umar bin aḥmad baraja is one of the guides used in studying children's character. in this book, education is classified into two including morality to (1) allah and his messenger and (2) fellow human beings. the fellow human beings are divided into morals to parents, teachers, relatives, friends, neighbors, and helpers. according to tresnawati et al. (2016), the guidebook is used as a reference for developing education values. the development of quality, dignified, and virtuous human resources places a premium on character. this development is crucial because it allows the internet not to interfere with the creation of children's behavior. in terms of education, the online need to be designed, planned, implemented, and evaluated to develop the indonesian population and human characters, intelligence, as well as empowerment (madya, 2011). moreover, educators and other personnel need to implement the following concepts including the use of technology to (a) consider the students character in the overall decision-making process, and (b) be structured to enable users to exclusively use it for their intellectual, spiritual, social, and physical development, (c) promote awareness and belief by interacting with the natural and socio-cultural environments including meetings, museums, and historical sites, (d) ensure the target audience enjoy basic communication and learning activities, as well as (e) promote users to be more creative and imaginative (sugiarti, 2011). the outcomes indicate edmodo to be an application that is accessed through cellphones or other technical devices such as laptops and desktops (sabaria & budiman, 2022). this mobile application help to build a learning area that is also conducted concurrently and in-person through virtual means. judge. a, et al (2022) explained that 'bersalam' received a score of 85 and 82.5% based on the validation of media and material experts respectively. furthermore, students rated it to be a total of 86% for user-friendliness, clarity of instructions, and interest. technology brings changes in daily life, specifically in the field of education. it serves as a learning medium such as interactive multimedia which is consist of images, sounds, and video materials presented under computer control to enable students to make active responses (lestari, 2018). social media is in the forms of magazines, internet forums, weblogs, social blogs, microblogging, wikis, broadcasts, photos or images, videos, ratings, and bookmarking. kaplan and haenlein created a schema by using social presence, media wealth, self-presentation, and selfdisclosure (eliza & mulya, 2021). online learning has several advantages including speed of access and no limitations on space and time. also, this type of education is easily performed because it is connected to the internet network which helps to provide the latest information (mustafa et al., 2022). a majority of students in elementary school feel happy while playing video games. the game is not only in the form of concrete media but also use digital-based. this powerpoint learning collaborates with 165 educational games which help to educate and shape children's personalities in terms of physical, intellectual, social, moral, emotional, and knowledge. a total of 2 students classified as za and mrb explained the materials problem because enthusiasm about being active or not while learning is difficult to understand (z & saputra, 2022). based on this android application, the learning media help to achieve the objectives of islamic religious education, specifically in the realm of attitudes. this android application-based is called bersalam which is in line with islam. the development of this software is expected to promote the daily values or affective with the religious or cognitive understanding that students have learned in class discussion sessions. also, this research examines the response of end users while using islamic values daily (ahmad et al., 2022). moreover, according to mutahhari, wahyuni, and suyadi (2020), entrepreneurship education aims to prepare students to have life and social skills. meanwhile, social enable children to interact with the environment, while life skills include the ability and courage to confront challenges by proactively and creatively seek for solutions. sportsmanship character is instilled in school rules to make sure the class leader collects all students’ cellphones before the lesson begins. all the phones are handed over to the picket educator who is in charge of returning or distributing them back to the children when the lesson is over. students who are late for class tend to directly go to this school personnel and give reasons for their delay. children are allowed to enter and take part in ongoing lessons after filling out and getting a certificate from the picket educator. also, courage is another character instilled in students to make them take turns leading school ceremonies, classes, and groups. the behavior is indicated when carrying out entrepreneurial learning with five (5) stages including (1) formation of small groups, (2) exploration, (3) development of business ideas, (4) creating a business plan presentation, and (5) participating in business action and competition. the following are stages of entrepreneurship learning (hermany, 2019). 4.2 using online in shaping the entrepreneurial spirit social media is a means of socializing, engaging, and luring people to watch as well as click on links carrying items and other information. also, internet marketing tends to attract a broader spectrum of customers without any limitation of time or location. the items become ready to earn revenue when the website that substitutes the promotional efforts is accessible online (indoworo, 2016). nevertheless, in this technological era, marketing is very easy to perform since it allows the promotion of products and services through social media platforms. meanwhile, in indonesia, competition is tight because entrepreneurs make their shops and stores with good innovation and not to lose consumers (farhan et al., 202; irwansyah & sirait, 2021). moreover, social media is in several forms including magazines, internet forums, weblogs, social blogs, microblogging, wikis, broadcasts, photographs or pictures, videos, ratings, and bookmarking. kaplan and haenlein developed a schema by using social presence, media wealth, selfpresentation, and self-disclosure. meanwhile, people use online media such as text, audio, photographs, and videos for communication through websites and programs that is only accessed through the internet. this type of media encompasses the news, corporate, institutional, or agency, and sales websites, blogs, community forums, and chat applications (eliza & mulya, 2021). mass-scale is a social media that enable users to exchange information and connect with others who have a shared bond. this website radically alters the information-use landscape to bring together people with similar interests. according to wijayanti, irwansyah, and sirait (2021), social media is a new set of communication and collaboration tools that opens up all the inaccessible forms of connection to the community. the technological era improves indonesia's economic life which has been a challenge for the people. this era allows businesses to increase in terms of global market competition. the emergence of the millennial generation which is more inventive, imaginative, and analytical has become a driving force in shaping the country's economy, technology, ecommerce, and companies (ambarwati & sobari, 2020). to end this section, it needs to highlights that this qualitative descriptive research only tries to explains the use of applications in 2022 online learning applications in shaping entrepreneurial character under small scale local database (sinta and google scholar) based in indonesian context, therefore, it needs a further research to strengthen its claim and ideas. 5. conclusion current, educational system significantly influenced by the tutor's ability to use technology in delivering materials. the analysis of this present study revealed that online learning somehow help to shape students' character or behavior to promote entrepreneurial spirit. the results of this research also showed that institutional stakeholders easily select, sort, and compare the quality of applications. there tend to be needed for educational facilities or software which affects the number of entrepreneurs engaged in teaching. this development opens up job opportunities for the community as well as helps students to optimally learn. in conclusion, online education implies that children's character tends to improve entrepreneurship spirit. 166 references ahmad, h., amaliyah, abdul, f., & nurpratiwi, s. 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the design used in this research is experimental research. the location for this research was at sd swasta karya tani kandis. the vocabulary test was used to find out the students’ ability in vocabulary. the result of this research shown that the data obtained from the students’ pre-test to find the homogeneity to see the equal ability from both classes. and post-test scores of experimental classes 1 and 2 to know the different scores of two experimental classes. the test was to answer the questions based on the vocabulary test. before treatment, the researcher gave the pre-test to iva (experiment class 1) and ivb (experiment class 2). the researcher taught within 6 (six) meetings including pre-test and post-test. based on the data analysis it can be seen that sig < 0,000. the value of sig (2-tailed) was 0.03 and it was lower than significant probabilities 5% (p< 0.05) in post-test experimental classes 1 and 2. furthermore, there is a significant effect of using word search game toward students’ vocabulary mastery fourth grade sd swasta karya tani kandis between experimental groups 1 and 2. in conclusion, there was a significant effect of using word search game toward students’ vocabulary mastery. 1. introduction vocabulary holds a crucial part in english. it contributes as well as an essential meaning to comprehend the foreign language (nuratika, yanti, & mayer, 2019). in academia, vocabulary has a big part in supporting everyone to communicate with other people and comprehend meaning in the written word (arisman, hamra, & weda, 2017). furthermore, we still convey our expression without grammar but without vocabulary, there is little that can be conveyed (alhamdi, salih, & abd, 2019). vocabulary is an important part of learning english because it supports students to communicate with other people and comprehend words in interaction in the language (amin, 2020; derin & hamuddin, 2019). for many students, it is not easy for them to master vocabulary. english teacher has responsibility in establishing and guiding students to connect the meaning of almost countless words in students’ minds (putri, hamuddin, nursafira, & derin, 2020). it is the teacher’s responsibility to find the best solution to make all the students easily in memorizing the vocabulary. based on the preliminary, research conducted at sd swasta karya tani kandis, the researcher found that most of the students at the fourth-grade students of the school still found difficulties in mastering vocabulary. this was supported by the result of an interview with the english teacher, wella jayanti, s.pd. he said that most of the students in fourth grade had difficulties in mastering english, especially vocabulary. it is because they are difficult to memorize the vocabulary, and their vocabulary mastery was low. in teaching vocabulary, a method or technique used to present the lesson, such as a game. game is one of interesting instrument that used to attract students’ to follow the teaching and learning process. games are associated with a feeling of happiness (rizky, 2020). for this reason, most learners appreciate games even if they are not familiar with the rules. games are the perfect instrument to motivate and make the students participate in the teaching and learning process. when games and education are combined, it can be educative and education environments can be entertaining (troussas, krouska, & sgouropoulou, 2020). the learners who learned with games, gain positive attitudes, and can be more motivated while learning. word search game is what interests this study because it has been proven to have advantages and effectiveness in learning vocabulary. first, games bring relaxation and fun for students. second, games usually involve friendly competition and they keep learners interested. when playing games, students study english structures easily in a relaxed the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 58 atmosphere. through games, english teachers can motivate his/her students in learning english. the goal of this is to find and mark all the words hidden inside the box. the words may be horizontally, vertically, or diagonally. sometimes a list of the hidden words is provided, but for more challenging s, let the player figure them out. many word search s have a theme related to all the hidden words. therefore, this study sees using is one of the alternative techniques to increase students’ interest in learning vocabulary. teaching vocabulary through word search enables the students to find out information or guess the meaning of unfamiliar words. so, the word search can help the students. the students will be happy and interested in learning. they also try to know the new words from word search. teaching vocabulary through word search is not only in written activities. we can make it fun so it would make the passive learners enjoy the process. 2. literature review vocabulary is a list of words with their meanings, especially in a book for learning a foreign language (schmitt & schmitt, 2020). vocabulary, to a content area, is as unique as fingerprints are to a human being. a content area is distinguishable by its language, particularly the special and technical terms that label the concepts under the subject matter (anders & guzzetti, 2020). vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. the teachers know they must do something with the language of their content areas and provides the basics for how well learners speak, listen, read, and write. this study seen vocabulary as seen is the total number of words that are needed to communicate ideas and express the speakers' meaning. learners must master the vocabulary so that they can comprehend the sentence or utterance. the learner should master the vocabulary because it is central to the english language because without sufficient vocabulary students cannot understand others or express their ideas. derin, nursafira, yudar, gowasa, & hamuddin (2020) said that a lack of vocabulary knowledge impedes language comprehension and production. he also said that to get native-like mastery over a language, learners must learn thousands of words. it can be concluded that without words to express a wider range of meanings, communication in an l2 just cannot happen in any meaningful way. then, vocabulary can be said as a crucial part of mastering four english skills because all skills need vocabulary. thornbury (2002) stated that teaching vocabulary plays an important role in language acquisition because the mastery of vocabulary will help students to master all the language skills (speaking, listening, writing, and reading). the vocabulary mastery cannot be done spontaneously but step by step. carpenter & geller (2020) mentioned that there are at least three steps in processing vocabulary mastery. first is the children period, this term children can define concept vocabulary to say their concrete idea. second is the adolescent period, this term is the adolescent start to use the language and make it more extensive directly in simple communication. third is the adult period, this term the vocabulary is used more and more intensively because they make more communication with each other. it can be concluded that vocabulary is very important in learning language and mastering vocabulary. it will facilitate someone in using the language for communication. so, this study intends to improve students’ vocabulary with a technique that piques students’ interest. to achieve this, the researcher uses the educational game called word search game. word search, also known as word find games, are popular for helping students recognize words. some words go across and some go down. it is similar with the word search game. the students have to find the entire letter that hidden in the grid. words will be hidden inside the letters, written horizontally and vertically. it can be concluded that word search and word find is the same. this game can be used for increasing students’ vocabulary development. historically, the word search game was originally designed and published by norman e. gibat in the selenby digest on march 1, 1968, oklahoma. the game was very popular and several more followed this original design. some teachers in the norman schools asked for reprints to use in their classes. one teacher sent them around the country to various friends in other schools. undoubtedly one of these scattered copies eventually led somebody to sell the idea to a syndicator. word search consists of letters arranged in a grid, containing several hidden words written in any direction. it means that word search contains several hidden words on letters arranged in a grid. to success in teaching vocabulary through word search , the teacher should have different technique for different level. teaching vocabulary through word search enables the students to find out information or guess the meaning on unfamiliar words. the students will be happy and interesting in learning and they always try to know the new words from word search . relating to the importance of teaching vocabulary through word search, as far as it is known, some students are always confused with the problem. in this case, there are many ways to making the students interested in what they are learning. the teacher can create a game, the student can think about new words the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 59 that related with the topic of word search . teaching vocabulary by using word search make students more relax, enjoyable, and happy. it is also helps the students understanding the material and improves their achievement. children without an extensive vocabulary have a hard time understanding what they’re reading, especially as they get older, and reading material becomes more difficult. 3. method this experimental research used “one group pretest-post-test design” by comparing the experimental group 1 and experimental group 2. the experimental class 2 was taught by using word game labeled as an experimental group while the other class is the experimental group used board game.this research consisted of two variables: independent variable and dependent variable. seawright (2016) states that independent variable is variable that experimenter expects to influence to others, whereas he states that dependent variable is a variable upon which the independent variable is acting. it meant that the independent variable (x) affected the dependent variable (y). in this research, the independent variable (x) referred to word game that affects the dependent variable (y) referred to students’ vocabulary. the design was as follows: table 1. research design class pre-test treatment post-test experiment x1 t1 x2 control y1 t2 y2 based on the table1, x1 is the students’ vocabulary mastery treatment of experimental group 1. y1 is the students’ vocabulary mastery before treatment of experimental group 2 t1: teaching vocabulary mastery by using word game. t2 is teaching vocabulary mastery by using board game. x2is the students’ vocabulary mastery after treatment of experimental group 1. y2is the students’ vocabulary mastery after treatment of experimental group 2 the location for this research was at sd swasta karya tani kandis. the researcher taught in this school so that the researcher knew the problem in english is subject in this school. population is also known as a well-defined collection of individuals or objects known to have similar characteristics. the population of this research was the six year students of sd swasta karya tani kandis. they consisted of 50 students at first year students of sd swasta karya tani kandis. in determining the sample of this research, the researcher used random assigned by selecting two classes. the sample of this class was iv a in experimental group 1 and iv b and experimental group 2. table 2. research population and sample class population iv a 25 iv b 25 total 50 the vocabulary test was used to find out the students’ ability in vocabulary. the indicators were based on syllabus and lesson plan. the tests consisted of 20 items in each test, the indicators of the test were: a) find the words in the game, b) find the meaning of the words. the form of test was made in the blue print of following form: table 3. research instrument blueprint test topic number of question pre test career 10 things in the school 10 post test family member 10 vegetable 10 the first part of the exam is about filling in the blanks of 10 items. the students must choose the correct answer in the in word search sheet. the total score is 10 for each answer. the second part is to find the definition, this score will be score as 10 for each answer. the indicators of the test are as follows: 1) validity the validity of an assessment measure or tool indicated the extent to which it was an adequate measure of the curriculum and objectives it represented. validity was the most important consideration in developing and evaluating measuring instruments. the focus of recent views of validity was not on the instrument itself but on the interpretation and meaning of the scores derived from the instrument (ary et al, 2010). there were several types of validity, but the most important type for classroom teachers to understand was content validity. content validity is not separated from construct validity. in fact, construct validity is the prerequisite for content validity (almanasreh, moles, & chen, 2019). it meant that content validity attained when there was a close matching between the content of the assessment and of the curriculum and instruction. when students were assessed on the material that they had been studying in the classroom, the assessment measure could have content validity. in this test, the researcher asked students to answer the matching test and arranging the scrabble vocabulary to measure students’ mastery in learning vocabulary. the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 60 2) reliability reliability of a measuring instrument was the degree of consistency which it measured whatever it was measuring. this quality was essential in any kind of measurement. the teacher used such measuring instruments to identify and used techniques that helped the teacher determine to what extent their measuring instruments are consistent and reliable (barrows et al., 2019). to make sure that the instrument (test) was reliable, the researcher set test vocabulary prompt and scoring rubric so that students could use it as their borders to produce a final version of their vocabulary. as mentioned previously, two classes were used in this research. the first classes, grade iva, was selected as the experimental class 1 and the second, grade iv b was designed as the experimental class 2. both classes were tested by using pre test. the students in experimental class 1 were taught by using word game in experiment group while experimental class 2 were taught by board game. the materials were same as the material in both groups. the length of the teaching learning process was 6 meetings. after the students finish doing the activity, the researcher reviewed and evaluated the progress of teaching and learning process to know whether the strategy works well or not. in every meeting, the researcher led them to do the same activities with different topic to improve their reading comprehension. the last meeting was posttest for both classes. the data was analyzed statically to know the result whether it is statistically significant or not between experimental class 1 and 2 class by using word search game and board game . it was analyzed by using t-test if the data were normal and homogeneous, and use umann-whitney-test if the data were not normal and homogeneous. the result data then calculated to get the average score. to analyzed the data of pre-test and post-test, the researcher used software statistical package for social science (spss) for windows 21.0 before hypothesis test, first was done the normality test distribution data and homogeneity variance data both of classes. testing normality distribution data in this research was done using test kolmogorov smirnov (ks-21) in program spss version 21.0, while levene test for testing homogeneity of sample. after normality and homogeneity test, the result data calculated the average of the score. the researcher used n-gain between pre-test and post-test. the formula to find out the result of normality test, homogeneity test, and also the avarege of the score as follows: 1) n-gain n-gain is used to know the proportion of actual again (pre-test and pre-test) with maximum gain that will be achieved. then, n-gain interpreted by using the criteria achievement n-gain score. in this research, n-gain formula used to know the effect size of the students’ reading comprehension by using word search game. the formula of n-gain score as follow: n-gain = spost spre smax – spre note: spost : post-test score spre : pre-test score smax : maximum ideal score table 4. the criteria achievement n-gain score limitation category g> 0,7 high 0,3<g<0,7 middle g≤ 0,3 low 2) t-test t-test is a parametric statistic used to test the hypothesis, comparative average of two samples, when the data are interval or ratio form. t-test is used when data is normal and homogeneous. to determine the normal and homogeneous data, it uses normality and homogeneity test. 4. results dealing with the data analysis and interpretation which have been taken from the pretest and posttest from the experimental 1 and 2. the aim of this research was to obtain the significant effect of the students’ vocabulary mastery between those students who were taught by using word search game and those who were not. the data were obtained from the students’ post-test scores of experimental 1 and 2. the vocabulary test is used to find out the students’ ability in vocabulary. the indicators were based on syllabus and lesson plan. the tests consisted of 20 items in each test, the indicators of the test are: a) find the words in the game, b) find the meaning of the words.before treatment, the researcher gave the pretest to iva (experiment class 1) and ivb (experimental class 2).the researcher taught within 6 (six) meetings including pre-test and post-test. this research had been done in three steps; pretest, treatment and posttest. the data were obtained from the students’ posttest scores of experimental and control class. the test was to answer the questions based on the text in essay. before treatment (only for experimental class), the researcher gave the pre-test to iva (experiment class the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 61 1) and ivb (experimental class 2).the researcher taught within 6 (six) meetings including pre-test and post-test. the data were from the score of the improvement of the vocabulary mastery from pre-test to post-test for both experimental classes. in giving test; pre-test and post-test. the data gathered in this research were all information related to the effect of word search game toward students’ vocabulary mastery. 4.1 pre-test results before the researcher began doing treatment, the researcher did pre test in order to find out the students achievements is normal and homogenous or not. 1) normality test normality test is a test to measure whether our data has normal distribution or not. normal distribution is a symmetrical, bell-shaped distribution of data that has specific properties and is used as a reference point for comparing the shapes of data distribution. a test is called normal if the result indicate that few numbers of participants are at the right and left tails and most of participants are in the middle. it shows the symmetrical and one cluster of the data in the middle. to investigate the normality testing, the researcher use kolmogorov-smirnov test by using spss 22.0 program. table 5. pre-test normality test class asymp.sig. (2-tailed) α hypothesis distribution exp 1 0.434 0.05 accept ha normal exp 2 0.510 0.05 accept ha normal from the table 5, it can be analysed that the data distribution was normal. it was proven by the significant number of the test. the significant number in experimental class 1 and 2 were 0.434 and 0.510. furthermore, the significant number was higher than significance α 0.05. it means that the distribution data of pre-test in experimental class was normal. 2) homogeneity test the researcher did the homogeneity test by using levene test formula in spss. homogeneity test was conducted to determine homogeneity sample. thus, it was analyzed by comparing value of based on trimmed mean with the level significant level 0.05. the result of homogeneity in experimental class 1 and 2 was taken from pre-test of both classes class could be described from the table 6. table 6. pre-test homogeneity test data trimmed mean α hypothesis distribution pre0.633 0.05 accept ha homogeneous test from the table 6, it can be summarized that the data was homogenous. it can be seen in the comparison between trimmed mean score with significant α . the significance of trimmed mean was lower than significant 5%, 0.633> 0.05. it means that the data pre-test score in experimental class 1 and 2 were homogeneous. 4.2 post-test results the achievements of post-test in experimental classes 1 and 2 were different. here, the researcher compare the post test of c in experimental class 1 and 2 score with board game as could be described by this following table. table 7. students’ post-test results students exp 1 category 1 students exp 2 category 2 student 1 75 good student 1 75 good student 2 85 very good student 2 65 good student 3 85 very good student 3 90 very good student 4 85 very good student 4 65 good student 5 70 good student 5 65 good student 6 75 good student 6 55 fair student 7 85 very good student 7 70 good student 8 85 very good student 8 70 good student 9 80 good student 9 75 good student 10 80 good student 10 70 good student 11 85 very good student 11 75 good student 12 85 very good student 12 70 good student 13 80 good student 13 65 good student 14 100 very good student 14 65 good student 15 75 good student 15 65 good student 16 85 very good student 16 70 good student 17 80 good student 17 70 good student 18 85 very good student 18 70 good student 19 75 good student 19 70 good student 20 100 very good student 20 70 good student 21 85 very good student 21 70 good student 22 85 very good student 22 65 good student 23 85 very good student 23 70 good student 95 very student 80 good the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 62 24 good 24 student 25 85 very good student 25 70 good total 2090 total 1745 mean 83.60 mean 69.80 table 10 showed that the students result in vocabulary mastery. from the data it showed that the mean score in experimental class 1 was 83,60 and the experimental class 2 was 69,80. the following table was the distribution of frequency of students in posttest in experiment class 1 and 2: table 8. descriptive statistic of the post-test results class n mastery score average ideal min max exp 1 25 100 70 100 83.60 exp 2 25 100 55 90 69.80 from the table 8, it can be concluded that the mean score of post -test in experimental class 1 was 83,60 with the minimum score was 70 and the maximum score was 100. while, the mean score of experimental class 2 was 69,80 with the minimum score was 70 and the maximum score was 90. in line with the statement before, it can be summarized that the post-test score of experimental class 1 was higher in experiment 2. it was caused by there is the effect of the use of words search games. to know the students’ increase between both of classes, it can be seen in the following diagram: diagram 1. comparison of experimental classes’ post-test scores from the diagram 1, it can be seen the post-test score of experimental class 1 was higher than experimental class 2. the comparison of the score was 83,60 > 69,80. it means that the words search games had the positive effect towards students’ vocabulary mastery than board game. furthermore, the researcher supported the data by using several test to know the normality data, homogeneity, and the significant difference of the test. table 9. post-test normality test class asymp.sig. (2-tailed) α hypothesis distribution exp 1 0.210 0.05 accept ha normal exp 2 0.320 0.05 accept ha normal from the table 9, it can be analyzed that the data distribution was normal. it was proven by the significant number of the test. the significant number in experimental 1 and 2 was 0.210 and 0.320. furthermore, the significant number was higher than significance 0.05. it means that the distribution data of post-test in experimental class 1 and 2 were normal. table 10. post-test homogeneity test data trimmed mean α hypothesis distribution post-test 0.447 0.05 accept h0 homogeneous from the table above, it can be summarized that the data was homogenous. it can be seen in the comparison between trimmed mean score with significant. the significance of trimmed mean was higher than significant 5%, 0.474 > 0.05. it means that the data of post test score in experimental classes class were homogeneous. table 10. post-test t-test data asymp.sig. (2-tailed) α hypothesis distribution post-test .000 0.05 accept ha different significance based on the table above, the asymp.sig (2-tailed) was 0.000. it was lower than significant level (0.05). it means that 0.000 < 0.05. it can be concluded that there is difference significant effect between experimental class 1 and 2. to know the effect of treatment that was given to experimental class1 and 2, the researcher used n-gain score. before calculating n-gain of pre-test and posttest both of classes, it should be calculated gain score of pre-test and post-test of experimental class 1 and 2 diagram below: the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 63 diagram 2. difference of average scores of both classes the diagram 2 has been cleared that experimental class 1 students were influenced by words search game. it could be analyzed in diagram above. therefore, the difference of gain score both of classes can be seen in the following diagram. diagram 3. difference of n-gain score in both classes from diagram 3 it can be seen that the difference gain of each classes was very significant. gain score in experiment 1 was 14,80 while, in experimental class 2, the gain score was 6.80. it means that gain score in experiment 1 was higher than experimental class 2. moreover, to know the increase of the students or the students’ comprehension after teaching and learning process, it can be used by comparing the ngain score in each class with criteria an achievement of n-gain value therefore, the comparison can be compared in the following table. table 11. n-gain scores of both classes n min max average exp 1 pre 25 45 90 0.47 post 25 70 100 exp 2 pre 25 40 90 0.09 post 25 45 90 from table 11 above, it can be explained that ngain score in experimental class 1 was 0.47. it means that g > 0.3, it was included in middle category. while, in experimental class 2, the researcher found n-gain score was 0.09 and it lower than 0.3. it means that ngain in experimental class 2 was included in low category. according to the fact above, it can be concluded that there is positive effect of word search game toward students’ vocabulary in fourth grade sd swasta karya tani kandis. 5. discussion based on the data above, the researcher proved that the word search game was effective for students’ vocabulary in fourth grade sd swasta karya tani kandis. it was also supported by students’ experimental class score that increasing after applying word search game. based on the presentation of data analyzing above, there was an increasing score in students’ experimental class. in the result of post-test, the differences in mean score from both classes are quite big. the experimental class had 83,60 more better than the other class that only had 69,80. the descriptive statistics of both class also had quite gap. the minimum score for the treatment class was 70, quite higher than the other one, which was 55. while in the treatment class, some students got perfect score, in the other class, the highest score was 90. the data had normal distribution that proven by the significant number in experimental 1 and 2 was 0.210 and 0.320. furthermore, the significant number was higher than significance 0.05. the data also homogeneous that proven by the comparison between trimmed mean score with significant. the significance of trimmed mean was higher than significant 5%, 0.474 > 0.05. it means that the data of post test score in experimental classes class were homogeneous. to know whether there is any significant differences, the researcher calculated the data by using parametric statistic (t-test). the data showed that the asymp.sig (2-tailed) was 0.000. it was lower the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 64 than significant level (0.05). it means that 0.000 < 0.05. it can be concluded that there is difference significant between experimental class 1 and 2. later, to know the effect of treatment given to both of the class, the researcher used n-gain score. the result of it was n-gain score in experimental class 1 was 0.47. it means that g > 0.3, it was included in middle category. while, in experimental class 2, the researcher found n-gain score was 0.09 and it lower than 0.3. it means that n-gain in experimental class 2 was included in low category. mastering vocabulary is important in learning language especially english, because the potential knowledge that can be known about a word is rich and complex (rahman, abbas, hasyim, 2019; risani, 2020). due to the complexity of word, we have to find out the best way to enrich students’ vocabulary. without vocabulary, mastery to express a wider range of meanings, communication cannot happen in any meaningful way. this research is line with research of damayanti (2014) whose investigation was concerned to know the students’ mastery on vocabulary after applying the word search game. the instrument to collect the data is test that consists of two varieties. first, the researcher gives pre-test to the students about vocabulary20 items of multiple choices. second, the write gives post-test to the students about the vocabulary 20 items of multiple choice questions. the data obtained is statistically analyzed by spss 16. this analysis is test of the hypothesis. the result of spss 16 computing showed there is significant effect of using word search puzzle technique on students’ achievements in vocabulary is accepted, from the result, it can be seen that word search technique it seems can serve as a suitable technique toward their vocabulary mastery. learning vocabulary through games was also had attained a lot of attention. the value of educational games has been increasing in language education since they help to make language education entertaining (mohsen, abdollahi, & omar, 2019). when games and education are combined, it can be educative and education environments can be entertaining. the learners who learned with games, gain positive attitudes and can be more motivated while learning. in word search game, the students have to find the entire letter that hidden in the grid. words will be hidden inside the letters, written horizontally and vertically. this game can be used for increasing students’ vocabulary development by finding the meaning of the vocabulary. teaching vocabulary by using word search game makes students more relaxed, enjoyable, and happy. it is also helps the students understanding the material and improves their achievement while playing board game, students can learn english they way children learn their mother tongue without being aware they are studying; thus without stress, they can learn vocabulary a lot by answering the question on the board game. 6. conclusion in this research, the data were obtained from the students’ pre-test and post-test scores of experimental class 1 and 2. the test was based on the vocabulary test. before treatment, the researcher gave the pre-test to iva (experimental class 1) and ivb (experimental class 2).the researcher taught within 6 (six) meetings including pre-test and post-test. ha is accepted if sig < 0,005 or there is significant effect of using word search game toward students’ vocabulary mastery fourth grade sd swasta karya tani kandis. ho is accepted if sig > 0,005 or there is no significant effect of using word search game toward students’ vocabulary mastery fourth grade sd swasta karya tani kandis. based on the calculation, we could see that sig < 0,000. the value of sig (2-tailed) was 0.000 and it was lower than significant probabilities 5% (p<0.05) in postest experimental 1 and 2. furthermore, there is a significant effect of using word search game toward students’ vocabulary mastery fourth grade sd swasta karya tani kandis between experimental group 1 and 2. based on the research it can be seen that there was a significant difference of significant effect of using word search game toward students’ vocabulary mastery fourth grade sd swasta karya tani kandis. references alhamdi, m. m. h., salih, s. b., & abd, m. a. a. (2019). the impact of learning technology on some motor skills of deaf and mute students in comparison with healthy students. indian journal of public health research & development, 10(10), 828-831. almanasreh, e., moles, r., & chen, t. f. (2019). evaluation of methods used for estimating content validity. research in social and administrative pharmacy, 15(2), 214-221. amin, a. (2020). attitude towards language in sociolinguistics settings: a brief overview. reila: journal of research and innovation in language, 2(1). anders, p. l., & guzzetti, b. j. (2020). literacy instruction in the content areas. routledge. arisman, r., hamra, a., & weda, s. (2017). lecturer’s competence and students’ writing proficiency at university level in indonesia. elt worldwide, 4(2), 161-170. the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 57-65 5 65 barrows, c., bloom, a., ehlen, a., ikäheimo, j., jorgenson, j., krishnamurthy, d., ... & staid, a. (2019). the ieee reliability test system: a proposed 2019 update. ieee transactions on power systems, 35(1), 119-127. carpenter, s. k., & geller, j. (2020). is a picture really worth a thousand words? evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning. quarterly journal of experimental psychology, 73(2), 211224. damayanti, r. (2014). teaching vocabulary trough word search puzzle to the fifth grade students of sdn 01 ngaglik blitar in the academic year 2013/2014. derin, t., & hamuddin, b. (2019). foreign language classroom anxiety, and enjoyment during study abroad: a review of selected paper. lisan: jurnal bahasa dan linguistik, 8(2), 76-82. derin, t., nursafira, m. s., yudar, r. s., gowasa, n. s., & hamuddin, b. (2020). persuasive communication: what do existing literature tells us about persuasive communication among students?. utamax: journal of ultimate research and trends in education, 2(1), 12-18. mohsen, k., abdollahi, s., & omar, s. (2019). evaluating the educational value of simulation games: learners’ perspective. innovations in education and teaching international, 56(4), 517-528. nuratika, s., yanti, n. c. f., & mayer, e. (2019). levels of affixation in the acquisition of english morphology: a review of selected paper. reila: journal of research and innovation in language, 1(2), 68-72. putri, s. e., hamuddin, b., nursafira, m. s., & derin, t. (2020). discourse analysis in e-learningbased course using moodle platform: an experimental design. reila: journal of research and innovation in language, 2(1). rahman, f., abbas, a., & hasyim, m. facebook group as media of learning writing in esp context: a case study at hasanuddin university. the asian efl journal 26(6), 153-167. risani, t. d. (2020). writing news item in english language teaching context: line apps platform for senior high school students. utamax: journal of ultimate research and trends in education, 2(1). rizky, r. (2020). “bits and pieces” to improve the students’ writing skill: using educational game as an approach to teach descriptive text. elsya: journal of english language studies, 2(1). schmitt, n., & schmitt, d. (2020). vocabulary in language teaching. cambridge university press. seawright, j. 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(2020). collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. computers & education, 144, 103698. journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186 – 191 doi: https://doi.org/10.31849/utamax.vxxx 186 the effect of government teacher certification on teaching performance: certified vs uncertified mesta limbong & jitu halomoan lumbantoruan * indonesian christian university, east jakarta, indonesia jituhalomoan.lumbantoruan@gmail.com article history received : 2022-09-14 revised : 2022-11-16 accepted : 2022-11-22 keywords educational policy teacher certification, non-certification job satisfaction, challenge abstract the indonesian government encourages all teachers to be certified in the hope of improving teachers’ performance. the purpose of this study was to explore the effect of teacher certification on teacher performance in the northern toraja region. utilizing quantitative methods approach, this study randomly sampled 94 students and teachers. the students were subject to a distribution instrument to evaluate the performance of certified and uncertified teachers. to support the quantitative data a short interview was conducted to 10 randomly selected teachers regarding their perception of the relation between certification and teacher performance. the collected data were subjected to validation test, reliability test and simple linear regression test. the results show that there are 33.75% students strongly disagree with the performance of certified teachers who have been certified but there are 65.85% who agree and strongly agree with the performance of teachers who have been certified. while teachers who have not been certified 35.16% strongly disagree and disagree with the performance of teachers who have not been certified and only 53.88% agree and strongly agree. conclusively, there is an effect of teacher certification on teaching performance although not very significant between certified and uncertified teachers. some recommendations for the government regarding the current practice of teacher certification are included. 1. introduction teacher certification is mandatory to all teachers in indonesia from elementary to secondary levels. teachers who have certification are considered as professional teachers in their fields and are considered capable of transferring their knowledge to students (fernandes et al., 2021). in general, teachers are one of the main sources of knowledge for students and teachers have indicators that determine the quality of education starting from elementary schools, junior high schools, high schools and universities (zhu & shek, 2020). all teachers are equipped with good competence in designing and carrying out their duties as professional teachers in their fields (van dijk et al., 2020). in the law of the republic of indonesia number 20 of 2003 concerning the national education system in the preamble of letter c, it is stated that national education must be able to guarantee equity, improve quality, as well as the relevance and efficiency of teachers. therefore, education management in indonesia prepares itself to face challenges according to the needs, demands of society and changes in local, national and international life (helda & syahrani, 2022). this goes in parallel with education improvement that needs to be carried out continuously and development of concepts and principles that are mutually planned, directed and sustainable. accordingly, it is important to increase the competence and welfare of teachers to be able to accomplish these targets (churiyah et al., 2020). however, the outbreak of covid-19 pandemic, which started in china in early 2019 and spread throughout the world including indonesia, has brought unanticipated (christidis & christodoulou, 2020). during this unprecedented time, teachers and educators seem to lose grip in transitioning to the new normal, and the long-established concepts like teacher certification had to undergo some changes. the covid19 pandemic has made education system around the globe transitions to online delivery. this has put teachers under the obligation to have multiple competencies and develop new capacity for online learning delivery (chinazzi et al., 2020). prior to the covid-19 pandemic, the indonesian government had designed and implemented educator certification for teacher. certification here refers to monetary reward granted to teachers who carry out their duties and responsibilities as professionals and contribute in https://doi.org/10.31849/utamax.vxxx mailto:jituhalomoan.lumbantoruan@gmail.com 187 setting the success of students in their fields (putnam & borko, 2000). it proves that the government of indonesia has prioritized the welfare of educators and encouraged teachers to obtain certification in the hope of producing better performance and eventually improving the quality of education (tang et al., 2021). isnaeni et al., (2018) reported that certified teachers are able to carry out their duties and responsibilities professionally by continuing the development of four competencies: pedagogic competence, professional competence, personality competence, and social competence. similar research conducted by sihotang et al., (2019) at love immanuel school, north jakarta in 2020-2021 reported that 50% of teachers at elementary, junior high, and high school levels met the qualification standards to be certified. however, only 25% of those 50% who were actually certified in the same year. another fact as a reference in this research is a survey conducted by a postgraduate program in the north toraja region to teachers in schools. from the survey, there are about 32 people out of 59 people who have not been certified. from the number surveyed 59, 23% perceived problems when preparing learning materials for online learning. it reflects weakness of teacher's pedagogic competence. the survey also indicates that teachers in the toraja area still find it difficult to use technology, which is one of the obstacles to partake in teacher certification training and selection. in terms of performance, 62% of the teachers have difficulty in preparing and implementing the materials for students (sopaheluwakan et al., 2020). in the interviews, some teachers in toraja argue that teachers are still burdened with massive administrative reporting work. these additional responsibility is believed to have impacted teachers’ poor performance in preparing and implementing materials (cipta et al., 2021). the findings of previous research (sun et al., 2022) indicated a significant effect (67%) of certified teachers of junior high school and their performance. teachers' performance is first and foremost affected by teacher's discipline, then by teacher's professionalism, and simultaneously by both factors. in this study, teachers focused on discipline and improving their performance according to their respective competencies. this is in line with the purpose of the certification concept. the standards of qualification of educator competence and certification of educators in indonesia are stipulated in the law on the national education system number 20 of 2003 concerning the national education system and the law of the republic of indonesia number 14 of 2005 concerning teachers and lecturers, and the regulation of the minister of national education number 16 of 2005. however, it is alleged that 18 years of implementing certification policy has not been able to maximally increase the competence of educators because teachers were overwhelmed with administrative tasks which often overtaxes their performance (winarno & hermana, 2019). indonesia has been delivering teacher certification in batches. for example, in the selection stage 1 batch 5, sun et al., (2022) had 105,643 teachers applying from all around indonesia. there were only 49,815 teachers (47%) passed the administrative selection, and only 20,315 (40, 1%) teachers who did not pass the certification (59%) and the remaining passed the certification. meanwhile, from the data collected in north toraja regency, 600 passed the administrative process, and 79 passed the certification. the implication is that many teachers failed to meet the requirements to perform their duties well because they are tied to various administrative tasks related to learning. teachers who have not received certification are suspected of not being diligent in administration and not influencing the performance that has been regulated. in this case, the government needs to be advocated to simplify the administrative tasks regarding teacher certification. this study attempts to highlight the issues around teacher certification and seeks the answer to these two questions: 1) does having educator certificate influence teacher's performance, and 2) does uncertified teachers perform differently. 2. literature review 2.1 definition of certification certification is stipulated in the law of the republic of indonesia no. 14 of 2005. certification is defined as a form of a competency test designed as the basis for awarding certificates and incentives for teachers and lecturers. more specifically, in article 8 of this law, teachers are required to have academic qualifications, competencies in their respective fields, educator certificates, physical and spiritual health, and the ability to realize the goals of national education (rahardja et al., 2020). the purpose of teacher certification in indonesia is to improve the quality of teacher’s work which results in improved performance and competence to contribute in increasing the quality of education in indonesia (hanushek & woessmann, 2020). also, an educator certificate is a formal evidence of acknowledgment for teachers and lecturers who have met the standard competence and performance thus deserve for monetary reward (hartiwi et al., 2020). in other words, certification is a means to provide additional funding to cover teachers’ cost of living and a process of fulfilling educator competence with the ultimate goal to achieve the hopes and visions of national education in indonesia (day et al., 2016). to embody this mission, law of the republic of indonesia number 20 of 2003 article 42 establishes a policy direction which requires educators to have minimum qualifications and certifications according to their respective competence, physically and mentally healthy, and the ability to realize educational goals. 188 this is reaffirmed in article 28 paragraph (1) of pp ri number 19 of 2005 concerning national education standards, and article 8 of the law of the republic of indonesia number 14 of 2005 which mandates teachers to have a minimum academic qualification of d4/s1 in their respective field, the capacity to design and deliver learning material, and competence as an agent which is formally evidenced by educator certificate (tanang & abu, 2014). in this case, while minimum academic qualifications are obtained through higher education, educator competency certificates are obtained through certification exam. 2.2 driving factors of certification almaududi, (2019) teacher certification is a means to improve teacher performance in order that they will be capable of addressing issues in the world of education in indonesia. the low ability of students may reflect the low quality of learning process in schools delivered by teachers and their performance, which should be the key factor in successful learning process. therefore, teachers could potentially contribute to the student's low achievement in learning. this issue has become the main concern of indonesian government who, through the provision of certification, expects the teachers in indonesia to be more motivated will be more enthusiastic in improving their performance (fajari & chumdari, 2021). in order to achieve this, the government issued the law of regional autonomy whose foci include shifting education management from the central government to local governments. since then, the management of education in indonesia has undergone dramatic changes. in terms of management authority, the progress is evident from the source of policy which shifts from central to regional government. furthermore, the national education system stipulated in the law 20 of 2003 stated that the responsibility, authority, and resources for education services have been transferred from the central to the regional level and even to the school level in order to provide better access for teachers to obtain national certification from the government (siry, 2011). 2.3 certification implementation basis certification for in-service teachers as an effort to improve performance, in indonesia is carried out on a legal basis. decree of the minister of national education number 056/o/2007 concerning the establishment of a teacher certification consortium, decree of the minister of national education concerning the appointment of universities to organize certification aims to improve the quality of national education. from these conclusions, obtained indicators of the effect of certification in this study which include: fulfillment of competence: pedagogic, social, professional and personality. 2.4 job satisfaction job satisfaction is related to some outputs that can be achieved by teachers. regarding work performance, teachers feel happy after getting certification so they tend to be more productive at work. in other words, the feeling of contentment in carrying out tasks impacts work productivity. another significant factor to job satisfaction is organizational citizenship behavior. satisfaction at work and commitment to dedicate time and ability for profession will enable a teacher to contribute to perform well and fulfill the expectations rendered to them, and eventually bring about the organizational success. furthermore, job satisfaction and commitment of teachers indirectly contribute to their students’ accomplishing maximum results. in order to increase teacher’s satisfaction at work, they need to first have access to renew their motivation and commitment to devote time, energy, and ability in order to deliver better performance and develop their competencies. 2.5. indicators measured table 1. teacher performance indicators performance indicator variables 1 able to make plans such as syllabus, learning process plan (rpp) and evaluation forms 2 able to prepare learning materials and tools 3 able to master active learning methods 4 able to implement learning strategies 5 able to give good and correct assignments 6 able to manage class well 7 giving an objective assessment 8 conducting evaluation table 1 shows the indicators of teacher performance that must be measured during their daily performance in the classroom. teachers must be able to prepare materials, lesson plans, and assessments, as well as have a mastery of learning models and implement such models so that the students can accept and understand easily. table 2. indicators of teacher competency indicators of successful teacher certification 1 pedagogic competence 2 professional competence 3 social competence 4 personal competence table 2 shows four indicators evaluated in the assessment of teacher competency. each competency has an own value but all are interrelated. the government of indonesia refers to this indicator when establishing teacher certification process for teachers who excel and meet the criteria. 189 3. method this quantitative approach analyzing certified and uncertified school teachers, and students in northern toraja, indonesia between 10 may and 10 june 2022, or exactly one month. the students and teachers (n=94) were from elementary school, junior high school, and high school. the competency instrument engaged students as the subjects to assess the performance of their teachers (the objects), both certified and uncertified. the data collection technique used in this study was to distributed instruments that had been prevalidated and declared reliable to students and teachers (ercikan & pellegrino, 2017). in addition, to support the quantitative data, this study conducted a short interview sessions to 10 randomly selected teachers. interview were conducted to confirm and align the data obtained from the results of the quantitative findings. the instrument was designed to determine the responses of teachers and students in assessing teacher certification as measured by four competencies on teacher performance. the results of interviews were designed and adjusted to the indicators studied (bem, 2021). the design in this study was a test involving the variables of certified teachers, non-certified teachers, and job satisfaction to observe the potential effect of teacher certification on quality and performance improvement and how non-certified teachers are (berlinski & ramos, 2020). figure 1. research design data were subject to quantitative analysis using a simple linear regression test to assess the validation, reliability, frequency distribution, mean, median, mode, and standard deviation (denscombe, 2016), (denscombe, 2014). in this study, the effect of teacher certification on educator performance or job satisfaction was tested, which means if r count is greater than r. table, then h0 is accepted, but if r count is higher than ha is rejected (mesiti et al., 2021). in other words, if h0 then there is an effect of teacher certification on performance. then the researchers conducted interview sessions with teachers who were certified and not certified. the results of interviews were coded with the stages of presenting data, reducing data and drawing conclusions and aligning quantitative data. (tamminen & deibel, 2018). this step was done only to ensure that the teachers’ answers to the instruments that have been distributed can be accounted for primarily (lunenburg & irby, 2008). 4. findings data obtained from the instruments distributed to teachers and the results of interviews with teachers in the field have been collected and analyzed by the research process. this research was conducted to summarize the answers and draw an accurate conclusion to answer the question from the background of the problem, where is there an effect of certified teachers on performance or job satisfaction with non-certified teachers? because the background was initially discussed, there are still many teachers who are weak in pedagogic competence and professional competence, while the government has required all teachers to be certified and the expected performance is not as high as the achievement. the following sections detailed the results of quantitative and qualitative data analysis. 4.1. validity and reliability of certification data results table 3. validation of certification based on table 3, it can be seen that the instrument items in the certified teacher indicator are greater than 0.05. in this sense, all instruments in this study are declared "valid", because each question item is greater than r. table or r count is greater than r. table. table 4. reliability test reliability statistics cronbac h's alpha cronbach's alpha based on standardized items n of items .849 .910 25 all certified instruments given to teachers in this study are deemed reliable because cronbach's alpha is greater than 0.7, namely 0.849. instruments given to teachers who have been certified can be used to test and standardize in determining whether there is an effect of certification on teacher performance and the data shows reliable. 4.2. uncertified teachers total teacher certification validation pearson correlation 1 sig. (2-tailed) n 94 x2 = non-certification y = job satisfaction education x1= certification 190 table 5. reliability of non-certified teachers reliability statistics cronbach's alpha cronbach's alpha based on standardized items n of items .918 .923 25 from table 5, it can be seen that all instruments in this study are deemed reliable because cronbach's alpha is greater than 0.7, namely 0.918. this shows that all the instruments compiled by researchers and given to teachers were acceptable and could be used as benchmarks to observe whether the status of certified and uncertified influenced teacher’s performance. these data indicate that the results can be interpreted into one sentence and align this data with other source data before drawing final conclusions. table 6. reliability of job satisfaction instruments reliability statistics cronbach's alpha cronbach's alpha based on standardized items n of items .962 .964 25 from table 6 it can be seen that all the instruments in this study are deemed reliable because cronbach's alpha is greater than 0.7, namely 0.962. table 7. educator job satisfaction uncertified table 8. educator job satisfaction certifikasi from the results of the analysis of table 7, sig 0.884 is greater than 0.05. this means that the variable of uncertified teachers has no effect on job satisfaction. meanwhile, from the analysis of table 8 above, sig 0.000 is smaller than 0.05, meaning the certification affects teachers‘ job satisfaction. table 9. frequency distribution of certified teachers and job satisfaction statistics of the frequency of certified teachers on job satisfaction certified teacher job satisfaction of educator n valid 94 94 missing 0 0 mean 91.05 89.40 median 92.00 94.00 mode 93 95 sum 8559 8404 figure 2. the perception of certified teachers on the influence of teaching performance 9.75% 24% 37% 10.85% 18% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% strongly disagree don't agree just agree agree strongly agree anova model sum of squares of mean square f sig . regression 3.655 1 3.655 .021 .884b residual 6301.422 37 170.309 total 6305.077 38 a. dependent variable: job satisfaction b. predictors: (constant), uncertified anova model sum of squares df mean square f sig. regression 4951.982 1 4951.982 83.891 .000b residual 5430.657 92 59.029 total 10382.638 93 a. dependent variable: job satisfaction b. predictors: (constant), certification certified teacher 191 figure 2 shows that the response of assessing the certified teacher's instrument. from 94 respondents, 9.75% strongly disagree with the performance of certified teachers, 24% disagree, 37% quite agree, 10, 87 agree and 18% strongly agree with the performance of certified teachers. the red bar chart shows there is a visible concern that the performance of certified teachers still needs to be improved by providing training. 11.63% 23.63% 36.88% 10.88% 17.00% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% strongly disagree don't agree just agree agree strongly agree uncertified teacher figure 3. uncertified teacher bar chart from figure 3, it can be seen that the respondents' assessment of the performance of teachers who have not been certified. the number of respondents who strongly disagree with the performance of uncertified teachers are 11.63%, 23.63% disagree, 38.88% quite agree, 10.88% agree and 17.10% strongly agree in other words, the difference in performance between certified and uncertified teachers is not too significant. however, by comparing figure 2 and figure 3, certified teachers still perform better than uncertified teachers. figure 4. teacher competency indicator bar chart figure 4 shows the respondents' assessment of teacher competence in north toraja. from all respondents, 15.69% strongly disagreed, 21.54% disagreed and 31.34% quite agreed with the mastery of four teacher competencies in north toraja. however, 21% agreed and 47% strongly agreed. these results indicate that there needs to conduct regular teacher competency test training in the northern toraja region. table 10. coding of interview results with certified and uncertified teachers indicator interpretation certified teacher job satisfaction teachers develop competencies; prepare the material, lesson plan, and assessment indicators. teachers are not ready for pedagogic competence, teachers face difficulty in professional competence 1. difficulties in implementing the changing curriculum uncertified teacher lack of pedagogic competence readiness, teachers difficulty in professional competence, difficulty changing curriculum, lack of training 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 15.69% 21.54% 31.64% 20.21% 20.47% strongly disagree don't agree just agree agree strongly agree teacher competency 187 data decoding in table 10 shows there remain some obstacles faced by certified teachers when designing materials according to the new curriculum and accomplishing the success of pedagogic competence and professional competence. meanwhile, uncertified teachers had difficulties in pedagogic competence and professional competence. they mentioned the need for special training for teachers in north toraja to prepare materials, design learning models for each subject, and to navigate the use of media technology media for online learning process. 5. discussion in the background section, the purpose of this research is to determine the effect of teacher certification on teacher performance, to observe the difference in performance between certified and uncertified teachers and to find out the level competence of teachers in the northern part of toraja. based on the results of the analysis, there was an effect of teacher certification on the improvement teacher performance. this is in line with a study by qowaid, (2017) that by expressing appreciation to teachers who are the main source of learning in schools can improve performance for the better. anova test found a not too significant difference between certified and uncertified teachers. this finding is in line with the theory that teachers who are given additional living funds through certification show better performance in their daily tasks at school (munastiwi & puryono, 2021). 5.1. the effect of teacher certification on teacher performance in toraja the instrument used to measure the effect of teacher certification on job satisfaction in table 3 has been declared valid, so this study collects data and conducts an early stage of reliability test. the results of the reliability of the teacher certification instrument were 0.849, or above 0.05 with cronbach's alpha (table 4). this shows that the instrument can be used to determine whether there is an effect or not by assuming the hypothesis at the beginning that effect does exist. the results of the validation of instruments to observe the relation between uncertified teachers and job satisfaction are also declared valid as in table 5 with cronbach's alpha 918. in the same way the researchers conducted validation tests and reliability tests on teacher performance indicators and in this case the research found that the instruments tested were valid and had been tested. from table 6 it can be seen that cronbach's alpha 962 has been reliable. thus, by looking at the validation and of the instrument being tested, the instrument is feasible to continue testing for linear regression to prove the allegation or hypothesis that there is a flow of certification on improving teacher performance. this validation and reliability test is in line with the theory (martínez-lorca et al., 2020) that the instrument shall be continued if the validation and reliability test results are found below 0.05. further, from table 8 of the regression test, it is clear that the results of data analysis show an influence of certified teacher variables on job satisfaction. the r count with sig 0.000 smaller than r. table 0.05 which means certified teachers have a positive effect on improving the performance of educators in the environment. schools in developing learning and implementing materials for students. teachers who have been certified are given additional opinions from the government. in this case, as evidenced by the results of interviews with teachers and the results of coding in table 10, the teacher argues that there is an intention to develop pedagogic competence by attending training and developing themselves in improving their professional competence. table 10 shows that there is an effort from the teacher to improve performance and service to students by spending additional time with students who do not understand the teaching material in the north toraja region. this has a positive impact on students, society, and eventually, the progress of the nation's generation which has been the government’s focus of development. certified teachers demonstrate thorough preparation, such as compiling a syllabus, lesson plans, designing materials to be easily understood by students, preparing teaching aids in form of modules and other devices to facilitate learning process before it starts. however, the findings also indicate that these teachers have not been equipped with adequate technology, while the uncertified teachers cannot be resourced with technology devices. this is in accordance with the theory (van dijk et al., 2020) that providing assistance to teachers in form of certification can improve performance to help teachers better focus in carrying out their performance. meanwhile, from table 8 above, it is evident that uncertified teachers have no effect on job satisfaction. this is proven by the anova test with a sig of 0.884 and greater than r table 0.05. in the analysis of this study, some teachers who argue that certification is not a guarantee in improved performance and quality of teacher competence. however, data shows that uncertified teachers still need support for allowances by participating in a government program called “certification”. in addition to the positive impact revealed by certified teachers during the interview session, there are some problems they honestly expressed regarding optimal online learning process, teaching, and preparedness in their professional competence. this gives rise to an assessment from students of teachers, in which 9.75% of students strongly disagreed and 24% disagreed that their teachers have demonstrated good performance during online learning delivery. this is in 188 line with the theory that the under-optimum learning process may be due to obstacles which teacher cannot address (lumbantoruan, 2022). this finding has a positive impact on the progress of education in indonesia. it suggests that if teachers are not immediately certified, it will have a negative impact on their performance in teaching preparation and delivery to students. in theory, it is said that teachers must prepare materials and tools for the learning process (chang & lai, 2021). teacher performance will further decline if the government does not immediately facilitate teacher certification which enables the teachers to spend the incentives from certification to carry out personal and professional development, and then help students develop themselves. 5.2. the influence of uncertified teachers on educator performance this research showed that there is a very significant effect of the status of uncertified with teacher’s performance. we establish a trial learning environment to find out whether certified teachers affect the performance of uncertified teachers. the answer is no. based on the results instrument and interview results (table 5), it is clear that the instrument being tested is valid and has a rating with cronbach's alpha 0.918. this is what convinced the researcher to carry out a regression test as shown in table 7, which indicates that there is no influence between uncertified teachers on performance. the anova test from the objective table shows sig 0.884, which means that the r. count is greater than the r. table and explains that the two variables do not affect each other. in the third bar chart, it is clear that 11.63% of respondent strongly disagreed with the performance of uncertified teachers and 23.63% disagreed. this is slightly worse than a certified teacher. therefore, these findings are in line with the theory that teachers should be given equal distribution of certification and get the same rights (latiana, 2010). in this discussion, it can be concluded. that, even though they are not given certification, teachers still carry out their performance as teachers. teachers who have not been certified still carry out performance such as designing teaching materials and implementing materials properly. however, there is an obstacle for uncertified teachers, namely lack ability to obtain technological facilities to assist them in upskilling knowledge and professional competence. the schools can only provide a limited number of devices, so the teachers must take turns to use them. consequently, it disrupts the learning process for students. this is in line with the theory, that teachers should be provided with sufficient facilities to support their performance (copriady et al., 2021). 5.3. effect of certified and non-certified teachers on employment in the toraja region a study by agustina et al., (2020) reported an effect on teacher performance. the findings in this study indicate that certified teachers are more active than uncertified teachers. table 8 shows that there is a very significant effect between teacher certification on performance, namely r count 0.00 and r. table 0.05. however, if the instrument results are analyzed from both certified and uncertified teachers, the bar charts intersect each other. from the bar chart of figure 4, it can be seen that there is a wedge of opinion, which is around 15.6% who strongly disagree with the performance of certified and uncertified teachers. this is reinforced by table 2 and table 3 in which some students strongly disagree and disagree with the teacher's performance. it shows that even though teachers are given certification as a standard to earn additional income, it is still necessary to provide technical assistance in the form of professional training and electronic device for teachers in designing and preparing student materials. from the results of the interview session and table 10, certified teachers and non-certified teachers said they needed pedagogic competency training from experts. this is because the curriculum is constantly changing and needs to be adapted to technological developments. teachers in the present study perceived that in order to improve their competency, the government should hold regular competency training for teachers who are the main source in creating student achievement. teachers also argue that certification process does not need to be tested and other competency tests should be negated because certification and perpetual competencies are two different things, and certification is a tool to obtain additional income for teachers. another problem expressed by the teachers was the difficulty in using technology media to help deliver material to students. it needs to be addressed by enabling discussion session in the class and providing training in utilizing media and electronic tools. this is in line with a previous research (hamuddin, 2015) that it is necessary to carry out discussions in the media in the form of classrooms. this is confirmed and paralleled with the students' assessments in figures 2, 3 and 4. students disagree with the teacher’s performance, especially with regards to inability to overcome difficulties in operating technology, designing technology assisted learning and implementing material with technology assistance. this is in line with the theory that obstacles is inevitably producing difficulties in teaching learning process (lumbantoruan & male, 2022). to overcome the problems found in this study, training for teachers is needed. however, it must be acknowledged that there is limited source of funds prepared by school management in toraja to conduct training and purchase of pedagogic training aids and other learning aids. one of the teachers expect help 189 through the assistance of teacher certification. this is in line with the opinion albay & eisma, (2021) that the welfare of teachers must be considered for the smooth process of designing and implementing learning. 6. conclusions this study demonstrated that there is a significant effect between teacher certification and their teaching performance and job satisfaction. more specifically, teacher certification has a positive effect on improving the quality of education in the north toraja region. while around 33% students disagreed with the performance of their teachers, the rest were in unison that certified teachers had better performance and it leads into a satisfaction 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(2020). impact of a positive youth development program on junior high school students in mainland china: a pioneer study. children and youth services review, children and youth services review, 114, 105022. https://doi.org/10.1016/j.childyouth.2020.105022 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 2, july 2023, pp: 114-125 doi: https://doi.org/10.31849/utamax.v5i2.12387 114 affirmation education program: bridging the gap between inclusion and integration for migrant students dio anggara universitas indonesia, depok, indonesia dioanggara10@gmail.com article history received : 2022-12-23 revised : 2023-05-06 accepted : 2023-05-29 keywords well-being, social support, affirmation program migrant students 3t regions abstract migrant students face unique challenges and obstacles in their educational journey, particularly in terms of social support and overall well-being. this study aims to examine the relationship between social support and the well-being of migrant students participating in the affirmation of education program (adik) in papua and the 3t regions. using a quantitative approach, data was collected from a sample of 34 active students through surveys and in-depth interviews. the study employed non-probability sampling, ensuring equal opportunity for 66 eligible students. the collected data was analyzed using spss, and the instrument's reliability and validity were established through pretesting. the results indicated that migrant students' well-being scores were particularly low in the area of mental well-being. regression tests revealed that emotional support, network support, and informational support significantly influenced student wellbeing, while reward support and instrumental support showed no effect. additionally, the network of religious groups and student diversity were found to play a role in determining student welfare. these findings underscore the importance of social support interventions targeting emotional support, networking, and information to enhance the well-being of migrant students in the adik program in papua and the 3t regions. future programs and policies should prioritize the development of these aspects to improve the overall welfare of migrant students. this study contributes to our understanding of the challenges faced by migrant students and emphasizes the need for inclusive educational initiatives that address their social support needs and promote their well-being. 1. introduction the ministry of education and culture (kemendikbud) in indonesia offers higher education affirmation scholarships (adik) through the government's affirmation of education program. these scholarships are part of the government's affirmation of education program, which aligns with constitutional programs and initiatives aimed at ensuring equal educational opportunities (malik, 2022). under the supervision of kemendikbud, the adik program specifically targets high school graduates from frontier, outermost, and lagging regions (commonly referred to as 3t areas) with the goal of enabling their participation in higher education (ni’matuzahroh & syakarofath, 2019). by providing financial support and access to educational resources, the adik program strives to empower students from these regions and bridge the educational gap between different parts of the country. the implementation of the affirmation of education program aims to ensure the participation of racial and ethnic minorities in higher education. it requires an academic environment that is tolerant of minority groups and academic achievements that enhance the quality of resources among minority groups (conner & rabovsky, 2011). this program is expected to improve education standards and quality of life, thereby accelerating equitable development, particularly in the papua region and the 3t areas, which have faced challenges in accessing education and competing with other regions (puslapdik kemendikbud, 2021). papua island and the 3t areas have been the focus of the papuan education affirmation program (adik) due to various challenges. these challenges include geographical obstacles, underdeveloped infrastructure, and limited economic capacity, all of which demand significant human resources these regions also face issues such as poverty, unemployment, and social conflict, which are exacerbated by the low quality of https://doi.org/10.31849/utamax.v5i2.12387 mailto:dioanggara10@gmail.com 115 education (nirmala, 2017). consequently, high school students from papua and the 3t regions find it difficult to compete with students from other areas on the snmptn and sbmptn pathways, resulting in limited access to higher education, especially in state universities (kemendikbud, 2021). while the adik papua and 3t region programs have successfully affirmed over 3,000 students in various educational institutions throughout indonesia from 2012 to 2018, several challenges have emerged for the students enrolled in the program (puslapdik kemendikbud, 2021). it is evident that many of these students require assistance to adapt to the academic environment, experience low motivation, and are prone to academic stress, which often leads to requests for study program changes or even discontinuation of studies (puslapdik kemendikbud, 2021; kemendikbud, 2021). these issues indicate that migrant students, particularly affirmation students, encounter various obstacles that hinder their academic achievements (singh, 2019). numerous studies have highlighted the problems faced by migrant students, including mental health issues, academic stress, difficulty adjusting, limited social interactions, low self-confidence, and financial challenges (maulida, 2012; romerhausen, 2013; van ryzin & roseth, 2021; li et al., 2013; talamati, 2012; kusek, 2015; lin, 2016; baron & anastasiadou, 2009; alghamdi & otte, 2016). social support plays a crucial role in student well-being, academic achievement, adaptability, and social relationships (govaris et al., 2021; muslihah, 2011; o’reilly et al., 2015; sullivan & kashubeck-west, 2015; aprianti, 2012; demaray et al., 2005; stewart & suldo, 2011; zavatkay, 2015). given the significance of the higher education affirmation scholarship for indigenous papuans and the aim to increase equity in access to quality education, improve human resources, and enhance the quality and empowerment of papuan students, it is crucial to address the financial barriers faced by these students. the provision of scholarships to assist financially constrained students in completing their studies is essential, as many papuan students possess strong academic abilities but come from low-income families and resort to additional work to cover their expenses (kemendikbud, 2021). the scholarship program, lasting until students complete their college education, enables students to focus on their studies without financial concerns, thereby promoting timely graduation. this commitment by the government, which has gained attention from the governor of papua, lukas enembe, reflects efforts to develop the papua region (puslapdik kemendikbud, 2021). this research aims to investigate the relationship between the level of social support and the well-being of students enrolled in the adik program and from the 3t areas at the university of indonesia. understanding this relationship is essential as affirmation programs are seen as inclusive processes that offer opportunities for participation. however, it is equally important to examine how students actively engage in the academic environment after being accepted into college. therefore, the central question of this research is: how does the level of social support relate to the well-being of students enrolled in the adik program and from the 3t areas at the university of indonesia? 2. literature review 2.1 social support and student well-being several studies have examined the relationship between social support and student well-being. lee et al. (1999) conducted a study on high school students in chicago and found that those who received high levels of instrumental and emotional social support achieved better academic outcomes. lee et al. (1999) conducted a study on high school students in chicago and found that students who received high levels of instrumental and emotional social support achieved better academic outcomes. this finding was supported by maslihah's (2011) research conducted at smpit assyfa boarding school in subang, west java, which revealed a positive impact of instrumental and emotional support from the school on student academic achievement. these studies demonstrate the influence of social support on well-being, specifically in terms of academic performance. moreover, o'reilly et al. (2015) investigated the experiences of american students studying at larga irist university and concluded that social support, particularly social acceptance, facilitated students' ability to adapt to their new environment. sullivan and kashubeck-west (2015) highlighted the importance of social support for students in the midwestern united states who faced stressors that hindered their social interactions. social interaction with the community plays a vital role for migrant students as it fosters emotional and psychological comfort (trevarthen et al., 2016). these findings emphasize the impact of social support on well-being in terms of adaptability and social relationships. moreover, aprianti (2012) emphasized the significance of social support for first-year students' psychological well-being and their active participation in college activities. similarly, demary (2005) stressed the importance of social support in shaping students' interactions and gaining social acceptance in the learning environment. additionally, govaris et al. (2021) revealed that social support, particularly from teachers, enhances student satisfaction in the learning process. these studies highlight the influence of social support on well-being, specifically in relation to students' socio-psychological conditions. furthermore, stewart and suldo (2011) emphasized the role of social support, including support from parents, teachers, and friends, in fostering life satisfaction and positive mental states. with 116 adequate social support and good mental well-being, students exhibit resilience, which includes the ability to balance academic commitments with other responsibilities, maintain a good gpa, overcome educational obstacles, and manage stress (zavatkay, 2015). these findings further illustrate the impact of social support on well-being, particularly in terms of students' mental conditions. 2.2 student well-being several factors influencing well-being have been identified by the center for education statistics and evaluation, including a safe environment, connectedness, learning engagement, social and emotional learning, and a whole school approach (center for education statistics and evaluation, date). moreover, according to the ottawa-carleton district school board (ocdsb), student well-being is connected to having a positive sense of self and the capacity to make constructive choices that promote learning and achievement. the ocdsb emphasizes that an improvement in student well-being leads to enhanced participation in social activities (ocdsb, 2015). furthermore, the ottawa-carleton district school board highlights the association between student well-being and a positive sense of self, as well as the ability to make constructive choices that facilitate learning and achievement. the ocdsb emphasizes that enhanced student well-being enables individuals to actively participate in social activities (ocdsb, 2015). furthermore, fraillon (2004) highlights the importance of the social context within schools in shaping student well-being, as it provides a framework for social conditions that significantly impact students. student well-being is often defined by the school community in terms of a sense of belonging, participation, influence, values, and shared experiences. based on these definitions, it can be concluded that student well-being encompasses a positive selfperception and the ability to achieve educational objectives, particularly within the school environment. it is important to note that academic success alone does not determine student well-being; it also includes the capacity to establish positive relationships, adapt, collaborate, and actively engage in various activities to support learning objectives. in research, student wellbeing is often assessed using the three dimensions proposed by the ottawa-carleton district school board (ocdsb, 2015): physical well-being (safety, physical activity, nutrition, and healthy lifestyle choices), socio-emotional well-being (relationships, self-awareness, social skills, self-reliance, selfmanagement, and decision-making), and cognitive well-being (expectations, communication skills, academic resilience, self-confidence, creativity, and innovation). furthermore, mental well-being is an essential aspect to consider, given students' vulnerability to mental health issues (maulida, 2012; romerhausen, 2013; van ryzin & roseth, 2021). 2.3 social support in measuring social support, researchers differentiate social support into five forms according to schaefer et al. (1981), namely emotional support, esteem support, network support, information support, and instrumental support. emotional support is defined as a form of communication to meet affection needs that contain expressions of empathy and concern. appreciation support is defined as a form of communication to uphold individual confidence regarding their ability to handle problems, obtain positive responses to ideas, handle and solve problem and task properly. network support is defined as a form of communication that characterized by being able to integrate oneself with many other people. information support is defined as a form of communication to provide information and support lectures. meanwhile, instrumental support is defined as a form of communication in the form of material assistance. in addition, each form of social support is seen as based on the parties involved and has a relationship with student recipients of the program such as parents, central government, local government, academic advisors, universities, student organizations, and college friends. 2.4 analysis models figure 1. analysis model diagram 117 the diagram highlights the various forms of social support that contribute to student well-being. emotional support, characterized by expressions of empathy and concern, plays a vital role in meeting students' affectionate needs. esteem support, on the other hand, focuses on upholding students' confidence and providing positive responses to their ideas and problem-solving abilities. network support emphasizes the integration of students with a diverse range of individuals, fostering a sense of belonging and a strong social network. information support involves the provision of relevant and helpful information to support students' academic endeavors. lastly, instrumental support refers to material assistance that aids students in overcoming financial and resourcerelated challenges. the analysis model diagram serves as a comprehensive framework for the research, enabling an exploration of the intricate relationship between social support and student well-being. it considers the specific factors and dimensions that impact the wellbeing of students enrolled in the adik program and originating from the 3t areas at the university of indonesia. by understanding this interconnectedness, the research aims to shed light on the role of social support in promoting student well-being and inform potential interventions to enhance the educational experience of these students. 3. method this quantitative study examines the relationship between social support and the well-being of migrant students enrolled in the affirmation education program in papua and the 3t region. it adopts a crosssectional design to explore the impact of social support on student well-being within a specific timeframe (babbie, 2009). a comparative analysis with similar studies is not included. the research was conducted at the university of indonesia, where the affirmation education program is implemented. the study population comprised active students from the 2012-2017 classes who were enrolled in the adik program in papua and the 3t region during the odd semester of the 2017/2018 academic year. a non-probability sampling method was employed to select a sample of 34 active students, ensuring representation from each generation. data collection occurred from january to march 2018, utilizing surveys and in-depth interviews. the survey questionnaire consisted of closed-ended questions, capturing information on respondent characteristics and their perceptions of the variables under investigation. the survey was administered to the selected 34 students, and the collected data were analyzed using spss. in-depth interviews were conducted with six students, purposively chosen based on their location and ethnic background. these interviews aimed to provide deeper insights into the survey findings and were carried out in person following interview guidelines. the interview transcripts were subjected to coding and narrative compilation for analysis. to ensure data validity, a pretest was conducted on the questionnaire instrument prior to data collection. the instrument demonstrated reliability and validity, with a cronbach's alpha score exceeding 0.60, and the data exhibited a normal distribution according to the kolmogorov-smirnov test. these results affirm the statistical processability of the data. in summary, this study employed a non-probability sampling method to select a sample of 34 active students from the population of migrant students enrolled in the adik program in papua and the 3t region at the university of indonesia. data were collected through surveys and in-depth interviews, and analyzed using spss. the questionnaire instrument's reliability and validity were confirmed through a pretest. 4. results the objective of this research is to explore the correlation between the level of social support and the welfare of students enrolled in the adik program and originating from the 3t area at ui. in order to achieve this goal, a comprehensive data collection process was conducted, encompassing various variables. these variables included the year of college entry, the gender of the respondents, the geographical area from which they originated, their respective faculty affiliations, and their places of residence. moreover, the study also took into account the student achievement index, which served as an indicator of academic performance, as well as the identification of different dimensions of welfare and social support variables. to analyze and interpret the gathered information, regression tests were performed. 8.80% 5.90% 35.50% 35.50% 14.70% 2013 2014 2015 2016 2017 figure 2. data findings based on year of entrance to college (n=34) upon analyzing the collected data, it is evident from the diagram that the respondents consisted of individuals from the 2013 to 2017 batches. notably, the largest proportion of respondents were from the 2015 118 and 2016 batches, comprising approximately 35.50% of the total sample. following that, the 2017 batch constituted 14.70% of the respondents, while the 2013 batch accounted for 8.80%. comparatively, the 2014 batch had the smallest representation, with only 5.90% of the respondents originating from this group. it is worth highlighting that the sampling process ensured a distribution of participants across multiple academic years, capturing a comprehensive representation of the student population. in summary, this research explores the relationship between social support and student welfare in the context of the adik program and the 3t area at ui. through a meticulous data collection process, including the examination of various variables, the study aims to provide valuable insights into the experiences and well-being of students enrolled in the program. 32.40% 67.60% male female figure 3. respondent distribution by gender according to the data presented in figure 3, the majority of respondents were female, accounting for 67.60%, while males constituted only 32.40% of the total sample. this distribution highlights a clear gender disparity among the respondents. the skewed distribution highlights the need to explore and understand the potential implications of this gender imbalance in the context of the study being conducted. 8.80% 5.90% 5.90% 2.90% 2.90% 14.70% 11.80% 23.50% 8.80% 8.80% 5.90% sumatera barat sulawesi tenggara sumatera utara kepulauan riau papua barat papua ntt nad maluku kalimantan barat banten figure 4. respondent distribution by province of origin 119 according to figure 4, the distribution of respondents varied across different provinces. the province with the highest number of respondents was nanggroe aceh darussalam, accounting for 23.50%. papua had the second-highest number of respondents at 14.70%, followed by east nusa tenggara with 11.80%. three provinces, namely west kalimantan, maluku, and west sumatra, each contributed 8.800% of the respondents. additionally, banten, southeast sulawesi, and north sumatra accounted for 5.80% of the respondents, while the provinces of west papua and the riau islands had the lowest representation, with only 2.90% each. in this analysis, it is important to note that the distribution of respondents across provinces provides insights into the geographical representation of the participants in the study. however, the focus of this research lies in examining the impact of the adik program on indigenous papuans and students from the 3t areas, rather than analyzing regional differences. therefore, while the distribution of respondents offers contextual information, the main objective remains to explore the relationship between social support and well-being among students enrolled in the adik program at the university of indonesia. 2.90% 11.80% 14.70% 32.40% 14.70% 8.80% 2.90% 5.90% 5.90% figure 5. respondent distribution by faculty the analysis of respondent distribution, as depicted in figure 5, reveals that participants were selected from various faculties at the university of indonesia. the highest representation comes from the faculty of engineering, accounting for 32.40% of the respondents. following closely are the faculty of mathematics and science and the faculty of economics and business, each with 14.70% of the participants. the faculty of dentistry comprises 11.80% of the respondents, while the faculty of public health, faculty of nursing, and faculty of pharmacy account for 8.80% and 5.90% each, respectively. the faculties with the lowest participation rates are the faculty of medicine and the faculty of computer science, both at 2.90%. it is worth noting that the absence of respondents from other faculties was primarily due to the lack of active students during the research period and the limitations imposed by the study's timeframe. 52.90% 47.10% dormitories boarding houses figure 6. based on place of residence during college 120 to further understand the living arrangements of the respondents, figure 6 presents a diagram illustrating their distribution based on their place of residence during their time in college. the diagram reveals that the majority of the respondents, accounting for 52.90%, lived in student dormitories at the university of indonesia. on the other hand, approximately 47.10% of the respondents resided in boarding houses. this distribution sheds light on the varied housing situations among the participants, which may have implications for their college experiences and social interactions. 22.90% 38.20% 52.90% 5.90% 1,51-2,00 2,51-3,00 3,01-3,50 3,51-4,00 figure 7. based on student achievement index the distribution of respondents based on the student achievement index (gpa) is illustrated in figure 7. the diagram reveals that the majority of respondents, accounting for 52.90%, have a student achievement index ranging from 3.01 to 3.50. additionally, 38.20% of respondents fall within the 2.51-3.00 range, while 5.90% achieve a gpa between 3.51 and 4.00. furthermore, a small percentage of students, approximately 2.90%, demonstrate a student achievement index of 1.51-2.00%. the diagram presented in figure 7 provides valuable insights into the distribution of student achievement levels based on their gpa. the results indicate that a significant portion of respondents falls within the 3.01-3.50 range, suggesting a relatively consistent academic performance among the student population. this finding could have implications for various stakeholders involved in the educational system. one notable implication is that educators and policymakers should focus on maintaining and improving the performance of students who fall within the 3.01-3.50 range. while their achievement is commendable, efforts should be made to further enhance their academic abilities and foster an environment that encourages continuous growth. by providing additional support, resources, and tailored interventions, educational institutions can contribute to the overall educational advancement of these students. another implication arises from the relatively lower percentage of students achieving gpas above 3.50. this finding highlights the need for targeted interventions to support high-achieving students and provide them with opportunities for advanced learning and enrichment. by nurturing and challenging these students, educational institutions can ensure that their full potential is realized, leading to broader intellectual development and potentially bridging the achievement gap between different groups of students. conversely, the relatively small percentage of students scoring below 3.00 raises concerns about academic underachievement. this finding suggests a need for interventions and support systems to assist students who may be struggling academically. by identifying and addressing the factors contributing to their lower gpa, such as learning difficulties or lack of access to resources, educators can provide targeted support and interventions to help these students improve their academic performance and overall wellbeing. 5.5 6.7 7.07 6.63 well-being mental well-being cognitive well-being socioemotional well-being physical figure 8. student well-being variables based on the data presented in figure 8, which was obtained by the researchers, it can be observed that students receiving the affirmation program generally have a good quality of life and academic support during their studies, as indicated by the average well-being score of 6.47. further analysis of the measurements reveals that each dimension of well-being shows relatively similar scores. however, it is noteworthy that the mental well-being dimension had the lowest score 121 of 5.50, indicating a more severe condition compared to the other dimensions, namely physical well-being (6.63), socio-emotional well-being (7.07), and cognitive well-being (6.7). this study also examines the various forms of social support provided to students, including emotional support, appreciation, network support, information support, and instrumental support. by analyzing these forms of support, the researchers have identified the parties responsible for fulfilling this social support. figure 9 presents the data collected from the survey conducted. 6.27 6.93 7.13 6.22 5.72 0 2 4 6 8 instrumental support level level of information support level network support level award support level emotional support levelre figure 9. social support variable the data in figure 9, obtained by the researchers, highlights the significant dependence of student social support on the specific forms of support and the parties involved in providing that support. among the five types of social support received by students, network support emerges as the most prominent, with a score of 7.13. in contrast, the other forms of support received slightly lower scores: emotional support (6.27), award support (6.93), information support (6.22), and instrumental support (5.72). the implications of this research are twofold. firstly, it sheds light on the overall well-being of students enrolled in the affirmation program, indicating a generally positive quality of life but with room for improvement in mental well-being. these findings emphasize the need for targeted interventions and support systems to address mental health challenges faced by these students. secondly, the analysis of social support indicates the importance of network support in assisting students, highlighting the significance of fostering strong social connections and community engagement within the educational environment. in conclusion, this study provides valuable insights into the well-being and social support experienced by students enrolled in the adik program. by identifying areas that require attention, educational institutions and policymakers can develop strategies to enhance the overall well-being of these students and promote their academic success. the regression test conducted in this study reveals a constant value of 89,217. furthermore, the significance (sig.) and beta values are as follows: table 1. relationship test according to the research findings, a 95% confidence level reveals that student well-being is influenced by three variables: emotional support (sig. = 0.003), network support (sig. = 0.005), and informational support (sig. = 0.017). however, the remaining variables, reward support, and instrumental support, did not demonstrate a significant effect. the statistical analysis indicates that emotional support, network support, and informational support play crucial roles in shaping student well-being. the significance levels of 0.003, 0.005, and 0.017, respectively, highlight the strong influence of these variables on student well-being. it is important to consider these findings in the context of the broader implications. the results suggest that providing emotional support, fostering strong social networks, and ensuring access to relevant information are key factors in promoting student wellbeing. therefore, educational institutions and policymakers should prioritize initiatives that enhance emotional support systems, encourage the formation of supportive networks, and improve the availability of valuable information for students. moreover, the non-significant effects of reward support and instrumental support suggest that these variables may have limited impact on student wellbeing. future studies could delve deeper into understanding the underlying reasons behind these findings and explore alternative approaches to support students in these areas. in conclusion, the research underscores the significance of emotional support, network support, and informational support in fostering student wellbeing. by recognizing the importance of these variables, educational stakeholders can develop targeted interventions that promote a positive and supportive environment for students, ultimately enhancing their overall well-being and academic success independent variable betas. sig. emotional support 0.594 0.003 award support 0.138 0.351 network support 0.450 0.005 information support -0.396 0.017 instrumental support 0.103 0.531 122 4.1 discussion this quantitative study aims to investigate the relationship between social support and the well-being of migrant students enrolled in the affirmation education program in papua and the 3t region. by adopting a cross-sectional design, the study seeks to examine the impact of social support on student wellbeing within a specific timeframe (babbie, 2009). while a comparative analysis with similar studies is not included in this research, the implications of the findings are twofold. firstly, the study sheds light on the overall wellbeing of students enrolled in the affirmation program, indicating a generally positive quality of life but also highlighting the need for improvement in mental wellbeing. the findings of the multiple correlation test analysis reveal the relationship between the level of social support and the welfare of students receiving the adik program in the 3t area at ui. prior to conducting the multiple correlation test, a collinearity test is performed to examine the presence of multicollinearity, which refers to the linear relationships between independent variables in multiple regression analysis (shrestha, 2020). the collinearity test, using tolerance and variance inflation factor (vif) values as collinearity statistics, shows that there is no collinearity between the independent variables, namely emotional support, esteem support, network support, information support, and instrumental support (ahmad & balakrishnan, 2021). this suggests that each variable contributes uniquely to the analysis and strengthens the validity of the results. moving on to the multiple correlation test, which focuses on the relationship between the level of social support and student well-being, the coefficient of determination (r-value) and adjusted coefficient of determination are used as measures of goodness-of-fit for multiple linear regression models (mohammad, 2020). the obtained r-value of 0.884 indicates the significance of social support in influencing student well-being. furthermore, the r square value of 0.781 indicates that the level of social support can explain approximately 78.10% of the variation in student wellbeing, while the remaining 21.90% is attributed to other factors not related to social support. these findings underscore the importance of considering additional variables, such as religiosity and the student's religious group network, in understanding student well-being. religiosity has long been recognized as a significant determinant of happiness, well-being, and better mental and physical health for many individuals (abdel-khalek & lester, 2017). in this study, observations indicate that migrant students tend to participate in religious groups, such as islamic study forums or christian and catholic communities (kogan et al., 2019). participating in these religious groups provides a sense of routine and comfort for students, as well as opportunities for regular social interactions (pmka group for christian students and various da'wah institutions and islamic organizations for muslim students). these findings are consistent with previous studies highlighting the positive influence of religiosity on personal well-being and life satisfaction (tiliouine & belgoumidi, 2009). moreover, the study suggests that the student's religious group network and religiosity serve as additional variables that contribute to explaining student well-being. the influence of religiosity on well-being is further supported by research on western religions and traditional religions, which shows that religion can both positively and negatively affect an individual's well-being (cohen & johnson, 2017). the study also reveals that spiritual belief and participation in religious rituals are positively related to academic achievement, especially for african american students (tiliouine & belgoumidi, 2009). these findings highlight the mediating role of religious practices in the relationship between religiosity and well-being (newman et al., 2018). analyzing the specific dimensions of social support, the study finds that emotional support has a moderate strength influence on student well-being (0.594). this suggests that higher levels of emotional support contribute to higher levels of well-being for students. previous research has also emphasized the positive effects of emotional support on well-being and health, independent of its impact on self-esteem (uchida et al., 2008). in this study, emotional support primarily comes from parents and friends, who are identified as the main providers of social support to the students. this finding has important implications for student well-being, as emotional support plays a significant role in facilitating self-management, academic achievement, and resilience (lee et all., 1999; muslihaah, 2011). furthermore, network support is found to moderately influence student well-being (0.450). the study reveals that students with extensive networks during their college years tend to have higher wellbeing. these networks are formed through connections with fellow students in their study programs, friends from the same residence, regional community friends, and religious groups. building these networks provides students with a sense of belonging and support, allowing them to interact, adapt, and thrive in the academic environment. consistent with previous research, the ability to interact and establish social connections positively impacts social acceptance and facilitates students' feelings of security and comfort (o'reilly et al., 2015; sullivan & kashubeck-west, 2015). interestingly, information support is found to have a negative influence on student well-being (-0.396), contrary to the researcher's initial hypothesis that higher information support would increase well-being. 123 this unexpected finding indicates that lower levels of information support are associated with higher levels of well-being for the students. students perceive formal sources of information, such as academic supervisors, as too rigid and focused solely on academic matters. on the other hand, students feel more comfortable when information is conveyed in a concise and straightforward manner. however, the abundance of information from various sources, such as study programs, academic supervisors, friends, student organizations, and media, sometimes leads to confusion when there are discrepancies in the information provided. this finding suggests the need for improved coordination and consistency in disseminating information to students, ensuring clarity and minimizing confusion. in the larger context, the findings of this study contribute to the understanding of the well-being of migrant students in the affirmation education program in papua and the 3t region. by examining the relationship between social support, religiosity, and the student's religious group network, the study highlights the multifaceted nature of factors influencing student well-being. these findings have important implications for educational institutions and policymakers in designing interventions and support systems that promote the overall well-being of migrant students. recognizing the positive influence of religiosity and the importance of social support networks, educational institutions can foster an inclusive environment that encourages religious participation and facilitates the formation of strong social connections. furthermore, ensuring effective communication and information dissemination can alleviate confusion and contribute to students' well-being. in conclusion, this study provides valuable insights into the relationship between social support and the well-being of migrant students in the affirmation education program. the findings emphasize the importance of emotional support, network support, and the role of religiosity and religious group networks in influencing student wellbeing. additionally, the unexpected negative impact of information support on well-being suggests the need for improved information coordination. the study's novelty lies in its examination of the unique context of migrant students and its comprehensive exploration of various factors that contribute to their well-being. the implications of this research extend beyond the immediate study population, highlighting the significance of social support and religiosity in promoting student well-being in a broader societal context. 5. conclusions this study addresses a significant research gap by examining the impact of social support on the welfare of migrant students receiving affirmation scholarships in papua and the 3t region of the university of indonesia. the findings shed light on the crucial role of emotional support, networking, and information in enhancing student welfare. interestingly, reward and instrumental support were not found to have a significant effect. these results emphasize the need for affirmation education programs to go beyond merely offering opportunities and support during the learning process to ensure program success. moreover, the study underscores the importance of providing emotional support and facilitating networking opportunities, as these factors have shown a moderate positive impact on student well-being. it also highlights the valuable contribution of religious group networks and the influence of religiosity in shaping welfare outcomes. however, it is important to acknowledge the limitations of the study, such as the small sample size and unmeasured variables, which may restrict the generalizability of the findings. to overcome these limitations and further advance the field, future research should delve into the cultural factors that influence social support and well-being among affirmed scholarship migrant students. by doing so, a more comprehensive understanding of the intricate dynamics at play can be achieved. ultimately, this study emphasizes the significance of providing comprehensive support to students in order to attain the desired outcomes from affirmation education programs. the results of this research have substantial implications for policymakers, educational institutions, and practitioners working in the field of migrant education. by recognizing the pivotal role of social support, particularly emotional support and networking, they can design and implement interventions that better address the unique needs of affirmed scholarship migrant students. additionally, the findings underline the importance of fostering religious group networks and considering religiosity as an integral aspect of student welfare. overall, this study makes a noteworthy contribution to the larger area of study by 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(2015). social support and community college student academic persistence. northwestern connecticut community college https://doi.org/10.2991/acpch-18.2019.111 https://doi.org/10.12691/ajams-8-2-1 https://doi.org/10.1177/0146167208315157 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 1, march 2023, pp: 21 – 31 doi: https://doi.org/10.31849/utamax.v5i1.11615 21 efl students’ perception on e-learning in post-pandemic: assessment, learning outcome, evaluation & problem faced fatchul mu’in 1, nanik mariani 1, nasrullah nasrullah 1 & rizky amelia 2* 1 universitas lambung mangkurat, banjarmasin, indonesia 2 politeknik negeri banjarmasin, banjarmasin, indonesia rizky.amelia@poliban.ac.id article history received : 2022-10-14 revised : 2023-02-03 accepted : 2023-03-07 keywords blended learning english classroom perception e-learning technological skills abstract online learning has been experienced by students worldwide with benefits and challenges. even though previous research has been done on the unreadiness of teachers and students, their lack of technological skills, and their lack of autonomy in carrying online learning, more is needed to know about the washback effect of online learning from the perspective of learners. thus, this research investigates students' assessment, learning outcomes, evaluation, and problems faced. this study described the english language education students’ view of the independent assessment, learning outcome, and evaluation of english online learning from the perspective of english language education students. the researchers employed a descriptive quantitative approach and a survey method to collect the data. this study included 100 participants using a purposive sampling technique. for data collection, the researchers employed a questionnaire with 33 questions sent via google forms and disseminated to whatsapp groups and an interview. the data were then coded and tabulated using percentage-based basis values. the findings of this study indicated that, first, students' attitudes regarding the independent assessment of e-learning assessment were 85% showing a favorable result. in the meantime, certain lecturers' respondents needed to provide more feedback and were absent from certain lecturers during learning. second, the student's view of the learning outcome of using e-learning was positive (68%) because the online meeting coincided with the learning process. third, the students' perspectives on the evaluation of using e-learning fall under the category of the fair. (65%) during the pandemic, poverty has hindered students' access to and involvement in learning. those who come from economically disadvantaged families cannot provide appropriate resources for online learning. long-term lack of infrastructure and access will jeopardize educational achievements. 1. introduction the global covid-19 pandemic has changed the dynamics of various instructional processes worldwide, from face-to-face to online learning. online learning has become an inevitable development in the future (gonzales & louis, 2018). the change from offline to online and vice-versa will likely continue while postpandemic is starting as the adoption of blended learning in the instructional design of delivery design because the limited direct interaction is reapplied. it is supported by the ministry of education's policy to suggest that online learning should be maintained. knowledge transfers can be optimized through blended learning since online learning is the other face of blended learning. however, online learning practices have not come with obstacles. some of the problems are students' short attention span, problems with internet access caused by poor teacher-student interaction, networks, low purchasing power, low motivation, and monotonous teaching methods (oktawirawan, 2020; rosalina et al., 2020; rabbanie et al., 2022). technology as its core infrastructure which has been considered a solution for education during a pandemic can also result in various problems (catastrophes) in society (sadikin & hamidah, 2020; windhiyana, 2020; hutauruk, 2020; wahid et al., 2020). students need help with internet access caused of poor networks and students' low purchasing power (oktawirawan, 2020)technology tools are needed to fulfill onlinebased learning (jamaluddin et al., 2020; riyana, 2015; https://doi.org/10.31849/utamax.v5i1.11615 mailto:fatchul.muin@ulm.ac.id 22 nasrullah et al., 2021), but some research studies showed that online-based learning is faced with the students' low level of digital literacy (wahid et al., 2020). these studies warn educational practices and learners, particularly english learners, to better harness the potential of online learning in leveling up proficiency or acquiring the ability when using blended learning. this needs to be considered since, in online learning activities, students can have more time when studying and can learn flexibly. in addition, students can communicate with teachers using various applications such as google classroom, video conference, telephone or live chat, zoom, dictation applications, and other pronunciation apps. besides, through these applications, learning languages can be sustained well because model learning can be viewed well, and imitation can also be conducted to sharpen certain language learning skills better. in this setup, online learning can be carried on through applications, and language proficiency can be leveled up. the upholding of conducting online learning has been shown in several studies. however, rahiem (2020) envisaged that in applying online learning, many educational institutions are not ready to run online learning since the infrastructures need to be better prepared such as very limited access to the internet and a lack of devices provided for students' lower social status in learning. he further emphasized that students need to be trained to learn independently, while online learning requires learning to be more autonomous and well-navigated in learning (gazzola et al., 2013; bowyer & chambers, 2017; nasrullah & bachtiar, 2021). in addition, van wart et al. (2020) investigated that in online learning, students' indifferent attitude is sometimes seen due to a lack of interaction and ease of learning. looking at the trend of existing studies, the shift from offline to online continued to have online to offline learning has been experienced by learners with challenges regarding attitude and affordability in conducting learning in this post-pandemic era. however, the student's perspective in adapting and the difficulty of dealing with the set of processes in instructional design needs to be better mapped (chick et al., 2020; carter et al., 2021). in this respect, it is of utmost importance to look at how they view e-learning or online learning during post-pandemic teaching through a lens of assessment and evaluation since it still needs to be discovered to find out studies reporting on those components. regarding this study, to be specific on the online term, the integrated e-learning of universitas lambung mangkurat mechanism in this study comprises several steps, namely class registration, lecturing, synchronous, asynchronous discussion, and working on the task/exercise, mid-term, and final tests. furthermore, the independent assessment, learning outcome, and evaluation were considered based on their parts in teaching and learning. more importantly, it has already been set up on the provided and adapted instrument developed by e-learning developers and researchers. therefore, the following research questions are examined in this present study: 1) how do english language education students perceive the independent e-learning assessment? 2) how do english language education students perceive the e-learning outcome? 3) how do english language education students perceive the e-learning evaluation? 4) what are the problems do teachers and students face when implementing online learning? the findings of this study to unravel how the students feel and what their point of view toward the implementation of e-learning can be utilized as suggestions and evaluation at the level of study programs, faculty, and university in policy development for the betterment of e-learning management in the future. in addition, lecturers can consider the strategies to be taken to achieve the learning objectives and fulfill the needs of the students. 2. method 2.1 research method this study was carried out to address the problems of this study, which included students' perceptions of the process of independent e-learning assessment, outcomes, evaluation, and problems encountered by lecturers and students in the implementation of online learning. in addition, this study was carried out assuming that the english language study program of universitas lambung mangkurat has an accreditation of a and is applying online learning to its offered courses. therefore, this rationale is used to determine the setting of this study. the researchers employed a descriptive quantitative approach and a survey method to collect the data. the information was gathered from a sample by asking through a questionnaire and an interview that illustrates various aspects of the population. this study described the perspectives of english department students on independent assessment, learning outcomes, and evaluation of english online learning. the trustworthiness was determined by being clear about the perspective, providing adequate information, and using examples to support the results. each of these techniques has been attempted in this study. the sampling technique used in this study is the purposive sampling technique. a hundred english language education study program students of the faculty of teacher training and education, universitas lambung mangkurat, banjarmasin, indonesia, were selected to participate since they have experienced online learning in the courses offered at 23 this department for at least three semesters. in addition, these students were in introduction to linguistics, sociolinguistics, and translation classes in 2022. the selection criteria of participants in this study are as follows: (1) participants are english language study program students, (2) participants are studying at least in the third semester, and (3) participants have experienced e-learning at least in one course. the study was conducted in one semester. therefore, potential limitations might be found due to the number of the sampling. however, the researchers tried to involve as many as possible as the representatives. 2.2 instruments the researchers conducted a comprehensive study to assess the effectiveness of online education in the english language study program, with a particular focus on independent learning, learning outcomes, and the students' perceptions of e-learning. to gather data for the study, the researchers utilized two primary instruments: a questionnaire and an interview. the questionnaire consisted of 33 questions in total, which were divided into three sections. the first section included questions 1-6 and focused on independent learning. questions 7-15 comprised the second section and assessed learning outcomes, while the final section, questions 16-33, evaluated the effectiveness of online english language learning. the questionnaire was adapted from the ministry of education and culture's 2014 guideline on the quality assurance of assessment and evaluation of online learning. however, to better suit the context of the study, modifications were made to the questionnaire, including the addition of a column for the "others" option, which allowed students to provide additional information when their answer was neither "yes" nor "no." to ensure that the questionnaire was wellunderstood by the students, it was delivered in indonesian, the native language of the participants. however, to ensure validity, questions 5, 24, and 25 from the original version of the questionnaire were included. these questions were chosen because they needed to be validated to ensure that they were wellunderstood and meaningful to the students. the interview questions were based on the questionnaire and were used to cross-check the students' responses. the interviews were conducted to gain more in-depth information and to provide more detailed insights into the students' perceptions of elearning. by using both a questionnaire and an interview, the researchers were able to gather both quantitative and qualitative data on the effectiveness of online education in the english language study program. overall, the study aimed to provide valuable insights into the effectiveness of e-learning in the english language study program and to contribute to the ongoing development of online education in indonesia. by collecting data on independent learning, learning outcomes, and student perceptions, the researchers were able to gain a comprehensive understanding of the effectiveness of online education in this context. the results of this study can be used to inform future research and to guide the development of online education programs in indonesia and beyond. 2.3 data collection the data was collected using a questionnaire using a google form that was sent to whatsapp groups. the participants of this study were given a link to the questionnaire. the questionnaire consisted of 33 questions and was completed by the students during the meetings and managed by the chairpersons of each class. the questionnaire used in this study was adjusted to the need of this study. then, each chairperson distributed the questionnaire to the participants of this study. one hundred students volunteered to fill in the questionnaire, and 17 students were willing to give further information on the interview voluntarily. the researchers then interviewed these students. 2.4 data analysis as the data for this study have been collected, they have been processed for data reduction. in this step, the data were coded and tabulated using basis percentages (bungin, 2003). first, all of the participants’ responses to the questionnaires were recorded. next, the yes, no, and other responses were coded and tabulated. the researchers also took steps to obtain the data from the interview responses. then, all of the data were displayed and verified, and finally, conclusions were drawn based on the available data and supporting data from this study obtained from the interview. 3. findings 3.1 students' perception of the independent assessment of using e-learning the first research question of this study dealt with the student's perception of the independent assessment of using e-learning. table 1 shows the detailed results. 24 table 1. the independent assessment of using e-learning as perceived by the students (n = 100) no statement of the item tasks, exercises, and quizzes yes no others 1 tasks/exercises and quizzes are clearly organized. 94% 2% 4% 2 tasks/exercises and quizzes are structured to reinforce concepts 96% 3% 1% average tasks/exercises and quizzes 95% 2.5% 2.5% learning progress 3 assessment of learning progress has been restricted based on the principle of developing a good instrument. 80% 7% 13% 4 assessment of learning progress has been utilized for identifying concepts to which the students need help understanding. 80% 10% 10% 5 ways of knowing learning completeness have accompanied the assessment of learning progress. 75% 30% 5% 6 assessment of learning progress has been supported by improving guidance for learning weaknesses. 64% 28% 8% average learning progress 74.75% 18.75% 5.5% average 84.87% 10.63% 4.50% the first aspect of the study focused on students' perception of e-learning as a means of independent assessment. this aspect had two dimensions: tasks, exercises, and quizzes, as well as learning progress. the results showed that the majority of respondents, 84.87%, gave a "yes" answer to the question of whether they perceived e-learning as an effective form of independent assessment. this percentage is above the threshold of 81.25%, which indicates that students have a very positive perception of e-learning for independent assessment. of the remaining 15.13% of respondents, 10.63% did not provide a response, and 4.50% gave other answers. the positive result is further supported by the students' responses in the questionnaire's comment section, which indicated that they found the exercises, tasks, and quizzes to be easy to follow and answer. the researchers also conducted interviews with the subjects and found that the e-learning materials were welldeveloped and effectively reinforced the course concepts. the study found that e-learning is an effective tool for helping students master course concepts and themes. formative assessments, such as exercises and quizzes, provide vivid feedback and motivate students to learn. these assessments also help lecturers identify students' weaknesses and provide remedial or extended materials as needed. the exercises, tasks, and quizzes in this study were developed well, which is reflected in the positive feedback from the students. finally, the assessment of learning progress followed good instrument development principles, which helped diagnose students' weaknesses after learning. by using a variety of assessment instruments, lecturers can ensure that students have a comprehensive understanding of the course material. this is crucial for maintaining students' learning motivation and ensuring that they achieve their learning goals. 3.2 students’ perception of the learning outcome of using e-learning the second research question of this study was on the student's perception of the learning outcome of using e-learning. table 2 shows that students indicated their satisfaction with the learning outcome of elearning. 25 table 2. the learning outcome of using e-learning as perceived by the students (n = 100) no statement of the item tasks, exercises, mid and final tests yes no others 7 the instrument of an assessment instrument to measure students' competence of students has been based on the syllabus. 81% 10% 9% 8 lecturers have constructed guidelines for the assessment of learning progress. 52% 26% 22% 9 the learning progress assessment instrument was developed based on the guidelines. 66% 16% 18% 10 the instrument of assessment of learning progress has been designed based on guidelines for making good instruments 73% 10% 17% 11 assessment has been conducted strictly. 50% 30% 20% 12 students who are involved in this e-learning are not other students 83% 8% 9% 13 it is possible to cheat during the exam. 58% 30% 12% 14 the assessment has been conducted objectively. 75% 10% 15% 15 assessment has been conducted well following the characteristics of blended learning 70% 11% 19% average 68% 17% 16% learning outcomes were derived from tasks, exercises, and midand final tests. this aspect was represented by nine questions, which received a lower percentage compared to the students' perception of independent assessment using e-learning. despite this, the students reported positively and received a high score. assessment instruments were able to measure students' competence, with 81% of students perceiving this. this suggests that assessments effectively reflect what students have learned and validate their learning process. additionally, 83% of students reported participating in e-learning assessments autonomously, without help from others. however, some areas received low scores, including unclear guidelines for tailoring assessments (52%), lack of strict administration of assessments (50%), and potential for cheating (58%). these drawbacks make the assessment process unreliable and question the validity of the evaluation. therefore, reinforcing rules and tight regulation in monitoring test administration is necessary. according to interviews with participants, there is a need for a more comprehensive and clear assessment of learning progress. while some aspects of e-learning implementation received good scores, such as using objective assessment instruments, more attention is needed to maximize learning outcomes. the research question is in a good category with a score of 68%, indicating room for improvement in e-learning implementation. 3.3 students’ perception of the evaluation of using e-learning the third research question of this study dealt with the student's perception of the evaluation of using e-learning. results of the study indicate that the student's perceptions towards the independent assessment of e-learning are fair. it can be clearly seen in table 3. 26 table 3. the evaluation of using e-learning as perceived by the students (n = 100) no statement of the item yes no others designing 16 e-learning design is easily used 74% 13% 13% 17 e-learning design is easily used for all subjects in the english language study program subjects. 70% 23% 7% 18 e-learning design can be dependable and cannot be easily suspended during instruction. 45% 42% 13% 19 the materials for learning and teaching have been well prepared. 66% 22% 12% 20 the lecturer has developed tutoring activities. 55% 21% 24% 21 the lecturer has developed the syllabus. 56% 21% 23% 22 the lecturer has developed scoring details. 63% 20% 17% e-learning management 23 e-learning dissemination is always conducted 81% 14% 5% 24 all the students know the ways to utilize the e-learning 48% 40% 12% 25 the lecturers gave the tutorial schedule before starting it. 65% 25% 10% 26 the lecturers gave the services pre-whilepost learning and teaching process 60% 15% 25% results of program 27 the scoring instruments are valid and reliable 70% 10% 20% 28 the students have mastered the competencies written in the syllabus/teaching program. 65% 23% 12% students’ satisfaction 29 the students felt satisfied with the preparation of e-learning conducted by the administrators. 64% 20% 16% 30 the students felt satisfied with the services of e-learning 72% 16% 12% 31 the students felt satisfied with the services of e-learning provided by the lecturers. 70% 13% 17% 32 the students felt satisfied with the e-learning program 74% 13% 13% 33 the students felt satisfied with the learning outcomes. 70% 23% 7% average 65% 21% 14% 27 the last aspect investigated in this present study is evaluating e-learning from the student's perspective. this aspect covers four dimensions: design, e-learning management, results of the program, and student satisfaction. overall, the students who responded yes 65%, no response 21%, and others are 14%. this outcome falls into the "good" category. the outcomes of this aspect are very similar to the outcomes of the second aspect, which is the learning outcomes of using e-learning. it was confirmed from the interview, in which most of the subjects stated that the e-learning system used at universitas lambung mangkurat is easy to use, updated with more complete features such as news updates for new programs at the university, online quizzes, zoom meetings, and course information. however, some students stated they needed to be introduced to its use even though the tutorial was available. however, students can have peer or individual discussions to cope with this since most of them are getting used to it since it is easy to use. 3.4 problems faced by students in the implementation of online learning online learning is experienced differently from one student to another. as a result, many students struggle with the learning process, particularly those from disadvantaged social groups. in addition, they discovered issues with the availability of technology, internet connectivity, and institutional support. learning with an online system changes the learning tradition by moving places to home (from school) and using information technology and telecommunications equipment in the teaching and learning process. changes in practice have necessitated adaptation on the part of numerous parties, including students. during the pandemic, students face numerous (different) challenges in adapting to the learning model. internet access is also one of the challenges. the availability of electronic devices is a frequent obstacle for students. internet access disparities are another obstacle students must confront. some students must either study on the house's terrace or move a few meters to a higher area to receive an internet signal. the limitations of students in online learning, in the form of a lack of facilities and inadequate internet networks, have had far-reaching consequences. the statistics indicate at least three outcomes often faced by students: low student interest in studying, the inability of students to participate in all school-determined learning programs determined by the school, and long-term effects on student competence in the long term. 4. discussion 4.1 students’ perception of the independent assessment of using e-learning the students showed good satisfaction with the independent assessment of the e-learning. they claimed that the tasks, exercises, and mid and final test submissions were easier and well-constructed using elearning. conducting good assessments and evaluations was what rabbanie et al. (2022) experienced in their study. gonzales & louis (2018), xu et al. (2019), su (2020), and rabbanie et al. (2022) stated that the use of lms learning technology in the class is mainly intended to supplement the face-to-face learning experience and allows students to monitor their learning. feedback can be given by teachers, peers, and even the students themselves in the form of self-directed feedback (amelia, 2020). however, students tended to agree with the summative assessment, they were more critical of the formative assessment. specifically, they disagreed with the lecturer's comments, which they perceived as being incorrect. however, it's important to note that these comments were meant to provide constructive feedback for the students' improvement. ultimately, well-constructed exercises, quizzes, and exams can be powerful tools for motivating students to learn and promoting a more student-centered learning environment. by offering students opportunities to receive feedback and learn from their mistakes, educators can create a supportive and engaging learning experience that benefits everyone involved. (cornelius et al., 2015). in this study, the appropriate feedback in the forms of comments, suggestions, or calling attention to errors depended on the lecturers. the lecturer’s feedback was commonly used feedback given in the classroom (amelia, 2020; rabbanie et al., 2022). students, especially those with low ability in english, needed more help in the form of feedback from the lecturers. they broadly saw feedback as a positive thing in the process of their learning process (amelia, 2020). consequently, 14 students stated that more information is needed to improve their weaknesses. therefore, the assessment construction is expected to accompany the assessment of the learning progress. this perception aligns with karnedi (2015) and gonzales & louis (2018) that review can tell how well the students are doing the tasks given. therefore, telling students how well they do the exercises, assignments, and exams is important to support their learning stages and boost the motivation conveyed through e-learning. thus, there is communication between the lecturer and the students. moreover, the lecturer's role is important to the students (fedynich et al., 2015; su, 2020). miles et al. (2018) addressed the lecturer's workload demand issue as a constraint for lecturers who run online courses; he mentions other physical distances between lecturers and students and the need to depend on technological capabilities. however, apart from these comments, most students admitted that they felt better about learning by using e-learning; hence, the problems of availability and accessibility, particularly on the independent assessment of the e-learning program in 28 the blended learning class, are already addressed. lecturers must remember the principles of classroom tests, namely ensuring the test procedures are practical, the test is reliable, the process demonstrates content validity, the procedure face is valid, and the test tasks are as authentic as possible. 4.2 students’ perception of the learning outcome of using e-learning on the second research question, a study by afdal & febliza (2022) suggested that interactive e-learning modules must be carefully designed to foster learning outcomes. the module is the material that is needed to support the teaching and learning processes. e-module is more interesting for them (revista et al., 2021) and has a handy feature suitable for students. in other words, although e-learning did not outperform classroom learning, this result suggests that e-learning integration is at least as effective as a face-to-face classroom and can complete blended learning. it also does not mean that e-learning cannot be implemented as a supplementary tool or medium in teaching and learning. however, e-learning in the setting of this study is not possible to be 100% implemented. the apparent reasons are internet connection problems and the impossibility of fast-shifting from face-to-face to fully online classrooms. that is why the implemented elearning program is under ongoing evaluation and development. more importantly, it intends to maintain the current face-to-face teaching and learning. it is more to assist and equip students with the demand of the future learning environment. despite the obstacles in e-learning implementation, for instance, internet connection problems and feedback availability, e-learning proved some promising benefits for our students in terms of participation, interaction, and ease of use compared to its former one. a study conducted by (ni, 2013; amelia, 2020) provides evidence that although the online environment is more challenging, it is less intimidating to students’ participation and increases student interaction. besides, it makes it easier for students to understand the materials (kwary & fauzie, 2017). through the questionnaire in their study, the students claimed that they could easily download the provided materials and read them at home before class. in addition, it is fun and convenient to access. this result follows (rabbanie et al., 2022) that technology stimulates students' curiosity and desire to study. furthermore, most students like something new brought to their classroom, such as technology integration of technology. this integration of technology is not uncommon among students who are categorized as digital natives. digital natives are born after 1980, while those born before the digital revolution are called digital immigrants. these digital native students are expected to be proficient in using technology. finally, online learning brings students to self-directed learning (hambali, 2016), allowing them to take the initiative in their education. the quality problem is already proven as the indirect effect even though the result is solely in the good category. this result can support boosting the use of e-learning for students. in support of these results, another study by (kwary & fauzie, 2017) on students' perception also notified that the students did not perceive negative attributes of e-learning implementation. 4.3 students’ perception of the evaluation of using e-learning regarding e-learning evaluation, these results revealed a proper response that the students could easily use e-learning. furthermore, students' additional responses show that they can assess e-learning every time and everywhere. in addition, students reacted favorably to the possibility of integrating e-learning into other courses in the english department. this possibility is because the respondents of this study took different classes. therefore, any courses are possible to employ e-learning. in contrast, (owston et al., 2013), in their research on students' perception and achievement in a university blended learning strategic initiative, suggest considering offering students a choice to integrate e-learning or fully opt for the faceto-face classroom, particularly on the subjects they find difficult. this good category is in line with previous studies of (nguyen & yang, 2015; kwary & fauzie, 2017; rabbanie, et al., 2022), which show that there was not any difference between e-learning and classroom learning outcomes. teachers have prepared the positive concern of elearning planning on the evaluation, and teachers have prepared the materials; unfortunately, e-learning is easily suspended, and the developed tutorial activity, syllabus, and scoring specification need more attention. then, regarding e-learning management, the results showed the students could use the developed e-learning but more socialization, such as providing the needed tutorial and e-learning services. instruction and socialization of a complete user guide of e-learning are crucial for students because some tools and how to operate them well still need to be discovered. the administrator is ready to help. some lecturers informed the students directly or indirectly. therefore, a notification of the submission or other activities, such as uploaded or updated documents, is needed. the program's results of evaluation, validity, and reliability of the instruments and the written competence in the syllabus revealed students' unsatisfactory perceptions. meanwhile, the administrator preparation, e-learning services, lecture quality, and the overall e-learning program show good results even though the students were fairly satisfied with the results. overall, this evaluation's results are fairly able to cope with the equality and guarantee problems of developing e-learning. 29 4.4 problems faced by students in the implementation of online learning problems are unexpected conditions that occur in this context; the implementation of e-learning may become a challenge. for example, gonzales and louis (2018), chowdhury and behak (2022), and rabbanie, et al. (2022) mentioned that there were many strong challenges, including technological and perceptional issues, to its successful implementation. this study shows that differences in social class have become a significant factor in students' access and competence to undergo online learning during the pandemic. lower social classes need more mastery of technology to access adequate learning facilities and resources. students who need more access are at risk of failing to achieve the expected competencies. therefore, online education is not ineffective (chowdhury & behak, 2022). in contrast, gonzales & louis (2018) and veugen (2022) stated that taking a course in a blended course format significantly increases a student's course grade and the likelihood of passing at any course level. the integration of technologies will enhance student connectivity in distance education and strengthen the learning environment. the difficulties faced by students face in online learning reflect the conditions of inequality in education and the risks encountered in future human resources. students' experience with different types of difficulties is an important statement about the challenges of fulfilling the mission of education for all. education with such conditions can be a force that reproduces social inequality. the results show that learning difficulties are made possible because online learning is a new educational experience in education (which requires readiness). therefore, educational institutions must be enthusiastic about transforming offline and online learning traditions from offline to online. at the same time, this transformation requires a shift in academic responsibility from the individual (student) to the institution. research on learning during the pandemic has shown various types of difficulties and the progress made with online learning models (nguyen & yang, 2015; kwary & fauzie, 2017; kolomitro & mackenzie, 2018; mayer, 2018; su, 2020; rabbanie et al., 2022). however, existing studies need more analysis of the long-term implications of the challenges faced by students today. this research shows a serious threat in the world of education in the future. education will reproduce social (class) inequality through technological discrimination. 5. conclusions this study explored student perceptions of the elearning program developed at universitas lambung mangkurat, addressing the research gap of understanding how students respond to e-learning. the findings suggest that students responded positively to the independent assessment aspect of e-learning, but feedback from certain lecturers during the learning process could be improved. nonetheless, students had a positive perception of the learning outcomes achieved through e-learning, and the program was evaluated positively in terms of planning, management, program results, and satisfaction. to further improve e-learning, future research should focus on building an independent assessment, paying attention to learning outcomes, and evaluating online english learning. specifically, researchers should investigate the effectiveness of e-learning in different subject areas and explore ways to increase student engagement. the integration of e-learning as a supplement to face-toface learning provides flexibility and accessibility, fulfilling the demand for availability in our everchanging world. this study provides valuable insights for other universities considering e-learning integration, and with these recommendations in mind, e-learning can be a valuable addition to the world of general education. acknowledgement the authors would like to thank the dean of the faculty of teacher training and education, universitas lambung mangkurat banjarmasin, for the opportunity to conduct this study. references afdal, z., & febliza, a. 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(2019). does blended instruction enhance english language learning in developing countries? evidence from mexico. british journal of educational technology, 51(1), 1-17. https://doi.org/10.1111/bjet.12797 https://doi.org/10.2991/assehr.k.210326.090 https://doi.org/http:/dx.doi.org/10.18592/let.v10i2.4118 https://doi.org/http:/dx.doi.org/10.18592/let.v10i2.4118 https://doi.org/10.22437/bio.v6i2.9759 https://doi.org/10.1111/emip.12369 https://doi.org/10.1186/s41239-020-00229-8 https://doi.org/10.33258/birle.v3i3.1174 https://doi.org/10.21009/pip.341.1 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 1, march 2023, pp: 1 – 10 doi: https://doi.org/10.31849/utamax.v5i1.12116 1 women in stem education and employment: insights from university students in morocco jihane benmassoud 1* & aicha bouchara 2 1 cadi ayyad university, essaouira, morocco 2 abdelmalek essaadi university, tetouan-tangier, morocco benmassoud-jihane@outlook.com article history received : 2022-12-06 revised : 2023-02-21 accepted : 2023-02-28 keywords women in stem gender stereotypes attitudes experiences awareness students’ perception abstract worldwide, women represent 35% of all students enrolled in science, technology, engineering, and mathematics (stem) fields. in morocco, 42.2% of women are engineering graduates. this study aims to investigate university students’ attitudes, experiences, and awareness about men and women in stem education and employment. an online questionnaire was adopted to collect both quantitative and qualitative data. using convenient sampling, 181 stem university students participated in this study from four different institutions in morocco which are: faculty of sciences and techniques in tangiers, the school of technology in essaouira, hassan ii institute of agronomy and veterinary sciences in rabat, and the higher school of technical education in mohammadia. the findings show that the majority of students (83.2%) do not perceive the stem fields as typically masculine. a minority (6.7%) believes that some professors behave differently with male and female students. moreover, most respondents (55.6%) were not aware of the underrepresentation of women in stem fields and were unable to recognize the importance of their contributions to fixing society’s challenges. this study, therefore, is relevant for decision makers in higher educational institutions to reconsider the methods and contents of stem education in order to enhance a gender responsive pedagogy 1. introduction gender parity and equality in the fields of education, research, and employment is essential to the achievement of the 2030 agenda for sustainable development. indeed, three sustainable development goals are targeted in this article: goal 4 which refers to quality education, goal 5 relating to gender equality, and goal 8 which is concerned with decent work and economic growth. the association and implementation of these three goals are keys to the achievement of a socio-economic growth for all. however, a lack of parity, gender bias, and stereotypes, as well as inequalities still negatively impact women’s participation and empowerment. on a global scale, the number of women graduates in tertiary education and research is described as a “leaky pipeline” (huyer, 2015, p. 85). at the bachelor and master degrees, women form 53% graduates for each degree, but their progress into phd diplomas and research careers decreases to become 43% and 28% respectively. moreover, their participation in different scientific fields is usually concentrated in the health sector. they also represent only 35% of the total number of female students in science, technology, engineering, and mathematics (stem) globally (unesco, 2017, p. 23). nevertheless, the percentage of female engineering graduates is on the rise in sub-saharan africa, the arab states, and parts of asia. in morocco, in 2018, the percentage of women graduates in engineering reached 42.2% compared to france (26.1%), australia (23.2%), japan (14%), or the usa (20.4%) (bello et al., 2021). in fact, other arab states have higher percentages such as algeria (48.5%), tunisia (44.2%), and oman (43.2%). bouchara (2022) states that this increase can be interpreted by the adaptation of moroccan higher education to the changing needs of the national and global market and the careers of the future (p.16). these percentages, however, decrease in graduate and post-graduate levels; hence, confirming global reports. for example, in 2021, in the field of science and technology, moroccan female graduates represented 56% of the total higher education diploma holders: 74% are bachelor graduates, while 21% hold a master degree, and a minority of 3% are phd graduates (enssup, 2021). undoubtedly, this weak feminization rate in postgraduate education translates into a low percentage of female hired researchers. this situation https://doi.org/10.31849/utamax.v5i1.12116 mailto:benmassoud-jihane@outlook.com 2 is related to different structural, economic, cultural and social constraints (bouchara, 2022). moreover, the transition from university studies into a career life is traced with barriers and difficulties for women in stem. the unesco ground-breaking report (2017) cracking the code: girls’ and women’s education in stem states that: the highest level of attrition can be found at postdoctoral level as women do not take up careers in their fields of study, despite the large amount of time invested in education prior to employment. there are many factors that influence women’s transition into stem careers, including perceived compatibility of certain stem fields with female identity, family obligations, the working environment and conditions. (p. 23). the high feminization percentages in graduate studies and in stem fields does not ensure a high rate in female employees. in fact, women often face a glass ceiling throughout their careers. conforming to huang et al. (2020), in addition to having shorter careers, they are also likely to leave the workforce at higher rates in different phases of their professional life. moreover, according to oecd, international labour organization and center of arab woman for training and research (2020), “women in mena represent nearly 48% of the total regional population of working age, but the female labour force participation rate only stands at 20%” (p. 36). it is clear that women’s participation in the economic development is weak compared to their presence in different educational fields; which can be explained through different reasons. in fact, research on the underrepresentation of females studying and working specifically in the stem fields has attracted the attention of educators, researchers, and policy makers since the 1970s and advanced in the 1980s this gender gap in stem has often been elucidated by different arguments including; cognitive abilities, gender stereotypes, issues of self-perception, career preferences, and few role models (wang & degol, 2017). concerning women and men’s cognitive capacities in relation to scientific subjects, research has settled this question and showed that the gender gap in stem is not caused by gender differences in ability (ceci et al., 2009). guiso et al. (2008) showed that countries with more gender equality reduced the gender gap in mathematics test scores. reilly (2019) asserts that sex differences in scientific performance is “partially determined by social and cultural processes, such as cultural beliefs and educational practices” (p. 15). this explains the reason for which some previous studies claim that even if girls get better grades in stem subjects (voyer & voyer, 2014), males outperform females on high stakes standardized tests and spatial skills (lippa et al., 2010; voyer, 2011; maeda & yoon, 2013). findings also revealed the impact of gender stereotypes on girls and boys as parents may play an important role in shaping their children’s expectancies and performance by communicating their own genderbiased beliefs about how girls and boys should perform in stem subjects (clewell & anderson, 1991). for example, parents may have beliefs that males are better at stem subjects than females (jacobs and eccles 1992; tiedemann 2000a, 2000b). this socialization that girls and boys undergo within their socio-cultural environment forms a psychological factor against women’s participation in stem. indeed, as they grow up, girls internalize a negative and false perception about both their cognitive capacities and about stem as being not a woman’s place. it has also been found that individuals are influenced by their relationships with their peers. wang and degol (2017) assert that “as children age, peers are also likely to become important influences of stem course and career selection” (p. 10). this influence includes beliefs and behaviours, motivation and interest in different fields, and academic achievement. therefore, if girls’ environment reinforces gender bias in stem, they are not likely to find themselves motivated to study stem subjects as their female peers are also discouraged from studying or working in these fields. furthermore, gender differences in career preferences can also lead to females’ underrepresentation in stem fields. su et al. (2009) stated in a meta-analysis study that males prefer working with objects, while females prefer working with other people. therefore, even in stem fields, females would more likely opt for professions that are people oriented. for example, according to ceci and williams (2011) the majority of females choose to major in the fields of medicine and environmental engineering which, according to tai et al. (2006), explains that preferences could exceed ability. another issue that may affect the representation of females in stem professions is that few successful female role models in stem fields encourage young female students through media and national or international events (hill et al., 2010). in addition, many female students are unaware of the existence of past or current successful women in stem careers because of their scarcity and under-representation in media, textbooks, educational campaigns and events, and in decision-making positions. adding to these reasons, legewie & diprete (2014) explain that school environments can have a major impact on female students’ educational and career choices which may exclude stem fields. studies showed that “professors may –consciously or unconsciously– perpetuate stereotypes since they are generally unaware of their own gender biases” (bello, 2020, p. 35). moreover, teachers in some classes may give more attention and encouragement to boys rather than girls because of these gender biases. sadker et al. 3 (2009) observed in different class observations that teachers unintentionally attended to, praised and helped boys more than girls. such teacher behaviour impacted girls’ achievements “resulting in a lack of engagement, lower self-confidence, performance, and persistence in stem course” (heaverlo et al., 2013, p. 124). this gender-based discrimination in classrooms not only deprives girls from their right to receive equal treatment in class, but also fossilizes gender bias about females’ cognitive capacities in stem and leads to more girls dropping out or not choosing a stem education. the underrepresentation of women in stem shows that the gender dimension in research and innovation is not likely to be considered. bello (2020) explains that ignoring the gender dimension has “a negative impact in the quality and relevance of research and innovation. not considering sex and gender in research can lead to poor results, the loss of resources and even put lives at risk” (p. 35). the presence of women and girls in stem education and careers will benefit society as a whole by including a different perspective from the male-dominant one and by enhancing innovation. “in the field of innovation, the underrepresentation of women plays a significant role. fewer women in stem careers translates – among other things – to restrictions in creativity, innovation and competitiveness in innovative businesses (soler et al., 2020; gursch et al., 2022, p. 89). women scientists and engineers contribute to scientific research and development in a way that can eliminate gender discrimination. these women can draw attention and find solutions to the problems that affect women’s daily lives; their female perspective is better placed to know how their knowledge and skills can benefit women. hill et al. (2010) assert that “engineers design many of the things we use daily— buildings, bridges, computers, cars, wheelchairs, and x-ray machines. when women are not involved in the design of these products, needs and desires unique to women may be overlooked” (p. 20). thus, the lack of representative female professionals, innovators, and entrepreneurs could lead to less investments which results in a market shortage in innovations that respect females’ needs. therefore, unesco (2017) and the european union funding for research and innovation (hermansson et al., 2022) recommend that funding policies should be adjusted in different institutions and agencies to ensure an equal inclusion of the gender dimension. in the educational field, the presence of women in stem teaching positions can serve as role models for female students as long as they are confident in their competencies as “studies have found that while female teachers are more confident than their male colleagues at primary school level, their confidence decreases significantly by secondary school” (unesco, 2017, p. 52). research is needed more, however, on female teacher and student interaction and how it could benefit female students. previous studies in morocco exploring the topic of women and gender in education and employment are mostly concerned with studying the feminization rate in these two domains, analysing governmental policies regarding the quality of education and equal employment opportunities, evaluating the alignment of the current status of these latter with international treaties and recommendations, and investigating structural, economic, and socio-cultural challenges which hinder women from accessing education and / or employment (lazaar & dasser, 2022; bouchara, 2022, 2018; ennaji, 2018; manuy & werkin, 2018; zirari, 2010). however, there is a research scarcity about stem education and careers. this scarcity is also related to studying the gender dimension within these specific domains. moreover, there are limited references and studies about the perception of gender whether in educational or professional contexts by women and men involved in the stem fields in morocco. there is also a lack of knowledge and data about how young people perceive this gender difference; knowing that the youth are the pillars of a socio-economic growth of a nation. this article, therefore, is exploring the attitudes, experiences, and awareness of moroccan university students about women and men in stem education and employment. the following questions are examined: what are the perceptions of female and male university students about the scientific capacities and skills of both genders in stem education? do they perceive their stem instructors to treat them equally? do university students perceive the stem job market as a gendered equal space in terms of getting a job? and finally, how do students perceive the causes and impacts of the lack of female representation in stem education and jobs? understanding how young female and male students in tertiary stem education perceive the gender dimension in their educational and professional environments in morocco will inform educators and policy makers to develop innovative and inclusive strategies to increase women’s participation and persistence in stem fields. 2. method the present study adopted the quantitative method through the use of an online questionnaire which consists of 9 sections and is designed to be answered in 15 to 20 minutes. the online questionnaire format was used for the sake of representing a wide spectrum of views and experiences so as to encompass a large sample. besides, it is a frequent tool for data collection because it provides anonymity, privacy and confidentiality that can help diffuse some of the fears and reluctance associated with completing research studies (oppenheim, 1992). 4 furthermore, the data derived from the online questionnaires was analysed to describe the basic features of the data in the study through providing summaries about the sample and the measures. the statistics that were used in the analysis are simple, clear and based on the frequency of each variable's responses and its proportions to the whole sample. the collection of data procedures was conducted over three months’ period, resulting in a set of 181 completed students’ responses. the selection of the participants was done through the use of convenient sampling, which involves the participation of respondents who are “convenient” to the researchers (edgar & manz, 2017). by using one of the most important nonprobability sampling procedures, namely convenient sampling, respondents are moroccan stem university students. non-probability sampling incorporates a great variety of techniques from a sample chosen purely based on convenience, to an elaborate ‘quota sample’ in which respondents are chosen on the basis of several socioeconomic features (saunders et al., 2012). in this study, convenient sampling was opted for because it assumes a homogeneous population. this technique argues that if a phenomenon, a trait, or characteristic does in fact exist, then it should exist in any sample. besides, the power of convenience sampling allows the researcher to get the online questionnaire’s results in one space of time to ensure a very high response rate. it is worthwhile noting the support of several english teachers in the selected universities, who provided easy access to the informants who study at four higher educational stem institutions in morocco which are: the faculty of sciences and techniques in tangiers, the school of technology in essaouira, hassan ii institute of agronomy and veterinary in rabat, and the higher school of techniques and education in mohammedia. these tertiary faculty, schools, and institute offer bachelor, master, and phd degrees in stem. these fields’ educational programs are related to environmental engineering, mathematics, natural sciences, technology, computer science, geoinformation, agricultural sciences, food science, horticulture, fisheries engineering, artificial intelligence, robotics, mechanical, electrical and industrial engineering, renewable energy, etc. the respondents are all moroccan university students in stem fields, the majority of participants are males 56% and 44% are females (figure 1) and their age shows that 61,50% are between 2125 and only 36,90% are between 18-20 as shown in figure 2. fig.1: gender of the participants fig.2: age of the participants the respondents are university students who have obtained a baccalaureate degree (high school/ secondary education diploma) and are pursuing their undergraduate university studies, bachelor, and/or master degree (figure 3). in fact, a majority of 42% have a master degree or an equivalent engineering cycle degree. they are followed by 32,40% having a baccalaureate degree. finally, the minority is represented by 25,60% having obtained a bachelor degree. fig.3: participants’ degrees 5 moreover, all students are specialized in three main stem disciplines as shown in (figure 4): fig.4: stem disciplines the majority of the respondents are studying or specializing in engineering with a 60% rate. 25% are in the technology field, 13% are in the sciences. however, the respondents in the mathematic’s field formed a very small minority of 1%. 3. findings as aforementioned, this study is concerned with university students’ perceptions of gender in stem fields in two moroccan contexts, which are the educational and professional environments. therefore, the results obtained reveal how students in stem tertiary education perceive the ways gender intersects with cognitive abilities and human behaviour, influences women’s and men’s stem education and career choices, and impacts the socio-economic development of their communities. first of all, students were asked about women’s and men’s academic capacities in their educational context which is mainly within the limits of stem fields. the majority of the students who participated in the survey (83.2%) think that both women and men are equal in terms of their academic excellence in the different fields of stem, while 14% believe men to be better, and only 2.8% view women to be more successful in academia than their male colleagues. undoubtedly, academic excellence is related to many factors. one of these reasons is how professors interact and behave with their students during or outside classes. it is, then, primordial to question whether gender might affect this academic relationship between professors and students. accordingly, based on their experience, the students were asked if they think female and male students are treated equally by their university professors in stem classes. while a majority of 64.8% of the respondents assert that both genders are treated equally, 28.5% could not give their opinion. moreover, according to 6.7% of the students, women and men are not treated equitably by their professors. this minority supports its judgment through two different positions. one group claim’s that females are favoured more than males in stem classes because women are perceived to be more sensitive and, therefore, a professor could try to pamper a female student. moreover, they affirm that in a conflictual situation between male and female students, their professors would more likely trust the female student as it is believed that professors perceive male students to be capable of dishonesty. yet, the other group asserts that professors esteem male students more than females because of their cognitive and physical skills, which tend to be more developed than females. these respondents would write comments about how males have better logical thinking skills and are more able to manipulate machines during practical classes. as mentioned in the introduction, the transition from the academic context to the professional one is filled with obstacles for newly graduated students, with females being more affected by this situation. it is, therefore, essential to question whether university students perceive the stem job market to offer equal opportunities for women and men to become hired. a majority of 41.1% expect male graduates to obtain employment, while another 40% claims that both genders have equal opportunities. moreover, despite being a minority, 18.9% argue that women are more fortunate in the stem job market. the underrepresentation of women in the stem fields, whether in the educational or professional contexts, is a global situation, despite some differences between different countries. this unbalanced international and national setting seems not to be recognized by the majority of the students. in fact, 55.6% of university undergraduates and graduates are uninformed about this reality. however, 44.4% showed concern about the underrepresentation of women in stem fields. indeed, they listed several reasons which they perceive to affect women’s motivation to pursue a stem education and career. concerning stem education, the respondents assert that women face obstacles related to the moroccan educational system, the teaching body, and the nature of stem education. students pointed out that there is a lack of effective student orientation towards stem fields at secondary education levels; which could encourage females to consider joining these specialties for their tertiary education. besides, they assume that women may hesitate to join stem education due to the fear of not being treated equally with men and, consequently, failing to graduate. the students pointed out that stem fields consist of an arduous, demanding field path in terms of hard work, effort, and patience. in addition, they presume that physical strength is a feature that a student needs to have in some stem subjects. therefore, as the respondents perceive stem as laborious and requiring bodily stamina, they suppose that it could discourage women from selecting a stem university 6 program. finally, some students claimed that the reason for the underrepresentation of women in stem is that they are gradually becoming acquainted with these fields and that it will take time before reaching an equal gender representation. furthermore, students blame family, sociocultural, and personal barriers for women opting out of stem education. as they may influence students’ academic path, some parents would favour male children to study stem education because they believe it is lengthy and challenging. the reasons behind this gender-discriminating attitude are the deeply rooted stereotypes such as womens limited cognitive skills and competencies. in fact, students cited societal expectations which suppose women are better suited for fields such as healthcare, education, marketing, communication, literature, and fashion; which may likely influence women’s academic choices. according to the respondents, these expectations and biases affect women’s confidence in their capacities. other beliefs that students mentioned can discourage women are that men may later have more opportunities to find a job in stem fields. moreover, the respondents supposed that women may not be interested in these domains or that there are insufficient female role models. personal barriers related to marriage and childbirth at a young age may hinder women from stem education and from receiving any kind of education according to them. the underrepresentation of women in stem jobs was also explained by the 44.4% of the students who were aware of this inequality for many reasons. firstly, students condemn the recruiters’ gender discriminatory culture. they assert that men are thought to be more competent than women to do the same job. moreover, because of traditional family roles in which men have less responsibility towards their families than women, men are more likely to become recruited. secondly, students logically concluded that the few numbers of female stem professionals are coherent with few female graduates. thirdly, the nature of stem jobs may discourage women from either selecting them or continue working in them, according to the respondents. they assert that women do not like to take jobs requiring manual work, so they choose office positions as some gave the example of management careers. moreover, some stem jobs demand the necessity to do field work which by definition means that a woman needs to be present in the public space to achieve her profession, while this is a situation described by some participants to be more acceptable for males than females. another reason is related to motivation. some suppose that women do not try to find a job opportunity as hard as males. finally, the lack of acknowledging women’s achievements in the stem professional fields as equally as men’s achievements may cause women’s discouragement in participating in stem careers, according to the university students. after exploring why few women participate in stem education and employment, this study finally investigated the respondents’ perceived impact of this situation. a majority of 45.6% of the students agreed that stem fields are not negatively affected by the limited involvement of women in stem education and employment. in comparison, 36.3% could not think if there is any negative impact, and a minority of 18.1% could define several positive outcomes should women become more represented in stem fields. they asserted that women put forward new solutions and techniques to help solve world problems and enhance development. in addition, the respondents pointed out that hiring stem female professors could produce more innovative teaching techniques to approach stem classes. finally, female professionals offer an added value to the labour market of stem fields which would benefit tremendously from skills that women excel in; such as patience, sociability, creativity, integrity, organization, analysis, and problem-solving as listed by the respondents. 4. discussion the results reveal that the majority of moroccan female and male university students who study stem have positive and equitable perceptions about women’s abilities and skills in their specialties. the high numbers of young women graduate’s in moroccan universities have indeed had an influential impact by producing a gender progressive mindset. as reilly (2019) and guiso et al. (2008) stated, social and cultural processes, such as cultural ideas and educational practices, have a role in how men and women perform in scientific fields. these young students have predominantly expressed that women and men have the same capacities that enable them to access, study, and work in the stem fields. this also shows that gender-based stereotypes, which parents, family, peers, and schools disseminate, can dissolve when they are challenged on the ground. in fact, this finding contradicts the gender stereotypes on girls and boys in which parents may shape their children’s expectancies and performance by communicating their own gender-biased beliefs that males are better at stem subjects than females (jacobs & eccles 1992; tiedemann, 2000a, 2000b; clewell & anderson 1991). in other words, if more women in stem academia become visible, gender stereotypes about women’s cognitive skills in stem will eventually dissolve. however, the high feminization rate which these students have been witnessing within their graduate academic context seems to obscure for them the reality about women’s underrepresentation in the stem postgraduate education and job market. in fact, a minority of respondents could identify this problematic, while 40% regard the job market to be an 7 equitable space for women and men. this might indicate that students lack the knowledge and enough awareness about future perspectives, challenges, and risks about their field of study. this could question the role of information diffusion media (television, social media platforms) and the academic role of schools and universities to raise awareness among the youth in general and university students in particular about the gender inequality in stem. as according to legewie & diprete (2014), school environments have a significant influence on the educational and career choices made by female students, which may steer them away from stem professions. in fact, stem students, especially females, need to speak to and hear from female professionals in the stem fields or stem alumni who have been through the same path as theirs in order to prepare them for the challenges that women face and how they can overcome them. the role of tertiary education should not be limited to teaching technical or scientific subjects. indeed, through this teaching lies an influential relationship between the teaching body of professors and female and male university students. as mentioned earlier, in several class observations, sadker et al. (2009) found that teachers accidentally paid more attention to, praised, and assisted boys than girls. girls' academic success was hampered by such teachers' actions, which caused a lack of engagement, decreased self-confidence, performance, and persistence in stem courses (heaverlo et al., 2013). although results revealed that the respondents perceive professors at higher education to treat female and male students equally in the stem classroom, which might indicate that faculty have adopted gender-neutral classroom management techniques, we cannot neglect the fact that 28.5% were unable to recall or identify whether their professors treated female and male students equally. this may imply that students are not aware of the manifestations of gender discrimination in teaching practices and, therefore, they were unable to determine if a certain behaviour or language is gender discriminating. moreover, a small-scale minority (6.7%) referred to some unfair treatments by their professors, which were based on the belief that women are more trustworthy than men and / or that men are more intelligent and physically stronger to conduct manual experiments. this could reinforce gender bias not only in the teachers’ behaviours but also in the male and female students’ conceptions of flawed and limited gender capacities, which might affect not only their self-esteem but also their academic and future professional performance. in addition, the respondents who expressed awareness about women’s underrepresentation in stem education and employment and believed men had more opportunities to be hired in the stem job market were well aware of the barriers that hinder women from selecting and / or continuing a stem education and career. they explained that parents, recruiters and women themselves are limited by gender stereotyping, patriarchal norms, and the difficult and long working hours of stem jobs. in fact, even if women graduate and start their career in stem jobs, the majority is likely to stop their professional life as mentioned by huang et al. (2020). in fact, women’s role in society as major caretakers of their families is an essential barrier to women opting out of stem and other careers in general (bouchara 2022). moreover, many stem jobs, especially in the fields of civil and environmental engineering, necessitate working outdoors which could be an unsafe environment for women. indeed, violence against women is still a problem in the public space in morocco although it has decreased from 33% in 2009 to 13% in 2019 (hcp, 2021). hence, the public space remains unsafe and non-normalized for women in general and female engineers in particular. another problematic revealed is that the great majority of the university students who participated in this study were unable to discern the impact of the lack of women in stem. this can imply that students do not put the gender dimension within their perspective during their academic path. they may not perceive stem as a vehicle to solve issues that are proper to women and their communities. we might also question whether university students are aware of the 2030 agenda for sustainable development and its 17 goals in general, and, in particular, goal 5 referring to gender equality. accordingly, stem subjects need to be further taught using a gender responsive pedagogy and with more practical ways by inter-relating gender with local and global political, economic, social, cultural, and environmental challenges. this could raise interest among female students and encourage them to pursue an education and career in these fields to later contribute to solving local and global problems, especially those linked to gender discrimination and bias as they are the ones who are most affected. it would also enlighten male students about the reasons for which it is essential for both men and women to contribute to the stem field for the benefit of all communities as demonstrated by duflo et al. (2012) who explained that the expanded participation of women does not only affect positively stem fields but it has also a big impact on the economy as a whole. several recommendations were deduced based on students’ opinions about improving women’s involvement in stem fields such as celebrating women’s accomplishments in stem fields by organizing governmental and non-governmental campaigns through traditional media (radio, tv, print media) and alternative media (social media networks, billboards, etc.) to sensitize and inspire students, parents, and recruiters by inviting female role models to university campus to share their success stories, 8 knowledge and experiences. as a matter of fact, bello (2020) highlighted the crucial role of schools, universities and teachers in shaping female students’ interest and the main impact they have on their performance in stem. it is also essential to provide coaching to young female students to strengthen their self-esteem and self-confidence in order for them to recognize and accomplish their personal goals. according to hill et al. (2010), despite the small number of the existing female role models in stem fields, they do not support young female stem graduates through academic events on campus or by being visible in different media outlets. indeed, these role models could be the most credible reference to show university women that a stem career does not necessarily mean disregarding one’s family responsibilities. training these young women on different soft skills including personal development skills will help them develop their personal capabilities and potential and balance their family and job responsibilities. this is what hajar mousannif, a moroccan university professor and data science researcher, asserts “i’m married and have three kids. i keep inspiring them (female students) and telling them that they can be good mothers, organize their time and achieve whatever they want” (margit, 2021). furthermore, including female university alumnae in orientations starting from high school level to provide a practical perspective about the different domains in stem fields for female students in order for them to make sound and informed decisions about their academic and career paths before integrating tertiary education. since parents, in accordance with jacobs & eccles (1992); and tiedemann (2000a, 2000b), could be influenced by the belief that males outperform females at stem subjects, this can affect negatively female students’ perceptions about their cognitive abilities and capacities in stem majors. it is then the school’s role to help and guide students during the orientation phase. in addition, there is an urgent need to support working mothers by extending the newly introduced law by the moroccan ministry of digital transition and administration in 2022 about a 15 days paternity leave to the entire public and private sectors; by offering on-site nurseries within work locations; by raising their salaries in order for them to hire assistants at home, and by re-considering the working hours and days. such measures would encourage a lot of young moroccan female students/employees to carry on studies and careers in stem fields especially that one of the most distinctive problems as mentioned by larouz & benmassoud (2018) is “this tradition in which women are largely still identified with the domestic sphere and with caring/nurturing, extended family roles” (p. 307). finally, it is also essential to establish / ensure the application of a gender quota in research projects, funding policies and competitions for young female researchers. similarly, unesco (2017, 2018), hill et al. (2010), soler et al. (2020), cited in gursch et al. (2022) and bello (2020) acknowledge the considerable positive impact of equal representation of gender on the quality and relevance of research and innovation in promoting scientific excellence, reducing potential biases, eliminating gender discrimination, finding possible solutions to the struggles that women face in their daily lives, and leading investments through innovations that fits females’ needs. 5. conclusions the current research study examined moroccan university students’ attitudes, experiences, and awareness about men and women in science, technology, engineering, and mathematics (stem) education and employment. the results revealed in this paper show that young women and men studying in tertiary stem education have progressive views about gender in their field of study compared with the society to which they belong. this paper also showed that university students need change to be done not only at a micro level but also at a macro level. this means that gender equality is not required only from a quantitative perspective in tertiary education. however, it is primordial to re-think stem education from a gender responsive pedagogy, while career paths need to be considered including a gender sensitive perspective in morocco. in fact, there is a lot to gain from reducing gender disparities in stem fields. the sustainable development of any society relies on inclusive and equitable quality education and decent work opportunities and conditions for all, regardless of their gender. further research could examine a larger sample of stem students from different moroccan institutions to observe their cohesiveness. other research instruments could be used such as focus groups and semi structured interviews to gather more data about the issue. researching gender inequality in the stem professional field might reveal systemic policies and socio-cultural obstacles which hinder stem female graduates from either starting or continuing a career in this field. references bello, a., blowers, t., schneegans, s. & straza, t. 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http://unesdoc.unesco.org/images/0021/002107/210798e.pdf http://unesdoc.unesco.org/images/0021/002107/210798e.pdf https://psycnet.apa.org/doi/10.1037/a0036620 https://doi.org/10.3758/s13423-010-0042-0 https://doi.org/10.1007/s10648-015-9355-x https://doi.org/10.1007/s10648-015-9355-x https://www.iemed.org/publication/womens-rights-in-morocco-assessment-and-perspectives/ https://www.iemed.org/publication/womens-rights-in-morocco-assessment-and-perspectives/ journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 2, july 2023, pp: 139 – 151 doi: https://doi.org/10.31849/utamax.v5i2.13116 139 empowering student entrepeneurship: a 21st century learning approach using tpack integrated pjbl model iskandar iskandar uin sulthan thaha saifuddin, jambi, indonesia iskandar@uinjambi.ac.id article history received : 2023-02-03 revised : 2023-05-30 accepted : 2023-06-22 keywords 21st century learning entrepreneurship interest islamic religious education pjbl model tpack abstract the 21st century presents numerous challenges for students, particularly in developing entrepreneurial skills to thrive in a dynamic job market. this study investigates the efficacy of the tpack integrated pjbl (technological pedagogical content knowledge integrated project-based learning) model in fostering students' entrepreneurial interests within the context of 21st century learning in islamic religious education. a mixed methods research design was employed, involving data collection, analysis, and integration of quantitative and qualitative methods. the study encompassed 90 third-semester students enrolled in the islamic religious education study program at uin sulthan thaha saifuddin jambi, utilizing a total sampling technique. statistical tests were conducted, including preliminary tests such as the kolmogorov-smirnov normality test on pretest and posttest data. the findings reveal a significant increase in students' interest in entrepreneurship following the implementation of tpack-integrated and pjbl-based learning. it is evident that employing the tpack integrated pjbl model positively influences students' entrepreneurial interest. these results have profound implications for educators and policymakers, highlighting the importance of integrating the tpack integrated pjbl model within islamic religious education to enhance entrepreneurial skills and better equip students for the competitive job market. additionally, this study emphasizes the potential for further research on technology-enhanced pedagogical approaches across various educational contexts to foster the development of 21st century skills. 1. introduction the 21st century's era of globalization, driven by technological and scientific advancements, has fundamentally transformed human existence, making technology an inseparable aspect of daily activities. the implementation of the asian economic community (aec) in 2016 further intensified competition across all domains. in this context, indonesia emerges as the largest consumer of foreign products, encompassing primary, secondary, and tertiary necessities. this reality underscores indonesia's current struggle to succeed in trade competition and its existing lack of highly skilled human resources. education should be at the forefront of answering the challenges of winning the competition in the field of trade. the learning process in schools must be adapted to the times and needs. education needs to develop students' entrepreneurial interests to answer the challenges of the 21st century. in addition, indonesia is not only a consumer but can become a producer. however, at this time education in indonesia is still oriented towards learning outcomes. creativity product or crafts and entrepreneurship learning carried out by the 2013 curriculum which is expected to be a solution in answering this challenge is not optimal because the nature of learning is still rote and does not provide opportunities for students to apply knowledge (marbun, 2021; pandangwati et al., 2018; setiawan & sukanti, 2016; wang, 2019). currently, only a little learning and research is carried out to provide opportunities for students to develop students' entrepreneurial interests (pandangwati, 2018; sudirman, 2018). as a society with the world's largest muslim population, there are https://doi.org/10.31849/utamax.v5i2.13116 mailto:iskandar@uinjambi.ac.id 140 ample opportunities for islamic religious education to play a significant role in cultivating human resources with a strong entrepreneurial inclination (ratten, 2017; ramadani, 2015). the development of entrepreneurial interests should be tailored to the environment and culture (souitaris, 2007; taatila, 2010). in the context of indonesia, a country with a muslim majority population (aenina & rahayu, 2019), fostering an interest in entrepreneurship through islamic religious education aligns with the local environment and culture. therefore, islamic religious education in schools should not be limited to theoretical knowledge and rote memorization. instead, it should provide opportunities for students to apply religious teachings in developing innovative products that adhere to islamic principles, such as in the fields of food and clothing. these products can then gain support from the community and possess unique characteristics that can be used as marketing icons. to achieve these learning objectives, an appropriate instructional model is required, one that encourages high-level thinking and the application of knowledge in the development of innovative products in line with islamic religious rules. the project-based learning (pjbl) model, recommended by the 2013 curriculum (idkhan, 2017; marbun, 2021), offers a suitable approach. by implementing project-based learning, students are provided with opportunities to apply their knowledge in solving problems and developing innovative products. the project-based learning (pjbl) model, as proposed by hogue (2011), is an established approach that requires adaptation to the changing times. atmojo (2019) suggests that one way to adapt the pjbl model is to incorporate the teacher's technological pedagogical content knowledge (tpack) in projectbased learning. by combining tpack and the pjbl model, teachers and students are provided with opportunities to utilize technology in the learning process, as highlighted by koh & chai (2014). this integration of technology in education becomes especially significant in the 21st century, where students can utilize technology to foster their entrepreneurial interests, as stated by m. h. chen & cangahuala (2010). by utilizing technology, students can not only innovate but also effectively market their products. to effectively implement such a learning approach, appropriate learning tools need to be developed. currently, islamic religious education learning strategies often rely on general learning tools obtained from the internet and books, as pointed out by amin (2017). however, these tools are insufficient in supporting learning that specifically encourages entrepreneurial interest. therefore, the creation of specialized learning tools, based on the teacher's tpack knowledge, is necessary to support integrated learning objectives with entrepreneurship content, as emphasized by pandangwati (2018). these learning tools can take the form of lesson plans, student worksheets, and teaching materials, ensuring that the project-based tpack learning (pjbl) approach is easily implemented by teachers and comprehensible to students. the development of entrepreneurship skills is highly relevant in today's world, as noted by okudan & rzasa (2006). increasing entrepreneurial interest among students involves considering various factors, such as the environment, technology, and current needs. by aligning classroom learning with these aspects, it is anticipated that learning can effectively foster entrepreneurial interest based on students' understanding and appreciation of islamic religious education material, as suggested by kuckertz (2013). the combination of integrated tpack-based learning within the pjbl model serves as an initial step in cultivating students' entrepreneurial interest, drawing from their knowledge and experiences through islamic religious education. tpack refers to the knowledge teachers possess in integrating technology, pedagogy, and content in the learning process, as established by mishra (2011) and mishra & koehler (2006). wang (2019) further supports the application of tpack in enhancing students' entrepreneurial interest, providing them with opportunities to adapt their learning to the current business landscape. in the digital era, technology plays an integral role in various aspects of life, including education. the millennial generation, being well-acquainted with technological advancements, relies heavily on technology, as highlighted by iwu & nzeako (2011) and wu (2019). therefore, it is crucial to effectively leverage technology in the learning process, ensuring that it is both impactful and aligned with the needs of the present, as emphasized by khairi (2022). moreover, integrating technology into the implementation of the project-based learning (pjbl) model represents a means to adapt it to current advancements (bell, 2010; capraro, 2013). by incorporating technology, teachers can facilitate online learning and effectively monitor the progress of students' projects (safitri, 2018). additionally, leveraging technology enables learners to access relevant learning resources from the internet, thereby aiding them in developing the content of their projects. furthermore, the application of pjbl in education is considered suitable for fostering students' entrepreneurial interests (idkhan, 2017; pandangwati, 2018). this pedagogical approach directs students towards innovation and the development of products aligned with their islamic knowledge, which serve as projects in their learning journey (oukil, 2013; ratten, 2017). consequently, the innovative products developed through this approach tend to align with current trends and garner support from the community, as they are based on an understanding of islamic principles. 141 based on existing theories and conceptual frameworks, it becomes evident that the integration of technological pedagogical content knowledge (tpack) with pjbl can foster students' entrepreneurial interests. addressing the aforementioned issues, researchers seek to implement project-based tpack learning (pjbl) as a means to enhance students' entrepreneurial interests, thus addressing the challenges of the 21st century. the distinguishing factor of this research lies in its focus on integrating two learning models to promote student entrepreneurship. previous studies, such as those conducted by haq (2022), solely concentrated on the project-based learning model within the domain of entrepreneurship. similarly, research by putri (2022) explored the entrepreneurial abilities and potential of d4 bachelor of applied fashion design students at yogyakarta state university's faculty of engineering, specifically in terms of promoting and marketing vocational-based products using various online-based digital media. considering the theoretical and conceptual foundations, the integration of tpack learning with pjbl demonstrates its potential to increase students' entrepreneurial interests. in light of the significance of this research objective, the study aims to investigate how to empower students in cultivating an interest in entrepreneurship through the following research questions: (1) what is the learning environment of islamic religious education based on the analysis from the initial survey? (2) how does the interest in student entrepreneurship increase after the application of pjbl integrated with tpack-based islamic religious education learning? 2. method the present study adopts a mixed methods approach, which involves the integration of quantitative and qualitative methods to comprehensively understand research problems (creswell & clark, 2018). this approach combines different methods in order to yield a more comprehensive, valid, reliable, and objective understanding than if each method were used independently (sugiyono, 2014, p. 404). by employing qualitative research with an observational basis, the researchers aimed to describe the emergence of students' interest in entrepreneurship during learning activities using the pjbl (problem-based learning) model with tpack (technological pedagogical and content knowledge) in the 21st century context. the target population for this study comprised all third-semester students enrolled in the islamic religious education program at uin sulthan thaha saifuddin jambi. the researchers utilized a total sampling technique, which involved including all available participants in the study (sugiyono, 2013). in total, 90 students were selected as the sample, as the researchers aimed to capture a comprehensive view of the entire population. it is noteworthy that most of the students voluntarily participated in the research. data collection in the quantitative phase of the study involved the use of a questionnaire as the primary instrument. the questionnaire was designed to assess the students' interest in entrepreneurship and their perception of the problem-based learning model integrated with tpack. descriptive data analysis techniques were applied using spss (statistical package for the social sciences) software to examine the technological pedagogical and content knowledge (tpack) and to perform regression analysis to determine the influence of tpack and pjbl on students' entrepreneurship interest. in addition to the questionnaire, the researchers employed interviews as a supplementary data collection method. interviews were conducted to gain deeper insights into the constraints experienced by students in developing their interest in entrepreneurship. to ensure the validity and reliability of the instruments, expert judgment techniques were employed by the researchers (creswell & clark, 2018). by employing a mixed methods approach and incorporating both quantitative and qualitative data, this study aimed to provide a comprehensive understanding of students' interest in entrepreneurship within the context of problem-based learning integrated with tpack. the utilization of questionnaires and interviews, along with expert judgment techniques, ensured the collection of robust and reliable data to address the research questions effectively. 3. result this study explores the effectiveness of the tpack integrated pjbl model in supporting students' entrepreneurial ambitions within the context of 21stcentury islamic religious education. the research was conducted with 90 third-semester students from the islamic religious education study program at uin sulthan thaha saifuddin jambi. a descriptive study methodology with a quantitative approach was employed, using total sampling as the sampling method. the data was analyzed through pretest and posttest analysis, including a kolmogorov-smirnov normality test. the findings of this research will now be presented. the analysis focuses on identifying issues faced by students in the islamic religious education course, considering the learning environment and their understanding of tpack. these results serve as the starting point for the research process, addressing the first problem formulated in this study. furthermore, this analysis establishes a theoretical framework that underpins the development of an intervention: implementing an integrated tpack pjbl approach to enhance students' interest in entrepreneurship within the islamic religious education context. 142 3.1 learning environment the analysis of the learning environment plays a crucial role in identifying and addressing student challenges within the teaching and learning process, particularly in relation to external factors such as the environment. to gather pertinent information concerning the learning environment, the researchers employed the what is happening in this class questionnaire? (wihic) developed by macleod and fraser (2010). this instrument assesses seven indicators associated with the learning environment in islamic religious education courses, namely student cohesiveness, teacher support, involvement, order and organization, task orientation, cooperation, and equity. in this study, a survey was conducted on a sample of 90 students enrolled in semester three (3), specifically focusing on islamic religious education. the purpose of this survey was to gauge student responses and perceptions of the learning environment using the aforementioned wihic instrument (macleod & fraser, 2010). the findings of the survey shed light on several problem areas that necessitate rectification in order to enhance student interest in entrepreneurship. among the seven wihic indicators mentioned earlier, namely student cohesiveness, teacher support, involvement, order and organization, task orientation, cooperation, and equity, the data revealed that the indicators of teacher support and involvement were the most commonly identified problematic areas. these findings underscore the significance of addressing these specific aspects to create an environment that fosters student engagement and entrepreneurship interest. by carefully analyzing and understanding the dynamics of the learning environment, educators and policymakers can implement targeted interventions and improvements to enhance the overall learning experience for students in islamic religious education courses. this comprehensive approach will contribute to a positive and conducive learning atmosphere, where students feel supported, engaged, and motivated to pursue their entrepreneurial aspirations (macleod & fraser, 2010). figure 3.1 teacher support survey data 143 based on the analysis of the data presented in figure 3.1, it becomes evident that there are several noteworthy issues that require attention in relation to lecturer support during lectures. the data reveals that a significant proportion of students, specifically 42.9%, feel that lecturers are able to capture their attention in learning only occasionally. moreover, 20.6% of students indicate that they rarely receive assistance from lecturers, particularly when they encounter difficulties, while 28.6% of students report that they sometimes receive such help under similar circumstances. furthermore, additional concerns arise from other indicators, with 30.2% of students expressing that lecturers occasionally speak directly to them, and 28.6% of students feeling that lecturers seldom pay attention to or show interest in the issues they are facing. the data presented in figure 3.1 also sheds light on another pertinent issue: the inadequate responsiveness of lecturers. notably, 15.9% of students state that lecturers never arrange or modify classes to address their concerns, and 23.8% of students mention that lecturers rarely make the necessary adjustments to facilitate open communication. additionally, figure 3.2 provides insights into the problem of student involvement in islamic religious education lectures. the data underscores the need for corrective measures, as it reveals a tendency for students to feel only occasionally engaged in teaching and learning activities. for instance, 44.4% of students indicate that they only occasionally participate in discussions and share their ideas or thoughts during class. similarly, 42.9% of students report that they only sometimes express their opinions during class discussions. furthermore, 54% of students feel that their ideas and suggestions are only occasionally incorporated into the discussions, while 17.5% of students believe that their ideas are rarely considered in these academic exchanges (figure 3.2). in conclusion, the data analysis demonstrates the presence of significant challenges pertaining to lecturer support and student involvement in academic settings. the findings indicate the need for corrective actions to enhance lecturer responsiveness and promote active engagement among students in both general lectures and specifically in the context of islamic religious education. addressing these issues is essential to improve the overall quality of the educational experience and facilitate effective teaching and learning environments (figure 3.1, figure 3.2). figure 3.2 survey of involvement 144 a. tpack capability assessment analysis pedagogic competence holds paramount importance for prospective teachers during their learning journey. technological pedagogical content knowledge (tpack) represents the interplay between technological, pedagogic, and content knowledge that aspiring teachers must master. the assessment instrument for evaluating tpack proficiency is employed to provide a comprehensive overview of students' knowledge pertaining to tpack. the assessment encompasses six indicators, namely content knowledge, pedagogy knowledge, pedagogical content knowledge, technological knowledge, technology pedagogy knowledge, and technology content knowledge, as well as technology pedagogy content knowledge. in the context of islamic religious education, teachers often face challenges in comprehending the specific characteristics of the subject matter, leading to difficulties in selecting appropriate instructional approaches aligned with the content being taught. in relation to the tpack aspect, both adherents and nonadherents of the program within the islamic religious education community exhibit similar perceptions, indicating a need for enhanced understanding and application of tpack in the learning process. the limited familiarity with tpack implementation contributes to a relatively low level of technology integration knowledge among islamic religious education teachers. consequently, concerted efforts should be made to promote continuous knowledge development and facilitate the effective application of technology within educational settings. table 3.1 description of tpack aspects of tpack islamic religious education teacher technological knowledge (tk) 80.20 content knowledge (ck) 82.47 pedagogical knowledge (pk) 80.80 pedagogical content knowledge (pck) 68.10 technological pedagogical knowledge (tpk) 71.68 technological content knowledge (tck) 70.89 technological pedagogical content knowledge (tpack) 64.50 average score 1. according to the data presented in table 3.1, islamic religious education teachers have varying levels of knowledge in different aspects of tpack. content knowledge (ck) and pedagogical knowledge (pk) received relatively high scores of 82.47 and 80.80, respectively. technological knowledge (tk) also obtained a decent score of 80.20. however, there is room for improvement in other areas. pedagogical content knowledge (pck) received a score of 68.10, while technological pedagogical knowledge (tpk) and technological content knowledge (tck) scored 71.68 and 70.89, respectively. the lowest score was recorded for technological pedagogical content knowledge (tpack) at 64.50. these findings indicate that islamic religious education teachers generally have a good grasp of content and pedagogical knowledge. however, there is a need to enhance their understanding of how to integrate technology effectively into teaching (tpk) and how to apply pedagogical strategies in conjunction with technology (tpack). this suggests that further professional development and training are necessary to improve teachers' knowledge and implementation of tpack principles in educational settings. to enhance the overall tpack scores, it is crucial to provide targeted training programs that focus on the integration of technology into islamic religious education. this can involve workshops, seminars, and courses specifically designed to enhance teachers' technological pedagogical content knowledge. ongoing efforts should be made to update teachers' knowledge and skills, keeping them abreast of the latest technological advancements and effective pedagogical approaches. by addressing the gaps in tpack knowledge and promoting its effective implementation, islamic religious education teachers can leverage technology to create engaging and impactful learning experiences for their students. this, in turn, can contribute to improved educational outcomes and prepare students for the demands of the modern world. 145 table 3.2 descriptive statistics of student entrepreneurship interest statistics before after n 35 35 mean 38,5 76,9 skewness 0,83 0,173 table 3.2 shows the results of improvements to the average score. from the average score, it can be seen that there was an increase in student interest scores after being taught with tpack-based and integrated pjbl learning from an average score of 38.5 to 76.9. assessment of student entrepreneurship interest is carried out using an entrepreneurial interest assessment instrument. to conduct a statistical test, first conduct a prerequisite test of analysis, that is, a normality test. the results of the prerequisite test of analysis using the kolmogorov-smirnov normality test against pretest and posttest data are presented in table 3.2. table 3.2 presents the descriptive statistics of student entrepreneurship interest before and after the implementation of tpack-based and integrated pjbl learning. the table includes the number of observations (n), mean scores, and skewness values for both the before and after conditions. the average score of student interest in entrepreneurship increased significantly after the intervention. prior to the intervention, the average score was 38.5, whereas after the intervention, the average score rose to 76.9. this substantial increase suggests that the teaching approach had a positive impact on student interest in entrepreneurship. to assess the normality of the data and ensure the appropriateness of statistical tests, a kolmogorovsmirnov normality test was conducted on the pretest and posttest data. table 3.2 displays the results of this normality test. the significance values obtained were 0.051 and 0.200 for the pretest and posttest data, respectively. since these values are greater than the alpha value of 0.05, it can be concluded that the data follows a normal distribution. furthermore, the skewness values in table 3.2 indicate that both the pretest and posttest data are normally distributed. the skewness value of 0.83 for the pretest data and 0.173 for the posttest data fall within the range of -1 to 1, which is considered indicative of a normal distribution. given the normal distribution of the data, a parametric test, specifically the islamic religious educated t-test, was chosen to analyze the differences in student entrepreneurship interest. the islamic religious educated t-test is commonly used for paired samples, making it suitable for comparing the pretest and posttest scores in this study. in summary, the analysis demonstrates that the implementation of tpack-based and integrated pjbl learning led to a significant increase in student interest in entrepreneurship. the normality tests indicated that the data was normally distributed, allowing for the application of parametric tests. further insights can be obtained by examining the results in table 3.3, which likely includes additional statistical analyses and effect size measures related to the differences in student entrepreneurship interest before and after the intervention. next, table 3.3 contains the results of the islamic religious educated t-test, n-gain calculations, and effect size. unfortunately, the information regarding these results is not provided in the given text, so a detailed analysis of table 3.3 cannot be conducted based on the available information. table 3.3. test results different, n-gain and effect size statistics value category t value 12,48 asymp. sig. (2-tailed) (islamic religious educationred sample test) 0,000 significant differences, after learning > before learning n-gain 0,5 keep cohen's d-effect size 2,1 powerful effects the data presented in table 3.3 provides insights into the effects of tpack-based and integrated pjbl (project-based learning) on student entrepreneurship interest. the analysis indicates a significant difference in student entrepreneurship interest before and after implementing this teaching approach. the t value of 12.48 suggests a strong statistical significance with an associated p-value (asymp. sig.) of 0.000, indicating that the difference observed in the scores is highly unlikely to occur by chance. according to morgan et al. (2004), a significance level of less than 0.05 146 indicates a significant difference between the scores before and after the intervention. in this case, the data suggests that the student entrepreneurship interest increased significantly after being taught using the tpack-based and integrated pjbl approach. this finding is supported by the t value and the low p-value, indicating a substantial difference in student interest. furthermore, the effect size, as measured by cohen's d, provides an indication of the practical significance or magnitude of the observed difference. a cohen's d value of 2.1 indicates a powerful effect, suggesting that the implementation of tpack-based and integrated pjbl learning has a substantial impact on increasing student entrepreneurship interest. this effect size indicates a large and notable difference between the scores before and after the intervention. however, it is important to note that the magnitude of the n-gain, as presented in table 3.3, provides additional information about the extent of the increase in student entrepreneurship interest. the n-gain value of 0.5 suggests a moderate category of improvement. although the increase is statistically significant and considered powerful based on cohen's d, the actual gain in student entrepreneurship interest is still categorized as moderate when considering the n-gain value. this suggests that while the teaching approach has a notable effect, there is room for further improvement in enhancing student interest in entrepreneurship. in conclusion, the analysis of the data indicates that the implementation of tpack-based and integrated pjbl learning has a significant and powerful effect on increasing student entrepreneurship interest. the statistical significance, as evidenced by the t value and p-value, suggests a clear difference between student scores before and after the intervention. moreover, the effect size, as measured by cohen's d, indicates a strong practical impact. however, the n-gain value reveals that the increase in student entrepreneurship interest falls within the moderate category, indicating potential for further enhancement. these findings highlight the effectiveness of the tpack-based and integrated pjbl approach while also suggesting areas for future research and improvement in fostering student interest in entrepreneurship. 4. discussion the data clearly indicates that students often feel only occasionally involved in teaching and learning activities. this is evident from the fact that 44.4% of students reported occasionally discussing ideas in class, while 42.9% felt that they only sometimes had the opportunity to express their opinions during discussions. additionally, 54% of students felt that the ideas and suggestions they contributed were only occasionally utilized, and a concerning 17.5% of students expressed that their ideas were rarely used during discussions. this also confirms that the tpack-integrated pjbl has a positive influence on the interest in entrepreneurship of students of the islamic religious education study program at uin sulthan thaha saifuddin jambi. these findings serve as a foundational basis for further discussion and investigation of the research questions. 4.1 learning environment of islamic religious education. the first research question aims to explore the learning environment of islamic religious education based on the analysis from the initial survey. the findings provide valuable insights into the challenges and opportunities within this educational context, emphasizing the need for improvements (patimah et al., 2022; sutami et al., 2022). among the seven wihic indicators mentioned earlier, namely student cohesiveness, teacher support, involvement, order and organization, task orientation, cooperation, and equity, the data revealed that the indicators of teacher support and involvement were the most commonly identified problematic areas. these findings underscore the significance of addressing these specific aspects to create an environment that fosters student engagement and entrepreneurship interest. moreover, the data reveals that student involvement in teaching and learning activities is often limited. many students report feeling only occasionally engaged in class discussions and having their ideas heard and utilized. this indicates a pressing need to enhance student involvement and participation within islamic religious education lectures. by creating a more interactive and participatory learning environment, educators can foster deeper understanding, engagement, and critical thinking skills among students (dykhne et al., 2021; okolie, 2022). therefore, by carefully analyzing and understanding the dynamics of the learning environment, educators and policymakers can implement targeted interventions and improvements to enhance the overall learning experience for students in islamic religious education courses. this comprehensive approach will contribute to a positive and conducive learning atmosphere, where students feel supported, engaged, and motivated to pursue their entrepreneurial aspirations (macleod & fraser, 2010). the current teaching methods employed in the 2013 curriculum heavily emphasize memorization, which limits students' ability to apply their knowledge (prihantoro, 2005; wahyudin, 2015; gunawan, 2017). however, islamic religious education possesses the potential to offer more than mere rote memorization and theoretical understanding. it can provide students with opportunities to creatively apply their religious knowledge, such as through the creation of products that adhere to islamic law (iqbal, 2020; asari, 2020; aisida, 2021). to facilitate this, the implementation of 147 a suitable model that promotes higher-order thinking becomes imperative. one recommended approach that encourages hands-on, practical projects is projectbased learning (pbl) (wulandari, 2021; junaidi, 2022; keleman, 2021). furthermore, the study sheds light on the challenges faced by islamic religious education teachers. many teachers struggle to comprehend the characteristics of the material and encounter difficulties in selecting appropriate learning approaches (joyce, 1986; wahyuningsih et al., 2021; luik, 2010). in terms of technological pedagogical content knowledge (tpack), there is a clear need for teachers to enhance their knowledge and application of technology within the learning process (author8, 20xx). addressing these challenges requires continuous professional development efforts to bolster teachers' competence in integrating technology effectively. 4.2 increasing interest in student entrepreneurship the second research question in this study explores the influence of pjbl integrated with tpack-based islamic religious education learning on student entrepreneurship interest. the findings of this study present compelling evidence of a significant increase in student entrepreneurship interest as a result of implementing this approach. the second research question of this study aimed to delve into the factors influencing student entrepreneurship interest, specifically focusing on the application of project-based learning (pjbl) integrated with technological pedagogical content knowledge (tpack)-based islamic religious education. by examining the effects of this approach, the study sought to provide a comprehensive understanding of how it contributes to the development of entrepreneurial interest among students. the findings of the study revealed a significant increase in student entrepreneurship interest following the implementation of pjbl integrated with tpack in the islamic religious education program at uin sulthan thaha saifuddin jambi. this outcome highlights the positive impact of integrating tpack and pjbl on students' inclination towards entrepreneurship. these results align with existing theoretical foundations that emphasize the significance of exploring and nurturing students' entrepreneurial interests (loi et al., 2016; baptista et al., 2015; pittaway & cope, 2007). in today's dynamic global landscape, fostering entrepreneurship not only plays a crucial role in reducing the unemployment rate but also serves as a catalyst for innovation and the creation of new job opportunities. therefore, the positive influence of pjbl integrated with tpack on student entrepreneurship interest holds immense value, as it contributes not only to the personal growth and development of students but also to the economic progress of the region. uin sulthan thaha saifuddin jambi, renowned for its commitment to providing quality education, has incorporated dedicated entrepreneurship courses within its study program. the institution's vision and mission, guided by a welldesigned framework, prioritize entrepreneurial resource-based business management, positioning uin sulthan thaha saifuddin jambi as a reference in the field of entrepreneurship development (nurhayati, 2018). the integration of pjbl and tpack within this educational institution further strengthens its reputation for fostering entrepreneurial skills among students. entrepreneurial interest, as observed in this study, can be characterized as an intrinsic motivation that drives individuals to work diligently and take risks in starting and managing a business (purwana & suhud, 2018; ritonga et al., 2022; triyani et al., 2021). it is imperative to encourage active participation and cultivate entrepreneurial interest among students, as it empowers them to take control of their own lives and reduces dependence on external factors (suharti, 2011; ritonga et al., 2022; triyani et al., 2021). by nurturing this interest, educational institutions can equip students with the necessary skills and mindset to embark on entrepreneurial endeavors. the findings of this study underscore the significant role of higher education institutions in equipping students with the essential competencies for entrepreneurship. while cognitive knowledge and technical expertise form the foundation of hard skills, the development of soft skills, such as problem-solving and collaboration, is equally vital for students' holistic growth. striking a balance between these hard and soft skills ensures that graduates possess the required competencies to navigate the complexities of the entrepreneurial landscape successfully. in conclusion, this research provides valuable insights into the learning environment of islamic religious education and the impact of integrating pjbl with tpack on student entrepreneurship interest. the study emphasizes the need to enhance student involvement, improve teachers' understanding of the material, effectively integrate technology, and foster entrepreneurial interest as key areas of focus for educational stakeholders. by embracing innovative approaches like pjbl and tpack integration, islamic religious education can better prepare students for future challenges and opportunities in entrepreneurship and beyond. ultimately, these efforts contribute to the overall growth and prosperity of individuals, communities, and society as a whole. 5. conclusions the design of the 21st century learning approach with the tpack integrated pjbl model has emerged as a valuable framework for promoting entrepreneurship skills among students. this study has 148 identified significant differences in knowledge and perception of tpack integration in learning between pai teachers who participated in the program and those who did not, indicating a need for further development in increasing their technological competence. additionally, positive influences on students' interest in entrepreneurship have been observed within the islamic religious education study program at uin sulthan thaha saifuddin jambi. however, to strengthen these findings, future research should focus on evaluating the process of empowering student entrepreneurship interest through the tpackintegrated pjbl model, improving measurement instruments and data analysis, and conducting more rigorous experimental reviews to determine the direct impact of the model. addressing the competence of lecturers implementing the pjbl-tpack model and ensuring comprehensive, researchable, and observable performance references are essential for successful implementation. overall, this study contributes to the field by highlighting the gaps in knowledge among pai teachers, identifying the positive effects on student interest in entrepreneurship, and emphasizing the need for further research to advance the understanding and implementation of effective instructional approaches. references aenina, s., & rahayu, t. 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(2021). encouraging students’ selfconfidence in speaking ability through projectbased learning on online learning system [doctoral dissertation, iain kudus]. repo iain kudus. http://repository.iainkudus.ac.id/5877/ https://doi.org/10.1108/00400911011017672 https://doi.org/10.36407/jmsab.v4i2.480 https://doi.org/10.1007/s11251-017-9438-9 https://doi.org/10.1016/j.jhlste.2019.100198 https://doi.org/10.1016/j.chb.2017.08.013 http://repository.iainkudus.ac.id/5877/ instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. xx, no. xx, xxxx 20xx, pp: xx – xx doi: https://doi.org/10.31849/utamax.vxxx krashen's monitor model in l2 acquisition: a critical review mahmudul hassan bgc trust university bangladesh, chattogram, bangladesh akib.cu@gmail.com article history received : 2022-08-25 revised : 2022-11-13 accepted : 2022-11-20 keywords affective filter critical evaluation comprehensible input second language acquisition critical review abstract stephen krashen is well-known for a set of theories collectively known as the monitor model, which have made substantial contributions to the fields of language learning and writing. it is likely the most often quoted second language acquisition theory and has frequently dominated education discourse. originally published around forty years ago, the monitor model contains a series of ideas which have evolved and are still debated today. despite widespread criticism, the theory has had far-reaching effects on second language research and instruction since its inception. controversies surrounding the monitor model propelled the discussion on what a theory of l2 acquisition ought to be. this paper evaluates krashen's monitor model critically. it gives a thorough analysis of the model's underlying assumptions, explains each of the five hypotheses, and addresses objections to the theory based on relevant empirical evidence. it also evaluates some of krashen's rebuttals to some of the objections made to his theories. the study reveals that despite the theoretical flaws, some of krashen's fundamental assumptions appear to be valid. the research also concludes that krashen's monitor model is still legitimate and relevant because its core concepts have survived in some form despite years of scathing criticism. 1. introduction beginning in the late 1960s, the study of second language acquisition (sla) saw its first major advances in the 1970s (ortega, 2007). a number of competing explanations for sla have been proposed since then. some have changed and continued to have an impact, while others have mostly fallen out of favor (vanpatten & williams, 2015). among them, stephen krashen's monitor theory, since its initial publication in 1977 and later modifications, has garnered both enthusiastic support and robust opposition. it was the first theory to be developed specifically for sla. its concepts have since formed the basis for significant developments in sla theory. krashen does not directly link monitor theory to chomsky's theory of language, but the two seem to be related. chomsky argues that humans possess a special faculty for learning new languages. this suggests that children's brains are pre-wired to process language, and all they need to learn a language is a stimulus in the form of input. according to krashen, this process is also at work in second language acquisition. krashen's monitor theory rests on the following five hypotheses: 1) the acquisition learning hypothesis; 2) the natural order hypothesis; 3) the monitor hypothesis; 4) the input hypothesis; and 5) the affective filter hypothesis. criticism by theorists and researchers, despite its popularity and significance, primarily for its definitional adequacy. gitaski (1998) argues that krashen's paradigm cannot be precisely defined or empirically examined. it may be appropriate to question the adequacy of monitor theory as having the explanatory capability in sla for observable phenomena (long, 1990; vanpatten, keating, & wulff, 2020). however, there are many in the academic community who dismiss krashen's thesis and see his ideas as nothing more than historical footnotes. gregg (1984) and others in the academic community have gone so far as to argue that it is not a cohesive theory and that the term "theory" is inappropriately applied to it. krashen, however, vigorously refutes the counterevidence and insists that his theories stand and that the data backs up his claims. is krashen correct that his core principles hold true? is it fair to generally dismiss krashen's ideas? https://doi.org/10.31849/utamax.vxxx in this research, i will first briefly summarize krashen's argument and then analyze its detractors' main points. next, i will assess krashen's interviews in which he responded to the criticisms of his work and show how he's right about some of the points he made. i will examine if krashen is right when he asserts that his essential ideas have lasted and continue to be addressed, albeit under different names. i will also investigate where whether krashen's key principles are true and still applicable to l2 learning. 2. theoretical background according to liu (2015), sla is commonly believed to be a field of study parallel to first language acquisition, hence discussing some of the findings from research on l1 acquisition is necessary for understanding theories of sla, like krashen's monitor theory. krashen's five hypotheses are based on the idea that learning a second language is conceptually identical to learning a first language (lai & wei, 2019). because krashen's monitor model is influenced by noam chomsky's work on first language acquisition, it is important to discuss some of chomsky's work here (ellis, 1994). krashen's hypothesis is one of the few that can coexist with chomsky's view of language acquisition as a uniquely human capacity. in the '50s and '60s, chomsky shook up the study of language by recasting it as a biologically grounded cognitive skill that is specific to humans. his work shifted the focus of linguistics from the outside to the inside of the human mind. a nativist perspective, which he developed, holds that some aspects of language and secondlanguage acquisition are hardwired into human beings. according to this view, children are born knowing how to organize and understand the rudimentary rules and structures of a language. furthermore, nativists hold the view that all children, regardless of their upbringing, possess a 'hardwired' ability to acquire a second language. in addition, these concepts form the basis of universal grammar, which every child is assumed to have access to (lightbown and spada, 2006, p. 15). the universal grammar (ug) theory proposes that despite their outward differences, all human languages share underlying similarities due to universal linguistic principles (chomsky, 2000). in contrast to b.f. skinner's behaviorist learning theories, nativism held that humans possessed no such innate tendencies. behaviorists believed that children may pick up a language and other skills by mimicking and repeating their parents, which suggests that students could pick up a language by rehearsing and practicing the input they receive from others (ellis, 2003; skinner, 2005). for behaviorists like b. f. skinner, who used environmental manipulation to teach animals new behaviors, this means that language is not a mental but rather a mechanical process (politzer, 1961). however, nativists argue that acquiring a new language requires a complex cognitive process, and that repetition and imitation alone aren't enough because language acquisition happens so quickly (chomsky, 1965). even though it is still used today in the form of the callan method, behaviorism was struck a fatal blow by chomsky's (1959) scathing critique of skinner's (1957) verbal behaviour (entwistle, 2021). chomsky (1959) claims that no precise assertion regarding the relative relevance of feedback from the environment is supported by either actual evidence or known reasoning. because, as chomsky (1965) argues, "a grammar of a language purports to be a description of the ideal speaker-hearer's intrinsic competence," he concluded that humans must have evolved to have certain linguistic information present from birth that helps children figure out the basic structures of language. his evidence is that children can construct correct sentences even when exposed to deficient language input (baby babble) and without any explicit instruction. rather than simply repeating what they hear, they develop the ability to create entirely new sentences. in his analysis of second language acquisition, stephen krashen drew heavily on chomsky's nativist theory. chomsky's (1968) universal grammar (ug) and its application to second languages, as shown in krashen's monitor model, are both considered examples of nativist theory (brown, 2000; lightbown & spada, 2006; liu 2015). during a time when behaviorist approaches to education were falling out of favor, krashen's research was credited with helping to shape more contemporary approaches to language teaching, such as communicative language teaching (lightbown and spada, 2006). 3. krashen's hypotheses 3.1 acquisition vs learning hypothesis krashen distinguished between “two distinct and independent ways of developing competence in a second language” (p. 10). the definition of acquisition states, “…language acquisition [is] a process similar, if not identical, to the way children develop ability in their first language. language acquisition is a subconscious process… the result of language acquisition, acquired competence, is also subconscious” (1982, p. 10). he also suggests the names “natural learning”, “informal learning” and “implicit learning” to describe the process of acquisition. this method places an emphasis on natural communication, wherein speakers pay less attention to the structure of their utterances and more attention to the communicative act. learning, which is the inverse of the acquisition system, is characterized as “conscious knowledge”, “knowing about the language”, “grammar”, “rules” or “explicit learning”. this method is the product of institutionalized schooling, and as a result, most people acquire a second language in a classroom setting. according to krashen (1982), there is no connection between the two processes of learning and acquiring new knowledge; hence learning cannot become acquisition (lai & wei, 2019; zafar, 2009). krashen also hypothesizes that 'learning' is less important than 'acquisition'. the dichotomy between acquisition and learning came under heavy criticism. gregg (1984) took issue with notions of "acquisition" as a path to competency, whereas "learning" is the ability to enunciate rules (lichtman & vanpatten, 2021). similarly, cook (1993) notes that there is little evidence to support this distinction; hence, the contrast between acquisition and learning reads more like an assumption than a hypothesis. it's not always clear which parts of a language a person naturally knows and which ones they learnt (gregg, 1984; mclaughlin, 1978). because of this, it shouldn't be shocking that many people want krashen's definitions of his theory to be more precise. notwithstanding, krashen continues to be unconcerned (mclaughlin, 1978, 1987). another problem strongly related to krashen's duality between acquisition and learning is that learning cannot convert into acquisition. specifically, krashen hypothesized that learned norms do not eventually become "internalized" as part of the learner's broad, abstract implicit linguistic system but instead are stored in the learner's monitor and used only for revising their own output (lichtman & vanpatten, 2021). this view contradicts the countless cases where l2 learners were expressly taught “rules” yet about which they were nonetheless able to build intuitions and native-like competency. in this context, zafar (2009) cites the example of polish-born author joseph conrad (1857-1924), who began studying english at the age of twenty-two and was subsequently accepted into the english canon the following decade. 3.2 the natural order hypothesis roger brown showed in the 1960s that kids taught english as a first language exhibited "mastery" of a set of bound and unbound morphemes in english that followed a relatively constant pattern over time (brown, 1973). other researchers, such as bailey et al. (1974), dulay & burt (1974), krashen et al. (1977), and larsen-freeman (1975), also reported evidence of natural order from the outcomes of their research on morpheme orders. based on a synthesis of the findings of this line of research, krashen (1982, p.12) claimed that any person who learns a language would acquire that language in a specific, consistent pattern. this indicates that some language rules are acquired early on, while others are acquired later. for example, regardless of age, culture, or previous language knowledge, students studying english will first learn the plural form of a noun (e.g. students) before learning the third-person singular form of a verb. it has also been found that students are more likely to learn nouns before they learn the possessives of nouns (e.g. takes). in addition, the hypothesis states that the order of acquisition stays the same regardless of whether or not there is explicit instruction; to put it another way, the natural order of acquisition cannot be altered by teaching and learning that is done explicitly. krashen, on the other hand, emphasizes that the relevance of the natural order hypothesis is not that a language program syllabus ought to be based on the order in which the studies were conducted. krashen does not separate grammatical morphemes from other linguistic components like syntax or phonology; hence the natural order hypothesis is in a precarious position due to a lack of data and support from morpheme studies. according to gregg (1984), it is misleading to extrapolate from research on the acquisition of a small set of english morphemes to the study of second language acquisition as a whole. the notion that there is a natural order is predicated primarily on studies of the order of morphemes in english, which have already been shown to be insufficient (gass & selinker, 1994; mclaughlin, 1987). critics larsen-freeman and long (1991) also point out that the morpheme ordering isn't explained (fry, 2018). others have pointed to problems with the bilingual syntax measure, the data collection tool utilized in morpheme research, as a possible explanation for the observed association (fry, 2018; hakuta & cancino, 1977; ellis, 1994). the concept also fails to account for cultural and linguistic differences among its potential subjects (block, 2003, p.21). to give just one example, a learner of english as a second language whose first language is bengali and another whose first language is german cannot take the same path to learn english grammatical structures. however, by the mid-to-late1980s, dozens of studies using a wide range of research methods had reported on the acquisition of english as a second language by learners of varying ages and with a wide range of first languages. the criticisms started to die down, and now morpheme orders are established as a fact in l2 acquisition, which means that they are no longer contested (lichtman & vanpatten, 2021; hawkins, 2019; long, 1990). as a result, a theoretical explanation for such ordering is something that is being debated (lichtman & vanpatten, 2021). 3.3. the monitor hypothesis the monitor hypothesis, which requires the use of formal rules or conscious learning, investigates the connection between learning and acquiring, in addition to the mutual influence that the two have on one another. the ability to initiate speech is unique to the acquisition, but learning can alter these expressions and affect how well they come across (krashen, 1982). planning, editing, and correcting are all tasks that fall under the purview of the monitor, a cognitive process that necessitates the use of explicit rules or deliberate learning. the monitor stores the knowledge until the time comes when the learner is ready to put it to use. according to krashen (1982, p. 15), the purpose of learning is to watch and change the utterances that are made while the process of acquisition is taking place. moreover, according to the monitoring hypothesis, there are three prerequisites for the monitor to do its job properly (krashen, 1999). the first requirement is adequate preparation time, during which the performer can choose and apply the necessary grammatical rules. second, the performer should be thinking about the form rather than the meaning. the third requirement for the effective use of a language is familiarity with its grammatical rules and associated notions. the correct tense, rules of pluralization, the usage of articles (a the), etc., are only a few examples of grammatical concepts that students should be familiar with (krashen & terrell, 1983). although these three components are necessary for monitoring to occur, they are not sufficient. even if these prerequisites are met, performers may not apply the learned knowledge (krashen, 1981). according to krashen (1981), there are three types of monitor users: "over-users," "under-users," and "optimal users." over-users use monitors too frequently. their lack of confidence and tendency to constantly correct themselves prevents them from ever reaching true fluency in the target language. since they are so concerned with the correctness and grammaticality of their words, they have trouble expressing themselves naturally. under-users are those who do not employ conscious knowledge. instead, they produce a phrase using intuition. they do not care about using the monitor or correcting their mistakes. monitor under-users may have learned their language and rely primarily on this method out of personal preference or ignorance. optimal users are those who use monitors appropriately. they strike a healthy balance between editing their own speech and speaking intuitively. to monitor language, knowledge of semantics, vocabulary, and grammar is required. the conscious learning that functions as a self-monitor can affect the output before or after a spoken or written speech (krashen, 1982). the monitor evaluates student work for errors and ensures it is as error-free as it can be to serve as a mental accuracy-checking apparatus. the way in which students use the monitor might be incorrect, excessive, or suitable, depending on the degree of confidence they have in their ability to comprehend the material. when students want to communicate more freely, they use the monitor less. this means that accuracy suffers. also, the simplicity of the knowledge learned is of the utmost importance, since monitoring seems to work best when the rules learned are easy to apply and not too complicated. the monitor hypothesis proposed by krashen has likewise been criticized. latifi et al. (2013) have provided a critique of the monitor hypothesis by highlighting the fact that "he relegates language monitoring to a peripheral position in language acquisition. it is seen as simply being a post-learning process, a tool for the use of language in certain conditions". mclaughlin (1987) is another researcher who was not a fan of the theory because of how difficult it was to provide evidence of monitor use and how untestable it was. gregg (1984) raises a similar criticism, emphasizing that krashen ends up contradicting himself with the acquisition-learning hypothesis in that he disregards the importance of comprehension by limiting the usage of the monitor to 'learned' language, which only occurs in production. another argument against the monitor model theory holds that, in everyday conversation, speakers just don't have the mental bandwidth to focus on the structure of their words and make minute adjustments as they go. if that were the case, our speech would slow down and sound a little weird due to all the pauses (mitchell and myles, 2004, p. 46; cited in kamal, 2022). underand over-users, according to mclaughlin (1987), are terms that relate to the reality that different students have different levels of proficiency with a given grammatical rule and that it would be imprudent to provide credit for this variation to the monitor. another criticism levelled at the hypothesis is that it fails to account for the role of the monitor in the interpretation of statements, as argued by kasap & peterson (2018), "we often do not use the knowledge of grammar rules to understand certain phrases in a foreign language? does not knowledge of certain morphological, syntactic, semantic, phonetic and/or contextual rules make it easier for us to understand unfamiliar words, for example? krashen's theory does not consider these questions." in addition, it is difficult to tell if a student is monitoring the acquired system or the learned system (mitchell & myles, 2004). while krashen restricts the monitor to second-language learners, fry (2018) raises the important topic of how it functions for firstlanguage learners: "does it exist? are first language learners more efficient monitor users? the restrictions krashen places on the conditions on monitor use for second language users might lead one to suggest second language learners need to use their monitor more efficiently". 3.4 the input hypothesis the input hypothesis could be considered the most influential hypothesis in l2 acquisition, given that it attempts to address the question of how language is acquired. the utilization of "comprehensible input," which krashen (1985) describes as the knowledge that learners already know in addition to the information that is one level higher, is what makes acquisition feasible, as stated by krashen (1985). according to krashen (1985, 1989), language cannot be learned through repeated repetition. internal mechanisms, such as the learner's mental processing of linguistic elements in response to the input they were given, may also contribute to its acquisition. according to krashen (1985, p. 2), the only way to acquire a foreign language is to either interpret messages or be exposed to input that is already simplified for the learner. in his theory, krashen (1985) claims that the learner of a second language is left with a collection of words that are viewed as incomprehensible noise if the target language does not contain vocabulary that the second language learner can grasp, whether spoken or written. similar to the acquisition-learning hypothesis and the natural order hypothesis, the input hypothesis emphasizes acquisition above learning (zafar, 2009). krashen (1985) hypothesized that the type of language that learners of the second language were exposed to has a significant role in determining how well they were able to acquire the target language. listening and reading are two of the most effective ways for a learner to take in an input language that has a structure just beyond their current competence, as stated by krashen (1981). krashen refers to this concept as "i+1," where "i" stands for the learner's current level, and "1'' refers to the language features just a touch above that level. when evaluating the "1" part, all of the following factors will be taken into consideration: context, outside knowledge, and current competency (lai & wei, 2019). for a secondlanguage learner at the "i" level, progress to the "1" level requires exposure to understandable material comprising the "i+1" structure (krashen, 1985). modifications to the level of "comprehensible input" are necessary when the child develops a more excellent command of the language. "we are able to understand language with the help of context, which includes extra-linguistic information, our knowledge of the world, and previously acquired linguistic competence," as krashen (1985) put it. the theory's two implications are as follows: first, proficiency in communication through comprehensible input would emerge naturally rather than be taught; second, grammar is spontaneously learnt if "a sufficient amount of comprehensible input" is obtained. krashen (1985) cited speech examples from a parent to a child, from an educator to a second language learner, and from a native speaker of the target language to a language acquirer as evidence to support the input hypothesis. the input hypothesis also posits that there will be a natural "silent period" while one is learning and acquiring a language but not yet creating any language because the learner is seeking to feel fluent in their newly acquired language before deploying it. in addition, krashen's paradigm emphasizes the significance of diverse linguistic features for comprehensible input (alahmadi, 2019). though the monitor model has had a significant impact on the study of second language acquisition, its fourth hypothesis, that of input, has not been without criticism from other linguists and educators in the area. krashen suggested that the only method to learn a language is by exposure to comprehensible input and that we never learn a language through being corrected, speaking, or studying. however, other studies have since disproven this. another assertion made by krashen (2010) is that the process of genuine language acquisition occurs involuntarily and is stored in the brain without our conscious knowledge. in her study of the canadian immersion program, swain (1985) demonstrated that the rate of acquisition was relatively stifled, despite the fact that learners were exposed to huge quantities of comprehensible input, which would seem to be the ideal setting according to the monitor model. liu's (2015) study, which drew on the work of berwick and weinberg (1984), showed that a kid could learn the passive form of a verb by using existing syntactic or lexical knowledge without the aid of extralinguistic or contextual knowledge. these studies collectively lead to the argument that comprehensible input is not the only component in an acquisition that plays a causal role. the successful acquisition of a foreign language depends on a variety of factors. the affective filter, for example, can restrict comprehensible input when the learner lacks motivation but permit it when the learner identifies with the target language community and is worried about failing to acquire the target language. the comprehensible input hypothesis proposed by krashen has to be complemented by other theories due to the fact that it is still incomplete and was not adequately formulated. since krashen views input to be the only variable that can have an effect on second language learning, he assigns the learner's participation in the process a minor part in the overall acquisition of the second language (brown, 2007). long (1983) proposed the "interaction hypothesis" as a solution to this problem. this hypothesis endeavors to explain how comprehensible input can be produced most effectively, accepting the presumption that comprehensible input is the driving force behind language acquisition. initially, long proposed that input becomes comprehensible when students reflect on it and negotiate its meaning through contact with their peers. later, long (1996) developed the idea that the process of input modification and acquisition relies heavily on interaction and the negotiation of meaning between interlocutors and that interaction also provides learners with the chance to connect input and output. with his comprehensible output hypothesis, swain (1995) argued that output is just as crucial as input, if not more so. this suggests that, contrary to krashen's beliefs, the learner's output plays a significant and autonomous part in the development of their communicative skill. language output, which can include both verbal and written forms, can also help students identify areas of improvement and bridge gaps between their native language and the target language. knowledge of this sort can help students learn more effectively, either by introducing them to new material or by assisting them to better retain the material they already know (swain 1995). schmidt (1990) proposed the noticing hypothesis, which contrasts with krashen's theory by highlighting the significance of awareness and cognition in the learning process. krashen did not provide a wholly transparent definition for input hypothesis, formulation (i+1), or next level (i+1). mclaughlin (1987) believes that krashen does not present evidence for the input hypothesis; rather, he only suggests that some facts might be understood from the perspective of this theory. this is mclaughlin's key argument against krashen's research. lightbown and spada (2006), try to give a much broader interpretation, in which i represent "the level of knowledge already acquired", and +1 is a metaphor for language that is just a step beyond that level (liu, 2015). mclaughlin (1987, cited in liu, 2015) considers formulation (i+1) as an unknown structure. the authors lightbown and spada (2006) attempt to provide an alternative explanation. the method of determining the next level in the natural order further demonstrates the haziness of the notion (liu, 2015). this is because determining the "natural order" of development makes it difficult to know which specific structure should be gained first. caregiver speech is not less complex than adult speech, as shown by newport et al. (1977) in areas such as clauses with deletion or movement of parts, inquiries, and imperatives. this finding doubts krashen's (1985) hypothesis that simplified input, such as caretaker speech, will facilitate language acquisition (gregg, 1984; liu, 2015). consistent with these findings, heath (1983), who showed that black children from middle-class homes learned to talk at a far higher level than their own by imitating what they heard in the environment (mclaughlin, 1987; liu, 2015). krashen's assertion is further undermined by the findings of gleitman et al. (1984), who reanalyzed the data published by newport et al. (1977) and found that exposure to sophisticated maternal speech aids a child's language development (white, 1987; liu, 2015). 3.5 the affective filter hypothesis the fifth and final theory, the affective filter hypothesis, suggests that learners need more than just exposure to the target language and enough comprehensible input to succeed in learning a new language. other factors, such as motivation, selfconfidence, and anxiety, also play a role in the success of second-language learners. the filter has an effect on acquisition because it limits the available input and can be set to either "high" or "low." learners are more likely to take in a sizable percentage or all of the input when their emotional filter is "low," as is the case when they are motivated, self-confident, and have low anxiety levels. on the other hand, second language acquisition may be hindered or prevented when the filter is "high", as exemplified by the context in which the learner feels uptight, self-conscious, or unmotivated (krashen & terrell, 1983). some have questioned the validity of the affective filter hypothesis on the grounds that it fails to provide a sufficient description of the breadth of the variables, the process by which an unmotivated learner eliminates information that is presented to them, or the manner in which the affective filter itself develops or functions (gass & selinker, 2008, p.403). further, the claim that affective factors alone account for individual variation in second language acquisition has also been questioned. according to krashen (1982), most adult language learners experience a "strengthening of the affective filter around puberty," but children's lack of this emotional filter allows them to more easily acquire the target language. however, differences in motivation, selfconfidence, and anxiety across children, which are thought to account for child-adult disparities in second language acquisition, show that this argument cannot stand up to scrutiny (latifi et al., 2013). in this context, mclaughlin (1987) provided evidence supporting the idea that learning a second language throughout one's adolescent years is optimal. along the same line, brown (2007) asserts that there are an unlimited number of instances in which adults have achieved native-like proficiency. this casts doubt on the hypothesis that an affective filter blocks out comprehensible input before it reaches the brain's language acquisition device. 4. krashen's response to his critics it is evident from a review of krashen's critics that the monitor theory raises numerous questions. it was heavily attacked and disregarded by the majority of individuals. however, krashen contends that his theories are here to stay and continue to be utilized under other terms. following are discussions of some of krashen's reactions to the criticisms of his theories, as well as references to support some of his commentary. krashen's response to the complaint that the input hypothesis is too simplistic to adequately describe the complicated process of language acquisition is as follows: some critics say, “no, it couldn’t be that simple. it must be more complicated.” such statements are not arguments, but are statements of belief. i wonder if physicists reacted the same way when einstein said e = mc2. did they say, “it couldn’t be that simple, the formula must be much more complicated?” what matters, of course, is what the evidence says, not someone’s idea of how things should be (latifi et el., 2013). in favor of krashen, one could cite ellidokuzolu (2008), who states, "despite the fact that comprehensible input hypothesis is not explanatory enough, it does not mean that the theory is deficient, since newton also did not provide enough detail concerning how gravity takes place.” krashen responded to mclaughlin's (1990) criticism of his distinction between subconscious (acquisition) and conscious (learning) processes by stating, "acquisition and learning are no more difficult to define empirically as their synonyms, implicit and explicit learning, terms that mclaughlin and other critics have no problem using" (latifi et el., 2013). bialystok (1979, referenced in lichtman & vanpatton, 2021) offered an early concept of implicit versus explicit knowledge that resembles krashen's notion of learning versus acquisition: “those rules which can be consciously entertained by the learner are stored in ‘explicit knowledge’; those rules which are honoured without attention to the rule or even an ability to state it are stored in ‘implicit knowledge'." similar to krashen's assertion that learning cannot become acquisition, there is a growing consensus that explicit information cannot become implicit knowledge. (rebuschat, 2015; lichtman and vanpatten 2021). krashen was asked in a 2016 interview with p'rayan if his five theories were still relevant, and he responded: "…they have withstood the test of time – all published evidence remains consistent with the hypotheses." scholars like lichtman and vanpatten have conducted investigations backing up krashen's assertion that his views have endured. the authors lichtman and vanpatten (2021) evaluate the continued relevance of stephen krashen's early theories on l2 acquisition in light of subsequent empirical studies and theoretical development. they conclude that krashen's ideas and frameworks are still relevant and applicable today since they have survived in some form or another, despite the fact that they are frequently unacknowledged and categorized using new terminology. they contend that three of krashen's five hypotheses—the "acquisitionlearning distinction," "natural order," and "input" hypotheses—continue to be useful today, despite having been reframed using concepts like "implicit versus explicit learning," "ordered development," and "a central role for communicatively embedded input" lichtman and vanpatten (2021) argue that there is more support for the natural order hypothesis now than there was back in the '70s and '80s. kurniawati (2021) provided evidence supporting the natural order concept by detailing how a polyglot benefited from her prior language learning when acquiring a new one. in addition, their findings show that language instructors commonly use the concept of "comprehensible input," despite the fact that the term itself is rarely used. regarding the input hypothesis, white (1987) states, “there is something essentially correct about the input hypothesis”. in a similar vein, jegerski (2021) argues that two of krashen's central ideas continue to be valid and are so widely accepted that they are no longer associated with a particular theory. these ideas are the distinction between acquisition and learning, as well as the idea that acquisition occurs through the comprehension of input. in support of krashen's thesis that only comprehensible input may contribute to the development of a learner's interlanguage system, schwartz (1993) and zobl (1995) cited fresh research on the consequences of giving learners explicit positive and negative information. researchers such as rubin (1975) have recognized monitoring as an essential component of the learning process. in addition, ellis (2003) defines monitoring as one of the five fundamental components necessary for successful language acquisition. in her study, jegerski (2021) provides two explanations for the research procedures utilized in language processing research, and links these justifications back to monitor theory components. chen (2022) thinks that the affective filter hypothesis is among the most cutting-edge research areas in krashen's sla theory. in her research, kurniawati (2021) demonstrates that affective variables such as motivation, self-confidence, anxiety, and personality traits play a significant impact in a second language learner's performance. regarding swain's (1985) assertion that outut generation is at least as significant as input, if not more so, krashen opines: "swain’s evidence is not convincing to me. swain only noted that children in french immersion classes after many years were not perfect in french and didn’t talk much in class and concluded that output was a major factor in acquisition. i have argued that the reason french immersion students aren’t even better than they are, is a lack of certain kinds of input: they don’t do pleasure reading in french and they don’t interact with peers in french. the comprehension hypothesis predicts that the problem is lack of input, not lack of output (latifi et el., 2013)." krashen was questioned by latifi et al. (2013) about the students for whom the "quiet period" lasts indefinitely. krashen retorted with: we don’t have any cases of lifetime silent periods with normal language acquirers. what we have are cases in which the silent period lasts longer than some people expect it to last, those unfamiliar with the language acquisition process and whose expectations are based only on their own beliefs and very limited observations. p'rayan (2016) questioned krashen on the criticism that he has updated his monitor model and the manner in which second-language learners absorb the language numerous times since 1977. his response was: the revisions i have made are not fundamental changes but expansions: the hypotheses were originally intended to explain phenomena in adult second language acquisition, but we have found that they help explain what is going on in child second language, first language, literacy development (eg krashen 2004), and to some extent even animal language (krashen, 2013). 5. conclusion in this study, i have elucidated the monitor model's fundamental ideas and concepts in detail. before evaluating krashen's comments critically, i have also described the controversies surrounding the monitor model and krashen's responses to them. concerning the subject of whether the core principles behind the five components of krashen's monitor model are still valid, i have demonstrated that they have withstood the scrutiny and hence cannot be discredited. from the analysis of krashen's monitor model, it is obvious that the theory poses various concerns. certainly, there are problems with his hypothesis, but krashen has also taken more than his share of flak. despite the severe criticism of krashen's ideas, many of them have grown through additions and refinements to survive. as some academics would have us believe, krashen's monitor theory's central ideas have not fully disappeared. these concepts are still relevant and are resurfacing under other names, frequently without recognition. based on recent advancements in l2 research and the recent efforts of academics such as lichtman & vanpatten and others referenced in this publication, it is obvious that fundamental notions concerning l2 acquisition today can be traced back to krashen's seminal 1970s work. in several instances, his theory's hypotheses cannot be tested due to a lack of empirical evidence and ambiguous term definitions. these limitations, while frustrating, have also spurred other academics to find better solutions to the issues raised, hastening the advancement of theories concerning second language learning. controversies surrounding monitor theory's sufficiency have prompted discussions on the nature of an appropriate theory of l2 acquisition (lichtman & vanpatten, 2021; jordan, 2004; long, 1990; mclaughlin, 1987; gregg, 1984). although krashen's theory first appeared over 40 years ago, its adaptability is perhaps its greatest strength. 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(2015). early theories in sla. in b. vanpatten & j. williams (eds.), theories in second language acquisition: an introduction (2nd ed., pp. 17–35). routledge. journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, juli 2022, pp: 85 – 100 doi: https://doi.org/10.31849/utamax.v4i2.10081 84 developing digital entrepreneurship learning model: 4-d competencies-based for millennial generation in higher education erdisna erdisna *, muhammad ridwan, hadi syahputra universitas putra indonesia yptk, padang, indonesia erdisna123@yahoo.com article history received : 2022-05-23 revised : 2022-07-18 accepted : 2022-07-20 keywords digital entrepreneurship model information technology 21st-century literacy 4-d development 4c competencies r&d abstract this r&d study aimed to develop a digital model of millennial entrepreneurship in universities attached to the information system design analysis course with 4c competencies (communication, collaboration, critical thinking, and creativity). the problem is that students only make software to fulfill course assignments without thinking about the usefulness of the software they produce as a means of digital entrepreneurship. the research method used was a 4-d development model consisting of 4 stages: definition, design, development, and dissemination. the literacy model testing carried out showed that the average score was 0.840, which stated that the model was distributed as valid and doable to use. the average results of the practicality assessment of the operation of the digital entrepreneurship literacy model grounded on the perception of the experimental class scholars were 87 in the practical order. the results show that the digital entrepreneurship model encourages students to open businesses using information technology. the development of this entrepreneurship digital learning model can train students to have an entrepreneurial spirit. in addition, it can improve students' skills in 21stcentury literacy. 1. introduction the development of information and communication technology in the 21st century demands a change in the educational process because most of the work that humans usually do at this time has been replaced by machines with increasingly sophisticated technology. these changes lead to disruption. with a shift in the learning paradigm of the 21st century, joseph schumputer, an expert in entrepreneurship, stated that creating entrepreneurship in the technological era will be a source of economic strength worldwide. thus, the formation of entrepreneurial character in the educational process must be a concern to achieve excellence in 21stcentury competition. remote teaching is a specific concept born of the pandemic situation. it combines the features of distance and online learning. although it has many possibilities (flexibility, individual learning paths), its limitations and difficulties may also arise (low digital competence of the participants; lack of tools and personal connection) (jamalova, 2022) (bereczki et al., 2020) (nedda & bernadett, 2020). creativity, innovation, autonomy, and problem-solving allow students to improve their skills. (wickey et al., 2022). the rapid development of technology cannot be denied bringing innovation that can play an essential role in education. in this case, technological advances touch various aspects of individual lives (w. stone & bakereveleth, 2013). improving understanding and reusing these resources can be done by adopting digital technology to analyze and manage learning resources. (jiang, n.d.). using technology web and mobile applications has resulted in creating educational applications. (engel et al., 2021). technological advancements have an impact on the use of digital applications in education. (sefriani et al., 2022). the ability to master digital technology is essential to keep up with the latest technological advancements (chan & zhang, 2019). for this reason, the government must be more responsive to adapting technology to the needs of the continuously updated people (munafi'ah, 2021). in the educational process, technology is used like any other tool because technology is part of the learning process, and learning is a cognitive process to achieve knowledge. (aparicio et al., 2016). the learning process consists of several elements that influence each other, namely educators, students, teaching materials, and the https://doi.org/10.31849/utamax.v4i2.10081 mailto:erdisna123@yahoo.com 85 interrelated environment in achieving learning objectives (susanti & ummah, 2021). teachers need to improve the teaching and learning system by providing valuable resources and activities for students through technology (bousbahi & alrazgan, 2015). learning devices are arranged according to the learning model used by the teacher and are considered the most effective in achieving learning objectives (candra et al., 2020). many new types of learning have a deeper understanding of the discipline combined with emotional intelligence, critical thinking, and creativity (s. r. ningsih et al., 2022). technological developments that are very rapid at this time, and the existence of internet facilities, the use of teaching media by utilizing e-learning media can be done. using this teaching media allows the learning process to be carried out more effectively, efficiently, and practically. in addition, the learning process can also be more interesting for students. higher education needs to review the role of information and communication technology (ict), in particular reviewing the effectiveness of online learning in higher education. the quality of indonesian education cannot be separated from digital technology, so, naturally, there are differences in the quality of education in various regions of indonesia. regions with the support of adequate technological facilities, both infrastructure and technological devices in learning, have a better quality of education than regions with inadequate supporting facilities for the use of technology. the digital era makes knowledge available in the classroom, and anywhere there are digital technology devices. (traverso et al., 2014). an entrepreneur creates a new business by taking risks and uncertainties to achieve profit and growth by identifying opportunities and combining various resources (sudarmiatin, 2009). this research aimed to develop a digital model of entrepreneurship in universities to create a millennial with an entrepreneurial spirit in the information system design analysis course with the 4c competency formulation (communication, collaboration, critical thinking, and creativity). the main reason for developing entrepreneurship learning models in the digital era based on new literacy in the era of the industrial revolution 4.0 is the need for college graduates to survive in the digital era. it is by having a new set of competencies to be able and skilled to become a professional with critical and creative thinking as an industrial agent in the digital age. the digital entrepreneurship learning model in the 4.0 industrial revolution era is a design of learning steps with a syntax arrangement referring to projectand product-based learning. the learning model is a pattern always used to guide classroom learning and tutorials for university lecturers. the learning model must refer to the approach, including learning objectives, environment, and classroom management (s. ningsih et al., 2019). the digital entrepreneurship model was developed with the characteristics of learning steps that lead students to have the ability to become entrepreneurs in the digital era by implementing new literacy skills 4.0. this model applies to courses or subjects taught in practical vocational schools. the formulation of new literacy in education and the challenges of the 4.0 industrial revolution era, which has the concept of internet of things (iot) thinking, has given rise to the phenomenon of disruption. disruption is a fundamental change in human life due to the evolution of information technology, which changes almost the entire order of human life, including business and work activities. therefore, this phenomenon must be taken seriously in the educational environment. furthermore, with significant changes in the era of disruption, the needs of student competencies must undoubtedly be adjusted to the demands of job competition. this study aimed to develop a digital entrepreneurship learning model in universities to realize an entrepreneurial millennial generation in information system design analysis (apsi) course with the 4c competency formulation (communication, collaboration, critical thinking, and creativity). the problem is that the software produced by students is only limited to fulfilling assignments in the apsi course without thinking about using the software they produce as a means of digital entrepreneurship. they should be able to use the software to open digital-based entrepreneurs. the digital entrepreneurship learning model encourages students to open businesses by utilizing the information technology they have built in the apsi course. this research is important because applying this model can encourage students to be entrepreneurial by building an information technology-based system according to their field. the main reason for developing entrepreneurship learning models in the digital era based on new literacy in the era of the industrial revolution 4.0 is the emergence of the need for university graduates to be able to survive in the digital era by having a new set of competencies to be able and skilled to become a professional who has critical and creative thinking as an industrial driver in the digital age. the digital entrepreneurship learning model in the 4.0 industrial revolution era is a design of learning steps with a syntax arrangement referring to projectand productbased learning. the digital entrepreneurship model was developed with the characteristics of learning steps that lead students to have the ability to become entrepreneurs in the digital era by implementing new literacy skills 4.0. this model can be applied to courses or subjects in practical vocational schools. 86 theoretically, the results of this study further strengthen the argument of urgency and the allegation that it is necessary to develop a learning model to fulfill the needs of human resource capabilities in the 21st century, which is getting more vital with challenges and global competition as well as responding to the demands of the ability of higher education graduates in mastering new literacy in the industrial revolution 4.0. the learning model is a pattern always used to guide classroom learning and tutorials for university lecturers. the learning model must refer to the approach, including learning objectives, environment, and classroom management (s. ningsih et al., 2019). the formulation of new literacy in education and the challenges of the 4.0 industrial revolution era, which has the concept of internet of things (iot) thinking, has given rise to the phenomenon of disruption. disruption is understood as a fundamental change in the order of human life due to the evolution of information technology which changes almost the entire order of human life, including in business and work activities. therefore, this phenomenon must be taken seriously in the educational environment. furthermore, with the significant changes in the era of disruption, the needs of student competencies must certainly be adjusted to the demands of job competition. 2. literature review researches relevant to developing digital entrepreneurship models are presented by john p. ulhøi (2021), aarhus university, business and social sciences, department of management, aarhus, denmark, with the title digital perspective on entrepreneurship. this study is about the broader impact of digital technologies on entrepreneurship, which has only recently begun to surface in the literature. this situation invites for reexamining of theory on digital technologies and theory on entrepreneurship while simultaneously asking where to find critical bridging points that may allow for integrating the two domains. this paper answers this question by reviewing and analyzing the core constituents of digital entrepreneurship and its modus operandi. the analysis showed that digital entrepreneurship involved entrepreneurial agency and digital technologies and affected previous conceptualizations of artifacts and its modus operandi by applying a broader repertory of architectural arrangements. it implied that the employment of digital technologies in entrepreneurial ventures had effects beyond using digital technology as a means to an end. before closing, implications for future research and relevant policymakers were briefly sketched. more specifically, it could be interesting in future research to test how more recent innovation approaches may affect digital entrepreneurship. our analyses showed that digital entrepreneurship involves entrepreneurial agency and digital technologies and affects the previous conceptualization of artifacts and the modus operandi of entrepreneurial agency by applying a broader repertoire of architectural arrangements. (ulhøi, 2021). research from mohd zaidi abd rozan, information systems, universiti teknologi malaysia (2022) with the title evidence of impact from a national digital entrepreneurship apprentice program in malaysia. this study is about the impact digital entrepreneurship apprentice program (idea@kpt) at the ministry of higher education malaysia 2021 is a comprehensive nationwide six-month program. forty-three teams consist of 43 academic supervisors, 129 institutes of higher learning students, and 43 micro & small enterprises (mse) owners conducted by universiti teknologi malaysia. the program is aimed to develop capable students in maneuvering the digital business world. students underwent an online business and digital training, with apprenticeship and formal reporting. this article aimed to present the impact of idea@kpt activities by analyzing 43 case studies produced in the program. a pre-codification scheme that concentrates on the study goals was the method for data collection. before the program, all the teams were informed of the required components to ensure uniformity of the report. the evidence of significant gain and impact on the mses businesses was drawn from the components. other than the components, analytics hindsight, visual appeal, persuasion ability, perception of paid ads, posting timing, and synergies beyond the digital world activities were gathered, providing richer information and insights that increase business value. such lessons benefit all parties as all businesses are demanded to utilize digital platforms. the most critical element for the success of idea@kpt or digital marketing internship program is the confidence of all participants. businesses are looking for a chance to become highly visible, likable, engaged, and profitable online. by tweaking the intern's marketing elements, mse owners must be ready to take over the role and transform digitally. it is essential to maintain the business because it is considered to be able to realize higher success, especially after and after the covid-19 pandemic. (rozan, 2022). research by muafi et al., (2021) with the title digital entrepreneurship in indonesia: a human capital perspective. this study aimed to make digital technology a new economic and social force, reshaping traditional business models, strategies, structures, and processes. it 87 is a challenge for human capital to develop continuously in this dynamic era; one of the solutions is digital entrepreneurship. digital entrepreneurship focuses on creating new ventures and transforming existing businesses by developing novel digital technologies or novel usage. further, digital technology has also enabled the growth of the sharing economy, linking owners and users and disrupting the previous dualism of businesses and customers. this paper provided a novel contribution to the emerging concept of digital entrepreneurship. based on a qualitative literature review and interview with university staff, lecturers, and students in four large public and private universities in west java and diy province, an interpretative framework for digital entrepreneurship was proposed, which comprises the following components: motivation (the rationale for the adoption of digital technology for academic entrepreneurship), stakeholders (the stakeholders involved through digital technology to achieve the academic entrepreneurship goal), process (the processes of academic entrepreneurship supported by digital technologies), and business form (the emerging forms of digital academic entrepreneurship). this research also showed several alternative government policies to improve digital entrepreneurship in the academic environment. this study provided theoretical implication that digital academic entrepreneurship could be developed by increasing the role of motivation and stakeholders, especially those who would contribute to digital academic entrepreneurship's process and business form. the managerial implication provided in this study was that universities must develop several things in implementing and developing digital academic entrepreneurship. the first factor is motivation. in its implementation, the motivation that grows in students in digital academic entrepreneurship has been excellent. therefore, the next thing that needs to be done by universities is to maintain these motivations by continuing to motivate students in lectures and other agendas outside the campus, such as seminars, workshops, student clubs, study groups, and others. the second factor is a stakeholder. the implementation of the functions of stakeholders is generally good, but several things need to be improved, namely the low mentality of students and complicated administrative requirements. therefore, universities should further stimulate and develop student mentality and simplify the administrative requirements for students who wish to submit entrepreneurship proposals. the third factor is the process. although universities already have a good system, implementing student business ideas is still inadequate due to a lack of experience, knowledge, skills, and curiosity. the formation of digital academic entrepreneurship is still weak. therefore, universities must provide more intense assistance and conduct regular entrepreneurial training and practice. furthermore, the fourth factor is sustainability. implementing this factor is still very weak because many student businesses do not last long. therefore, universities should think further about student business development, especially after launching the business. universities should form a team of experts in student business supervision so that business steps can be more focused and well-controlled (muafi et al., 2021). 3. method this research and development (r&d) was used to examine the learning model development. then, it was validated by experts (isolihatun, 2012). the validation assessment sheet was a questionnaire for five indicators with an assessment using a likert scale. the test questions were related to information system design analysis textbook material. the response questionnaire using this model contains two types of statements given to the test subjects. the researchers created the questionnaire using the guttman scale in the positive and negative statements. the three instruments were analyzed using data analysis techniques: product validity tests, product practicality tests, and product effectiveness tests. this digital entrepreneurship model was tested for validity to obtain good product development. the level of validity of the product developed resulted in a percentage value. the achievement of learning effectiveness using the digital entrepreneurship model was said to be effective if all aspects of effectiveness were met (wahyuni, 2017). the main purpose of development in education and learning is to stimulate alternative learning methods in educational preparation to meet the challenges of developing learning needs. research and development are carried out by introducing concepts, methods, and practices used by educators as instructional implementers. in this study, the course of information system design analysis produced a product in the form of a digital entrepreneurship model. students' competence and level of entrepreneurship in these courses can increase through this developed digital entrepreneurship model. this research is a development of previous research. the learning device development model used was the thiagarajan and semmel learning device development model (lawhon, 1976), namely the 4-d model. this 4-d development model consists of 4 stages: the definition stage, the design stage, the developing stage, and the disseminate stage (sugiyono, 2006). the concept of the 4d model is illustrated in figure 1. 88 figure 1. the concept of 4-d a) define; define is the stage of establishing and determining the instructional requirements in its development. the researcher only carried out the analysis to suggest instructional suggestions and limitations. there are four activity steps in the define stage: (1) front-end analysis is the stage where researchers study the fundamental problems educators face that cause low performance and achievement of educational outcomes. (2) learner analysis is an action where researchers conduct studies on students who are the target of training to identify characteristics of students that are relevant to the instructional design and development that will be carried out. (3) task analysis is an empirical analysis to identify the primary skills acquired by educators and their analysis into a set of required sub-skills. (4) concept analysis identifies the main lessons that must be taught related to the learning objectives developed. the define phase shows that the achievement of learning outcomes for apsi courses is not optimal due to the frequent use of the application of student practice results, needs analysis in high category apsi learning, b) this stage links stage 1 (define) and the design process (design). this stage aims to design prototype materials from the developed materials. the selection of learning media and formats is a major aspect of the design phase. the following activities are carried out in the design stage: (1) the constitution criterion-referenced test is a phase where educators prepare the criteria/standards for the specified test. the preparation of test criteria is based on task analysis (define) referred to by references, and educators carry out development by changing objectives into teaching outlines to develop teaching materials. (2) media selection is selecting the suitable media to be presented in the instructional. this process involves task matching and analysis, target-trainee characteristics, production sources, and dissemination plans with different media attributes. (3) initial design is the initial design through activities to adjust basic needs through appropriate models and media. activities at this stage are the arrangement of learning activities and completeness of learning. (4) the design phase has designed the development of learning models and support systems through the design, development, and revision stages. (4) forum group discussion (fgd) to solicit opinions of experts and practitioners regarding the product being developed. the results of the fgd became the design determination to be revised and prepared for testing. c) at the development stage, feedback is received through formative evaluation. the two steps in this stage are: (1) expert appraisal is a technique to get an expert judgment. several experts were asked to evaluate the initial design from an instructional and technical point of view. the developed products are modified to be more suitable, effective, functional, highquality, and valid as a basis for feedback. (2) developmental testing: developmental testing involves the efforts made by the researcher to find the parts that are not right. based on feedback, reactions, and user comments as a basis for improvement and modification. the assessment is related to the practicality and effectiveness of product development to optimize learning outcomes. the development phase is the point of testing the validity, practicality, and effectiveness through applying learning models in the experimental group. d) disseminate; the development results reach the final production stage when the tests produce consistent results and expert judgments produce positive results on the summative evaluation. the three steps at this stage are: (1) packaging. packaging is a preparatory activity before the product is distributed to users. (2) diffusion. diffusion is making efforts to distribute products to users. (3) adoption. adoption is the use of material through other developments. disseminate phase is the phase that in this study was only limited to the experimental group as the research sample. 89 this digital entrepreneurship learning model is an entrepreneurial activity using electronic (digital) facilities included in the learning process with new literacy in the era of the industrial revolution 4.0, a 21stcentury learning framework. the flow of this research can be seen in the conceptual framework of research contained in figure 2. figure 2. conceptual framework of research 4. results this study aimed to develop a digital entrepreneurship model to encourage students to have an entrepreneurial spirit. this research and development have resulted in a valid, practical, and effective learning model called the digital entrepreneurship learning model. the research discussion followed the stages of research and development carried out in this study, namely define, design, develop and disseminate. the research subject is the digital entrepreneur learning model with new literacy in the era of the industrial revolution 4.0 in the information system design analysis (apsi) course. the test subjects were upi yptk students who took apsi lectures in the odd semester of the 2020/2021 academic year. 4.1 the concept of the entrepreneurship digital as we know that 21st-century learning emphasizes the ability of students to find out from various sources, formulate problems, think analytically and collaborate and collaborate in solving problems. responding to the challenge of mastering 21stcentury competencies to adapt to new literacy in the era of the industrial revolution 4.0, the students can have global competitiveness by mastering significant data literacy, digital literacy, and human literacy to strengthen the entrepreneurial spirit through learning activities. meanwhile, educators must strive to improve quality learning becomes more effective and efficient. it aims to make learning more optimal and lead to the principles of vocational learning by familiarizing students with global opportunites and challenges of doing business in the digital era students must be able to become entrepreneurs to survive in the digital era. the learning problem of informastion system design analysis (apsi) software development is limited to fulfilling college assignment.unused application. waiting time, effort and money without benefiting society project-based and product-based learning models;syntax has not adapted to the 21 st century learning paradigm 21st century learning paradigm mastery of new literacy skills (big data, technology literacy, humanity literacy) development of a digital entrepreneur learning model in the apsi course learning development method with design four d’s sivasailam thiagarajan (1974) learning solution and innovations in the era of globalization improving the quality of vocation education a valid, practical, effective digital entrepreneur learning model 90 working in the learning process to achieve an ability to adapt to the needs of the world of work and society. the basic concept of the digital entrepreneurship model is 4c competencies (communication, collaboration, critical thinking, and creativity). figure 3 illustrates the model concept. figure 3. the concept of the digital entrepreneurship model figure 3 illustrates how competency 4-c shapes the development of this digital entrepreneurship, which consists of communication, collaboration, critical thinking, and creativity. in this case, students in the information system design analysis course learn how to make an application of sale value to open a digital-based business. 4.2 steps of the digital entrepreneurship learning model the steps taken in implementing the digital entrepreneurship learning model consist of 8 phases. they are (1) conception, (2) cognition, (3) analysis of digital project needs, (4) digital project business plan, (5) development of digital products, (6) digital project review, (7) digital project reporting and (8) feedback. the 8th phase is a procedure in the digital entrepreneurship learning model. this step starts from the procedure for opening the lesson, the core, and closing the lesson. learning steps can be seen in figure 4. figure 4. the steps of the digital entrepreneurship learning model phase 1 conception phase 2 cognition phase 3 analysis of digital project phase 4 digital project business phase 5 develoment of digital phase 6 digital project review phase 8 feedback phase 7 digital project reporting 91 the steps in this model are adjusted to the achievement of expected competency standards and learning needs of the globalization era in 21st-century learning. it requires students to have the ability to apply new literacy in the era of the industrial revolution 4.0. 4.3 use case diagram use case diagram describes the actors involved in the system and significant activities (cases) that will occur in the system (ningsih s.r., et al., 2019). in this information system, there are two users, namely lecturers and students. lecturers are users who act as instructors who can create classes, accept students who join in their classes, give assignments, and give ratings and comments. in comparison, students are users who can register, join the class that the lecturer has made, collect assignments, and comment. find out what interactions between users and this information system and the functions that user lectures can perform can be seen in figure 5. figure 5. use case diagram lecturer from figure 5, when the lecturer opens the login page, then on page, this login lecturer can register if the students do not have an account to log in. after registering, the lecturer can log in and select the menu available on the main page. the menu includes profiles to view and edit, the home page to see tasks, provide values and comments, create new classes, edit and delete classes, confirm students who will join the class, and log out to exit the main page. for interactions and functions that students can perform can be shown in figure 6. halaman utama login <<include>> register profile beranda kelas konfirmasi <<uses>> <<uses>> <<uses>> <<uses>> <<uses>>dosen halaman login <<include>> edit profile <<uses>> lihat file nilai komentar <<uses>> <<uses>> <<uses>> tambah kelas edit kelas hapus kelas konfirmasi mahasiswa hapus <<uses>> <<uses>> <<uses>> <<uses>> <<uses>> loguot <<uses>> diskusi kelompok <<uses>> 92 figure 6. use case diagram students in figure 6, students open a login page to log in to the main page, and if they do not have a login account, students can choose to register to create a login account. on the main page, students can choose the menu profile to view and edit profiles, the homepage to view blunt tasks and comments, join groups and exit groups, and log out to exit the main page. 4.4 class diagram in this system, the user can perform several classes and functions. one of these classes is a profile class. this class is used to edit and view profiles. meanwhile, the homepage of this class serves to display assignments and comments, who have submitted assignments, view grades, and conduct assessments. furthermore, class registration functions to register to the system, add classes, edit, delete, and search for classes. finally, the assignment class serves to view files, provide assessments and submit assignments. these classes can be seen in figure 7. halaman utama login <<include>> register profile beranda gabung grup <<uses>> <<uses>> <<uses>> <<uses>> mahasiswa halaman login <<include>> edit profile <<uses>> lihat tugas mengumpulkan tugas komentar <<uses>> <<uses>> <<uses>> gabung grup keluar grup <<uses>> <<uses>> loguot <<uses>> diskusi kelompok <<uses>> 93 figure 7. class diagram 4.5 system implementation the system implementation stage completed the system development design in the approved document. then, it was used to test, install and start using the new system. the objective of the implementation phase was to complete the approved system design. the next step was to test and document the required system programs and procedures and ensure that the users involved could operate and use the new system correctly and transition from the old system to the newly developed system. at this stage, the author described the results of testing the implemented system. testing is done by running the system, then observing whether the results are in accordance with the requirements specifications. tests carried out on system functions can be seen in table 1. comment nama komentar waktu simpan() registration level nik/bp nama email no_hp password register() view files file id_mahasiswa lihat_file() 94 table 1. test module system description system testing procedure system test results before research after being applied to the system the proposed the implementation of the online learning system has not been adequately integrated by the parties academic this learning model provides opportunities for students to be able to open entrepreneurship from the results of their work show login menu. enter username password and select level. successfully logged in, and the main admin, lecturer, and student pages appeared. please select according to the level or needs of users the apsi learning process is only limited to collecting assignments with this digital entrepreneurship model, it can provide motivation and encouragement to students to have an entrepreneurial spirit login menu. enter username password choose student level click register the task is then uploaded the task from the submit task menu students collect assignments from lecturers, and lecturers give grades according to the deadline for submitting the assignment. 4.6 results of analysis of digital entrepreneurship model 1) results of validity test the learning model developed was tested for validity, practicality, and effectiveness. the results of the validity analysis of the developed model can be seen in table 2. table 2. validity test results on the digital entrepreneurship learning model the learning model testing showed that the average score was 0.840, which stated that the model was valid and feasible. 2) practicality test results the practicality test is based on student perceptions. questionnaires assessed an experimental group of students who learned to use the digital entrepreneurship model. the summary of the results of the practical analysis can be seen in table 3. table 3. results of practicality analysis of student assessment number indicators assessed score category 1. rationalization 0.823 valid 2. supporting theory 0.858 valid 3. syntax 0.825 valid 4. social system 0.870 valid 5. reaction principle 0.798 valid 6. support system 0.817 valid 7. impact 0.889 valid average 0.840 valid number practicality on product score category 1. learning model 89 practical 2. module 85 practical 3. learning guide 87 practical average 87 practical 95 the practicality test results presented in table 3 showed the average results of the practicality assessment of the digital entrepreneurship application based on the perception of experimental class students was 87% with the practical category. 3) effectiveness test results to determine the success of designed product development, the researchers analyzed learning outcomes to see the effectiveness of test results in the cognitive, affective, and psychomotor domains. the experimental research method for seeing the learning model's effectiveness was the experimental research method. a) cognitive the cognitive domain is the area of knowledge possessed by students after participating in the learning process. to test whether there was a difference in students' level of knowledge in the control and experimental groups, the researchers conducted assessment objective tests on the competencies presented in modules 1 and 2. table 4 shows the data results described on the level of student knowledge. table 4. data description of average learning outcomes in the cognitive area descriptive statistics class n minimum maximum mean std. deviation experiment50 70.00 95.00 83.44 5.56 control 44 65.00 87.00 77.54 5.83 according to table 4, the average cognitive learning outcomes of the experimental group were 83.44, while the control group was 77.54. the data were obtained from the combined cognitive test results of module 1 and module 2. the description of cognitive learning outcomes indicated that the experimental group had better learning outcomes than the control group. b) affective the average results of the description of affective learning based on new literacy behavior in the 4.0 industrial revolution era taken from the experimental class and control class data can be seen in table 5. table 5. description of average learning outcomes affective area experiment control literacy big data 80 % literacy big data 73% technology literacy 83% technology literacy 66% literacy humanity 85% literacy humanity 70% critical thinking (80%) critical thinking (65%) creativity (85%) creativity (66%) communicate on (89%) communication (78%) communication (89%) communication (78%) communication (89%) communication (78%) average 82.67% average 69.67% table 5 displays the data on the effectiveness test results in the affective domain for each indicator. the test results of the effectiveness of the affective domain of each indicator for the experimental group showed an average of 82.67%, compared to the control group with an average result of 69.67%. c) psychomotor the psychomotor domain is the area of skills shown by students in the practice of learning apsi. the description of the basic statistics of the psychomotor domain research results for the experimental and control groups can be seen in table 6. table 6. data description of average psychomotor learning outcomes descriptive statistics class n minimum maximum mean std. deviation experiment 50 67.00 91.00 80.50 7.20 control 44 52.00 89.00 68.70 10.62 96 based on table 6, the average affective learning outcomes score based on humanity in the experimental group was 80.50 and 68.70 in the control group. the affective learning outcomes described that the experimental group has better affective learning outcomes than the control group. for affective domain learning outcomes for each indicator can be seen in table 7. table 7. affective area learning results in each indicator based on table 7, it was known that the average psychomotor learning outcomes score of the experiment group was 87.20, and the control group was 74.79. the explanation of learning outcomes in the control and experimental groups in the psychomotor domain for each indicator can be explained in table 8. table 8. psychomotor learning outcomes on each indicator experimental control correctness 85% correctness 78% consistency 88% consistency 80% traceability 86% traceability 75% usability 87% usability 81% reliability 88% reliability 70% effectiveness 89% effectiveness 65% average 87,2% average 74,8% learning outcomes in the psychomotor domain were assessed by assessing the results of student practice in project work 1 and 2. the assessment was carried out on three project planning activities, project assessments, and project activities that were only assessed to the experimental group. the rating result is presented in table 9. the effectiveness indicator is the most prominent difference in psychomotor learning outcomes, with a difference of 24%. table 9. project assessment group project planning project result project activity project 1 project 2 project 1 project 2 project 1 project 2 1 80 84 75 76 80 84 2 84 80 76 82 76 76 3 88 84 84 82 87 84 4 88 88 84 82 80 80 5 72 72 78 89 87 84 6 84 92 85 95 76 93 7 72 84 71 85 71 87 8 80 92 87 78 87 84 9 72 88 75 84 78 80 10 92 92 89 93 93 93 average 81,2 85,6 80,4 84,6 81,3 84,7 83,4 82,5 83,0 descriptive statistics class n minimum maximum mean std. deviation experiment 50 73.00 96.00 87.20 5.28 control 44 56.00 96.00 74.79 11.00 97 the accompanying impact data were obtained through direct observation when students completed projects one and two in groups. the results of the observations made can be seen in table 10. table 10. observations on new literacy abilities in the industrial revolution 4.0 literacy indicator average score big data download, upload, sharing 87 technolog y media, tecnology, information 85 humanity critical thinking 74 creativity 83 collaboration 80 communication 86 average 82,5 4. discussion 4.1 define the development of the digital entrepreneur learning model indicated that the achievement of learning outcomes for apsi courses was not optimal due to the low application of student practice results. it needs analysis in high-category apsi learning. according to the big indonesian dictionary (kbbi), practicality is everything practical because it comes from the primary word practical, which means that it is easy and easy to use. according to (sugiyono, 2006), practicality is a calculation process related to the practicality of an instrument used by researchers in implementing research methods. so the terminology related to practicality itself refers to the part of a situation that involves a part that makes sense or helps do something. a practicality test based on students' perception of the practicality assessment was carried out by filling out a questionnaire to the experimental group of students totaling 50 people who learned to use the digital entrepreneur model. effectiveness is a measure of the success or failure of achieving a goal organization (chandra et al., 2020). effective in the indonesian dictionary is defined as the effect, the impression. it can be concluded that effectiveness has an effect that results from a business or action. when an organization achieves its goals, it is running effectively. the analysis of competencies that students must achieve is carried out by reviewing the curriculum and analyzing what students must master competencies after using development products (nuryadi et al., 2022). 4.2 design the design phase has designed learning models and support systems through the design, fgd, and revision stages. validity of the learning model that has been developed and improved according to expert input is tested to experts with a total of 5 experts, all of whom have provided input during the focus group discussion (fgd). in testing the data collection instrument, the validity is divided into factor validity and item validity. survey research collects information from a sample of individuals through their responses to questions (yuliana et al., 2020). this survey was designed as a descriptive quantitative study in nature and sought an answer to the research questions. the more significant the contribution of the resulting output to the achievement of the specified goals or objectives, the more effective the work process of an organizational unit. indicators of effectiveness describe the range of effects and impacts (outcomes) of the program outputs in achieving program objectives. the effectiveness test is seen and assessed from the cognitive, affective, and psychomotor domains. observations that have been made on technological literacy can be explained that students use information media with various technological media that can be accessed and operationalized. to make a design, accurate data is needed, which will later be processed to produce information. the data calls for proper planning to obtain more structured learning content and goals (abdul razak et al., 2022). 4.3 develop develop is the phase of testing the validity, practicality, and effectiveness through applying learning models in the experimental group. the digital entrepreneurship model analysis results show that this learning model is valid. according to (dewi, 2018), validity is the accuracy or accuracy of an instrument in measurement. in testing the data collection instrument, the validity is divided into factor validity and item validity. the validity of the developed and improved learning model according to expert input is tested to experts with a total of 5 experts, all of whom are research samples—the results of the digital entrepreneurship. the result data on effectiveness test results in the affective domain for each indicator indicated differences in the affective learning outcomes of students. after testing, the cognitive value obtained is 83.44 for the experimental class and 77.54 for the control class in the apsi course. it is between students who studied using the digital entrepreneur model in the experimental group, with an average of 82.67%, with the control group who learned using the ordinary learning model applied in apsi learning with an average result of 69.67%. 98 the results of the psychomotor domain test were carried out using an independent sample t-test. the results of the normality of the data show the asimp score. the significance of the kormogorov smirnov test is 0.784 for the experimental group data and 0.352 for the control group data, meaning that the data are assumed to be normal. the results of the t-test analysis for the different test indicates that the score tcount = 3.715 and t table = 2.010 (df = 48. it means that the digital entrepreneur learning model optimizes psychomotor learning outcomes because the learning outcomes of the two groups have different learning outcomes, and the experimental group has the same score. it is higher than the control group. based on the research results in the psychomotor domain, the differences in students' learning outcomes can be explained. the average score of students in the experimental group is 87.2%. meanwhile, the average score of students in the control group who learned using the ordinary learning model applied in apsi learning is 74.8%. 4.4 disseminate disseminate is the dissemination phase which in this study was only limited to the experimental group as the research sample. the digital entrepreneurship model analysis results show that this learning model is valid. according to (dewi, 2018), validity is the accuracy or accuracy of an instrument in measurement. psychomotor learning outcomes show that students who learn to use the digital entrepreneur learning model who has worked on projects 1 and 2 show a good average ability in planning project 1 and very well in project 2. the results of projects 1 and 2 show good categories and project activities. 1 and 2 show good categories. psychomotor learning outcomes show good average results in all digital entrepreneur project assessment aspects. thus the digital entrepreneur learning model and practical model tools optimize psychomotor learning outcomes. the affective learning outcomes described that the experimental group had better psychomotor learning outcomes than the control group. based on the three test results in the cognitive, affective, and psychomotor domains, it is possible to conclude that this learning model was effectively used for experimental classes in apsi courses that use digital entrepreneurship learning models. a previous study stated in his research that students tend to learn the most in schools because it provides a formal learning environment, but because schools have closed. most learning has become home-based; students spend very little time studying. it has a negative impact on students for their learning achievement (khan et al., 2022). the expected accompaniment impact in implementing the digital entrepreneur learning model is the ability to carry out entrepreneurial activities through learning activities for the apsi course by applying literacy skills in the 4.0 industrial revolution era, namely big data literacy, technological literacy, and human literacy. the results of observations made to students who carry out learning activities for digital entrepreneur projects 1 and 2 show the ability to apply significant data literacy. the things students do in this learning activity show that students have implemented big data literacy skills. students download the assignments given by the lecturer and upload assignments and reports through the website. students carry out business promotion activities using technology-based media. students direct the information obtained and sort the information before use, which shows that students can already assess technologybased information media by doing wise things in using technology. there is a need to develop resources capable of facing and overcoming obstacles and the capacity of teachers and students to adapt to renewal changes through training and sharing sessions (rosida et al., 2021). it is known that students are proficient in using technology media. they can use digital tools to develop the projects they carry out, carry out business promotion activities through technology-based media and show an attitude of understanding the benefits of using technology for entrepreneurship. humanity literacy can be observed through learning activities demonstrated by students in practice. students demonstrate critical thinking skills through the reasoning of the projects that will be chosen to be implemented. students' critical thinking can be demonstrated through sensitivity to business opportunities that will be carried out. thinking about the possible risks that can arise from the selection of business opportunities made by students is shown by students in project selection and project planning. creativity appears in the form of ideas and ideas by optimizing the ability to create innovative ideas in the business being developed. when running a project, students are trained to think of solutions to problems that arise during project work. creative thinking is shown to solve problems in completing projects. the ability to communicate that is seen in project activities is the main task of the lecturer in directing. there is still a sense of wanting to stand out in and between groups. it can be seen that students are still not very capable of managing conflict in solving peer problems. students should be trained more strongly in communication techniques in learning environments and activities. meanwhile, some of the students' collaboration abilities appear to be able to contribute to learning. 99 students have demonstrated oral and written communication through technological media by training them to promote projects in the community through social media and websites. the collaboration of students in groups increases during project work. students better understand the function of collaboration in groups to achieve project goals and success. 5. conclusion learning evaluation is carried out by adequately integrating the apsi learning section and the objectives of the learning model in training students' digital entrepreneurship skills to improve 21st-century literacy skills. the research discussion follows the stages of research and development carried out in this study: define, design, develop and disseminate. this research and development have resulted in a valid, practical, and effective learning model called the digital entrepreneur learning model. from several analyses, the affective learning outcomes on each indicator showed an average result of 82.67 for the experimental class and 69.67 for the control class. it can be concluded that this digital entrepreneurship model can increase student motivation to become entrepreneurs with applications that they build themselves. the results showed that the digital entrepreneurship learning model was effective for students in higher education. references abdul razak, a., abdul razak, a., & haji shukor, f. 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(2020). the investigation of students' knowledge on a novel learning strategy: what is interesting about blended learning for efl university students? utamax : journal of ultimate research and trends in education, 2(2), 80–87. g/10.31849/utamax.v2i2.3067 https://doi.org/10.34190/ejel.20.2.2066 https://doi.org/10.23887/jet.v6i1.42514 https://doi.org/10.22219/jinop.v7i2.15043 https://doi.org/10.24840/2183-0606_009.003_0005 https://doi.org/10.24840/2183-0606_009.003_0005 https://doi.org/10.3991/ijet.v17i07.28733 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 166 – 178 doi: https://doi.org/10.31849/utamax.v5i2.13134 166 bringing diversity education to life: the impact of learning videos on elementary school students' learning outcomes roni rodiyana 1*, bunyamin maftuh 2, sapriya 3, ernawulan syaodih 4 ari yanto 2, davi sofyan 2 1 universitas pendidikan indonesia, bandung, indonesia. 2 universitas majelengka, majalengka, indonesia. ronirodiyana@gmail.com article history received : 2023-02-05 revised : 2023-07-13 accepted : 2023-07-24 keywords design and development diversity themes educational media learning outcomes learning video abstract this study examines the lack of comprehension among students regarding subject matter that is highly relevant to their daily lives, emphasising the importance of their understanding. the encounter with diverse situations outside the classroom is a common experience for students; however, the insufficient availability of learning tools, unappealing media, and inadequate utilisation of school facilities contribute to their limited understanding. to address this issue, learning films are proposed as an alternative media to enhance student engagement, serve as effective learning materials, and make use of school resources such as projectors. the aim of this research is to create and evaluate the effectiveness of instructional video media with a diversity theme in improving learning outcomes among class iii elementary school students. the design and development (d&d) method, specifically the ppe development model, was utilised in this study, involving three stages: planning, development, and evaluation. the input of media experts, material experts, and learning experts was sought to assess the feasibility of the learning videos. the results indicated that the learning films received a feasibility rating of 95% in the "extremely feasible" category, affirming their suitability for educational settings. experts predicted that the implementation of learning films could significantly enhance student learning outcomes. the methodology encompassed data collection through the d&d method, including planning and conducting evaluations by experts, as well as the subsequent analysis and interpretation of the results. ultimately, this study aims to improve the actual learning outcomes of class iii elementary school students through the utilisation of instructional video media with a diversity theme. 1. introduction good learning is intricately tied to the relevance of educational materials to students' real lives. among the materials that hold such relevance are those pertaining to the diversity of teaching in social studies. the material on diversity of teaching in social science is not only connected to the teaching of science but also plays a crucial role in the development of higher-order thinking skills. these skills, including critical, argumentative, reflective, and scientific process skills, are vital for students to effectively confront the challenges of everyday life life (aktamiş & yenice, 2010; saido et al., 2018; zachariades et al., 2013). by cultivating these higher-order thinking abilities, science education aims to foster students' intellectual growth and promote long-lasting understanding, leading to enhanced learning outcomes. in the realm of audiovisual media, video learning stands out as a potent tool that captivates the audience's attention (wisada et al., 2019).. functioning as an audiovisual medium, video learning allows students to observe real incidents, enriching their learning experiences significantly. educational videos, in particular, have the unique ability to motivate students by presenting ideas, messages, and information in an engaging audiovisual format (wisada et al., 2019).. extensive research, exemplified by the work of agustini and ngarti (2020), has demonstrated the positive impact of videos on students' motivation and learning outcomes. when educational media effectively capture students' attention, their motivation to learn surges, leading to improved academic performance agustini and ngarti (2020). mailto:ronirodiyana@gmail.com 167 the theme of diversity assumes paramount importance in students' lives, as they consistently encounter various forms of diversity within their classroom environments. personalized learning environments play a vital role in optimizing students' learning experiences and outcomes (boelens & de wever, 2018; räisänen et al., 2016; vasilevastojanovska et al., 2015). embracing differentiated education, these environments cater to each student's unique needs (imbeau & tomlinson, 2013). organizational management of student diversity often involves categorization or tracking based on specific traits, such as prior educational experiences (ruys et al., 2013). in response, dedicated teachers adapt their instructional strategies to accommodate the diverse needs of their students (tomlinson et al., 2003). despite the naturally diverse nature of classrooms, many students encounter difficulties in comprehending material related to diversity. commonly, students become perplexed and seek clarification when tasked with writing about diversity in their books. furthermore, the utilization of learning media remains underexplored, primarily relying on conventional student books that may not be accessible to all learners. the lack of diverse and engaging learning resources results in diminished student concentration. a further contributing factor is the limited visual appeal of media utilized in classrooms, such as blackboard images lacking in attractiveness, which hinders effective absorption of the material. consequently, there is a pressing need for engaging learning media that can substantially improve student learning outcomes (wisada et al., 2019; olson & wisher, 2002; (ljubojevic et al., 2014). to address this challenge, we propose employing learning videos as a compelling medium. learning videos, as a form of audiovisual media, leverage moving images and sound to deliver ideas, messages, and information that positively impact students' learning experiences (suryansyah and suwarjo (2016). research, like that conducted by agustini and ngarti's (2020) confirms the capacity of videos to enhance motivation and learning outcomes. this audiovisual medium not only fosters motivation but also aids in conveying intangible material or phenomena that cannot be readily observed in real-life settings (agustini & ngarti's (2020). this study endeavors to develop learning media in the form of instructional videos that focus on diversity, with the aim of elevating the learning outcomes of primary school students. the design and development (d&d) research method, specifically the ppe development model comprising planning, production, and evaluation stages, will guide this endeavor. by engaging media experts, material experts, and learning experts, we aim to ensure the feasibility and effectiveness of these learning videos in educational settings, ultimately striving to enhance student learning outcomes (novita et al., 2019). the primary research questions guiding this study are as follows: 1) what characteristics define the diversity learning video for enhancing the learning outcomes of grade iii primary school students? 2) how do experts assess the learning video on diversity in terms of its potential impact on primary students' learning outcomes? 3) how will the final design of the diversity learning video contribute to improved learning outcomes among grade iii primary school students? through answering these research questions, we aspire to advance the understanding of learning video efficacy in promoting student comprehension and learning outcomes, with a particular focus on diversity themes. 2. method the research method used is the design and development (d&d) research method. methods of design and development (d&d) is a design-related creative science. in more detail, the design and development (d&d) method proposed by richey and klein in spector et al., (2014) is "the systematic study of design, development, and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and non-instructional products and tools and new or enhanced models that govern their development." design and development (d&d) is a science of creating instruction, media, and related materials using systematic and iterative processes, typically employing formative evaluation (fitrianingsih, 2019; wibawa et al., 2021). the design and development (d&d) research method is a systematic, iterative, and cyclical process for creating, refining, and evaluating learning materials and interventions (reksiana, 2022). according to richey and klein in (spector et al., 2014), "design and development (d&d) is the systematic study of design, development, and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and noninstructional products and tools and new or enhanced models that govern their development." the d&d research method involves a cyclical process of analyzing needs, designing solutions, developing and testing prototypes, evaluating outcomes, and revising the design as needed (van den akker et al., 2013). this method has been widely used in the development of educational technologies, including learning videos, and can provide a rigorous framework for ensuring that these products meet the needs of learners and educators alike. this is a structured study that begins the process of design, development and evaluation to develop a product that includes teaching and non-teaching resources and new or improved models. the model 168 used in this study is the one developed by rickey and klein with the three research steps of planning, production and evaluation. below are the research steps of the ppe model. figure 1. ppe development model 2.1 sampling method this research uses a purposive random sampling technique. first, a deliberate selection of the sample is carried out to fulfil a particular research or project objective, and then from the selected group, the sample is taken randomly to ensure representativeness. so, the students of sdn tonjong i were chosen as the research sample. 2.2 research procedure the procedure in this study is to follow the steps for developing the ppe model, which consists of three steps: planning, production, and evaluation. the approach that researchers take is the development of learning videos on the theme of diversity with the following procedures: a. planning at this stage, the researcher conducted a preliminary study by observing the learning process and interviewing teachers regarding diversity material on theme 5. based on observations and interviews, researchers found several problems, as follows: 1) pupils lack learning materials; each class has only 10 pupils' books, so many pupils have no book handles when learning. 2) the use of school facilities, such as projectors, is rarely used, so many projectors are damaged because they are not used. 3) the media used by the teacher to teach diversity does not catch the attention of the students. this means that students still often ask questions when the teacher gives them tests. based on these findings, the researcher plans to develop learning videos that can be used as learning resources and media that can be used with school projectors. the development of the learning video in question relates to the topic of diversity in primary school iii. at this stage, the researcher will also conduct an analysis in the form of a user analysis, a material analysis and a software requirements analysis. b. production at the production stage, researchers carried out several stages of developing instructional video media, namely: 1) develop an outline of the media program (gbpm). 2) create narration and audio recordings. 3) create animation. 4) collecting and illustrating images 5) combine all components to make learning videos. c. evaluation in this evaluation phase, a feasibility test was conducted on the learning videos that the researcher had created. the feasibility test was conducted by a learning expert, namely a primary school teacher of class iii, a material expert and a media expert by filling in the validation sheet prepared by the researcher. this expert evaluation is done to improve the learning video based on the expertsinput and suggestions. the finalisation of the learning videos is the last stage of product creation before the students use them in their learning. in addition, the researchers managed the data received from the experts and produced reports according to the research methodology. 2.3 research data sources the source of data in research is the subject from which the data is obtained. in this study, researchers used the following data sources: a. teacher to obtain data about problems in the material and media, researchers observed the teaching given by the teacher and conducted interviews. in addition, the researcher will also ask for input and suggestions from the teacher after making a product in the form of learning video media. b. validator the validator is an expert in one of the fields whose job it is to provide an assessment of the product being developed. the validators or experts who will assess the research, learning, and video media products are: 1) material expert the material expert in question is a lecturer who is competent in diversity material and testing material in the learning video media that has been made. 169 2) media expert the media expert in question is an expert lecturer in media who plays a role in assessing the learning video media that has been made by researchers. 3) expert learning the learning expert in question is a class iii teacher at one of the elementary schools located in the district. majalengka, west java. the teacher's role is to assess the feasibility of learning contained in learning video media made by researchers. 2.4 data collection technique before the intervention, a pre-test is conducted to assess students' baseline knowledge and comprehension of the diversity subject matter. the selected class receives instruction using the learning videos with a diversity theme over a specified period. after the intervention, a post-test is administered to measure the students' learning outcomes and the effectiveness of the learning videos. a data collection technique is a method or method used to collect data, which will then be processed based on the results of research conducted. data collection techniques are used as a method of obtaining data in research. the data collection techniques used in this study are as follows: a) observation the observations in this study used a checklist observation tool. a checklist is made to facilitate the recording of observation results b) interview. researchers conducted interviews with teachers to identify problems with the diversity material in social science lessons. in addition, interviews were also conducted to find out the media used by the teacher in the classroom. interviews were conducted using a planned, unstructured interview method. the results of the interviews assist researchers in formulating appropriate instructional video designs; c) questionnaire. the questionnaire used to find out the validator's responses regarding the learning videos that had been developed by the researcher. the questionnaire used is closed where there are already alternative answers that have been made by the researcher. the questionnaire is related to the formulation of the second problem, which is about expert judgment related to video learning. the resulting product is then assessed by the validator for evaluation and improvement according to expert input and judgment. 2.5 data analysis focus group discussions are conducted with a subset of students to gather their perceptions, feedback, and experiences regarding the learning videos. thematic analysis is employed to identify emerging themes and patterns in the qualitative data. 2.6 research instruments in research, questionnaires are used to collect data. "a questionnaire is an assessment instrument from experts and users of the product being developed," writes ainin (2013). so it can be seen that the questionnaire is an object intended to collect data. there are 3 types of questionnaires used in collecting data, namely, expert validation questionnaires that will be filled out by validators who are useful to know diversity what is being developed is feasible or not. teacher response questionnaires and student responses aimed at knowing grammar, the readability of reading books, and the success of the literacy movement in schools. meanwhile, to determine the level of validity of the product, the validation score must be correlated with the following criteria: table 1. teaching materials validity criteria interval category 0,80 – 1,00 very high 0,60 – 0,80 high 0,40 – 0,60 medium 0,20 – 0,40 low 0,00 – 0,20 very low the validity criteria listed in the table must be fulfilled by the reading book product to be developed so that it can be declared valid if it has a minimum category of "medium" with an interval of 0.40–0.60 or a category of "very high" with an interval of 0.80–1,00. the teacher and student response test is different from the validity test because the results of the teacher and student response test must meet the following criteria: table 2. teacher and student response criteria no. interval % category 1 81 – 100 very worth 2 80 – 61 worthy 3 60 – 41 decent enough 4 40 – 21 not feasible 5 20 – 0 very unworthy based on the table, reading books can be declared appropriate if the minimum average value of the questionnaire is 61 and the maximum is 100. 170 2.7 validation and reliability the research instruments, including the preand posttests and the focus group discussion guidelines, undergo validation by experts in the field of education. content validity is ensured by aligning the research instruments with the core competencies and basic competencies outlined in the curriculum. to establish reliability, a pilot study is conducted with a small sample of students before the main data collection to assess the consistency and clarity of the research instruments. 3. result the stages are: first, identifying problems and potentials that can overcome existing problems; second, after knowing there are potentials and problems, collecting data by conducting interviews. third, make product designs to overcome problems. fourth, product designs are validated by experts. fifth, after being validated by media experts, product revisions are made according to suggestions. sixth, try out schools on a small scale. seventh, after small-scale trials, the product is revised according to input. the eighth stage is to test the product on a large scale; the ninth stage is to revise the product if anything needs to be changed. the final stage is that the product is mass-produced to be donated to schools. 3.1 media expert assessment results an assessment by media experts is needed to determine the feasibility of instructional video media. an evaluation of the instructional video medium was carried out by one of the lecturers in the elementary school teacher education study program at the indonesian university of education, bumi siliwangi campus, with the initials sfg, m. pd. the results of the material expert's assessment are as follows: table 3. results of media expert assessment no componens value 1 message can be received by the target 5 2 media can attract attention 4 3 media can stand alone (not depend on other media) 4 4 ease of use 5 5 the attractiveness of the video display (colors, backgrounds, animations, illustrations and images) 5 6 sound clarity 4 7 matching music with sound 4 8 text type accuracy 4 9 text size accuracy 4 10 video resolution quality 4 11 time suitability 4 12 creativity in expressing ideas 4 total 51 table 3 shows the results of media experts' assessments of the promotional video components. assessment is carried out using a scale of 1 to 5, where a value of 5 indicates the highest value and a value of 1 indicates the lowest value. the results of the assessment are then added up to get the total value, which in this table is 51. from the results of this assessment, it can be seen that the component that is rated the highest by media experts is the ability of the message to be received by the target (score 5), followed by the attractiveness of the media (score 4) and the ability of the media to stand alone (score 4). while the lowest score is given to the suitability of music with sound (value 4), text size accuracy (value 4), and video resolution quality (value 4). based on the assessment of media experts, learning videos get a score of 51 out of a total score of 60. the percentage of media eligibility gets a percentage of 85% in the "very eligible" category, which is obtained by calculating the percentage as follows: n = 51/60 x 100% = 85%. 171 in addition, there are comments and suggestions from media experts regarding learning videos on the theme of diversity to improve learning outcomes for grade iii elementary school students. the improvement given by media experts is that the use of capital letters must be considered because in some explanations they do not use capital letters at the beginning of the text. the letters in the quiz are too small, so the letters have to be enlarged, and the change of questions is too fast, so it is better to add the duration of displaying the questions. in addition, the explanation of the concept of diversity is truncated and needs to be corrected. furthermore, on the question of the media expert validation sheet, the learning videos that the researchers developed are expected to improve the learning outcomes of class iii elementary school students. the results of the assessment by media experts can be a guide for promotional video makers to improve the quality of their promotional videos. for example, a promotional video maker can pay attention to the compatibility of the music with the sound used, the size of the text used, and the quality of the video resolution. thus, it is expected that promotional videos can have a higher appeal and be more effective in attracting the attention of the target market. according to lee, et al., (2019), the match between music and sound used in promotional videos can affect the target market's perception of the brand being promoted. in addition, using the right text size can also increase the effectiveness of the message conveyed in the promotional video (gao et al., 2020). meanwhile, increasing the quality of video resolution can give a more professional impression and strengthen the brand's image (j. yang et al., 2022). promotional video makers can consider the results of the assessment by media experts in the table and refer to available references to improve the quality of their promotional videos. that way, it is hoped that promotional videos can be more effective in attracting the attention of the target market and achieving the desired promotional goals. 3.2 material expert assessment results assessment by material experts is needed to determine the feasibility of the material in learning videos. an assessment of diversity material on the theme of diversity in the learning videos was carried out by one of the lecturers in the elementary school teacher education study program at the indonesian education university, cibiru campus, with the initials "dr. ya, m.pd." the results of the material expert's assessment are as follows: table 4. results of material expert assessment no componens value 1 conformity of the content of the material with core competencies and basic competencies 5 2 conformity of learning objectives with basic competencies 5 3 clarity of learning objectives 5 4 suitability of illustrations or images with the material 5 5 the content of the video is interesting 5 6 the language used is in accordance with the development of students 5 7 increase student interest in learning 5 8 material clarity 5 9 the truth of material substance 5 10 loss of material substance 5 11 the material is easily understood by students 5 12 the material presented is interesting 5 total 60 172 the table above shows the results of the material expert's assessment of the learning videos. the results of the assessment show that the learning videos meet the desired criteria, such as suitability of content with core competencies and basic competencies, clarity of learning objectives, compatibility of illustrations or images with material, readability of material, and increased student interest in learning. the total score obtained is 60, indicating that the learning video is considered very good by material experts. assessment by material experts is very important in making learning videos because they have sufficient knowledge and experience in the field of education. in this assessment, material experts assess whether the learning videos are in accordance with the curriculum and meet the set criteria. the results of the assessment by material experts can be used as a reference for improving the quality of learning videos. based on the assessment of material experts, the material in the learning video gets a score of 60 out of a total score of 60. the percentage of eligibility for the material gets a percentage of 100% in the "very eligible" category, which is obtained by calculating the percentage as follows: n = 60/60 x 100% = 100%. in addition, there are comments and suggestions from material experts related to learning videos on the theme of diversity to improve learning outcomes for grade iii elementary school students. comments given by material experts, namely that learning videos are good but slow down the duration of the questions in the quiz. for example, if the assessment finds that there are deficiencies in the material or illustrations used, then the makers of the learning videos can improve this so that the learning videos become more effective in increasing students' interest and understanding. as revealed by al-amri (2020), effective learning videos can increase student motivation and interest in learning and assist in achieving learning objectives. in addition, research by kay & kwak (2018) found that learning videos can be particularly beneficial for students who struggle with traditional forms of instruction or who have different learning styles. thus, assessment by material experts is important for making effective and high-quality learning videos. by paying attention to the assessment results and available references, learning video makers can improve the quality and effectiveness of their learning videos by increasing student interest and understanding. 3.3 learning expert assessment results assessment by learning experts is needed to determine the feasibility of the learning contained in learning videos. an assessment of learning diversity material in learning videos was carried out by a class iii teacher at one of the elementary schools located in the district. alor, east nusa tenggara, with the initials adk. the results of the learning expert assessment are as follows: table 5. learning expert assessment results no componens value 1 conformity of the content of the material with core competencies and basic competencies 5 2 conformity of learning objectives with basic competencies 5 3 clarity of learning objectives 5 4 appropriate illustrations or drawings 5 5 accurate use of language 5 6 video fun 5 7 increase student interest in learning 5 8 ease of access 5 9 help the teacher convey the material 5 10 material clarity 5 11 the material is easily understood by students 5 12 the material presented is interesting 5 total 60 173 table 5 presents the results of the learning expert assessment, which evaluated the learning videos based on various components such as conformity with core competencies and basic competencies, clarity of learning objectives, appropriate illustrations, and language accuracy. the highest score that can be obtained is 60, and the learning videos received a total score of 60, indicating that the videos are suitable for use in schools. based on the assessment of learning experts, learning in learning videos gets a score of 60 out of a total score of 60. the percentage of eligibility for learning gets a percentage of 100% in the "very eligible" category, which is obtained by calculating the percentage as follows: n = 60/60 x 100% = 100% in addition, there are comments and suggestions from learning experts regarding learning videos on the theme of diversity to improve learning outcomes for grade iii elementary school students. comments given by learning experts, namely that learning videos are good and fun. the suggestion is that the duration of the questions in the quiz be extended. furthermore, on the question of the learning expert validation sheet, the learning videos that the researchers developed are expected to improve the learning outcomes of class iii elementary school students. 3.4 final design of learning videos the final design process of the learning video is carried out at the evaluation stage. the results of the expert assessment are used as a benchmark for revising the learning videos. learning video revision processes done once by getting revisions from media experts, material experts, and learning experts. the following table fixes the learning video: table 6. learning video improvements no suggestion description improvement 1 don't use the word "well" at the beginning of explaining the concept of diversity because it's like "truncated." the researcher eliminated the initial explanation of the concept of diversity and immediately explained the meaning of diversity. 2 slow down the time duration on the questions in the quiz. because the capital letters in the initial font were not very clear, the researcher changed the font in the material explanation, which initially used the hs yuji regular font, to roboto medium. in addition to the video usage instructions section. the researcher changed the font from hs yuji regular to droid sans mono. 3 clarity of learning objectives the researcher changed the duration of each question in the quiz from 4 seconds to 7 seconds, and the entire video quiz from 1 minute, 33 seconds to 2 minutes, 2 seconds. 4 enlarge the text on the problem the researcher enlarges the question text by drawing the enlargement line and changing the line from 0 to +6. after the researcher revised the learning video, the final design of the learning video on the theme of diversity was made to improve learning outcomes for elementary school students in the third grade. 4. discussion the results of this study indicate that researchers have used a comprehensive approach to designing learning videos related to diversity in social science. the research method used includes interviews with teachers to identify problems and potential in diversity materials, as well as to find out the media used by teachers in class. the steps taken in this research include identifying problems and potentials, collecting data through interviews, designing products to solve problems, validating products by media experts, revising products based on expert advice, conducting trials in schools on a small scale, and making product revisions based on feedback. from trials, large-scale product testing, and finally, mass production of products to be donated to schools. 174 the results of the media expert assessment provide valuable insights into the evaluation of the instructional video media. the assessment aimed to determine the feasibility and effectiveness of the learning films in enhancing student engagement and learning outcomes. in conclusion, the media expert assessment indicates that instructional video media with a diversity theme demonstrates high feasibility and effectiveness in enhancing student engagement and learning outcomes. the overall score of 51 out of 60 reflects a positive evaluation of the learning films. however, there is room for further improvement in areas such as attention-grabbing and the matching of music with sound. these findings support the integration of instructional video media as a valuable tool for promoting comprehension and student engagement in class iii elementary school students. the results of the media expert's assessment show that this learning video is very feasible with a score of 85% in the "very eligible" category. media experts give a high assessment of the message that can be received by the target, the attractiveness of the media, and the ability of the media to stand alone. however, there are some suggestions for improving the video quality, such as paying attention to the suitability of the music for the sound used (k. yang & shi, 2022), the size of the text, and the quality of the video resolution (wu et al., 2022). in accordance with research by yang and shi (2022), which found that voice assistance can help overcome the problem of decreased video quality and increase learning efficiency, the results of the material expert assessment, which aimed to evaluate the instructional video media's content and its alignment with the core competencies and basic competencies of the curriculum. in conclusion, the material expert assessment demonstrates that the instructional video media with a diversity theme effectively aligns with the core competencies and basic competencies of the curriculum. the high total score of 60 out of 60 reflects the material's positive evaluation in terms of content, clarity, suitability, and engagement. these findings confirm the suitability and effectiveness of the instructional video media in enhancing student interest, understanding, and overall learning outcomes in class iii elementary school students. assessment by material experts shows that the material in the learning videos is also very feasible, with a value of 100%. material experts give a high assessment of the suitability of the material with core competencies and basic competencies, as well as the legibility of the material and increasing student interest in learning. this video revision focuses on increasing the length of the questions in the quiz. the assessment by material experts reflects the effectiveness of the learning video in aligning with core competencies and basic competencies, ensuring that the content is relevant and in line with the required educational standards. additionally, the experts have acknowledged the clarity and readability of the material, indicating that the information presented in the video is easy for students to understand. furthermore, the assessment highlights the learning video's ability to enhance student engagement and interest in the topic of diversity. by capturing the students' attention and sparking their curiosity, the video creates a positive and interactive learning experience. this is crucial to fostering active participation and promoting a deeper understanding of the subject matter. to further enhance the learning video, the researchers have wisely chosen to focus on increasing the duration of the questions in the quiz section. this revision will allow students more time to process and respond to the questions adequately, ensuring a thoughtful learning experience. by extending the quiz duration, the researchers aim to provide students with ample time to consider the questions and choose the most appropriate answers, encouraging critical thinking and reinforcing their comprehension. moreover, it is essential to emphasise that the improvements made based on the material expert's feedback contribute significantly to the overall effectiveness and quality of the learning video. the revision process serves as an iterative approach to refining the video's content, visuals, and interactive elements to optimise student learning outcomes. by incorporating valuable insights from material experts, the learning video becomes a comprehensive and powerful tool for educators. it effectively conveys essential concepts related to diversity while keeping students engaged throughout the learning process. as a result, the improved learning video is better equipped to inspire and enrich students' understanding, fostering a positive and inclusive learning environment. the results of the learning expert assessment, which aimed to evaluate the instructional video media's effectiveness in enhancing student learning outcomes. in conclusion, the learning expert assessment confirms the effectiveness of the instructional video media in enhancing student learning outcomes. the perfect total score of 60 out of 60 indicates the material's positive evaluation in terms of content, clarity, engagement, and support for both students and teachers. these findings provide strong evidence for the integration of instructional video media with a diversity theme as an effective tool to foster student interest, understanding, and overall learning outcomes in class iii elementary school students. in addition, the assessment by learning experts shows that the learning in this video is also very feasible, with a score of 100%. learning experts give a high assessment of the suitability of content with core competencies and basic competencies, as well as material readability and increased student interest in learning. the revisions made include changing the font and extending the duration of the questions in the quiz. from the results of this study, it can be concluded that the learning videos designed by researchers are of 175 high quality and are very suitable for use in learning about diversity for grade iii elementary school students. this research shows the importance of involving media experts, material experts, and learning experts in designing effective and quality learning products. the results of this study can be used as a reference for creators of learning videos to continuously improve the quality of their learning videos, as well as to consider suggestions from media experts, material experts, and learning experts. by paying attention to the results of the assessment and the suggestions given, it is hoped that learning videos can become more interesting and effective in increasing student interest and understanding. this study also emphasises the importance of a holistic and collaborative approach to designing effective learning products to meet students' needs and achieve the desired learning goals. here are some reasons why this approach is important: 1) collaboration: in designing learning products, collaboration between various experts and stakeholders can help ensure that the product meets students' needs and achieves the desired learning goals (luo et al., 2020). collaboration can also help ensure that the product is easy to use and accessible to all students (luo et al., 2020). 2) holistic approach: a holistic approach to designing learning products considers various aspects of learning, such as learning theory, instructional strategies, software development, and web usability (luo et al., 2020). by considering all these aspects, learning products can be designed in a more effective and efficient way. 3) project-based learning: project-based learning can help students take responsibility for their own learning process (gonzález-domínguez et al., 2020). in the context of designing learning products, project-based learning can help students understand how the product is designed and why it is designed in a certain way. 4) skills development: designing effective learning products can help students develop skills needed for success in the real world, such as collaboration, problem solving, and communication skills (soomro et al., 2022). well-designed learning products can also help students develop the technical and technological skills needed for future success (soomro et al., 2022). in addition, the results of this study also highlight the importance of teacher involvement in the development and use of learning videos. teachers have a key role in delivering learning material to students, and instructional videos can be an effective tool for improving classroom teaching. by involving teachers in testing and validating learning videos, they can ensure that the material presented is in accordance with the needs of students and the applicable curriculum. several studies have shown that the introduction of videos specifically designed for self-study as part of the learning process can improve exam results and enable students to study independently (arias et al., 2011). future teachers are involved in the production of science demonstration videos that can be used as teaching and learning resources (tembrevilla & milner-bolotin, 2019), and they can use the videos to build more on students' ideas and support collaboration between students (brown & kennedy, 2011). the use of learning videos and gamification methods can increase student motivation and involvement in the learning process (paradise et al., 2021), as well as have a consistent positive relationship with the assessment of teaching quality and student learning experience (jaekel et al., 2021). other research suggests that teachers need explicit pedagogical support to begin to develop a sophisticated epistemology of play and apply play pedagogy (loizou, 2017). this research also shows that in developing instructional videos, special attention should be paid to various aspects, such as content, visual design, sound, and duration. learning videos must be interesting, easy to understand, and can increase student interest in learning. revision and repeated testing are also important steps in the learning video development process so that the resulting final product is even better and in accordance with user needs. in addition, collaboration between researchers, teachers, and media, material, and learning experts also strengthens the quality of learning videos. each expert provides valuable views and input in perfecting learning products. the involvement of these experts helps ensure that learning videos are not only visually appealing but also effective in conveying learning material in a clear and interesting way. the implication of the results of this study is that the use of learning videos in the context of learning about diversity can increase students' interest and understanding. learning videos that are well designed according to the curriculum and student needs and get validation from experts have great potential to be effective tools in achieving learning goals. in addition, this research also underscores the importance of further research and development in the field of using video learning. by continuing to improve technology and innovation in making learning videos, we can be more effective in presenting learning materials in an interesting and challenging way for students. in conclusion, this study succeeded in designing high-quality learning videos to teach about diversity to third-grade elementary school students. the video development process involved the stages of problem identification, data collection through interviews, product design, validation by media, material, and learning experts, as well as small and large-scale trials. the stages of video development consist of analysis, design, development, implementation, and evaluation (ramadhani et al., 2022). the stages of developing learning videos include needs analysis, material preparation and product design in accordance with the learning objectives to be achieved, product implementation, and evaluation (asrori et al., 2021). 176 the stages of video development can also be found in the development of online video sharing platforms for education (ali & nasir, 2010), and development of course materials to improve the quality of learning (canelos & catchen, 1988). this learning video is considered very feasible and effective by media, material, and learning experts. thus, this learning video is expected to make a positive contribution to increasing students' understanding of diversity and strengthening the learning process in the classroom. it is hoped that this research can become an inspiration for the development and wider application of instructional videos in the field of education to achieve better and more enjoyable learning outcomes for students. in conclusion, the suggested improvements in table 6 address various aspects of the learning videos to enhance clarity, understanding, and engagement. by eliminating initial explanations, adjusting the duration of quiz questions, improving font visibility, and enlarging text, the researcher aims to ensure that the instructional video media optimally supports student learning outcomes. these improvements reflect the researcher's responsiveness to the feedback received and their commitment to continually enhance the quality and effectiveness of the learning materials. 5. conclusion the study developed teaching material products and assessed them through teacher and student response tests at sdn tonjong i, with an average rating of 95% in the "very eligible" category. learning videos proved effective in delivering diverse content to thirdgrade students in line with basic competencies. they were found to be suitable for both offline and online learning, utilizing existing school and student infrastructure. teachers are encouraged to create learning videos for challenging topics and implement thematic learning based on the 2013 curriculum, integrating multiple lessons seamlessly. for future research, adding diverse references related to learning video development is recommended. the study's contributions lie in demonstrating the potential of learning videos in elementary schools, promoting their integration and enhancing educational practices. it provides empirical evidence of the benefits of learning video implementation, fostering student engagement and learning 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experiences of student teachers in thailand: a pre-service teacher training encounter rhoda c. tique university of baguio, baguio city, philippines adohr415@gmail.com article history received : 2023-05-12 revised : 2023-07-12 accepted : 2023-07-18 keywords professional experiences pre-service teacher training teacher education institutions internship globalization abstract covid-19 greatly impacted the lives of students in universities worldwide, more so for the students who are to take their last year of schooling and are about to enter their pre-service teacher training. students who wished to become teachers before and even during the pandemic needed their pre-service teaching training or teaching internship. it can be done locally or abroad. this study aimed to explore the professional experiences of student teachers while having their pre-service teacher training and on-the-job training abroad. this study aimed to determine the future teachers' professional needs as demonstrated by the challenges experienced by these student teachers, especially in addressing the call of the global community. a qualitative design was used employing individual interviews of the nine (9) student teachers participants based on purposive sampling. then, it was supported by a group interview after the first interview round. through thematic analysis, the professional experiences of the student teachers were determined and analyzed. results showed that the student teachers had unique professional experiences, such as dealing with the english level of students, multi-level classroom teaching experience, use of different strategies, professional development, learning the thai language, and use of good facilities. the student teachers also faced challenges along with their professional experiences. these are challenges related to the difficulty in teaching english, teaching in multi-level classes, teaching more than the expected class size, multiple co-curricular tasks, and difficulty in learning the thai language. however, despite these challenges, the student teachers learned and improved themselves in their pre-service teacher training abroad. they managed to equip themselves to become fit regarding the call of internationalization and globalization through quality education. 1. introduction the disruption of covid-19 in the educational system is of great magnitude that universities must cope with as soon as possible. the call is for higher education institutions to develop a resilient learning system using evidence-based and needs-based information to implement responsive and proactive measures (dayagbil et al., 2021). this statement formulated a benchmark considering the intense desire to achieve quality education to address the need for time. the rationale of cmo, 2017 says that the policies, standards, and guidelines implement the shift to learning competency-based standards/outcomes-based education in response to the 21st century philippine teacher education framework. therefore, it emphasizes developing graduates with the abilities and qualifications needed for a 21st century teacher. before and even during a pandemic, students who wish to become teachers must have pre-service teacher training. it is mandated in the curriculum of students enrolled in bachelor of elementary education (beed) and bachelor of secondary education (bsed). it can be either in the laboratory school of their teacher education institution (tei) or the in-campus preservice teaching, outside the laboratory school or the off-campus pre-service teaching in the public school or https://doi.org/10.31849/utamax.v5i2.13116 mailto:adohr415@gmail.com 83 even outside the country. zuilkowski (2021) mentioned that pre-service teacher practicum, devised to provide pre-service teachers with practical teaching experience, has been recognized by many scholars as one of the important elements of pre-service teacher preparation. also, based on the result of the study, ocampo (2021) recommended that educational institutions may start to develop pre-service teachers' learner skills and train preservice teachers to acquire teaching skills. therefore, this magnifies that experience matters most in preparation for being a future global educator. experience helps a lot in attaining knowledge and wisdom in the chosen profession. experiential learning theory (elt) provides a holistic model of the learning process and a multilinear model of adult development, consistent with what is known about how people learn, grow, and develop (kolb et al., 2018). associating with swartz's statement, experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, attitudes, or ways of thinking (swartz, 2013). the stated concepts emphasized the significance of experience as part and parcel of human development. considering quality learning, therefore, requires varied sources- experience is one of the best sources of learning and development. claims on experience as the basis of learning can be strengthened through constructivism theory. constructivism is a learning theory in psychology that explains how people might acquire knowledge and learn. it, therefore, has direct application to education. the theory suggests that humans construct knowledge and meaning from their experiences (olusegun, 2015). since experience is important in learning, it is also interesting to note the different kinds of experiences, like professional experiences especially related to the field of expertise, like teaching not only locally but if done abroad. research on turkish pre-service teachers' experiences showed that they perceived that the international teaching experience helped them develop professionally and personally. this research investigates turkish pre-service teachers' experiences related to two-month international teaching in the united states of america. this study was a collaborative project from 2001-2010. it was done in a two-month international teaching (ateşkan, 2016). the study of kabilan (2013) titled, a phenomenological study of an international teaching practicum of pre-service teachers' experiences of professional development reported that out of the six pre-service teachers, six weeks in the maldives experienced beneficial and meaningful professional development from their experiences of teaching in the maldivian schools. therefore, it is interesting that they acknowledge their international teaching internship as an avenue for professional exposure and development. the importance of internship abroad says working cultural competence is essential for american interns to acquire for creating and maintaining positive interpersonal relationships in professional contexts (he & qin, 2017). the findings of the research emphasized that internationalization and linkages increase the quantity of graduate's efficiency in the way institutions are managed and produce graduates and professionals' global outlook ready to be hired by internationalized economies (mejia et al., 2014). simulation tasks of future teachers and experience in other countries and their professional experiences will be excellent and meaningful. one of the provisions of d.o. (2017) which stipulates the national adoption and implementation of the philippine professional standards for teachers (ppst), there are qualities expected of teachers. teachers must, among others: 1) know what to teach and how to teach it 2) maintain a learning-focused environment 3) respond to learner diversity 4) plan and design effective instruction 5) use a variety of assessment tools to inform and enhance the teaching and learning process 6) establish community relationships and uphold professional ethics 7) engage in professional reflection and assume responsibility for personal and professional learning hence, upcoming filipino educators must be thoroughly equipped to meet the requirements of 21stcentury students. in parallel, the united nations (2015) embraced the sustainable development goals (sdgs), commonly known as the global goals. these encompass 17 sustainable development objectives, with the fourth goal focused on quality education. the pursuit of inclusive and high-quality education for all underscores the conviction that education serves as one of the most influential and effective catalysts for sustainable development (undp). considering the context of globalization, misra (2012) mentioned that globalization symbolizes a paradigm shift involving the rethinking of beliefs and structures in traditional consciousness. it symbolized a shift from a mono-cultural approach to education to a multi-cultural approach with attendant implications for changes in the school curriculum and attendant practices. therefore, the education community is no longer limited to the home experiences of the learners 84 but rather the future teachers to gain experiences within and outside the country. the experiences of practice teachers abroad will equip them to face the battle in the global setting. further, this is also a realization of quality education, the fourth sustainable development goal (sdg). this study serves as an avenue for teacher education institutions (teis) to understand the needs of pre-service teachers who will become future globally competitive teachers. the professional experiences and challenges these pre-service teachers meet will serve as the bases for revising and innovating the existing policies and guidelines of teacher education institutions (teis) to address the demand of the global community. on the part of the pre-service teachers, this is a call for them to elevate themselves to a higher quality of future global teachers. theoretical and conceptual framework this study is anchored by experiential learning theory (elt) and guided by progressivism and constructivism. experiential learning is a learning process initiated by a concrete experience, which demands reflection, review, and perspective-taking about the experience; then abstract thinking to reach conclusions and conceptualize the meaning of the experience, leading to a decision to act, engaging in active experimentation, or trying out what you have learned (institute for experiential learning, 2023). student teachers' experiences in the simulation task of being practice teachers in thailand will demonstrate learning development through reflection review and perspective-taking, specifically concerning their professional endeavors. these experiences of practice teachers can be determined under the umbrella of the philosophy of progressivism. progressivists believe individuality, progress, and change are fundamental to one's education. believing that people learn best from what they consider most relevant to their lives, progressivists center their curricula on students' needs, experiences, interests, and abilities (john hopkins university, 2013). putting more emphasis on the significance of students' experiences and later helping them in coming up with new knowledge, constructivism theory supports the concept. constructivism is a learning theory that emphasizes the active role of learners in building their understanding. rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their schemas (mcleod, 2023). these philosophies and learning theories support the significance of experiences as a springboard for learners to discover significant concepts and thoughts. the experiences of the practice teachers in thailand would give them more opportunities to improve their expertise. the following diagram presents the schematic illustration of the study. figure 1. paradigm of the study the simulation activity of students enrolled in teacher education is to have their practice teacher training or on-the-job training to ensure the quality of their performance. their professional experiences refer to their experiences related to the field of teaching. it did not include personal experiences since it only focused on professional experiences to further highlight the development in terms of their growth professionally as future teachers. considering the time before the pandemic, the professional experiences of the student teachers outside the country show evidence of what they learned in their professional education courses, specifically in field study 5 and 6 and internship, that equipped them to become globally competitive graduates. objectives and significance of the study this study centered on the professional experiences of university of baguio practice teachers who went abroad for their practice teaching. the purpose of the study is to find out the professional experiences of student teachers while having their practice teaching in thailand. it also aimed to discover the challenges along with their professional experiences. after presenting the results, this study can be used as a reference for other pre-service teachers in different parts of the world. it will also help teacher education institutions develop policies to advance the qualifications of a new generation of teachers teaching 21st learners in the global community. the curriculum makers can also refer to the findings, especially in revising the teacher education curriculum. experiential learning theory (elt) professional experience learning development experiential learning pre-covid experience abroad internship globally competitive graduates 85 along with these objectives, the following problems were sought to address: 1) what are the professional experiences of pre-service teachers while having their practice teacher training in thailand? 2) what do the pre-service teachers encounter the challenges along with their professional experiences while having their practice teacher training in thailand? 2. method 2.1 research method this study was conducted to find out the professional experiences of student teachers in thailand during their pre-service teacher training. the researcher used qualitative research employing the phenomenological research design. as stated in duquesne university (2022), a phenomenological study explores what people experience and focuses on their experience of phenomena. purposive sampling was used because not all practice teachers participated in the international on-the-job training. only those who went to thailand to practice teaching from its first implementation in 2016 up to the batch of may 2019 were the participants in this study. they were from the school of teacher education of the university of baguio, philippines. table 2.1 population of the study area of specialization males females total english 2 2 4 science 0 2 2 mape 2 1 3 total 4 5 9 the researcher used purposive sampling since the respondents had their practice teaching in thailand. the total population was the basis of the respondents since only 16 were, but only nine (9) responded during the data gathering. the number of respondents is minimal since it is qualitative research focused on personal experiences, so it has been accepted. the statement is supported by ellis (2016), in saying that different textbooks suggest different-sized samples for phenomenological research, but a sample of between 6 and 20 individuals is sufficient. 2.2 instruments the researcher focused on the professional experiences and the challenges that came along their way while they were having their pre-service teacher training abroad. the researcher used individual and group interviews as the study's main instruments. the individual interview was done because student teachers attended pre-service teacher training in different semesters and years. their experiences vary from one another. however, group interview was also conducted after the consolidation of the individual interview results to validate and support further the result of the individual interview. there were two main questions asked with corresponding follow-up interview questions. the first question was more about professional experiences, and the second was about the challenges the students experienced during pre-service teacher training abroad. 2.3 data collection before gathering data, the researcher made a letter to the participants for their consent through the messenger, a private message for each of them. the letter of consent was also sent for them to be clarified on the extent of their participation. the responses of those who responded were treated with full confidentiality. the informants had their choice if they wanted to participate in the research and were according to their own volition. the researcher did not force the informants, who participated according to their free will, as shown by the signed consent letter. the researcher gave interview questions, and responses were gathered through text messaging since the participants were no longer connected to the university. after gathering the data through text messaging, the responses were collated and came up with a summary of the results. after this, the researcher again invited the respondents for an informal group interview, and verification was 86 made since these participants had different years of deployment in thailand. also, some went during the first semester, while others were during the second semester. after conducting the research, the informants were informed of the result and asked to re-check if there were statements, they thought were not according to their statements. 2.4. data analysis after the verification, the data were analyzed. through thematic analysis, themes were derived from their responses until data saturation was reached. additional information during the informal interview was used to support the details of the findings. in the thematic analysis, data were analyzed, starting from the primary data to identifying ideas, identifying meaning patterns, and then organizing the data into themes. how a person experiences something is how it appears in their own life (sundler et al., 2019). the respondents were coded using r1, r2, r3, r4, r5, r6, r7, r8, and r9, which r representing the respondents and 1-9 represents the sequential presentation of the participant's responses. figure 2.1 process in analyzing the data the primary data refers to the participants' responses where ideas were based. after coming up with the general ideas, meaning patterns were noted as bases for organizing the data, and lastly, we proceeded to themes. this process provided the salient findings of the study. 3. findings practice teaching or pre-service teacher training as a simulation to future teachers is a way for them to be equipped and be qualified in their profession. in this study, the following transpired according to the research objectives. 3.1 professional experiences of student teachers having ojt in thailand the first research question of this study concerned the professional experiences of student teachers having ojt in thailand. primary data to identifying ideas identifying meaning patterns organizing the data into themes 87 figure 3.1 shows the result of the professional experiences of student teachers having their ojt 1) dealing with the english level of students. the following are supporting details from the participants' statements, also in consonance with their experience with language barriers since english is not their first language. the level of english taught for some classes in the college... lessons are still for beginners. (r1) another unique professional experience was when we taught students with a language barrier. at first, it was not easy to connect ourselves with the students (r6) it is easier to teach english if the students need help understanding. i had to use translators. (r7) the common professional experience of the practice teachers in thailand on the level of students is the use of the english language. english is considered an unofficial second language (tourism thailand, 2023), thai is the official language, and it is the language of instruction in regular classes and schools throughout the country. english is taught as a foreign language, along with other languages, including french, chinese, and german. in some schools, english is the language of instruction students need to be fluent in english (timss & pirls, 2015). this statement concludes that for a foreign practice teacher, it is a significant experience for them to communicate with the students taught using their official language. 2) multi-level classroom teaching experience. the multi-level class set-up is another significant experience for the practice teachers. the participants expressed their experiences: i had the chance to teach students from elementary, secondary, tertiary, and even master's degree students. being able to experience the different levels of education, i knew i was prepared to be in the teaching field. (r2) i was asked to teach and handle classes in the college of nursing, and college of law was a challenge. (r9) from the articulated statements, it is a new experience for them to handle all the different levels of students. the student teachers are accustomed to the different levels of students being taught by different sets of teachers. for the elementary learners, teachers who graduated with a bachelor of elementary education are assigned, while at the high school level are the graduates of a bachelor of secondary education. for the college levels, teachers with master's degrees are the priority. it is a unique experience that gave them an avenue to be more flexible in dealing with these students. 3) learning the thai language. contrary to the thai students' inability to use english, they are wellversed in their national language. however, on the part of the practice teachers, this experience also challenged them. i learned the thai language with their resource teachers; because of our urge to teach better, we learned how to speak thai (r6) at first, connecting with the students took much work. however, we learned to speak thai because of our urge to teach better. it is when i realized that we still need to adjust ourselves to improve classroom instruction as a teacher. r7 from the expressed experiences of the participants, it can be gleaned that they also had trouble. however, with the help of the people around them, they were able to help themselves. it is also evident that they have the desire to learn. the constructivism theory can support this expression that emphasizes the active role of learners in building their understanding (mcleod, 2023). from their stories, it can be gleaned that they developed independence and became more self-reliant. they accept and deal with unusual experiences with positive thoughts. 4) use of different strategies. it was also sought that using different strategies is also their experience. this strategy is employed by the student teacher just for them to be assured that learning will take place. dealing with the english level of students multilevel classroom teaching experience learning thai language use of facilities professional development use of different strategies 88 although only a few of them mentioned this, it is still glaring. as mentioned by a participant, i spared some consultation hours for them at the library to help them with their assignments and lessons (r1); i learned how to approach them differently. (r8). corroborating with their statement about their experiences in multi-level teaching, the level of english of students, and the need to become more familiar with the thai language, it is indeed necessary for them to use different strategies. these statements are experiences that led to their abilities being elevated to a higher level. it is clear evidence that from their experiences, without their knowledge, they are helping themselves to become equipped with the necessary skills needed, especially in teaching in different nations. 5) professional development. the student teachers were able to help themselves through their professional experiences. several exposures to different activities made them realize that they were professionally developed. the identified evidence of their professional development. the following experiences provided evidence of their improvement. i had the chance to heighten my strengths and somehow get rid of my weaknesses through teaching in a whole different learning set-up (r3) my experience in thailand honed me to become a better professional than i am today (r4) we traveled to every elementary school to promote english mini-camps and krasaepattana school to all incoming first-year high school students. (r6) in terms of professional experiences, i worked with thai professors and teachers. (r7) i also learned to be more professional when it comes to work ethics (r8) participating in different professional tasks demonstrates grasping new knowledge, which will contribute to professional development. the philosophy of progressivism is very much linked with this since it emphasizes that individuality, progress, and change are fundamental to one's education. believing people learn best from what they consider most relevant to their lives (john hopkins university, 2013 ). from those experiences, they can see the significance of their lives as future educators. 6) use of facilities. from the participants' responses, they also expressed their unique experiences regarding the use of facilities found in the schools they visited and stayed in thailand. respondent 4 mentioned, going to different schools in thailand also made me realize how good their facilities are; though considered public, schools are fully equipped with laboratories, grounds for physical activities, and equipment needed for teaching-learning. (r4) though considered public, schools are fully equipped with laboratories, grounds for physical activities, and equipment needed for teaching-learning. these professional experiences of student teachers made their on-the-job training abroad became productive. they gained different experiences that made them realize the significance of sustainable development goal 4, quality education (un). corroborating with the findings of ulla (2016), found that the student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. this statement shows that part of the participants' experiences in this study was reflected as challenges in the previous study. in conclusion, these professional experiences were highlighted by the pre-service teacher participants. they claimed the significance that provided impact in their chosen profession. their expressions provided a positive thought that these experiences are lessons that can be applied in their future works as teachers who will cater to the needs of 21st-century education. 3.2. challenges experienced by the practice teachers while having ojt in thailand this study also discovered the transpired experiences of student teachers that challenged them while having an ojt in thailand. 89 figure 3.2 challenges experienced by the practice teachers while having ojt in thailand the following were considered professional challenges among the student teachers who had their practice teaching in thailand: 1) difficulty in teaching english. the student teachers needed to have more background on the language exposures of thai students. the student teachers belong to different areas of specialization like english, math science, and mapeh. however, they are good in english because it is the medium of instruction in the philippines (eo 210, 2003). the following are the statements that served as evidence in terms of the challenges they experience in their teaching: it is easier to teach english if the students need help understanding. at first, i had to use translators(r1) one big thing! language barrier. it is a challenge, especially because i am an english teacher. but i couldn't hide the feeling of frustration sometimes due to their inability to comprehend even the slightest and simplest words in english. (r4) the class of none english speakers was mindblowing, but with hard work, effective mentoring of my professors, and god's grace, i could cater to the individual learning needs. (r8). students' frustrations were expressed due to the reason that they find it difficult how to deal with it and how they would be able to survive in the philippine professional standards for teachers (ppst). it emphasized that teachers must know what and how to teach (d.o.42, 2017). therefore, as they experience this in their training, they must help themselves face the challenges. difficulty in teaching english led to the concept of having a language barrier. the study of hwang (2013) also finds that the language barrier is a critical handicap not only to non–english-speaking partners but also to english speakers in scientific collaboration. 2. teaching in multi-level classes. this theme was supported by the codes: elementary, secondary, tertiary, master's degree, different levels of education, and different learning set-ups. being able to experience the different levels of education. (r4) i had the chance to heighten my strengths and eliminate my weaknesses through teaching in a different learning set-up. (r8) i had the chance to teach students from elementary, secondary, tertiary, and even master's degree students. (r9) multi-grade learning is familiar to the practice teachers regarding concepts; they did not experience staying in the classroom and having these kinds of learners in the philippines. as swartz mentioned, experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, attitudes, or ways of thinking (swartz, 2013). 3) teaching more than the expected class size. class size matters in the teaching-learning process. here is evidence that countries also differ in how they consider class sizes, but what is more important is addressing the needs of the students and maintaining the quality of education. here are some of the statements of the participants: we were given another teaching load in april with 100 or more students. (r2) it was a huge task because i needed to sustain my energy to keep them motivated. (r5) my task was to teach a class of 120 thai freshmen, nursing students, and the basics of grammar took a lot of work. (r8) difficulty in teaching english teaching in multilevel classes teaching more than the expected class size multiple co curricular tasks difficulty in learning thai language 90 considering the number of students per class in the philippines, there is a teacher-student ratio according to house bill 473 or an act regulating class size in all public schools and appointing funds thereof, which says one teacher shall handle a standard class size of 35 learners with a maximum of no more than 50 students (montemayor, 2018). therefore, the number of students exceeds what they used to have, making them challenged. 4) multiple co and extra-curricular tasks. the fourth category is on other roles aside from teaching. there are also other roles that the students were challenged in their professional abilities. one of these is editing dissertations and law papers. during the interview, the informants mentioned professional experiences outside the expected classroom instruction to pre-service teachers' training. as noted from their statements, planning and making programs for english camps for three days per week. we had three consecutive weeks for that. it was challenging because we handled almost 200-300 college students. (r3) we were given many tasks to accomplish, like editing dissertations, translating texts from pasa thai (thai language) to english, and conducting "english camps" and "english proficiency training courses" for different levels of learners. (r5) aside from teaching is doing zumba sessions. having zumba sessions almost every afternoon is tiresome. we need to set up the stage and call all the teachers to join (r5) aside from teaching in the graduate school program and editing law papers, i went to elementary schools in thailand to do career guidance. (r9) multiple co-curricular tasks for student teachers also served as a challenge. in the magna carta for teachers, it says any teacher engaged in the actual classroom instruction shall not be required to render more than six hours of actual classroom teaching a day, preparation and correction of exercises and other work incidental to his normal teaching duties (bilbao et al., 2015). in other words, looking at the policy in the philippine educational system, six hours is already good for the whole day, and as per experience, it must be distributed at different hours of the day. 5. difficulty in learning the thai language in order to meet halfway, practice teacher students also need to learn the native language of the students. that is where they again experience challenges. as new to that country, they needed to immerse themselves in the culture, especially the language they use. here are some of the statements of the pre-service students: professionally, i also have the same issue with the language barrier. sometimes i need to understand the instructions given by my cooperating teacher. i found it embarrassing to let my ci repeat the instruction or the words 2-3 times for me to get what he meant. however, soon after, i learned some thai words, making communicating easier. (r7) it was also difficult to learn their language, especially since we were highly encouraged to write and speak thai during our first weeks. i saw the purpose of learning their language to minimize the language gap, but i found learning, reading, and writing language quickly impossible. (r8) difficulty in learning the thai language is a challenge associated with a concern regarding the language barrier. quoted from an article by michael (2018), the language of instruction is generally thai, apart from a small number of private institutions and international study programs that use english as a medium of instruction. in conclusion, the professional experiences led to the professional challenges experienced by the practice teachers in thailand. they considered language barriers, and pedagogical challenges, including classroom management, as the bases of their significant experiences and challenges as pre-service teachers in thailand. 4. discussion this study focused on the professional experiences and the challenges while having the practice teaching of student teachers in thailand. as part of helping the students make their practice teaching fruitful and by society's needs at present, having ojt abroad will equip them with the needed abilities to address the need of time. on the professional experiences, the following findings were presented: 1) dealing with english level of students, 2) multi-level teaching experience, 3) learning the thai language, 4) use of different strategies, 5) professional development, and 6) use of facilities. the professional experiences of student teachers helped them realize their strengths and weaknesses, and they can further recognize their needs to improve their abilities, which will hone them to become better teachers in the global community. ocampo (2021) revealed a significant connection between using teacher skills in the 21st century and learner skills in cognitive ability, autonomy, adaptability, and creativity. identifying the first theme, dealing with the english level of students, and the third theme, 91 learning the thai language, connotes that a language barrier exists. it is a significant experience for a practice teacher in a monolingual country. language is perceived as a barrier in study abroad programs as it may limit students' opportunities to interact with the local culture (mancini-cross et al., 2009). in the article of giron (2017), she mentioned that past and current research indicates that at least 12 years are necessary for children to gain the level of language ability to extend and use it for the rest of their lives. these ideas are related to the idea mentioned by llagas (2019) that effective communication means expressing ourselves verbally and non-verbally in ways that are appropriate to our cultures and situations. along with these statements, it can be corroborated with the study of simbolon (2023), which emphasized the english medium instructions (emi) that in their findings, the lecturers agreed with all three main issues: terms used as a reference to emi, emi practice in the classrooms, and necessary support for emi implementation. therefore, his study supports the current study's findings that language is a significant consideration when students go abroad because it will affect their ability to communicate better. an article suggests that language-supportive learning can significantly improve learner outcomes and more effective engagement with subjects across the curriculum (milligan et al., 2016). this study proves that the support from the thai teachers to the practice teachers is helpful. the statement of ningsih et al. (2019), vocabulary is an essential language learning ability, including english, because, without vocabulary, nothing can be conveyed supports the findings that if you are not equipped with the language, it will lead to a big concern. multi-level teaching experience is another result of the study. this experience is associated with the concept of classroom management. managing a class with a combination of different ages combined in a classroom is an experience for a teacher that would challenge his classroom ability. in the study of holzberger and prestele (2021) on teacher self-efficacy and self-reported cognitive activation and classroom management: a multi-level perspective on the role of school characteristics. in their study, multi-level analyses revealed relationships between teachers' selfefficacy and self-reported cognitive activation and classroom management at the teacher and school levels. classroom management differed depending on whether a teacher was in a lowor a high-efficacy school (context effect). therefore, the experience of teaching students multi-level is one thing they must consider since it can affect their self-efficacy. this statement indicates that teacher education institutions should provide a wider range of experiences for their practice teachers in terms of classroom management in a multilevel scenario since other countries have different classrooms. other findings are the use of different strategies and the use of facilities. these can be combined since pedagogies of teaching can capture it. considering the use of different strategies as can be gleaned in the study of misnawati (2023) on instructional strategy for comprehensible meaning-focused input: backward learning instruction, this is an avenue to ponder on different strategies to be used in teaching and learning, especially that education is already transforming to internationalization and globalization. a study found that they were able to prove that lack of motivation and perspective, as well as factors resulting in low learning attainment, may be overcome through culturally grounded ict-supported teaching and learning (kárpáti et al., 2014). these studies support looking into strategies to capture the learners' interests. the practice teachers' abilities in using ict saved them from the challenges they encountered, specifically in preparing teaching materials as part of their strategies. in the article of valenzuela (2017), common attributes define a competent teacher in southeast asian countries, and one of these is pedagogical skills. these statements can be corroborated by the reports on differences in teaching loads, language, student behavior, recruitment, and career-ladder issues across countries (jepsen et al., 2014). as such, the findings correspond to the result of a study that the international student teaching experience and the overall internship program with its cultural components contributed in a positive way to student teachers' professional and personal development and helped student teachers increase their cultural awareness (sahin, 2008). as reiterated in the approaches k to 12 curriculum, learning should be interactive, integrative, and collaborative (corpuz & salandanan, 2015). from the participants' different experiences, it is safe to conclude that they learned a lot as they improved their professional growth as student teachers outside the country. regarding pedagogies, facilities can make teaching and learning more interesting and motivating. from the cited experiences of the students, having these different facilities gave them the confidence to make their practice teaching abroad more fruitful. akomolafe et al. (2016) revealed in their study that the availability and effective utilization of school physical facilities play a significant role in enhancing students' academic performance, while inadequacy of such physical facilities could contribute to poor academic performance. from what the practice teachers experienced in thailand regarding the use of facilities, it magnifies their positive feedback on it. in other words, to make teaching and learning effective, the presence of good facilities is necessary. 92 professional development is another finding. professional experiences are attributed to professional development. however, this study exposed the practice teachers to other activities like co-curricular activities that helped them more professionally deal with different kinds of people, especially the dignitaries they meet in different situations. ashton (2019) said practical implications for teacher professional development and initial teacher education programs where mentoring and support for teachers in differentiated practices and resources are needed, particularly for early career teachers. it can be gleaned, therefore, that universities offering such programs would continue widening their perspectives, especially in offering significant experiences which can be helpful to students, especially when thinking from a global perspective. the second focus of this study is on the challenges encountered by the student teachers along with their professional experiences while having their practice teaching in thailand. as stated in the findings, the following transpired as the challenges: 1) difficulty in teaching english, 2) teaching in multi-level classes, 3) teaching more than the expected class size, 4) multiple cocurricular tasks, 5) difficulty in learning thai language. looking at the connection from the study's first objective, the participants identified those professional experiences as the source of the challenges. difficulty in teaching english. the difficulty in teaching english is the most common challenge among the participants. it is aligned with their experience regarding how they deal with english level of students, as manifested in the first problem. this finding supports the findings of misra (2012) that because of globalization, a paradigm shift involves the re-thinking of beliefs and structures in traditional consciousness from a mono-cultural approach to education to a multicultural approach with attendant implications for changes in school curriculum and practices. language is a representation of each country and has a great impact on the field of education because it serves as the medium of instruction. in this regard, curriculum makers all over the world should consider then shifting from the traditional view to a more inclusive concept catering to all kinds of learners all over the world. it is to realize the goal of making countries' connections seamless in the education field. the second and third challenges of teaching in multi-level classes and teaching more than the expected class size are related to policies and guidelines. different countries have different perspectives in terms of the grouping of learners. in the study conducted by todd (2015) on the effects of class size on english learning at a thai university, he presented a class size ranging from 10 to 103 students for four fundamental english courses at a thai university. on the other hand, it was identified in deped order (2008), that the class sizes should range from 15 pupils/students to a maximum of 65 pupils/students per class. the average class size shall be 50. 5. there is evidence that countries differ in policies, but what is more important is addressing the needs of the students and maintaining the quality of education. it is an avenue for the students, teachers, and policymakers to review what is best for the learners and the whole education system. multiple co-curricular tasks are also one of the challenges experienced by practice teachers in thailand. constructivism theory explains how people might acquire knowledge and learn. the theory suggests that humans construct knowledge and meaning from their experiences (olusegun, 2015). having multiple co-curricular tasks to the practice teachers gave them an experience that tends to burden them. however, along the process, if they are managed properly, these become a fruitful experience for them. the magna carta for teachers also identified several works, like teachers engaged in the actual classroom instruction preparation and correction of exercises and other work incidental to their normal teaching duties (bilbao et al., 2015). this implies that those who intend to become a teacher should know the expected managerial and clerical tasks for them. the identified co-curricular and extra-curricular activities that the preservice engaged in boil down to the context that the students were challenged as to how they could meet their expectations. the fifth challenge the practice teachers experience is difficulty in learning the thai language. although it is not a need for them to learn the local language since their learners cannot communicate with them in the language they know, as a teacher, they must take action so that learning will take place. learning the local language is also an advantage on their part since this will help them immerse themselves in the community. therefore, nowadays, teacher education institutions should consider offering foreign languages across the different programs to address the need for globalization and internationalization. during the group interview, they expressed their problems but, at the same time, their gratitude because they were able to surpass the challenge. these experiences suit the philosophy of re-constructionism that aims to improve and reconstruct society, and the teacher acts as an agent of change and reform (bilbao et al., 2015). as 21st-century learners, they were equipped 93 with different skills, so they turned these challenges into opportunities. from these professional experiences, these student teachers underwent more comprehensive training than their fellow student teachers' experience in the philippines. the challenges they experienced in thailand could be best explained by the study that internationalization and linkages increase the quantity of graduates' efficiency in the way institutions are managed and producing graduates and professionals' global outlook ready to be hired by internationalized economies (mejia et al., 2014). this means that whatever challenges come their way are opportunities for them to make themselves fit into their chosen career. as this study's subject, it is significant to note that the practice teachers unwrapped realities in practice teaching in the global community. from these experiences, policymakers should be more aware of the demands of global education. also, teacher education institutions (teis), as the curriculum developers, must realign the teacher education curriculum to the demand of the global setting. teis can craft a program that will enhance the abilities of practice teachers, especially in handling the identified challenges for the practice teachers to take the initiative and every opportunity to develop themselves to become global educators. 5. conclusions the demand for globalization continuously grows, and education is not an exemption. this study proves that the demand for globalization and quality education is essential. in the identified professional experiences of the student teachers in thailand, these manifested that their experiences in the international field offer greater opportunities to improve their professional abilities in the teaching field. this is also a good avenue for them to achieve quality education in response to the demands of the global community. the challenges that the student teachers experienced paved the way for realizing the importance of the internationalization of education. there are professional experiences that can be offered by schools outside the country that cannot be experienced in one's own country. there are challenging works that can elevate the abilities of these student teachers in a higher post. however, future studies can also be conducted to find out the experiences of practice teachers after the pandemic to see the more recent challenges in the lives of practice teachers abroad. future studies can also widen the scope of the population to include other programs that have pre-service training not only in teaching but also in terms of the locale to capture the global scene. this study generally contributes to the welfare of future teachers who will serve 21st-century learners in their respective countries and the global or international classroom. this also addresses unesco's sustainable development goal number 4, which is on quality education to make it a reality in the coming years. acknowledgment the 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https://shared.rti.org/content/how-do-we-teach-teachers-pre-service-teacher-education-foundational-literacy-and-numeracy https://shared.rti.org/content/how-do-we-teach-teachers-pre-service-teacher-education-foundational-literacy-and-numeracy instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 255 – 266 doi: https://doi.org/10.31849/utamax.v4i3.11449 255 exploring students’ perception on using live worksheet as self-directed learning of listening skills in online education faidah yusuf 1, & ameer ali 2 1 universitas negeri makassar, makassar, indonesia 2 university of sindh, jamshoro, pakistan faidah.yusuf@unm.ac.id article history received : 2022-09-22 revised : 2022-11-14 accepted : 2022-11-20 keywords information technology listening skill liveworksheet learning environment self-directed learning web-based learning abstract research on the use of digital technology in promoting english foreign language (efl) students’ self-directed learning of listening skills has been widely acknowledged in the literature. however, few empirical studies have been conducted on interactive worksheets as mediated instruction in the teaching of listening. this study used a qualitative method, and seventy-seven students were selected from the education department at state university of makassar. this research instrument is used in interviews. grounded in a webbased learning approach, the researchers investigated the students’ perceived experiences in conducting the “liveworksheet” website and its potential to promote their self-learning, activeness, and autonomy in listening practices. as a result, the study highlights several significant findings: students’ self-directed learning, automatic scoring, accessing the website, students’ vocabulary mastery, students’ learning autonomy, and students’ technology skills. moreover, this study suggests employing web-based “liveworksheet” activities in a technology-mediated efl learning environment, thus increasing their selfdirected learning and ease to make distance learning happen through the website. therefore, this study highlighted the advantages of in-making live worksheets for teachers and students in answering live worksheets which are very important to support, provide interesting learning, and get their learning outcomes. 1. introduction in this modern era, many kinds of interactive sheets might be implemented in teaching english listening skills, one of which is “liveworksheet” (ampa, 2015). it aims to provide students with an opportunity for self-directed learning of listening skills. many students’ difficulties in learning listening skills in english were associated with speech rate, pronunciation, nervousness, limited vocabulary, and lack of background information. self-directed and self-regulated learning are the two skills influencing the students’ willingness to listen. therefore, “liveworksheet” helps students be motivated in learning listening skills (chan et al., 2020) and helps teachers in achieving efficiency and making learning sustainable (khansir et al., 2021). using this “liveworksheet” also helps efl students turn traditional worksheets into interactive practice questions, which is very useful for students, and the environment (özdal et al., 2022). there are several plausible reasons why “liveworksheet” was chosen as a solution to the listening problems faced by students: 1) a teacher can still monitor the cognitive knowledge of students in online schools, 2) it helps students turn traditional worksheets into selfcorrecting online exercises (albus et al., 2021). in addition, research on “liveworksheet” has been well documented in the literature. ames & archer, (1988) stated using this website could help save the environment as this reduces the use of paper. it also motivates students to work on the questions given by the teacher. this website makes full use of the technology applied to education (hidayah & asari, 2022). using the online resources on the website, teachers can ask questions, help students do microphone listening/speaking exercises, and share audio-visuals (ali, 2021). however, previous empirical evidence investigating the effectiveness of “liveworksheet” in teaching english by using technology is still rare and less studied (bashori et al., 2020). therefore, this study uses web-based activity and aims to provide the students with a new nuance of learning, thus encouraging them to be more independent, flexible, and creative. https://doi.org/10.31849/utamax.v4i3.11449 256 furthermore, self-directed learning is equally important as online learning means the students must become more independent in their learning. independent learning encourages students to be proactive and independent (maphalala et al., 2021). in the meantime, the students learn by the website as technology is about to substantially change the way how users acquire knowledge on the internet. in the present study, we argue that this must change because accommodating the changing needs of learning can sustain the relevance of teaching (kammerer et al., 2018). through numerous interactions and learning experiences, the learning process primarily aims to enhance the interests and creativity of students. various factors, such as recruiting or inspiring students, have an impact on activity. students' engagement in their education can inspire and foster their skills. students can develop their critical thinking skills and problem-solving abilities. using a live worksheet application, researchers are seeking options to promote activities and attract students. liveworksheets are one of the websites teachers can use to create worksheets for students. there are readily accessible, cost-free, and direct online worksheets with a more extensive menu than other apps. echoing the above explanation, this study seeks to answer the following main research question: “how has online learning fostered self-directed learning in universities? the research question: what are the perceptions of the students about the selfdirected web-“liveworksheet” based instruction in online education? 2. literature review 2.1 self-directed learning in listening skill. in march 2020, the outbreak of the covid-19 pandemic marked an abrupt end to face-to-face learning within the four walls of lecture halls, and a shift toward a transformed self-directed learning (sdl) model, a new normal for most institutions in developing countries occurred. justus et al., (2022) argue that self-directed learning is a process that makes students responsible for planning, undertaking, and reviewing aspects of their learning process. it has also been advanced by (zakareya & al-qahtani, 2020) who call this transition the biggest undertaking of the twenty-first century. liu et al., (2020) stressed that this new pedagogical approach inspires students to engage in self-directed learning (sdl) through online learning. self-directedness, or learner selfdirection, refers to an individual’s internal learning and growth process as well as the external influences experienced through instruction (ramli et al., 2018). self-directed learning is defined as both a process of learning in which the individual establishes elements of control over their learning and characteristics of learners including self-efficacy and motivation (hira & anderson, 2021). furthermore, self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. self-directed learning (sdl) requires the learner to take responsibility for, and manage, their own learning needs (salleh et al., 2019). students who are proactive and strong self-directed learners are likely to be well prepared for the workforce because they can anticipate the needs of their workplace and formulate a learning plan to obtain the skills that will make them more valuable for the company that they work for. 2.2 web“liveworksheet” based instruction. web-based learning is another form of technology that can support independent learning. furthermore, these technologies are also adopted side by side with classroom management (bashori et al., 2020). to efficiently manage web-based learning, teachers need to consider the process and method that is consistent and suitable for teaching specific subjects (chatwattana & nilsook, 2017). the use of the web as a tool to deliver teaching and learning can create momentum for teachers to integrate this convenience into their teaching process (saito et al., 2019). the computer, the internet, and the web cannot be separated because the computer is seen as a tool, while the internet and the web are seen as software to access information (wulanjani & ratnaningsih, 2020). a live worksheet is one application that can be used to create student worksheets during this pandemic. liveworksheet is a platform that helps teachers create e-worksheets or student activity sheets, also known as student worksheets (ransom & manning, 2013). aside from being visually appealing, this live worksheet is simple and free to use. teaching content can be uploaded directly to websites and during the learning process, students will interact with the teaching media through the internet without the teacher being present. therefore, web-based learning applications can provide a variety of real examples to students by combining text, music, image, video, and animation (barella & linarsih, 2020). the combination of sound and voice through screen touch and mouse movement can create an interesting learning experience (fokides & kefallinou, 2020). the wbl has become a feasible tool for facilitating education for a wide spectrum of participants using a variety of technologies (yang et al., 2002). despite technological limitations, wbl might be successfully implemented; it can overcome many problems associated with the traditional classroom-based learning framework 257 figure 1. liveworksheets several instructions for implementing the “liveworksheet” and its modifications are outlined. these exercises are meant to allow students to observe and practice their listening skills (rukthong & brunfaut, 2020). following these steps is all that is required to use a worksheet effectively: 1) visit the official website for the live worksheet at https://www.”liveworksheet”.com/. 2) there is a "teacher access" menu in the upper right corner; click the menu, then click "register." 3) fill out the relevant information, then click "register" once the information has been entered correctly. 4) click the activation link contained in the email issued by the live worksheet after registration. 5) please then return to the website and complete the first and second ways. in the second method, however, you are not required to click "register." the only required fields are "password" and "email." 6) then click "enter". 7) language can be changed through the language options. 8) in the "interactive" menu, you can ask or change questions. 9) click "make interactive worksheet" afterward. 10) then, click "get started". when students gain access to the worksheets and begin working on them, they will instantly be able to view the results of their scores, and teachers will have an easy time checking those scores using the mailbox menu. this live worksheet is one of the platforms that may assist teachers produce electronic worksheets or student activity sheets. not only is it free, but it is also quite simple to use. this live worksheet, in addition to having an appealing appearance, is also quite simple to use in comparison to other platforms such as youtube, facebook, and many others. these practical learning worksheets are appropriate for all types of evaluations, including cognitive evaluations, skills evaluations, and attitude evaluations. additionally, they are appropriate for all subjects, except for specific subjects. 2.1 distance education international university students decide to study in different countries to get to know different cultures and societies, benefit from better educational opportunities, and have better living conditions (karakus & karakus, 2021). however, nowadays, when online education and applications have become the new normal, students need to have digital tools (desktop/laptop computers or smartphones) in terms of functionality and sustainability of education. they need to access lessons via the internet and develop existing digital interactions; in other words, digital tools encourage students to use the online learning process effectively (binali & tsai, 2021; tseng & hsu, 2014). keçili et al., (2021) stated that students' access to tools such as computers, tablets, or smartphones is essential for effective online education. firat, (2016) stated distance education or online learning refers to the method of content dissemination and rapid learning through the application of information technology and internet technology. the “e” in e-learning stands for electronic learning, efficient learning, exploratory learning, experiential learning, expanded learning, extended learning, easyto-use learning, and enhanced learning (lockma & https://www.liveworksheet.com/ 258 schirm, 2020). the united states is the birthplace of e-learning. since 1998, e-learning has been spreading worldwide and has rapidly expanded from north america and europe to asia. online education is one of the important education methods today (martin et al., 2021). it has developed rapidly around the world and has gradually become an important category of school education. countries around the world are actively exploring how to effectively educate students through the internet, and many good examples of online education have emerged, resulting in many valuable experiences in online education (bateman, 2021). although online education is developing rapidly around the world, more applications of online education are used as a supplement to regular school education. in the normalized education and teaching practice, more students go to schools to participate in traditional classroom teaching, and large-scale online education lacks practical application scenarios. 3. method 3.1 research design this research used qualitative method (berry, 2011) that investigated the perception of using the “liveworksheet” website during its implementation of intensive listening skill. the objective of this study's qualitative methodology was to properly integrate the research components to examine and analyze the research's primary subject (chesebro & borisoff, 2007). this kind of qualitative analysis goes deeper and can aid researchers in learning additional details about a phenomenon and use language and words to describe and study occurrences, events, social. figure 2. students’ “liveworksheet” website interactions, ideas, opinions, and thoughts (gill, 2011). the data can make it easier to design a study that investigates how students perceive utilizing a liveworksheet for self-directed learning in online education to develop listening skills. 3.2 participants seventy-seven students (25 males and 52 females) enrolled in the intensive listening class were asked to participate in this study. this research was conducted at a state university in makassar, indonesia. this research was carried out at a university in the indonesian city of makassar. eleven of the seventyseven students who took part were chosen at random (staller, 2021) and agreed to be interviewed in a semistructured way. they were willing to take part in this study. the researchers coded the excerpt sts1 – sts2 from choosing the coding cd1-cd77 of participants. as part of the final project, we had to get people from regular classes to take part, so we asked them to do so. regular and asked them to take part for sure. all the students who took part had to take english classes. we started by writing down the project's goals and objectives, as well as how they would be met. then we told them about the liveworksheet method, in which they streamed the liveworksheet themselves using their cell phone or laptop. all of them liked the live worksheet system, so they all agreed to take part in the research. they could learn english by listening through liveworksheet. 3.3 procedure seventy-seven students did the task in the “liveworksheet”. before starting to do the test of the listening sheet, the students were given a short instruction on taking the test of listening. they then worked individually with their gadget, starting by understanding the instruction, reading and listening carefully to the audio, and then answering based on the audio. figure 1 is a “liveworksheet” which displays an intensive working sheet. through the “liveworksheet”, students can work on various forms of student worksheets, ranging from multiple choice, matchmaking, open-ended questions, and drop-down boxes. various forms of questions can be adapted to the creativity of the maker. student worksheets through live worksheets are very easy to make and work on because creators can enter answer keys and assessments there. after completing the live worksheet, students can find out the score obtained. thus, students will be more enthusiastic to learn. 259 figure 2. students’ “liveworksheet” website figure 2 is the screenshot of students’ activities on web-based learning and showed the “liveworksheet”, which contained audio and scores. there is student access to see and do the task in the workbook that the lecturer has given to them, and the lecturer has access to see all the worksheets that have been done by the students. figure 2 shows the live worksheet in blue and white. there are eight worksheets with a white base and a red score on each of them. the huge work sheet display that the researcher used as an example and that was completed by students received a score of 7. the cambridge english assignment sheet was completed in three parts. such a technology strategy can support self-directed learning because the students can click the audio directly in the “liveworksheet” regularly until they know the answer. web-based learning applications can provide a variety of examples to students by combining text, music, image, video, and animation. the combination of sound and voice through screen touch and mouse movement can create an interesting learning experience. 3.3. data collection interviewing participants is a key part of the data collection strategy for this qualitative study (carlson et al., 2020). interviews that were only semistructured interviews were used to collect the data (karhulahti & backe, 2021). the advantages and disadvantages of gathering information about other people's points of view through interviews are discussed in the semi-structured interview (karatsareas, 2022). we spoke with eleven different participants. the interview protocol, which can be found in the appendix, includes eight questions designed to elicit information that can be categorized according to a group of overarching themes (sarwanto et al., 2020). we met with each respondent in person to conduct the interview, and we allotted between 35 and 50 minutes for their participation. the interview was conducted in bahasa indonesia because having the questions asked in the participants' native language assisted the respondents in better understanding those questions. to facilitate the data analysis, the results of the interview were recorded, transcribed, and then made totally into english. 3.4. data analysis we used thematic analysis to analyze the interview data (lochmiller, 2021). the data collected from the interview was transcribed. gathering data from indepth interviews, analyzing the data to discover similarities and differences, coding the data, and developing interpretation were all parts in the process (mckernan, 1996). we used thematic analysis to examine the data in relation to the students' perceptions on using liveworksheet to develop their english listening skills. we reviewed the interview transcripts several times to thoroughly appreciate the content and gain a wide understanding of the findings. based on our interpretation of the interview data, we categorized comparable information all into subjects. 260 among the emerging themes were self-directed learning, automatic scoring, accessing the website, vocabulary mastery, learning autonomy, technology skills. during data analysis, we utilized memberchecking and peer-debriefing techniques to ensure the validity of this qualitative study. as part of our efforts to maintain a high-quality translation, we requested feedback from the participants on the transcripts and suggestions for improvement. during the interview, we inquired about the participants' liveworksheet experiences in an english listening class, as well as any advantages or disadvantages they encountered. we also requested that they review the analysis result of the findings and the interpretation of the data by making corrections to the interpretations and providing additional information as needed. finally, we entirely focused our conclusion on the results of a study. 4. result regarding the results of transcribing the data to see the perception of using the “liveworksheet”. the researchers then explained the results of the questions and responded to the interview directly. the perceptions of the students about the self-directed web“liveworksheet” based instruction in online education, and a web-based learning strategy promote the use of “liveworksheet”. live worksheets can display videos, music, pictures, or symbols. teachers can create live worksheets actively and can group them into workbooks. as the explanation above, in the level of difficulty, students also choose the level of difficulty in using the “liveworksheet”. as shown in the graph above, several students choose the category of difficulty. 4.1. students self-directed learning the students described self-directed learning, where students can learn on their own. students feel happy and can complete listening by clicking on the listening menu on the live worksheet in the form of audio and video, which is equipped with questions on each number. they can directly choose the correct answer or fill in the blank questions according to the instructions the teacher gives on the live worksheet. they all learned about intensive listening through individual live worksheets and learned on their own according to the instructions given by the lecturer. doing listening assignments on a live worksheet is pretty good. because we can repeat the audio repeatedly, answer directly. and we can find out the correct answer if we have clicked finish. this is pretty good for sharpening listening skills. (sts1-cd4) very memorable. this exercise trains my listener in answering questions related to listening. so excited!. (sts2-cd11) the excerpt showed that students did assignments on “liveworksheet” by working on listening sheets directly wherever and whenever they find the internet so that students could repeat their audio listening and could find out the answer directly when pressing finished, and students could continue to practice individually with the instructions that had been given to them in the worksheet in answering the questions presented in the sheet. 4.2. automatic scoring students explained about automatic score, where students work on the liveworksheet directly and automatically record the correct and incorrect answers when answering questions, then when ending by pressing finished, the score will automatically appear on the liveworksheet directly. after doing and answering all the answers in the liveworksheet. the score was displayed on the task sheet and the score was written in red so that students were very interested and happy in doing their work on the live worksheet. using a “liveworksheet” is easier to listen to and answer, and what i like is that the score is immediately displayed when we finish. (sts3cd15) the experience of learning and answering intensive listening in a live worksheet was very enjoyable. as a benchmark for the listening course in the previous semester, this time was very memorable. one of them is because there i can immediately see the results of my work, regardless of the value, i will be more active in studying again. and also, i can re-correct my work, although it doesn't affect the grades, i can find out the real answer. (sts4-cd23) the excerpt above those students used the “liveworksheet” easily and answered the questions in the worksheet and after that, they can quickly find out the score and the results are posted on the sheet. students can also re-correct their work and find out the real answer after knowing the score they got on the “liveworksheet”. 4.3 accessing the website the students conveyed that it was easy to access the website. they opened websites on the internet easily and effectively for practicing listening. and when answering questions, access is also easy and smooth. easily and simply when they got an internet signal. i like learning to use live worksheets because they are easy to access and listening lessons on this website are very effective because they can listen in audio well. (sts5-cd27) 261 i will be honest about this, i think this is a simple website, we must answer questions that are already on the website itself, but the problem is that the format you enter must be correct, so the correct answer can be wrong just because you missed a little detail. (sts6-cd33) that was nice to use the “liveworksheet” to learn and answer those questions. (sts7-cd45) the excerpt above that students accessed this website's “liveworksheet” easily and simply by doing the tasks given by their lecturers the online sheet is effective because they can listen to the audio, but students must fully understand the instructions given by the lecturer before working on the “liveworksheet” which is presented in each student's workbook. 4.4 students vocabulary mastery students said that answering the english questions on the live worksheet gave them a lot of new vocabulary that can increase their vocabulary, so they can learn better. when doing intensive listening assignments on the liveworksheet because they heard and saw the text directly and could search and understand the vocabulary in the text they were studying it will be much easier to work on and complete the structure exercises. the reason is that the more we hear and listen to english, the more sentences we can use. besides that, it can also increase our vocabulary. (sts8-cd56) the excerpt above that students gave statements about the increase in vocabulary that they got after doing the assignments on their “liveworksheet” because the more they listened to english the more words or sentences they understood so students could increase their vocabulary. 4.5. students’ learning autonomy students conveyed that learning autonomy did independently based on instructions from their lecturers, so that after receiving and understanding the instructions, students did their assignments individually in the most comfortable situations and conditions that they had at the time and opportunity of the students themselves according to the deadlines that the lecturer gave automatically on the website. i think this method is the best way of learning because we get to learn different ways of pronunciation, such as american pronunciation and british pronunciation. (sts9-cd60) very interesting experience because i can listen to an english conversation, at first it is hard to understand but the second time i listen to it i can understand what the speaker is saying. although in answering questions there are still many mistakes, it is easier for me to understand what is said in english. (sts10-cd65) the excerpt above that student had a learning atmosphere on their own when using this “liveworksheet”, especially online learning so that students might take advantage of the time and opportunity to understand more and find answers to questions given by their lecturers. 4.6. students’ technology skills students explained that technology skills in operating their gadgets such as their smartphones, laptops, or computers. they worked individually with the instructions they understood from the lecturer. it was a good experience for me, especially since this was my first time using “liveworksheet”. it has a positive side and (kind of) negative side for me. first, on the positive side, we can listen to the questions and answer the questions easily by using our laptops. however, some people who do not have a laptop and a good connection might find it difficult. because i've once tried to use it on my phone, it's quite difficult to answer some questions that require us to swipe or to match the answer, and we couldn't do that while using a phone unless we have a laptop. (sts11-cd73) the excerpt above that students who had digital literacy could use laptops, computers, and even smartphones that they used every day so that when the lecturer gave assignments on the live worksheet on their website, students could quickly and easily respond and undertake the given task. this study is about self-directed learning in web“liveworksheet” based instruction, students get benefits through online education. lecturers find strategies or website-based learning methods to teach listening so that students can calmly focus on the given listening test. this is a new finding in teaching listening wherever and whenever students are selfdirected learning, automatic scoring, accessing the website, vocabulary mastery, learning autonomy, technology skills. participants found this self-directed learning in web live worksheet-based instruction activity valuable and innovative. they instilled meaningful values related to using the liveworksheet website. they received rich information about liveworksheet and at the same time, they also learned important values for their learning. the following sections discuss these values and their significance for intensive listening in english and how these pedagogical innovations contributed to english language skills pedagogy and sustainable language development. 262 5. discussion in this article, the researchers discussed about the output of indonesian students’ self-directed learning through web-liveworksheet” based instruction, the perceptions of the students about the self-directed web“liveworksheet” based instruction in online education, and a web-based learning strategy promote the use of “liveworksheet”. web-based learning is instructed by the lecturer to understand and work individually on the "liveworksheets" in the learning process. therefore, the data have been explained in the findings of three related research questions, student responses, output, and value of web-based learning. from the discussion, it was found that six things were involved in self-directed learning in listening skills on the use of the web-"liveworksheets" based instruction in online education such as the students' self-directed learning, automatic scoring, accessing the website, students' vocabulary mastery, students' learning autonomy, and students’ technology skills. the students’ self-directed learning using liveworksheet is one of the directly interactive websites that can increase the students’ learning in listening skills. (fokides & kefallinou, 2020) added the combination of sound and voice through screen touch and mouse movement could create an interesting learning experience. (ke & chávez, 2013) explained the use of the web as a tool to deliver teaching and learning as it could create momentum for teachers to integrate this convenience into their teaching and process of using liveworksheets. (chaijum & hiranyachattada, 2020) claimed universities should explore and establish a web-based listening teaching model and deliver listening courses via the internet or intranet. to construct an effective instructional method for college english listening, the design of an appropriate model for listening instruction was very important. in addition, using “liveworksheets” such as webbased learning in efl can boost self-directed learning, regarding the need for people to manage their learning processes. self-directed learners make plans by determining their learning goals (karatas & arpaci, 2021). the website has an automatic scoring system, the lecturer entered the correct answer in the column made in the worksheet so that after the student had answered all the questions, the score would appear automatically (park et al., 2020). moreover, the websites must be flexible so that they can provide students with different means of learning, allow them ways of solving problems in different ways to indicate their knowledge, and engage them properly (maboe, 2020). according to the data, students prefer to complete exercises on the live worksheet. this is especially true for listening courses, as the live worksheet makes it much simpler for students to listen to the audio. once students have completed the assignment and clicked "finished," their scores will automatically appear on the screen. for the students to not only feel satisfied but also challenged to continue working on their tasks on the live worksheet. accessing the website, e-learning is a rapidly developing form of education. one of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone (radovan & perdih, 2016). according to the data obtained, it was discovered that students may readily access liveworksheet.com using either their laptop or their smartphones; however, they do require a reliable internet connection. the student's vocabulary mastery at a pedagogical level, learners' vocabulary size, and listening proficiency should be taken into consideration when planning activities to enhance vocabulary learning through listening (zhang & graham, 2020). linh et al., (2021) pinpointed the four main factors influencing learning autonomy (1) teachers themselves, (2) students’ responsibility, (3) tasks, and (4) environment. in line with the findings of the investigation, a significant number of students obtain vocabulary in each assignment on the live worksheet. every day, students can learn and practice using new words that are available to them. the students' learning autonomy of the cultivation of abilities for independent study has emerged as the primary focus of education in modern times. numerous studies have been carried out with the goals of defining and uncovering the factors that influence learning autonomy as well as the effects that it has on students. the concept of learning autonomy as a kind of filter that gets rid of difficulties and differences inherent in conventional teaching methods and educational attitudes. the research conducted revealed that it is possible for students to be responsible for the assignments that were given to them by their instructors. because it is oriented towards the student, there is an emphasis placed on pupils taking the initiative and being motivated to study in a way that best accommodates them. the students' technology skills involve using computers, tablets, mobiles, the internet, etc. in the home or public domain are the key to the successful use of the tools to enhance student learning which lies in the design and implementation of learning activities rather than the machines and applications themselves (yeh, 2015). the advantages of using “liveworksheet” are equipped with interesting and interactive answer choice features, such as essay, multiple choice, word puzzle, dropdown-selection, check boxes, join with arrow, drag, and drop, listening section, speaking, add mp3, watching a video, and insert a link. for students, the learning experience using “liveworksheet” gives an immersive and diverse impression, both through the attractive visual appearance of the student worksheets, audio videos of the process of listening to the videos shown, and kinesthetics through interactive 263 answer filling. seeing the positive feedback from students makes them more enthusiastic about making other “liveworksheet”. technological readiness concerns individual attitudes towards the introduction of new technology. in essence, students' perceptions at times reflect the learning effectiveness and learning experience of students in a course (maphalala et al., 2021). universities can produce solutions to mitigate their problems in online education and increase the quality of online education which can be accessed by all students (şenol et al., 2021). by using “liveworksheet”, students can do virtual practicum well by watching video materials and practical guides so that students are more enthusiastic about learning. in addition, the evaluation tools provided by “liveworksheet” are varied, interesting, and interactive so that students do not get bored easily. online student worksheets using “liveworksheet” streamline time in learning and assessment because they have been automatically corrected so that it eases the task of teachers and students can immediately evaluate their abilities. the students are interested in learning and using “liveworksheet”. according to my fellow teachers, these live worksheets are not only for student worksheets to complement the “liveworksheet” but can also be used in other lessons. as a result, as shown in this study, “liveworksheets” has advantages over other applications, but this website, also, has disadvantages. some teachers do not know how to use “liveworksheet”, the worksheet still requires review, so that all features can be used, and can only be in the learning setting in the classroom. through this live worksheet, students can write the correct answer in the column provided or pair it as requested. thus, it will bring up the activeness of students in thinking and looking for the right answer. for teachers, live worksheets are very helpful in assessing student practice, because without correcting the results have appeared. this turned out to get good attention and response. their boredom was slightly reduced because of this live worksheet. they can learn while playing. summing up this article about the output of indonesian students’ self-directed learning through web-“liveworksheet” based instruction, furthermore clearly visible pictures of the results of student assignments in the “liveworksheet”, go to the website (https://www.”liveworksheet”.com/) and easy access which of course must be connected to the internet. and then the perceptions of the students about the self-directed web“liveworksheet” based instruction in online education, however the most important thing is that after students work on assignments on the live worksheets, researchers get students' perceptions of using this application, which according to the results of data analysis and discussion about the live worksheets, it is very good. so that this application can be a recommendation by anyone within the scope of education. in the last is a web-based learning strategy promote the use of “liveworksheet”, it can be seen from the results of this study, there are values that can be taken in this research, namely, to improve students' self-directed learning, automatic scoring, accessing the website, students' vocabulary mastery, students learning autonomy, and students' technology skills. 6. conclusions this study explores about using of “liveworksheets” as self-directed learning in webbased instruction to increase efl students' listening skills was studied. the findings of the research revealed that, first, web-based learning was able to further improve english listening skills by using a “liveworksheets” activity. second, a series of student learning activities in the web-based learning model can increase self-directed learning in listening optimally. lastly, several difficulties were discovered in this study self-directed learning, automatic scoring, accessing the website, vocabulary mastery, learning autonomy, technology skills. the main limitation of this research is the internet network sometimes loads or is slow to access the network signal. so that in further research, it is better during listening lessons that students are expected to be able to be or have an excellent internet network. the next limitation is that the instructions given to students must be clear and the questions in the live worksheet can be answered properly. and then, not only the research about the listening skill but also another subject is covered by livewroksheet.com, therefore, the other researchers could see using the “liveworksheets" from another perspective. the implementation of the 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(2020). learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency. language learning, 70(4), 1017–1053. https://doi.org/10.1111/lang.12411 267 appendix interview questions items questions intensive listening in “liveworksheet” tell me about your experience in using “liveworksheet”? did it facilitate your englishlistening practices? did you find it difficult to use the “liveworksheet” website? or did you find it motivating, engaging, and autonomous? how did you feel about your vocabulary learning? what digital technologies did you use? how did these help you access the “liveworksheet”? instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 1, march 2023, pp: 32 – 44 doi: https://doi.org/10.31849/utamax.v5i1.11416 32 instructional strategy for comprehensible meaning-focused input: backward learning instruction misnawati misnawati universitas negeri makassar, makassar, indonesia ninamisnawati@ycit.or.id article history received : 2022-09-17 revised : 2023-03-08 accepted : 2023-03-12 keywords focusedinput, blended learning flipped learning instructional strategy, backward learning instruction, abstract backward learning instruction (bli) is a recommended instructional practice to apply for an extensive reading and listening program to become comprehensible meaning-focused input as an initial idea from the flipped-learning model and backward design. this study explored how backward learning instruction as an instructional strategy applies in the learning process; and how students perceive backward learning instruction for comprehensible meaning-focused input. the author used a mixed method, with the descriptive and statistical description of 45 students from the law department at the sekolah tinggi ilmu hukum pengayoman bone, which was selected using purposive sampling. a study of the document was conducted to compile the bli model, and a guttman scale questionnaire was provided to gain firm and precise answers on bli implementation. then, the data were analyzed. the result presented the bli model within three steps: 1) preparing class, 2) backward learning instruction, and 3) knowledge enrichment. this study also found that bli as an instructional strategy for comprehensible meaning-focused input showed a high agreement among students with high and very high categories converted by the students' propensity to respond to a scale. as an implication, bli has contributed to providing solutions for learning the reading and listening comprehension process in distance, blended, and autonomous learning. efl teachers, learners, and material developers must consider bli as learning instruction due to its positive impact on students' self-faced learning. 1. introduction learners are surrounded by rich input that comes primarily in two forms: auditory and visual, as two sensory modes within such inherent differences. first, the physical delivery medium differs, as seeing and hearing rely on different biological functions. second, the untimed nature of the written mode affords repeated exposure to input, as determined by the reader, whereas the timed nature of the aural mode limits such opportunities. given the distinct experiences the two modalities offer, researchers in second language acquisition (sla) and cognitive science have investigated whether the visual and aural modes impact language or pattern learning similarly (kim & godfroid, 2019). macalister & nation (2001) in noroozi & siyyari (2019) classified the two forms of auditory and visual as meaning-focused input, which is part of the four strands principle. they are a) meaning-focused input (acquisition through comprehensible reading and listening input), b) meaning-focused output (learning through pushed spoken and written output), c) language-focused learning (deliberate learning), and fluency development. macalister & nation (2019) supposed that a well-balanced language course should include equivalent quantities of those four strands. meaning-focused input is needed for such learning: a low density of unknown items in the language input, a focus on the message's meaning, and a large quantity of input. meaningful input plays an essential role in extending incidental vocabulary knowledge. the lack of meaning-based input would be a challenging obstacle that limits the continuous learning of incidental l2 vocabulary (noughabi, 2017). it helps encourage students to use target words (output-focused activities). it leads to greater retention rates than having them respond to comprehension questions involving target words (input-focused actions) (calvo-ferrer & belda-medina, 2021). simply put, the evidence is that acquisition of l2 is more successful when the input (reading and listening) is made up of material that the learner finds compelling (patrick, 2019). macalister & nation (2019) also strengthened that providing a large amount of comprehensible input is an extensive reading and listening program in language courses. mailto:ninamisnawati@ycit.or.id 33 teaching listening and reading nowadays plays a significant role in learning english as a second or foreign language (tesfl) (deregözü, 2021; namaziandost et al., 2022). the overall goal of reading any written text is to comprehend the text and apply the information accordingly. while listening requires students to interpret the language, they hear receptively, determine how to find or construct the answer, and produce it (wood et al., 2019). reading comprehension is a multifaceted, complex cognitive task that entails word decoding, word recognition (wawire & zuilkowski, 2021), oral language proficiency, and life experience, among many others (peets et al., 2022). at the same time, listening comprehension, according to deregözü (2021), is crucial in the language classroom since it equips the learner with excessive inputs for phonology, lexis, syntax, semantics, and discourse structure of the target language and establishes the foundation of speaking in a foreign language. what are the implications, then, for those with low language proficiency? and how does a student learn to comprehend reading and to listen? a mindset to bring to this piece is fostering reading and listening comprehension development through instructional strategies and combinations of methods that promote comprehensible meaning-focused input development (duke et al., 2021). an instructional strategy is a strategical instruction used by the teacher to help students become more independent and tactical learners. instructional strategies can stimulate students and help them concentrate and merge information for understanding and remembering (francisco & celon, 2020). as the education process switches from onsite to online learning, this automatically brings students into the home study. this condition demanded teachers modify the standard teaching approach to move to an online teaching mode (arfan et al., 2021). there was no choice but to switch entirely to online teachinglearning for several academic institutions that were previously unwilling to shift their conventional pedagogical approach (dhawan, 2020). backward learning instruction (bli) has become a recommended instructional practice to apply for this condition. bli is inspired by the flipped-learning model, where the traditional classroom roles are reversed, and backward design is oriented to learning goals. however, the backward learning instruction is an activity by giving the forward material earlier to be discussed as an enrichment process for the next meeting. so, bli instructs students to study the future material before the class is conducted to make the learning process more effective. it is also can shorten and condense class meetings. this study aims to fill the lack of flipped learning (fl) that fl just relies on technology to ensure the class and students work with the new pedagogical settings (evseeva & solozhenko, 2015). this has been warned missildine et al. (2013) that implementation of fl in those settings where students do not have equal access to technology may be counterproductive, so an adjustment to both learning and teaching methods may be required to derive full benefit from it (hamdan et al., 2013). therefore, bli can solve problems even in a limited time. with no signals, teachers can still instruct students to work with more time and effective outcomes. applying this instruction will create another atmosphere for students to work independently outside class. indeed, it will significantly contribute to education stakeholders in the restricted circumstances; specifically, those interested in effective input classroom processes, reading and listening, and efl teachers and students will benefit from this. regarding the explanation above, this study was then conducted to address the research questions as stated below: 1. how does the backward learning instruction model as an instructional strategy apply to the learning process? 2. how do students perceive backward learning instruction as an instructional strategy for comprehensible meaning-focused input? 2. literature review 2.1 instructional strategy for comprehensible meaning-focused input since the 1980s, the discussion of output and input as meaning-focused has emerged since krashen (1981). his seminal input hypothesis proposes that second language acquisition occurs when there is sufficient exposure to comprehensible input (noroozi & siyyari, 2019). meaning-focused input involves learning from listening and reading, which krashen (1981) called learning from comprehensible input (nation & macalister, 2010). foster reading and listening comprehension development require specific techniques and strategies to facilitate this activity (deregözü, 2021; kieffer et al., 2021). instructional practices and particular approaches can be encouraged to enhance engagement attributes and improve student learning (öncü & bichelmeyer, 2021). more recent research seeks the causation between student engagement and more context-specific instructional practices. peets et al. (2022), have looked at the reading comprehension performance of bilinguals to examine how bilinguals perform in reading comprehension, along with possible contributor to oral language and instructional practice of home literacy practices. they found that home literacy practices play a role in achieving reading comprehension success. fransisco & celon (2020), in their study about instructional strategies for private schools in the city of meycauayan, bulacan, revealed that the instructional practices affect the student's academic performance in english, mathematics, science, filipino, and araling panlipunan to varying 34 extents. this means that improving the instructional management practices mentioned for every unit could increase students' academic performance. however, öncü & bichelmeyer's (2021) research shows that learner involvement in ip was poor, equivalent to the national student engagement survey of the period. therefore, to the two instructional practices in this study, another major takeaway is that learners should be advised about the detrimental impact of poor motivation in the program as early as possible. regarding listening, fathi & hamidizadeh (2019) examined the effectiveness of strategy instruction in second language (l2) listening comprehension learning. they found that the listening strategy instruction effectively enhanced the listening comprehension of the participants of iranian efl learners. wood et al. (2019) examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students. they found that through systematic instruction, students can use technology to increase their understanding of expository texts and provide supports for students to access that information with greater independence. in addition, kök (2018) has explored the relationship between students' listening comprehension strategy use and their listening comprehension proficiency and the positive correlation found through this study. similarly, reading and listening require more time to digest the content and vocabulary. the limited time to study in class does not meet the need to understand the text and audio provided. therefore, extensive reading and extensive listening are needed. research has offered convincing empirical evidence that when l2 learners are frequently exposed to a large amount of language input, their word recognition skills improve, their vocabulary expands, and their ability to process orally. written text fluency increases and their overall proficiency also goes up. and one of the best ways students need to be exposed to the english language if they want to learn it is through extensive listening. at the same time, it is another excellent way of providing language input (renandya & jacobs, 2016). the effects of extensive reading (er) have now been documented and widely acknowledged (mori, 2015; waring & mclean, 2015). milliner (2021) found that combining timed reading, repeated oral, and extensive reading achieved more significant reading rate gains. extensive listening (el) is similar to er in many ways; just like er, where the goal is to build reading fluency, el aims to help develop listening fluency. to build fluency, students will need extensive listening to recognize words they hear effortlessly and understand the overall meaning of the texts they are listening to. as with er, building listening fluency also takes time and effort; the other language learning benefits emerge with time (renandya & jacobs, 2016). in addition, reading while listening proved to assist in fostering reading skills (ahmadi safa & motaghi, 2021). reading-while-listening is advantageous in second language learning, as hossain et al. found that readingwhile-listening can result in more vocabulary knowledge (hossain & hasan, 2022). conklin et al. (2020) and nakashima et al. (2018) also cited brown et al., (2016) and chang (2011). they suggested reading while listening because it improves both the speed and accuracy of listening. providing students' input through vocabulary and content needs reading and listening comprehension. reading and listening comprehension can be obtained through extensive learning activities, reading or listening only, or reading while listening. this activity can shorten, condense, and clarify the learning atmosphere in face-to-face classes. it allows students to enjoy what they read or listen to, repeating readings or audio in a comfortable atmosphere according to the time they choose to study. students are not pressured by the learning atmosphere in class, especially with limited time. to support these components, backward learning instruction (bli) is the most appropriate strategy. that's because bli provides time leeway for students to study independently and have fun, and it can be done anywhere. the teacher only needs to determine the time for enrichment with students, discussing what is obtained from reading and audio and what has not been understood. 2.2 the initial idea of backward learning instruction backward learning instruction (bli) is adapted from two learning concepts: flipped learning, which reverses the learning model from in-class to out-class. a flipped learning model is one method that individualizes student learning and demonstrates the teacher's value of collaborative synchronous learning time (smith, 2020). in flipped learning (fl), students are given time to study independently outside the classroom. students learn the material before class and discuss and apply it in school (van alten et al., 2019). activities at the school are only to enrich the material studied outside the classroom. meanwhile, bli is the activity that underlies the flipped learning approach. fl instructs students to participate in pre-class activities such as watching videos, visiting course-related websites, listening to audio recordings, and reading-related references (huang et al., 2022). meanwhile, bli provides early instructions to study the material or teaching materials reviewed at the next meeting. instructions can be done individually, in pairs, or group work. second, the backward design by wiggins & mctighe (1998) is focused on curriculum design strategy. backward design is hardly a novel concept in general education circles but marks a paradigm shift in thinking about education curricula. rather than devising activities or selecting materials as ends, 35 backward design requires the instructor to set an intention for learning and build a curriculum that meets those goals (armes, 2020). however, bli is not for designing material but for expecting learning outcomes, particularly reading and listening comprehension. why for reading and listening? because reading and listening need more time to comprehend the content, analyze the topic, summarize the information, and retell the text or audio. therefore, teachers need an approach to reach this goal to make the study effective and shorten and conclude in-class time. moreover, during a pandemic, the learning time in class becomes negligible, so autonomous learning is recommended. hinchliffe (2016) summarizes the backward design model in a few words; "when we truly understand, we can explain, interpret, apply, have perspective, empathize, and have self-knowledge." this is the picture of bli's expectations. the difference is, backward design is designed to formulate a curriculum that starts from the final stage, learning outcomes, backward from each step to the beginning of the set, and learning activities. so, the whole design process is back. at the same time, backward learning instruction provides teaching materials where the material should be given at the next meeting during the learning process. the provision of material earlier can provide opportunities for students to understand better, explain, interpret, and have a perspective on the material to be studied at the next meeting. we are faced with significant changes in the world of education, where the education element must begin to make peace with distance. there is no way back to the conditions before covid-19 occurred, but covid-19 opens new insights and knowledge for researchers and education actors to synergize classroom and distance learning activities. this present study presents a new strategy and model in the learning process to support students' autonomous learning and blended learning. 3. method around 145 active students from sekolah tinggi ilmu hukum pengayoman, bone regency, south sulawesi, indonesia, acted as the population for this study. however, only forty-five students selected using purposive sampling participated in this study. these students were chosen as a representative class out of three due to their age and activeness. this campus was selected due to the role of the researcher as a lecturer at that site. other than that, the participants have found this backward learning strategy for their classroom learning experience since post-pandemic when the teaching-learning process could be in the limited faceto-face classroom. this condition created the idea of making and applying bli. this study used a mixed-method approach to collect the data to answer both research questions. to answer research question 1, the author used descriptive research through a documentation study. while to answer research question 2, the author used a quantitative approach through the statistical description with a close-ended questionnaire. overall, this study was a case study as yin (2018) noted that a case study is conducted when (1) the main of our research questions are “how” or “why” questions, (2) the researcher has little or no control over participants’ behavioral events, and (3) the focus of the study is contemporary. the author provided a questionnaire to students through a google form using the guttman scale to gain a firm and clear answer about the bli strategy applied in the learning process. the questionnaire consisted of two indicators of students' perceptions: the advantages of bli and the benefits of bli for input activities, as displayed in table 1. the author experienced this strategy described by applying backward learning instruction in the classroom with a reading and listening comprehension variable. table 1. questionnaire for students' perspective of bli as instructional practice 1 bli is an effective tool to be applied during the pandemic 2 bli gives me more time to study independently 3 bli improves my autonomous learning skill 4 bli forces me to study in out-class table 2. questionnaire for students' perspective of bli for comprehensible meaning-focused input 1 bli gives me a chance to learn more information by reading text and listening to audio 2 bli makes me know and understand well the information of the text and listening to audio 3 bli makes me ready to perform in front of the class 4 bli makes me confident to answer the lecturer’s queries regarding the reading text and to listen to audio 5 bli makes the class run actively and effectively. the author analyzed the data using excel software and described the result of the research in the chart. the formulation categorizes the respondents' propensity to respond to a scale: minimum score = 0, maximum score = 45, while the category consists of 5 groups, so 45: 5 = 9 (the range). the scale group can be defined as: "3745, 28-36, 19-27, 10-18, and 0-9" for "very high, high, moderate, low, and very low" (arfan et al., 2021). 4. results 4.1 backward learning instruction (bli) model the idea of bli emerged when a pandemic swept the world, causing the education and teaching process to mutate from offline to online, from classroom to 36 home, and from synchronous to asynchronous. after a year, the indonesian government relaxed teaching again by allowing limited face-to-face classes. these classes allow half of the students to attend face-to-face classes and the other half through virtual courses. according to government regulations, universities also limit the limited number of face-to-face learning hours to 45 minutes. given that student learning time in class is reduced based on government policies and asynchronous learning, various strategies are implemented to make learning effective and fun. several methods emerged to meet the changing educational atmosphere, such as flipped learning, project-based learning, traditional online teaching, etc. the teachers tried to use these strategies, but some obstacles and problems also emerged. the main problem is the network connection that is not always stable in all places, both the city and the countryside. in addition, the ability of teachers to operate technological devices. this situation causes the teaching situation to be hampered and ineffective, so it requires a solution for teaching methods that support the educational environment but remain under restrictions due to the pandemic. one form of adaptation and modification of appropriate learning strategies is backward learning instruction (bli). the following is an example of a backward learning instruction model author used that can be applied to restricted learning. this model is based on the author's teaching experience as the steps for implementing bli. the bli model consists of three stages in the learning process: 1) preparing class, 2) backward learning instruction, and 3) knowledge enrichment. the description of each method is described as follows: figure 1. model of backward learning instruction (bli) 4.2 preparing class in this first stage, the teacher prepares classes as inreal time classes, probably online and offline. in-realtime or synchronous class aims to provide direct instruction to students without limitations on space and time. this aims to strengthen students' understanding of the instructional strategy in the next step. the position in this stage is in the "current class" before the backward instructional strategy is applied. this is why the concept of "backward" is used because the teacher considers future learning outcomes before the learning takes place. so, this first step's main point is synchronizing the class for an in-real-time class. after the class is prepared, the teacher provides an instructional strategy for implementing bli. the teacher explains the procedure of activities and the learning objectives to be achieved through autonomous learning materials. teaching materials for individual student studies are provided along with learning commitments that must be mutually agreed upon. for example, what students should do in their studies and when the enrichment process in the in-real-time class will be repeated, it should take a week. in this case, it must be underlined that teaching materials must be for learning at the next meeting. because bli focuses on input activities, the materials prepared are reading text or listening to audio. teachers can provide exciting material to stimulate students' listening or reading motivation and material that requires students' critical thinking skills. don't worry; the quantity of reading or audio is not a problem considering students will be given plenty of time to study according to their comfort zone. students can do extensive homework and listen out of class as long as possible if the in-real future class schedule has not been carried out. students have as much time to listen to or read the material until they understand it. in addition, assignments as last input activities must also be considered to ensure students' comprehension. the entire procedure and learning objectives through bli are regulated, determined, and approved by the teacher and students at the preparation class stage. 37 4.3 backward learning instruction students have entered the individual learning process or autonomous learning as an attribute of the learner's approach to the bli. students can use any method to support extracting information on the content or material obtained. students own the learning atmosphere and conditions without a teacher, peer pressure, and study time. however, it is not limited by teacher monitoring through asynchronous class study groups. students can ask questions if they find obstacles in the implementation of bli. teachers and other students can still discuss asynchronously online during bli activities so that the performance of bli supports blended learning activities. the thing that needs to be instilled in students at this stage is that bli activities have enrichment classes at the final stage so that students can deepen the knowledge gained in synchronous courses. bli activities, although students are the critical element, the role of teachers and other classmates cannot be ignored. whatever is obtained in the out-class of bli requires students to keep discussing and exchanging ideas in real future class time. however, the difference is that students already have prior knowledge before entering the enrichment class. students are the main element that determines the success of bli, together with the teacher as a mentor, supervisor, and supporter of students from a distance. 4.4 knowledge enrichment at this stage, knowledge enrichment is the final stage of bli, which is to enrich the previously studied material. this stage is in the in-real-time class position, a future class in the first stage, namely in the preparing class stage. this stage is also an assessment by the teacher of the learning process through bli to determine whether bli is running effectively or not. if the bli runs effectively, the class can be short and dense because the teacher only needs to enrich and confirm the information or understanding of the material obtained by the students at the previous meeting and the commitment to backward learning instruction. on the other hand, if students do not carry out the previously agreed bli commitment, then again, knowledge enrichment will switch to traditional learning. to measure the effectiveness of the bli strategy, the teacher must do a knowledge test to determine whether the information and material content is understood. therefore, even though students carry out individual studies, teachers still play an essential role in monitoring student learning processes remotely through asynchronous classes. the success of the bli strategy is strongly supported by the position of teachers and students within synchrony and asynchronous course. then, the next question emerges: what is the difference between backward learning instruction and flipped learning, and backward learning instruction and backward design? according to the author, tables 3 and tables 4 compare the diversity. table 3. the comparison of backward learning instruction and flipped learning backward learning instruction (bli)_ flipped learning (fl) focus: focuses only on comprehensible meaning-focused input (reading and listening) model: backward learning from future class to in-class orientations: • oriented towards the learning outcomes. • oriented toward the material provided processes: • ask students to study future material at their convenience or with combined methods. • provide predetermined learning material in the form of text or audio to be studied out of class evaluation: carry out knowledge enrichment at the next meeting learning system: learning through blended (face-to-face and virtual/online interaction) that combines synchronous learning with asynchronous selflearning focus: it can be applied for comprehensible meaning-focused input (reading and listening) or meaning-focused-output (speaking and writing) model: reverse learning from classroom to home or modern to traditional. orientations: • oriented towards the learning process. • oriented toward the use of technology processes: • ask students to study assignments in the form of material and practice questions through digital media. • provide free learning materials for students that can be accessed online evaluation: carry out knowledge enrichment at the next meeting learning system: learning through blended (face-to-face and virtual/online interaction) that combines synchronous learning with asynchronous self-learning 38 table 3 compares the implementation of backward learning instruction and flipped learning. one that needs to be highlighted is the focus, where bli focuses only on input through reading and listening. in contrast, fl focuses on output and input (speaking, writing, reading, and listening). the fl model is identical to reversing learning from classroom to home (in-class to out-class or modern to traditional). bli offers a learning model from future class to in-class, bringing material or learning conditions earlier. in addition, bli demands that teachers provide students with predetermined reading or listening material to be studied outside class. using their freely chosen method or combined methods from teachers should be within students' convenience. in fl, the material is free to access online within the determined topic from the teacher. on the other hand, evaluation and learning systems are the same, enriching knowledge at the next meeting and using blended learning. table 3 gives students a new atmosphere in the teaching and learning process. teachers can choose the most suitable strategy for students related to the material and learning objectives. teachers can also combine several methods to support activities or only use one. the two activities above can be applied in class alternately to measure how practical the two activities are. while bli is also the initial idea of backward design, here is table 4 comparing the two. table 4. the comparison of backward learning instruction and backward design backward learning instruction (bli)_ backward design (bd) focus: • focused on classroom activity. • concentrate on only one meeting for one subject. • only designed for reading and listening activities. model: • bli sets an in-class activity for future classes to meet future class goals. orientations: • build students' knowledge comprehension. processes: bli provides teaching materials where the material should be given earlier for students to learn at home to discuss for the next meeting during the learning process. evaluation: evaluation is done through summative assessment. focus: • focused on the curriculum in education design strategy. • focused on the whole activity for one semester. • can be designed in all skills activities (reading, listening, speaking, writing) model: • bd sets an intention for learning and builds a curriculum that meets those goals. orientations: • build teachers' prior knowledge processes: bd is designed to formulate a curriculum that starts from the final stage, learning outcomes, backward from each step to the beginning of the set, and teaching activities. evaluation: evaluation is done through formative and summative assessments. table 4 provides a striking difference between backward learning instruction and backward design. although bli is based on the term and the bd model, the two are very different in their implementation. the essential thing is the difference in the object study. bd is for the curriculum-covered material, while bli is for material, the little thing of bd's component. bd is designed that starts by taking into account the final stage, learning outcomes, backward from each step to the beginning of the set, and teaching activities. on the other hand, bli is designed where the material should be given earlier for students to learn at home to discuss for the next meeting while considering the learning outcomes of that learning process. bd is arranged for teachers' knowledge comprehension for teaching students, while bli is for students. lastly, bli is evaluated through summative assessment, while bd is through formative and summative. these two comparisons were made considering that the bli idea departed from fl and bd, so it must be explained in detail what the differences and similarities are. seeing the differences and procedures for implementing bli and the possible benefits for students, the opportunity to apply this approach is wide open. since there is no longer any way back to prepandemic conditions, teachers must try adapting to learning during and after the pandemic. the effectiveness of bli, both in terms of instruction and implementation, has the potential to provide teaching and learning effectiveness; moreover, it supports student-independent learning activities and studentcentered learning. 39 4.5 students perceive backward learning instruction (bli) after applying the bli model for reading and listening activities, the author explored the students' perception of this strategy to disclose the students' perceptions of the advantages of bli. the result of each questionnaire can be seen as follows: figure 2. students' perspective of bli as instructional practice the results of student questionnaires related to bli as instructional practice showed very positive results. the five statements show 35, 45, 39, 40, and 37. the respondents' propensity to respond to a scale led to a high and very high category. this shows that bli is an instructional strategy that should be applied in the classroom, especially the blended class. as indicated above, the application of bli significantly supports blended and distance learning. because students have more time to study in out-class independently, this activity also brings the new habit of home literacy. at the same time, applying bli for comprehensible meaning-focused input also gives some advantages focused on reading and listening comprehension. the result can be seen in the following table. figure 3. students' perspective of bli for comprehensible meaning-focused input 40 the results of student questionnaires related to bli as comprehensible meaning-focused input also showed very positive results. the five statements show numbers 40, 33, 35, 41, and 39. high categories showed respondents' propensity to respond to a scale. this indicates that the bli can be applied to reading and listening activities to gain students' comprehensible input. 5. discussion the backward learning instruction (bli) model was chosen to be applied to restricted learning, mainly how the pandemic treated the education system. the model is arranged into three learning stages: 1) preparing class, 2) backward learning instruction, and 3) knowledge enrichment. the model is arranged into three learning stages: 1) preparing class, 2) backward learning instruction, and 3) knowledge enrichment. in the class-preparing phase, all forms of materials and instructions are prepared by the teacher to be given to students towards the core activity, namely bli. at the bli stage, students study independently, either individually or in group work, outside the classroom. this activity belongs entirely to the student; the teacher is only present when the student wants it. students report their work in front of their friends and the teacher, while the teacher confirms the results of student work and provides suggestions and comments on their work. after the out-of-class learning process is complete, students and teachers will return to class to deliberate the results of their work. at this stage, enrichment classes occur. even though bli emerges from the idea of fl, they have some differences. if we look at the results displayed, we can understand well why this bli is needed in some circumstances, like, the environment where technology does not exist well and conditions where teachers and students cannot face to face longer. this model answers teachers' and students' anxiety regarding the problems online, or restricted learning caused. as noted by missildine et al. (2013), implementing fl in settings that do not have equal access to technology will be counterproductive, so we still have to adjust to both learning and teaching methods to derive full benefit from it (hamdan et al., 2013). bli also offers a convenient learning method to students where they can choose their way of studying even though the material is predetermined. it is simply effective because students have already known their target. in addition, it is positive to support autonomous learning since the materials are brought into students' homes for self-paced learning to have the maximum outcomes. bli delivers students to work with independent learning material; as sheerin (1991) stated, independent learning material is learning materials for students with clear teaching goals and learning requirements, free choice of methods, timely feedback, a considerable number of different language levels, and language skill practice. so, independent learning materials play a vital role in successfully implementing backward instructional strategy goals for cultivating students' comprehension and understanding of the teaching material. with that bli opportunity, prereading at home will form students’ successful understanding of the reading text. raban (2022) study found that children who had the chance to develop successful understandings of reading from their home experiences arrived at school with solid conceptual frameworks that supported their continuing reading development. if we look at the results of student questionnaires related to bli as instructional practice, it showed very positive results. it indicated how bli is very useful to be applied in the blended classroom because students can create flexible time to study independently in outclass and be knowledgeable in the real class. the importance of the independent study, echoed by bli, is also being strengthened by many studies about the advantages of the indicators in the learning process. those studies argued that students would have more time to be more independent, forcing them to study alone and gain motivation, acquire knowledge, and get better concentration to comprehend the learning material. khulaifiyah et al. (2021) have researched the perceptions of english language students in indonesia regarding autonomous learning activities. the results revealed that the students perceived autonomous learning as fully independent learning with their target, style, and strategies without interference from outside parties or anywhere else. xie (2020), in his study due to the covid-19 pandemic with limited time, also found that autonomous learning through guided learning materials improved students’ academic performance much higher. another is from meyliana et al. (2022), with their study about the effect of flipped learning on classroom engagement and outcomes. they found that flipped learning increased student motivation and improved educational outcomes compared to those not exposed to flipped learning. however, teachers cannot ignore their role in the autonomous learning process of students through bli. they must always be prepared for students needing reinforcement and explanation. karagul & sen (2021) found that teachers could recognize the pros and cons and are eager to implement distance learning. still, they sometimes approach it with suspicion due to its disadvantages. therefore, this finding strengthened that even though the learning process runs through students' independence, teachers still have significant roles in becoming monitors and evaluators. at the same time, applying bli for comprehensible meaning-focused input also gives some advantages focused on reading and listening comprehension. this study found very positive results. it indicated that bli could be applied for reading and listening activities to gain students' comprehensible input. as the concept of bli is not far from the flipped learning study 41 description, several studies related to the findings above were researched. etemadfar et al. (2020) research aimed to seek the effects of flipped classrooms on improving iranian efl learners' listening comprehension. the study recommended implementing flipped classrooms in teaching and learning english listening comprehension to improve student achievement outcomes. flipped learning requires l2 learners to be autonomous at home and collaborate in class. similarly, dehham et al. (2022) also studied flipped learning strategy and found that it significantly influences students’ general ability development. using the flipped learning strategy to teach reading comprehension engages students in psychology. it produces an atmosphere of excitement and interest, leading them to disrupt the pattern and engage in other activities instead. however, it differs from deregözü's (2021) study, which aimed to examine the listening comprehension strategies of learning languages through distance education. his findings revealed moderate students' use of listening comprehension strategies. he found that gender, l2, and department major caused the results, so he recommended considering individual differences when teaching listening comprehension strategies to foreign language learners. sharing book reading is essential to improving reading skills. in the same vein for reading comprehension, spörer et al. (2009) indicate that proper use of reading strategies could facilitate text comprehension, so skilled readers are characterized by better understanding and use of reading strategies (westbrook et al., 2019) studied how the overall home literacy context and individual home literacy indicators relate to aian children's preschool reading and math skills. the result revealed that the general home literacy context also supported aian children's reading and math skill development. hsieh & hsieh (2019) explored efl students' autonomous learning behaviors and resources in out-of-class learning. the findings recommended teachers encourage students to learn beyond the classroom through pedagogical activities that link classroom learning to learning-center resources. some of the results of these studies emphasize that reading and listening comprehension must be supported by an instructional strategy that can link resources with learning objectives. more specifically, the technique must help the student's independent learning process in distance or autonomous learning. from the current research results described above, backward learning instruction is a strategy that should be considered. 6. conclusions based on the findings and discussion above, it can be concluded that backward learning instruction as an instructional strategy for comprehensible meaningfocused input, reading, and listening comprehension showed a high agreement from students. the students' propensity to respond to a scale was high and very high. the bli emerged to fill the literature on the learning process during the pandemic, where technology and network don’t exist. bli is an initial idea from flipped learning and backward design to support distance, blended, and autonomous learning. bli is an adjustment to learning and teaching methods; the model consists of three implementation steps in the learning process: 1) preparing class, 2) backward learning instruction, and 3) knowledge enrichment. this study shows how bli can 1) fill the shortage of fl where technology is no longer an obstacle in the teaching and learning process, 2) increase autonomous student learning, 3) make sufficient, limited learning time, and 4) create another atmosphere for students to work outside class. this learning strategy was tested for its effectiveness experimentally in this study; however, the expanded experimental still needed to strengthen or confirm to find out more results of its point. therefore, it is suggested that researchers in the following fields try this learning strategy experimentally and improve the learning stages according to the results achieved. this instructional strategy has significantly contributed to education stakeholders in restricted circumstances, specifically those interested in effective input classroom processes, reading, and listening. efl teachers can reduce their anxiety about treating students for input-process learning with some limitations in this technology era. efl students will benefit from the autonomous or the independent learning model and explore their ability to have substantial prior knowledge before the actual class. however, the teacher’s role still needs to monitor and facilitate students to achieve the effectiveness of this learning and teaching model. references ahmadi safa, m., & motaghi, f. 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(2018). case study research and applications: design and methods (sixth edition). sage publications, inc. https://doi.org/10.1007/s10566-019-09529-1 https://doi.org/https:/doi.org/10.1016/j.learninstruc.2008.05.003 https://doi.org/https:/doi.org/10.1016/j.learninstruc.2008.05.003 https://doi.org/https:/doi.org/10.1016/j.edurev.2019.05.003 https://doi.org/https:/doi.org/10.1016/j.edurev.2019.05.003 https://doi.org/10.1080/19313152.2020.1753953 https://doi.org/https:/doi.org/10.1111/lit.12141 https://doi.org/10.1177/0162643419882421 https://doi.org/10.15354/sief.20.or023 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, august 2022, pp: 122 – 134 doi: https://doi.org/10.31849/utamax.v4i2.10031 122 experience and expectation during e-learning of islamic religion education: the students’ response muhammad dahlan rabbanie 1*, katni katni 2 & khaidir fadil 1 1 universitas ibn khaldun, bogor, indonesia 2 universitas muhammadiyah ponorogo, ponorogo, indonesia dahlan@uika-bogor.ac.id article history received : 2022-05-13 revised : 2022-07-21 accepted : 2022-07-27 keywords e-learning learning experience learning expectations islamic religious education students’ response abstract the covid-19 pandemic has set the stage for alterations to people's living in all aspects, including the education aspect. there is a change from traditional learning to e-learning. the changes in learning occur fast and seem sudden in the midst of student mental pressure and lack of preparation. it may cause the expectations of their future learning experiences. the experiences of islamic religion education (pai) students using e-learning have been the focus of recent quantitative survey-based studies. this study was developed with two objectives: first, to learn about their experience with e-learning-based islamic religion education (pai) and then, to reveal their expectations for e-learning. both were approved using quantitative research that involved disseminating an online poll with 14 closed questions on two questions posed. the sample was purposively selected on 205 out of 1025 students from the islamic religious education study program at ibn khaldun university bogor (uika) bogor as respondents by purposive sampling. because it states the %age of students participating in e-learning, the simple %age approach was chosen as 153 respondents to examine the results. the results showed varied learning experiences in pai-based e-learning, and they expressed the desire that this elearning learning may continue even in everyday situations. this research can be used as a reference in improving e-learning to increase students' ability to understand the material taught and give convenience in following the learning process. 1. introduction islamic religious education aims to develop a religious person with a proper grasp of religion and the ability to apply the religious teachings in everyday life to shape noble character (rohman & hairudin, 2018). self-formation is a lengthy process that requires patience because it cannot be finished quickly. in addition to duration, the method is crucial in delivering islamic religious education since a suitable and effective approach makes the objectives and subject matter simpler to comprehend (tambak, 2014). the precision of the procedure will help boost students' enthusiasm for and drive to participate in the experiences of islamic religion education or pendidikan agama islam (henceforth: pai) learning process. education is of poor quality due to a lack of innovation in learning and learning media, especially when creating a skilled generation for their sector. a good learning process will impact educational quality, as one of the causes of low academic quality is the poor quality of student learning. on the other hand, educators are vital to the ongoing pai learning process. sapitri & maryati (2022) state that the educator determines the success of the process. it takes an educator who can effectively manage the pai learning process, is creative and innovative, and can adapt to changing times and technology changes (budiyono, 2020). teachers must be able to assess student requirements, develop, design, locate, generate, and utilize various learning tools. it is envisaged that the pai learning process will achieve the objectives with these competencies. designing a learning approach – methodology and delivering learning media becomes a solution. ict-based learning media is one kind of learning media that is thought to impact education positively. with the covid-19 pandemic, the situation has radically changed (nurkamiden, 2021). then an effort to prevent the transmission of covid 19, face-to-face learning was replaced by remote learning based on information technology and a prohibition on crowding. https://doi.org/10.31849/utamax.v4i2.10031 123 during a pandemic, e-learning is the best option since it allows learning to adapt to changing events and conditions (adha & darmiyanti, 2022). e-learning is defined as online learning supported by computer technology. teachers can improve their skills by incorporating technology into education by generating learning media in the fourth industrial revolution era, which stresses digital patterns. on the one hand, e-learning provides a solution for learning continuity during this pandemic; on the other hand, the convenience of internet access, the delivery of online and quickly accessible information, and the absence of students are all part of the learning pace. on the other hand, e-learning creates a slew of complex issues, including an unevenly distributed internet network in all regions, educators and students who are unprepared and unaccustomed to online learning, the limitation of students' understanding of the material, and reduced interaction between students and educators. this problem can be found in any education level, from kindergarten to college. of course, it becomes a worry for the world of education because education is obligatory, after all, to achieve the aims that have been stated since the institution's inception. meanwhile, learning evolves at a rapid pace and with little forethought. the islamic religious education study program at universitas ibn khaldun through the same thing: internet access limitations, students from various regions, and lecturers' readiness to deal with the abrupt shift from face-to-face to online learning became part of the dynamics that have to be dealt with for the learning process to continue under the study program vision and mission. however, as the covid-19 pandemic subsides and face-to-face learning becomes permissible, it is necessary to undertake a study on the existence of the e-learning process that has been held for the previous two years. many studies on e-learning have been conducted using diverse approaches, ranging from elementary schools to postsecondary institutions. this study focuses on the relationship between e-learning and learning outcomes. according to the study's findings, learning outcomes are significantly influenced by the usage of e-learning, the difficulty of practice questions, and learning motivation all at once (rofiah & bahtiar, 2022); the influence of e-learning on mental. moreover, according to the study's findings, there are several challenges to implementing e-learning, including a lack of learning interaction, adequate facilities and equipment, and a lack of human resource preparation (hr). as a result, it affects how interested students are in their academic work, including whether they enjoy, are interested in, are paying attention to, or are actively engaged in their studies (sati, setiana, & amelia, 2021), the role of parents in e-learning, that the success of e-learning can be significantly influenced by good parenting, (jadid, 2022) or implementation of e-learning in learning, the moodle approach to online learning has contributed to the success of e-learning (audiva & rini, 2022). there has been no research into the perspectives of islamic religious education students on e-learning. the moodle approach to online learning has contributed to the success of e-learning. the findings of this study can be used as evaluation material for university leaders and directors of study programs in policy development, as well as input for lecturers to improve the quality of innovative and creative learning aimed at meeting learning objectives. 1.1 research question learning is a process of transforming knowledge and forming student character carried out by the teacher to students apart for two years. at the end of the pandemic, it is allowed to carry out face-to-face learning, or this model enables it to be continued outside the pandemic period after the implementation of e-learning on all subject matter during the previous two years at various levels of education, which was unavoidable due to the emergence of covid 19. however, studies are related to problems and various matters related to e-learning. the previous learning must be studied as a source of information for the subsequent learning. this study will investigate how students function as learning objects in e-learning. the framework for our investigation was as follows: 1. what is the pai-based online learning experience? 2. what are the requirements for pai learning based on e-learning? 2. literature review 2.1 islamic religious education learning islamic religious education is a type of education that focuses on islamic teachings/ the main purpose of this education is to generate religious human beings (putry, 2019). according to law number 20 of 2003, which stipulates that the purpose of national education is to construct people who fear almighty god, the growth of religious people matches the objectives of islamic education and the purposes of national education. (aprilia, ring, selatan, & yogyakarta, 2021) as a result, religious education serves the primary purpose of moulding pious, noble people and honing their capacities to comprehend, appreciate, and apply spiritual teachings. the emphasis on aspects of action is a hallmark of islamic religious education (adha & darmiyanti, 2022), namely, the islamic knowledge used in their daily lives. the most crucial aspect of pai is the success of students who understand and practice religion in society and the development of a moral character (muslimin & ruswandi, 2022). when it comes to pai learning, the emphasis is mainly on applying what is 124 learned in real-world situations. as a result, understanding the teaching topic provides the foundation for the application. dimensions of faith, dimensions of understanding, dimensions of appreciation, and dimensions of practice are the last goals of islamic religious education. those are correlated. the goal is not achievable in a short period, but it can be accomplished in stages. as a result, islamic religious education begins with the birth of islam and continues until death (zaini, 2018). without any limitations for each individual. the educational resources are divided into three categories: aqidah, worship, and morals. become a cohesive whole in the development of personal and societal purity. the ultimate goal and this perfect content can not be provided casually and carelessly; rather, it calls for a plan to get students to the end and help them grasp the subject. lack of a sound approach will result in failure to achieve the goal, but a suitable strategy will appeal to students and make learning effective and efficient (fahrozy, iskandar, abidin, & sari, 2022). in pai learning, the method is then tailored to the subject matter, the status of the students, situations, conditions, and available facilities. the teacher is essential to the success of the pai learning process in this scenario. the more creative and innovative the teacher is in the process, the more students are interested in learning. this passion will indirectly push students to absorb the taught subject (arsana, 2020). the ability to create a new product or adapt the existing teaching techniques is creative in this context. the teacher is supposed to function as a teaching organizer, a student learning facilitator, and, in technical terms, to lead student learning in connection to the instructor's efforts to boost student learning motivation (supriadi, 2018). as a result, understanding how children learn is crucial to the effectiveness of the student learning process. (fakhrurrazi, 2018). although islamic religious education in the classroom is an instructional activity at educational institutions that relies on teachers and students, it is a never-ending learning process. in the implementation of learning, the interaction between educators and students to discuss instructional materials with students and achieve learning objectives becomes a factor in learning success (tae, ramdani, & shidiq, 2019). because pai learning not only develops the students' cognitive abilities but also affects their attitudes and behaviours, the growth of islamic religious education necessitates active and dynamic participation by parents, students, educators, and other staff. the success of pai education is judged by the number of graduates with excellent moral character and a broad knowledge base. 2.2 learning experience people have learning experiences due to their learning (wahyudiati, 2021). the term "learning experience" refers to various student activities undertaken to acquire new knowledge and skills per the goals to be attained. the term "learning experience" describes how a student interacts with the outside factors in his surroundings. it refers to learning through students' active conduct, precisely what they do when they are learning rather than what the teacher does. students gain more experience the more concretely they learn academic topics. in contrast, students will earn less experience the more abstract they become. the experience pupils gain directly from their actions is referred to as direct experience. students engage in and feel first-hand every aspect of goal achievement. students engage with the study item directly, without the aid of a middleman. through learning opportunities, teachers may raise the standard of instruction, make it more engaging, and help students reach their full potential. the features of the subject being taught, students' readiness to participate in learning and learning facilities are the three aspects that impact the learning experience. even the type and kind of an individual's interest in an object represents a personal experience that may differ greatly from others. the learning experiences gathered through learning will give birth to potential in pupils. experience can significantly impact how one's potential changes and develops(lestari & siswanto, 2015). however, the ability to draw lessons from past mistakes is essential for the development of this potential. additionally, one of the concepts for the development of student preparation is that experience can impact one's physical and spiritual development. 2.4 e-learning the utilization of this media plays an essential role in grabbing their attention. electronic tools are used as a means for providing teaching materials in elearning because it serves two purposes: as a learning tool and a resource for students. this e-learning also refers to the use of the internet as a supplement and complement to educators' current instructional efforts (thias, 2022). in contrast to traditional education, which places educators as the primary players, elearning places the students as the primary actors. in contrast to traditional education, it places educators as the primary players, and e-learning places the students as the primary actors. students are accountable for their learning through e-learning, which forces them to take an active role in autonomous learning as the main character. through e-learning, students are held accountable for their learning, forcing them to take an active role in autonomous learning as the primary character. it is 125 vital to pay attention to certain aspects of the elearning process. certain aspects of the e-learning process must be addressed (rijal, 2022):1). students will find it easier to use technology and current menus if the system is created simple. 2) on a personal level, educators must be able to interact with students in the same way that communication is formed in traditional learning. 3) quickly, students can rapidly access information, appearance, and learning quality, and the speed of reaction to student complaints and demands becomes a benchmark for measuring the continuity of e-learning learning. teachers must have three essential competencies to implement e-learning models: a) the ability to design instructional materials following pedagogical principles as outlined in the lesson plan; b) mastery of ict in learning, namely the ability to use the internet as a learning resource to obtain up to date and highquality teaching materials. c) mastery of learning material (subject meter) relevant to the expertise topic. essentially, the e-learning learning method offers the following advantages (denmar, vivayarti, setiyadi, & rahmawati, 2022); 1) flexible, students have the freedom to choose the time and the place for learning; 2) autonomous learning, students have the freedom to choose learning time and the end of the learning h; 3) cost: the availability of e-learning has a significant impact on financial finance, particularly transportation costs to get to the appropriate education. several varieties of e-learning exist, including learner-led e-learning (intended to encourage independent learning), instructor-led e-learning, assisted e-learning, embedded e-learning, telementoring, and e-coaching. in e-learning, there are two basic delivery models: synchronous and asynchronous. students and instructors meet at a predetermined time to complete the learning process through synchronous delivery. students use completed materials provided on the website to be used every time in asynchronous delivery. as a result, students can access the material whenever they need it. with e-learning, kids can attend school at home or in a location not far from home, enhancing their safety and comfort while also allowing them to use the time they would have spent walking to and from school for studying or other activities. e-learning classes should be similar to face-to-face classes in terms of content. an effective classroom should be able to: 1) provide students with the necessary equipment; 2) instil the expectation in students by creating a positive learning environment; 3) foster a sense of community among teachers and students by allowing them to freely experiment, test their knowledge, complete assigned tasks, and, if it is possible, applying the theories discussed or read; and 4) allow students to freely experiment, test their knowledge, complete assigned tasks, and, if it is possible, apply the theories they have discussed or read. 5) establish or establish mechanisms for assessing capacities; 6) provide a safe and pleasant environment for the learning process. e-learning creates an authentic learning revolution, resulting in improved infrastructure, higher human resource quality, higher educational quality, and lower educational costs (sudarsana et al., 2018). although e-learning as a new discourse is thought to be more suitable for students who possess specific characteristics, such as critical thinking already have a method of learning, the ability to collect and apply knowledge, and a proclivity to continue their studies, e-learning as a new discourse is thought to be more suitable for students who possess certain characteristics, namely those who possess critical thinking, already have a method of learning, and have a proclivity to continue their studies. furthermore, elearning is in line with the characteristics of students with limited time, limited locations to study, geographical distance separation, and a desire to study in their environment. 3. method the study was centred on expectations and experiences with pai learning based on e-learning. this study used a quantitative descriptive approach and a survey method to collect data for e-learning learning evaluation materials. this study was performed by the islamic studies program of uika bogor. it was chosen because it enables researchers to determine the certainty and the accuracy of online learning effectiveness. the sample was purposively selected, and there was 1025 students of the fourth semester and students of the class of 2020 with a total of 205 individual. the data were collected using a google form questionnaire with three instruments in the indicators of learning experience and expectations during the e-learning implementation. the questionnaire was written in 14 statements and disseminated to whatsapp groups worldwide. the questionnaire was distributed on 5-28 april 2022 to all students in the fourth semester of the 2020 batch who responded to answering the questionnaire were 153 students. the information collected was used, and the validation was carried out through peer debriefing. after that, the data were analyzed using basic %ages. 4. result learning makes students have a great experience in their lives. students can learn new things because of e-learning in pai learning during the covid-19 pandemic. research conducted at the islamic studies program, ibn khaldun university, bogor. the research is based on students’ experiences, concerns, and expectations of e-learning-based islamic religious education. the results can be seen in the table below: 126 4.1 distribution of respondent data table 1. distribution of respondents for each class no class total %age 1 4a 28 18,3% 2 4b 29 19% 3 4c 31 20,3% 4 4d 24 15,7% 5 4e 25 16,3% 6 4f 16 10,5% 153 100% table 1 shows the number of respondents in each class in the fourth semester; there were as many as 28 students (18.2%) in class a, 30 students (19.5%) in class b, 31 students (20.1%) in class c, 24 students (15.6%) in class d, 25 students (16.2%) in class e, and 16 students (10.4%) in class f. 4.2 experience in e-learning 1) statement 1: is e-learning easy to get teaching materials? table 2. student responses to statement 1 statement respond %age yes 52 34% no 71 46% sometimes 30 20% total 153 100% table 2 showed that 46% of students said it was hard to accept the teaching material. 34% said otherwise, and 20% stated that sometimes it was easy to accept and sometimes hard to accept teaching material. these data showed that the teaching materials provided in e-learning were difficult to accept 2) statement 2: is e-learning making you more independent in your learning? table 3. student responses to statement no 2 statement respond %age yes 99 65% no 43 28% sometimes 11 7% total 153 100% according to table 3, 65 per cent of students believe that e-learning made them more independent, while 28 per cent disagreed. some students stated that it sometimes made them more independent, although only by 7%. it showed that e-learning was able to build student learning independence. 3) statement 3; is there any benefit to using elearning? table 4. student responses to statement 3 statement respond %age yes 84 55% no 69 45% sometimes 153 100% according to table 4, 55% of students believe that e-learning provided insight, while 45 per cent believe it did not provide insight. this data shows that elearning provided different insights compared to faceto-face learning. 4) statement 4: is e-learning cheaper than coming to campus? table 5. student response to statement 4 statement respond %age yes 114 75% no 39 25% total 153 100% the data in table 5 showed that 75% of students stated that e-learning was cheap learning at cost 75% and was declared not cheaper by 25%. these results showed that e-learning did not require expensive costs. 5) statement 5: does e-learning disrupt social relationships? 127 table 6. student responses to statement 5 statement respond %age yes 60 39% sometimes 4 3% no 89 58% total 153 100% the table showed that e-learning did not interfere with social relations, 39% said it was disturbed, and 3% said it was only occasionally. these data showed that social relation was well maintained during elearning. 6) statement 6: is it difficult to find book references in e-learning? table 7. student responses to statement 6 statement respond %age yes 58 38% sometimes 15 10% no 80 52% total 153 100% table 7 revealed that 52 per cent of students found it easy to locate book references, 38 per cent believed it was difficult to obtain book references, and 10% said it was difficult and easy at others. the results showed that most students felt easiness to find references book. 7) statement 7: is it difficult in e-learning to discuss teaching materials? table 8. student response to statement 7 statement respond %age yes 112 73% sometimes 6 4% no 35 23% total 153 100% the table above showed that 73% said it was difficult to discuss the teaching materials given, 23% said no, while sometimes only 4% found it challenging. this data proved that most students had difficulty exploring the teaching material received. 8) statement 8: is e-learning interfering with your social life? table 9. student responses to statement 8 statement respond %age yes 128 84% no 25 16% total 153 100% 84% of students said they felt disturbed by the interaction, and 16% said they did not feel disturbed during e-learning. the learning process cannot be separated from social interaction. the limitation of the interaction between teachers and students and between students and students makes the students cannot develop the teaching materials provided by the teacher in learning—most students consider e-learning to be a barrier in their social interactions. 10) statement 10: what %age of you get knowledge in e-learning? table 10. student responses to statement 9 statement respond %age 20% 50% 62 40% 60% 70% 56 37% 80% 90% 35 33% total 153 100% the table above illustrates the breadth of tethering knowledge acquired during e-learning. the data showed that most students received the knowledge taught below the minimum average. forty per cent said they learned between 20 and 50 per cent, 37 per cent said they learned between 60 and 70 per cent, and 33 per cent said they learned between 80 and 90 per cent. 11) statement 11: do you find adapting to the provided lms system difficult? table 11. student responses to statement 10 statement respond %age yes 85 56% no 68 44% total 153 100% the data above showed that 56% of students said that they had difficulty adapting to the lms, while 44% said they did not have difficulty adapting. the institution responded to the change from faceto-face learning to e-learning by creating an internetbased internal learning system (lms), but the fact showed lms is still difficult to use for students. 128 12) statement125: do you find it difficult to filter out unnecessary things during e-learning? table 12. student response to statement 11 statement respond %age yes 81 53% sometimes 6 4% no total 66 153 43% 100% the table above showed that 53% of students found it difficult to filter out unnecessary things, 43% said no, and 4% said sometimes. the results of the data above illustrated that this e-learning-based pai learning provides a diverse student experience. 4.3 e-learning holds out hope 1) statement 1: what are your hopes for the future in e-learning? table 13. student responses to statement 1 statement respond %age giving additional quota 35 23% lecturer materials and presentations are clearer 18 12% more effective in the use of time 15 10% make it easier to submit assignments 10 7% attendance is doubled 10 7% to be better in the process 37 24% replaced offline 5 3% etc 23 15% total 153 100% table 13 shows that 24 respondents expect to be better in the process, 23% of students expect additional quotas, 12% expect lecturers to be clearer in presenting the material, 10% expect more effective use of time, and expect to be given convenience in sending assignments and double attendance. 7% and 23%, respectively, expect mixed expectations. there are many problems during e-learning regarding facilities and teacher readiness, the internet quota needed, and the delay in sending an assignment. therefore students expect additional %ages given by both parties. in institutions and by the government, it is expected that every teacher can use their time effectively and maximally. they are given enough time to submit assignments because not all areas are accessible on the internet. 2) statement 2: do you think this e-learning should be continued? table 14. student response to statement 3 statement respond %age yes 78 51% no 75 49% total 153 100% the table above revealed that students elected to continue with e-learning varied from 78 students, or 51 per cent, to 75 students, or 49 per cent. e-learning learning with various problems did not make students give up, but the experience leads to the expectation that this learning can be continued even under normal circumstances. 5. discussion 5.1 experience in e-learning e-learning-based students regarding islamic religious education were difficult to accept; the table showed that 46 per cent of students (71) believed this. it is due to a variety of circumstances, including both internal and external disturbances such as the loss of the internet network. with the breakdown of communication channels, infrastructure readiness that had not fully supported the use of ict generally because while infrastructure readiness is the most significant factor in the implementation of e-learning, not all locations are accessible with the internet (surahman, santaria, & setiawan, 2020) not to mention the human resource readiness both professors and students who are used to traditional classroom learning students, on the other hand, they believe that e-learning makes them more independent, as expressed by 99 people (or 65%). 129 further, student independence is awakened when they are required to hunt for and study the teaching materials provided, and they can repeat the teaching materials as needed. motivation becomes a must in this process, and students who lack motivation struggle to comprehend the materials (gumilar & hermawan, 2021). motivation for learning comes from some sources, both within and outside the classroom. students’ motivations include a strong desire to grasp the content and a drive to be smarter than their peers. while the external motivation such as being ashamed if they cannot answer the lecturer's question about material reviews, being worried about not being able to achieve good grades, and having the desire to make their parents happy with flawless grades. those are examples of external motivation. because learning motivation is essential for success, the teacher must be able to instill the students' motivation so that they are inspired to study (emda, 2018). even though teachers find it difficult to motivate the students in the e-learning learning process because they felt l unsupervised, both parents work, and no one helps them to study, the learning process is held from morning until afternoon (basar, 2021). when talking with the students one-on-one, it becomes easier to provide incentives. the students' independence in seeking references and understanding ict is a separate insight for students in e-learning learning that is felt by 84 people, or 55 per cent of students. e-learning allows students to improve their senses besides the main knowledge in the classroom but can be active in learning to acquire additional knowledge for them by using the computers and networks (sagita & nisa, 2019). a digital talent that kids must have is using digital technologies appropriately. because all learning activities in elearning are digital-based, digital skills encompass all abilities connected to technology, ranging from basic skills to literacy. moreover, e-learning learning also eliminates the need for students to come to campus, reducing the amount of pocket money and expenditures spent by their parents. one hundred fourteen students, or 75 per cent, felt the savings because of e-learning. elearning is less expensive than face-to-face learning. it is cost-effective and more efficient in time because they can collect assignments online without having to go to school. wijayanto, nafi’ah, & pratomo (2021) state that face-to-face learning methodology necessitates high implementation costs in both the short and long term. while the online learning model has a high upfront cost, it has a reduced ongoing cost, at least in terms of human resource expenditures and infrastructure upkeep (anggrawan, 2019) although, according to another study, learning from home is expensive due to the necessity to meet the needs and learning facilities completeness (setyorini, 2020). e-learning is caused by limited physical contact with friends, peers, instructors, or other individuals outside the home (husin & sawitri, 2021). even though e-learning did not interfere with students social interactions with one another. as many as 52 % of students stated that it did not disrupt their social life with e-learning because they can still communicate using phone, sms, or whatsapp (sudiksa et al., 2020. it is easy to find references for teaching materials as enrichment in learning; as many as 80 students (52%) said it was easy to find connections, even though the references had to be made from books, and with the development of ict, digital-based teaching materials were very easy to obtain (silitonga & purba, 2020). the internet provides advantages in all fields, business, education, organization, etc. with the internet, communication can be done interactively, access to experts, building scientific research and development, data exchange, and collaboration (sasmita, 2020). the advantage is part of the internet convenience. despite the benefits and ease of the e-learning process, students find it challenging to debate the peer-supplied teaching materials provided by lecturers. for 73% of students, referring to the educational materials is problematic. this results from students being dispersed to various indonesian regions with poor internet connectivity (mu’awwanah et al., 2021). while the meeting is rare owing to social distance limits, this situation is a challenge and an issue that must be addressed by both the students and their instructors (fikri et al., 2021). even though all learning modes have evolved from being taught in a classroom to being conducted online, student obligations have not altered. all pupils are required to finish their assignments, group projects, quizzes, and semester exams. students must turn in their assignments within the time limit the teacher has established. additionally, students must continue collaborating with their peers on assignments, many of which are challenging to accomplish in groups. student conversations are not always fruitful. group members will never agree on everything, especially when making decisions and expressing thoughts. student organizations frequently experience members who refuse to contribute or group leaders who are domineering and force their agenda. lack of communication, job division inequity, members' treatment disparities, a lack of responsibility sense, and selfishness among group members will exacerbate the situation (baser et al., 2017). furthermore, numerous difficulties such as a poor internet connection or trouble reaching other group members exacerbate collaboration. they can generate disagreement among group members, resulting in worse team performance and strained relationships (nurwulan et al., 2021). 130 it is also difficult for students to filter the necessary thing, and it becomes a time barrier in the opening process or while tracing references, as 81 students (or 53 per cent) mentioned. the current state of technological sophistication is difficult to predict and will continue to advance as long as humans act. the development of ict has resulted in the loss of the social and cultural barrier between humans, making it a very open opportunity to penetrate these boundaries. if it is not handled immediately, the access ability for private rooms with numerous interesting delights will impact the students' critical attitude (syamsuar & reflianto, 2019). it is undeniable that the internet presence has become more important in everyday life, but removing social boundaries has a significant impact on life, including learning. the time reduction is due to the large amount of advertising content that enters the browsing or not using a search engine, and the concentration of learning is disrupted due to the numerous advertisements. this situation will disrupt behaviour; the emergence of appealing adverts will unintentionally cause students to perform searches and disregard their responsibilities and obligations in school; even learning will be neglected due to this scenario. the negative factors that cause pupils to want to try to see and read less and less are unimportant in learning and contribute to difficulty in comprehending the content (khairuni, 2016). suppose it is intervolved between 20% and 50% of students who improve their knowledge via elearning. in that case, as many as 62 per cent believe they obtained little knowledge taught by the lecturer. however, some researchers state that e-learning has the same cognitive consequences as face-to-face learning (maskar, dewi, & puspaningtyas, 2020), even if implemented correctly and adequately. however, several parts, especially in the affective domain, need attention in this process. there needs to be an appropriate solution so that e-learning can still generate students capable of cognitive and affective aspects. because e-learning can lead to boredom because of monotonous learning, no direct interaction, and abundant tasks given by the teacher make the material difficult to understand (salsabila et al., 2021). this will impact student acceptance of knowledge, both cognitively and affectively as well as psych motorically. the emotive component is a student's fundamental competency determining her social presence. there are two reasons why e-learning misses the emotive dimension. first, as previously said, implementing remote learning to develop character is extremely challenging. second, according to the study, various obstacles in online learning might be found in contact and media use. (kurnia & prawira, 2020) as a result, a clear and firm learning commitment is required from the beginning of the learning process. students reported a disruption in social interaction. as many as 128 students stated that, despite the fact that, according to several studies, interaction with elearning increased because students were braver to ask more questions compared to face-to-face, which is usually dominated by smart and intelligent students— daring to say something (lubis et al., 2022). this demonstrates that while e-learning is part of the ease of engagement, it does not apply to all students; students with a bad internet network or signal problems will interrupt interaction, and the lms learning system is hard to accept by students. lms is tough to adapt to students due to the difficulties of the design model and the often-weak network, which is perceived by 56 per cent of students or 86 individuals. as a result, lms design should be centred on accessibility (abidin et al., 2020). students are concerned about the challenges when investigating the lecturer's teaching materials. because learning entails not just improving knowledge but also being able to comprehend and develop so that, by comprehending the knowledge gained, he may do something valuable for other humans (settiawan, 2017) learning using lms as part of learning media in designing gamified learning activities can improve student learning outcomes, provide diverse learning methods and motivations, and offer easy modifications to the learning needs (alfina, 2020). each lecturer and student can interact well, distribute materials, make class announcements, collect and return assignments, conduct assessments and evaluations, and perform administrative operations thanks to the lms's comprehensive application. as a result, the use of lms learning technology in the classroom is primarily intended to supplement or supplement the face-to-face learning experience. with numerous activities and learning materials offered by the teacher through lms, students should be able to enhance their knowledge, abilities, and attitudes (rafi et al., 2020) however, using a learning management system (lms) to implement learning does not automatically address real-world issues. although lms allows students and lecturers to interact and access online learning (e-learning), there are still several challenges. several frameworks have been built to see user behaviour using various technologies to solve multiple hurdles in online learning. the technology acceptance model (tam) is a new educational model focusing on perceived utility and simplicity of use (hamidy et al., 2021). as a result, the lms must be a simple-to-use invention that lecturers and students can use efficiently and effectively. during its construction, the lms must consider the psychological growth of students that is strongly tied to real life, fun, and easy access. the structure of a learning management system (lms) must be done in accordance with pedagogical concepts to solve various learning difficulties. 131 5.2 e-learning holds out expectations due to the varied needs for quotas in online learning and the multiple applications used by lecturers and students, 35 students expressed the need for more quotas in the e-learning process. zoom sessions require 540 mb with a 720p resolution (handarini & wulandari, 2020). students will require a %age of 1.7 gigabytes in one day, 8.6 gigabytes in one week, and 34 gigabytes to zoom for one month if they study for 3 hours 20 minutes with a calculation of 4 credits. it is more than just downloading instructional materials or creating video calls. this situation has been improved with government assistance, campuses, and even some providers providing free services, but refusal to use ict leads the quota to grow. there needs to be an awareness among professors and students about the segmentation of the use of internet quotas for education so that lecturers and students may use government-issued internet quota support effectively and efficiently, allowing the government's finances to be put to good use. the ability of lecturers and students to use electronic learning is primarily responsible for the rising need for quotas. a range of media and communication technologies, as well as the availability of spaces to support e-learning, are necessary for the availability of qualified human resources and the ability to use technology successfully. lecturers must be adept at managing classrooms to foster a favourable learning atmosphere, inspire students, pay attention, and even develop greater communication with them. learning will be more effective and efficient if teachers are allowed to use technology in the classroom, especially while using internet quotas. it is because the educational quota students have does not directly contribute to their study, but it may assist in general with online resources. it becomes the reason for the insufficient internet quota given by the government and institutional t. 6. conclusions e-learning is the best solution during the pandemic. e-learning is a way to maintain learning during the prohibition period for gathering. the presence of e-learning provides a very different experience and expectation. despite some problems during the proses, the statistic showed the students’ positive response somehow highlighted the importance of e-learning during pandemics or after the pandemic. these results showed e-learning in islamic religious education classes may continue even in everyday situations due to the student's response. this result highlighted that e-learning could be used as a platform in the student day to day process to help understand the learning of islamic religious education material if face to face learning platform is lesseffective or dynamically hand in hand with it in a hybrid situation. 5. acknowledgement this research was conducted with financial assistance from fai and the researcher’s fund. 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(2018). metode-metode pendidikan islam bagi anak usia dini. thufula: jurnal inovasi pendidikan guru raudhatul athfal, 2(1), 25–44. https://doi.org/http://dx.doi.org/10.21043/thufula .v2i1.4264 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 2, july 2023, pp: 152 – 165 doi: https://doi.org/10.31849/utamax.v5i2.13758 152 overcoming the character crisis in children: strategies, outcomes, and evaluations of bina desa program dilla rifa oktriani *, achmad hufad & nindita fajria utami universitas pendidikan indonesia, bandung, indonesia dillarifa@upi.edu article history received : 2023-04-13 revised : 2023-07-15 accepted : 2023-07-18 keywords bina desa program character crisis character development character education experiential learning abstract to address indonesia's character crisis marked by bullying and negative behavior in students, yayasan pemuda peduli bandung has introduced the bina desa program, incorporating experiential learning. this program emphasizes crucial character traits such as creativity, curiosity, responsibility, activeness, self-confidence, empathy, and cooperation. through the involvement of families, schools, and communities, the program aims to enhance character education and make a positive contribution to the nation's development. this research analyzes the program's strategies, outcomes, and evaluation methods to improve character development initiatives in indonesia. the study employs a qualitative approach, utilizing interviews, observations, and documentation for data collection and analysis. 17 participants, namely ceos, program developers, volunteers, and community stakeholders, were selected through purposive sampling. the data underwent rigorous analysis, ensuring validity and reliability. the implications of this study highlight the importance of character development programs in combating the character crisis. by implementing a comprehensive curriculum and employing the principles of experiential learning, programs i.e., bina desa can effectively foster essential character traits in children. continuous evaluation, feedback, and improvement are crucial elements for ensuring the program's success. moreover, the involvement of social agents and collaboration with various stakeholders are vital for creating a supportive environment that nurtures children's character. this study underscores the significance of character education in broader societal progress and emphasizes the role of well-designed programs in shaping exceptional individuals who contribute positively to society. 1. introduction indonesia is currently struggling to overcome the problem of character crisis, in which the character crisis is seen from the growing gap between behavior and actions and the values and norms that apply in society. the international student assessment program (pisa) reported very worrying statistical data regarding the condition of students in indonesia, including 41.1% of students claiming to have experienced bullying, 22% were victims of ridicule, 20% of students spread bad news, 19% experienced exclusion, 18% face pressure from peers, and 15% become victims of bullying (pisa, 2018; midaada, 2023). these alarming figures are reflected in a recent incident in dusun pancer, sumberagung village, pesanggaran district, east java, where a child tragically ended his life due to constant bullying by his peers because of his status as an orphan or having no father (midaada, 2023). the current situation of education in indonesia falls short of fulfilling its goals and ideals, as evidenced by the prevalence of troubling phenomena among the youth, including rising instances of juvenile delinquency like bullying, brawls, promiscuity, and crime (susilo et al., 2016). this worrying trend highlights an urgent problem in character development among the younger generation, because character plays an important role in the progress of the nation. sidi (2014) emphasizes that a nation with strong character can successfully compete on the global stage, while a nation facing a character crisis is vulnerable to changing times. mailto:dillarifa@upi.edu 153 the rapid current of globalization today makes the government and schools need a strategy to be able to provide education that can fortify the character of the nation’s children form globalization (herawati et al., 2019). by fortifying children with character education, it’s hoped that they can make the successors of the indonesia nation better and able to compete in the global world. schools are sometimes often the target of criticism for perceived failures in character education, it is important to realize that children spend more time with their families and communities than in the school environment (sutikno et al., 2018). in line with that, ki hajar dewantara emphasized that the educational process must take place in the three centers of education, namely the family, school and community. therefore, if families and schools have not been able to optimally instill character education, the community as agents of change must actively participate in overcoming these problems (mugiarso & haksasi, 2017). in this context, the term "community" includes individuals, communities and institutions related to school development (asriadi et al., 2019). strengthening character education or penguatan pendidikan karakter (ppk) is a movement the indonesian government launched through the ministry of education and culture in 2016 in response to the challenges of modernity in the 21st century (muhajir, 2022). until now, it has evolved and progressed through the establishment of diverse educational programs that are rooted in an integrated and contemporary curriculum. one of the community-based organizations involved in addressing the character crisis is the yayasan pemuda peduli bandung. as a non-profit organization, the yayasan pemuda peduli bandung focuses on building and developing character. the program implemented by the yayasan pemuda peduli bandung to tackle these issues is the 'bina desa' program. this program was initiated in 2016 in ciberes village, subang, in response to pringga's concerns as the founder of the yayasan pemuda peduli bandung, regarding the unequal distribution of education and low awareness of character education. since its inception, pringga and his colleagues have been teaching children in various villages based on the principles of character education. currently, the 'bina desa' program has expanded to cover five villages: ciberes, sirnajaya, pasteur, pacet, and salakawung. in each village, around 25-35 children participate, mainly comprising children with education levels ranging from kindergarten to elementary school in general, the bina desa program aims to instill seven main characteristics in children, known as kita peka: creativity, curiosity, responsibility, activeness, self-confidence, empathy, and cooperation. the kita peka concept from the yayasan pemuda peduli bandung offers an alternative solution for character development in indonesia, in line with presidential regulation number 87, released in 2017, which emphasizes the importance of strengthening character education (ppk). ppk has three goals: preparing a golden generation of indonesia in 2045 with a strong foundation of pancasila, integrating character education as the basis for implementing education with the support of the wider community through formal, non-formal, and informal channels, as well as realizing and strengthening the potential for character development at all levels of society. meanwhile, the main objective of the bina desa program is to improve living standards in remote areas by utilizing the enthusiasm and abilities of the community, as reflected in the kita peka framework (mediajabar.com, 2021). therefore, this character education is expected to be a bridge in achieving the ideals of the nation (susilo et al., 2016). character education is very important for the achievement of a democratic society and contains several ideals, such as respecting others, maintaining justice and equality, caring for the welfare of society, and helping others voluntarily (triyanto, 2020). to achieve the goal of character development, the bina desa program uses experiential learning methods. david kolb developed experiential learning theory (elt) in the early 1980s, he proposed an approach that engages children's hearing, sight, and direct experience to enhance their knowledge and skills. experiential learning is a process in which children build knowledge, skills and values based on direct experience, integrating theoretical competence and practical experience (priatmoko & dzakiyyah, 2020). this concept has significant implications for a lifelong learning approach (mugiarso & haksasi, 2017). earlier research has recognized the significance of character education, specifically in relation to its role in addressing behavioral problems within educational settings and preventing students from adopting negative moral values exhibited by their peers. (wilhelm & firmin, 2008). although there is previous research conducted by mugiarso & haksasi (2017) regarding the stages of character building using the experiential learning method, there is a gap that distinguishes it from this research, namely this research provides more comprehensive analysis of strategies, learning outcomes, and evaluation process of character building through the bina desa program. therefore, this research aims to understand the strategies, outcomes, and evaluations of the bina desa program in addressing the character crisis in children. 154 2. literature review 2.1 character development program: strategy and results in overcoming the character crisis, various efforts are needed, one of which is to improve the quality of character education in it. character education combines education and character development. this involves the formation of individual and group characters which include actions, behaviors, motivations, and skills as the embodiment of values, potential, competence, morals, and resilience in facing obstacles (kemendikbud, 2016). good character can be developed through an educational process, in which individuals acquire unique elements such as goodness, the will to do good, live well, and have a positive impact on the environment. the purpose of character education is to improve the quality of implementation and educational outcomes, so that in the end it can produce comprehensive and good character development. through character education, it is hoped that children will be able to improve their quality independently and apply what they have learned by internalizing and personalizing good character and character values (suwartini, 2017). character education serves multiple functions, including the formation of indonesian individuals who possess moral values, intelligence, rationality, innovation, hard work, optimism, confidence, and love for their country (suwartini, 2017). the principles of character education involved establishing basic moral values as the foundation for character development, providing opportunities for children to engage in virtuous acts, incorporating meaningful and challenging lessons to shape their character and foster success, fostering self-motivation, promoting collaboration between families and community members, and evaluating school culture, staff roles, and demonstrations of good character to optimize character education (suwartini, 2017). furthermore, character education is not only carried out within the scope of formal education, but can also be carried out within the scope of non-formal education. non-formal education in question is education that focuses on learning outside the formal environment, such as in society or community. this education is aimed at developing the qualities and abilities of students, both in academic and nonacademic matters (haerullah & elihami, 2020). nonformal education has an important strategy in the character development process, one of which is the flexibility in adapting the curriculum to the needs of students, so this certainly makes it easier to overcome the existing character crisis. in addition, character education should also be applied from an early age. according to the early childhood education association (naeyc), early childhood covers the age range from 0 to 8 years, while unesco defines it as the period from 3 to 5 years. this is done to form the basic character of good and dignified children from an early age. 2.2 character development program: evaluation program evaluation is usually used to analyze the relevance of strategy to the results of activities, both in terms of impact, effectiveness and efficiency of character development programs in long-term survival. ingvarson & rowe (2008) also describes that this evaluation is used as a methodical assessment of the benefits, value, and relevance of subjects based on a set of criteria, which in general, evaluation criteria can include: relevance of policies or programs, effectiveness in taking appropriate steps and efficiency of overall impact of implemented policies and programs (osiesi, 2023). 2.3 the role of agents in character development researchers have explored the role of agents in character development according to giddens' structural theory. according to giddens, social structure is not fixed and predetermined, but can be formed consciously or unconsciously by actors (kinseng, 2017). in the context of character development, the role of the agent is very important. they can be individuals, groups, or organizations involved in shaping and changing social structures that affect the development of individual or group character. the agent's behavior is solely determined by values and norms (ritzer, 2010), but emphasizes the dynamic relationship between actors and social structures, recognizing that actors have agency in shaping and changing social structures from time to time (ritzer, 2010). giddens also added, that structuration is a condition for explaining how a social relationship is structured in a reciprocal relationship that can be understood in three levels of awareness, namely: discursive awareness, practical awareness, and unconscious cognition or motivation (thoyyibah, 2015). discursive awareness is a level of awareness where individuals actively pay attention to and reflect on their actions in relation to social structures (thoyyibah, 2015). which means, they realize that social structure affects their actions and their actions can affect social structure. practical awareness is a level of awareness where individuals are unconsciously actively involved in the social structure (thoyyibah, 2015). which means, they accept and follow the values and norms that apply without questioning these rules again. unconscious cognition/motivation is a level of awareness where individuals feel unsure about the values and norms that they carry out (thoyyibah, 2015). which means, they feel uncertain, constrained, and unsure in carrying out social actions. 155 structuration theory is very relevant for discussing the strategy, results, and evaluation of the yayasan pemuda peduli bandung's bina desa program in overcoming a character crisis in children which in this case can be done through implementing the kita peka character (creative, curious, responsible, active, confident, empathy, and cooperation). 2.4 approach of experiential learning theory (elt) in character development the experiential learning theory (elt) approach is an approach that is very relevant in efforts to develop character in children. this approach was developed by david kolb and emphasizes the importance of integrating direct experience in the teaching and learning process to motivate children to improve knowledge and skills (mugiarso & haksasi, 2017). one of the key elements in elt is concrete experience. experience-based learning involves the construction and integration of knowledge, skills, and values from direct experience (mugiarso & hakiki, 2017). not only concrete experience, elt also includes reflective observation, abstract conceptualization, and active experimentation (kolb, 1984). 2.5 the perspective of social cognitive theory and its implications for the bina desa program in the context of this study, cognitive social theory can be used to analyze how the bina desa program influences the development of children’s character through social learning processes and environmental influences. social cognitive theory is rooted in the view of human agency, that individuals are agents who proactively engage in their own environment and can make things happen with their actions (self-efficacy) (mukhid, 2009). self-efficacy significantly influences an individual’s behavior. self-efficacy can be obtained, changed, increased, or decreased through one or a combination of four sources, namely a) performance accomplishment, b) vicarious experiences, c) social persuasion, and d) emotional/physiological states (jarnawi & untara, 2019). performance accomplishment can be interpreted as achievements that have been achieved before, vicarious experiences are experiences gained through social capital both internal and external, social persuasion is the confidence of the person giving the persuasion, and emotional/physiological states are the realistic nature of what has been persuaded. selfefficacy beliefs affect how people feel, think and act, besides that they also help determine how big and long a person in activities (mukhid, 2009). that is, people who have low self-efficacy tend to drag on more when under pressure, depression, and lack of self-confidence. meanwhile, people who have high self-efficacy tend to be more helpful in creating feelings of calm in facing difficult tasks. 3. method the methodology used in this study aims to address the problem of character development research through the bina desa program. this section provides a comprehensive overview of the procedures for data collection and analysis, including the basis for selecting the methods and techniques chosen. the research design used is a qualitative approach, so that researchers can explore and understand more deeply about issues related to overcoming the character crisis in children: strategies, outcomes, and evaluations of bina desa program. 3.1 research design a qualitative approach was chosen because it allows systematic data collection and analysis to describe and interpret information obtained from observation, interviews, and documentation (manab, 2015). this approach allows for in-depth exploration of the impact of the bina desa program on character development in early childhood. on the other hand, descriptive analysis methods are used to present a systematic and accurate description of various symptoms, facts or events related to the population and the intended area (zuriah, 2009, p. 47). 3.2 data participation this research was conducted in bandung, west java, specifically at jalan sukawarna no.12, husen sastranegara, kec. cicendo. the participants of this study were selected through purposive sampling technique, taking into account specific criteria during the participant selection process. this study involved two types of participants: primary participants and supporting participants. the primary participants were the yayasan pemuda peduli bandung, consisting of the ceo and staff of development program from yayasan pemuda peduli bandung program development division. meanwhile, the supporting participants were 11 volunteers form the bina desa program and 4 individuals for each of the four villages. 3.3 data collection to collect the necessary data, several techniques were used, such as: a) participatory observation in this study researchers were actively involved in the independent campus certified internship program (mbkm) at the yayasan pemuda peduli bandung for approximately 6 months starting from august to december. thus, researchers can be directly involved in implementing bina desa program activities; 156 b) semi-structured interviews the interview was conducted using an open-ended question guide but still focused on the question points that had been made. this interview was conducted in order to explore more deeply about their views, experiences and insights regarding the program; c) activity documentation data collection also involves collecting documents and materials related to the bina desa program, including photos, videos, and audio recordings that provide additional context and evidence of program implementation and results. 3.4 data analysis the collected data underwent a fairly rigorous analysis process, which involved the following techniques: a) data reduction the researcher carried out systematic data reduction, sorting and selecting the most relevant and appropriate data for research purposes. this process helps simplify analysis and focus on key themes and patterns. b) data display the selected data is then data display, enabling a clear and detailed description of the underlying social situations and phenomena related to the bina desa program (puspitawati & herawati, 2013). c) data verification to ensure the validity of the data, triangulation of data sources and data collection techniques was carried out. to see the validity of the research, researchers used two data triangulation techniques, namely data source triangulation and data collection triangulation. because, triangulation of data sources is a comparison technique by re-checking the degree of trust in the main data through different sources (bachri, 2010). for more details, can be seen in the image 3.1: image 3.1 data source triangulation the data sources are divided into two categories, namely primary data and secondary data. the primary data is derived from the ceo and staff of development program from the program development division of yayasan pemuda peduli bandung. on the other hand, the secondary data is obtained from 11 volunteers involved in the bina desa program and 4 individuals from each of the four villages. in addition, data collection techniques were also triangulated, which combined participatory observation, semi-structured interviews, and activity documentation. for more details, can be seen in the following image: g image 3.2 data collection triangulation yayasan pemuda peduli bandung stakeholdersvolunteers observation activity documentation semi-structured interview 157 d) drawing conclusions the last step of the analysis process involves drawing conclusions based on the pattern of data that has been organized and categorized. by following a step-by-step framework, this study aims to ensure the validity, reliability and credibility of the research findings. the method chosen is also considered appropriate and effective in overcoming research problems, providing in-depth and comprehensive investigations of character development in early childhood through the bina desa program. 3.5 research ethical issues in this study, the researcher adhered to research ethics guidelines. in the domain of ethical considerations in various research topics of information systems, researchers need to take into account various ethical issues in information retrieval research, such as consent, informant privacy, confidentiality of search data, and privacy related to data on social media (ramadani, 2021). therefore, in this case, the researcher anonymized the names of the sources and ensured the confidentiality of the research data. 4. result this section presents findings from a study on strategies, results, and evaluation of the bina desa program in overcoming character crises in early childhood. it begins with a summary of the research problem and an overview of the data collected and analyzed. in which the results are presented systematically, by highlighting the main observations that are relevant to the research topic. additionally, non-text elements such as tables are included to further illustrate the main findings. the bina desa program initiated by the yayasan pemuda peduli bandung is a non-formal teaching program that focuses on character development. this program was first established in 2016 in ciberes village, subang, as a response to gaps in educational opportunities and low awareness about character education. over time, the program has grown to include additional village locations. currently, there are five villages where this program is implemented: ciberes, sirnajaya, pasteur, pacet, and salakawung. each village has around 25-35 children participating in the program, mainly from kindergarten to elementary school level. 4.1 bina desa program: strategies a. focus on character development and program curriculum the program development staff of yayasan pemuda peduli bandung stated, "what sets the bina desa program apart from other activities is that it embraces the concept of fostered villages and aims to instill values, known as kita peka values." in line with this, the ceo of yayasan pemuda peduli bandung emphasized, "what distinguishes our bina desa program from others is the specific goal of addressing the character crisis in children by instilling the kita peka values." the kita peka values consist of creativity, curiosity, responsibility, activeness, self-confidence, empathy, and cooperation. the program also adopts a curriculum that covers various fields: a) science: this component includes motor skills, language development, scientific and critical thinking, as well as art and creativity, b) character building: focusing on habituation activities that support student character development and positive moral reinforcement, c) leadership and volunteer activities: this component aims to foster leadership qualities, empathy, and a spirit of sharing with others, d) social enterprise: introducing entrepreneurship and entrepreneurial activities that have a positive social impact, and e) green lifestyle: this aspect emphasizes environmental preservation activities. this curriculum serves as the foundation for implementing the bina desa program and guides teaching activities for character development. b. recruitment and training of volunteers to facilitate the bina desa program, yayasan pemuda peduli bandung conducted an open recruitment process to attract volunteers who wish to contribute to the development of character education in children. the program development staff stated, "the planning stage of the bina desa activities begins with the recruitment and preparation of volunteers, followed by discussions regarding the general explanation of bina desa, the materials to be prepared, the technical aspects of the activities, and the assignment of job descriptions." according to the program development staff, "the volunteer recruitment process starts with open recruitment, followed by filling out a form for document selection. prospective volunteers are required to provide personal information and attach a brief cv, provide motivation, and then the volunteers will be directed to participate in discussions and technical meetings through google meet." in line with this, the ceo of yayasan pemuda peduli bandung expressed that, “the planning stages of the activities are conducted by the program development team, which includes the creation of the curriculum, guidelines, and teaching themes. after that, they will be communicated to the volunteers who will then create teaching materials to be delivered, such as powerpoint or video presentations.” prospective volunteers who will be accepted are prioritized from those who have not participated in this program before, aiming to share knowledge and experiences. however, if there are volunteers who have participated before and wish to take part in bina desa 158 activities again, they will be selected as field coordinators. once the volunteers have been selected, announcements will be made through the bina desa social media account (@bin.des), and they will be invited to join a whatsapp group for communication purposes. then there will be two debriefing sessions to provide an overview of the program, teaching guidelines, review of materials and teaching strategies based on kita peka values and curriculum. in addition, volunteers are also involved in teaching simulations to ensure effective and engaging teaching practices. according to alyda, one of the bina desa program volunteers, she mentioned that “after the announcement of the volunteers who passed as tutors or facilitators, there will be an introduction session about yayasan pemuda peduli bandung and the bina desa program in general.” in line with alyda, ihsan added, “there will be further briefing sessions that discuss the guideline, materials, and enjoyable teaching methods that effectively instill the kita peka values in children.” 4.2 bina desa program: outcomes during the implementation of the bina desa program, volunteers are assigned three roles: host (mc), tutor (teacher), and facilitator (assistant). mcs guide activities, tutors deliver lessons, and facilitators support teachers and help manage children during the learning process. this program is usually carried out during holidays or weekends, considering that children participating in the bina desa program are on school holidays. “the program also adopts an experiential learning approach based on experiential learning theory (elt), emphasizing stages such as the initial stage, transition stage, working stage, and termination stage. this is aimed at developing character (kita peka),” stated the ceo of yayasan pemuda peduli bandung. the program development staff added that “the learning process is conducted by providing various forms of motivation through enjoyable activities, such as games with prizes, to encourage children to participate in the learning process.” for a clearer understanding of the kita peka values and how each value is implemented, please see the following details: a) creative creative thinking, which comes from the english term "create," refers to the process of generating new approaches or creating new things from existing ones (rahmawati, 2022). it includes the process and the results achieved. developing creative character is beneficial for individuals because it gives them the ability to adapt to social life (setyawan et al., 2017). developing creative character in children helps them develop imagination, innovation and critical thinking skills. those with creative characters tend to have the ability to solve problems in unique and unconventional ways. they learn to think outside the box, generate fresh ideas, and see challenges as opportunities for growth. in its implementation, bina desa program always provides teaching that invites children to think creatively, such as doing activities to decorate wall magazine and story-telling. b) curiosity curiosity is a cognitive and behavioral trait that involves a strong desire to explore, discover, and actively learn more about things seen and heard (kementerian pendidikan nasional, 2010). this becomes a basic element for children's involvement in any lesson (ameliah, et al., 2016). therefore, curiosity can be defined as the desire to obtain comprehensive information about the subject being discussed (setyawan, et al., 2017). the inquisitive nature of children encourages exploration, discovery and active learning. children with this trait show a high level of curiosity about the world around them. they learn to ask questions, seek answers, and develop analytical thinking skills. curiosity drives children to keep learning and develop a deeper understanding of various subjects. in its application, the bina desa program always provides teaching that can increase children’s curiosity about something, one of which is by inviting children to study outside the classroom (outing). c) responsibility the nature of responsibility includes values, behavior, and individual actions that involve fulfilling obligations to oneself, god, society, country, and the environment, which includes natural, social, and cultural aspects (supriyono, et al., 2018). on the other hand, setyawan and his colleagues argue that individuals have a sense of responsibility and diligently carry out all the tasks or mandates given (setyawan, et al., 2017). developing a responsible attitude in children helps them appreciate the importance of being responsible for their duties and responsibilities. children with a sense of responsibility learn to honor commitments, face the consequences of their actions, and stick to their commitments. they develop a responsible attitude in carrying out daily tasks, whether at school, at home, or in their social environment. in its application, the bina desa program always provides teaching that can increase a sense of responsibility for children, such as entering into learning contracts so that children can be committed and responsible for what has been agreed upon. in addition, children are also taught to be able to complete each task they have independently with a predetermined deadline. 159 d) active active character development in children is facilitated through interactions between peers and between children and teachers, which facilitates effective communication. children are encouraged to share their learning experiences with others through storytelling, dialogue or role-playing. in addition, direct involvement and exploration play an important role, because children use their senses in observing, experimenting, investigating or conducting interviews (setiawan, 2014). active character in children encourages their active participation in physical, social and academic activities. children with this trait tend to have high levels of energy, a desire to move and be involved in various activities. they learn to make use of their free time by engaging in meaningful activities, participating in sports or the arts, and interacting with their surroundings. in its implementation, the bina desa program always provides teaching that can increase children’s activeness, one way is by involving children in every existing discussion. e) self-confident self-confidence is a vital characteristic that plays a significant role in an individual's development. it can be defined as the belief in one's own potential and the ability to set high expectations for oneself. even if these expectations are not fully met, individuals with self-confidence remain positive and gracefully accept the outcomes. in essence, self-confidence is a mindset that convinces individuals of their capability to accomplish planned tasks (priyatni, 2013). however, it is crucial to understand that mere planning is insufficient; it must be accompanied by calculated experiences and proactive actions. in the context of children's development, fostering self-confidence is of utmost importance. by instilling self-confidence in children, they begin to cultivate faith in themselves, their abilities, and their potential. children who possess self-confidence tend to exhibit positive self-esteem, readily overcome challenges, and willingly take risks. this trait empowers children to move forward with determination, face failure with optimism, and embrace new experiences with enthusiasm. through the implementation of the bina desa program, particular emphasis is placed on providing teaching methodologies that can effectively enhance children's self-confidence. for instance, the program ensures that children are given ample opportunities to ask questions, express their opinions, and actively participate in discussions, thus reinforcing their self-assurance. by nurturing self-confidence in children, the bina desa program aims to create a supportive and nurturing environment where young individuals can thrive and grow into confident and resilient individuals. this foundation of self-confidence not only benefits children during their formative years but also serves as a crucial factor in shaping their future success and wellbeing. moreover, self-confident children are more likely to develop healthy relationships, exhibit leadership qualities, and become valuable contributors to their communities and society as a whole. f) empathy empathy refers to an individual's ability to understand and appreciate the emotions of others. this becomes the basis for caring for others. an important aspect of empathizing with others is the ability to interpret nonverbal cues, such as facial expressions, tone of voice, and hand gestures. developing empathy requires an ongoing process that involves mastering knowledge, developing emotions, cultivating compassion, and taking action (fithriyana, 2019). empathic traits in children help them understand and respect the feelings of others. children with empathy learn to listen actively, understand different perspectives, and respond emotionally. they learn to empathize, provide support, and pay attention to the needs of others. this trait allows children to build positive social relationships and become individuals who care and are sensitive to others. in its implementation, the bina desa program always provides teaching to instill a sense of empathy for children, including by giving appreciation for all the efforts that have been made and applying teaching about the importance of helping behavior towards others. g) cooperation the nature of cooperation refers to individuals working together for the common good (rudyanto & saputra, 2005). there are six-character elements that are important for children to develop, including honesty, compassion, courage, kindness, self-control, and cooperation (lickona, 2009). cooperation is especially important for children in everyday life in the modern era, because it encourages harmonious relationships with others, promotes mutual assistance, and cultivates mutual respect between individuals (wulandari & suparno, 2020). cooperation includes several interrelated aspects, such as fostering a sense of positive dependency within a group (bishop & verleger, 2013). the cooperative character in children helps them learn to work together, collaborate, and support each other in achieving common goals. children with this trait value differences, share responsibility, and contribute actively. they learn to work in teams, appreciate the contributions of others, and achieve success together. the cooperative nature builds social skills and an understanding of the importance of collaboration in everyday life. in its implementation, the bina desa program always provides teaching on cooperation through the provision of group projects that require them to be completed together. in addition, it also provides games that require cooperation with one another. 160 tabel 4.1 content of character development in bina desa program overall, the data in table 4.1 demonstrate that the bina desa program effectively incorporates character development strategies into its various stages. through its implementation, the program nurtures important character traits such as politeness, mutual respect, appreciation, faith, piety, commitment, responsibility, self-confidence, curiosity, openness, creativity, cooperation, empathy, and social solidarity. the program's emphasis on democratic approaches, active participation, and self-evaluation contributes to the participants' personal growth and the creation of a positive and supportive group dynamic. by fostering these character traits, the bina desa program aims to shape individuals who are not only academically competent but also socially responsible, empathetic, and contributing members of society. 4.3 bina desa program: evaluation in this evaluation stage, the ceo of yayasan pemuda peduli expressed that 'after the implementation of the bina desa activities, the volunteers will be given a google form to provide feedback and suggestions for improvement of the activities. this will allow for further improvements to be made.' in line with this, the program development staff added that 'the volunteers are encouraged to provide their critiques and suggestions. additionally, there is a parent involvement activity to evaluate the children's learning outcomes, where the process of their learning is presented to their respective parents. step stage implementation result beginning a group spread a smile and say hello politeness, mutual respect, and appreciation open the activity with prayer increasing faith and piety (religious) introduction increase familiarity welcome new group members openly uphold mutual respect and appreciation as well as a sense of openness without distinguishing one from the other structuring or learning contracts improve order, discipline, commitment, and responsibility games or ice breaker liveliness and self-confidence the transition stage in a group listen to tutors and facilitators in giving directions raise concern, responsive or sensitive, mutual respect and appreciation keep commitments and be responsible keep commitments and be responsible the working stage in a group group members are allowed to choose learning topics to be studied. then, after learning is over, all group members are given the opportunity to ask questions or express their opinion alternately democratic, increasing curiosity, openness, creative, mutual respect and appreciation keeping the group together cooperation, empathy and social solidarity termination of a group summarize the learning outcomes that have been studied self-confident self-evaluation introspective, honest and responsible expressing impressions and messages during the activity openness and honesty familiarity with greetings and photos together social solidarity 161 therefore, this evaluation process includes receiving feedback, critiques, and suggestions for improvement. this evaluation allows for continuous improvements to be made in the program. furthermore, during this evaluation process, yayasan pemuda peduli provides guidance and reports to parents regarding their children's development, ensuring that the teachings are implemented in their daily lives. the program has endured until now due to the enthusiasm of the children and strong support from stakeholders and parents in the assisted villages. mr. haikal, one of the parents of a student, expressed that 'with this program, he feels supported because not only is his child enthusiastic about participating in every lesson, but the child is also starting to develop empathy toward others and taking responsibility for their actions.' the bina desa program from yayasan pemuda peduli bandung has shown promising results in addressing the character crisis in children. the ceo of pemuda peduli bandung stated that 'achievement indicators are set for each meeting or session, depending on the materials covered, but they are always aligned with the 'kita peka' values. therefore, the strategic implementation of the program, comprehensive curriculum, and emphasis on experiential learning have contributed to the development of children's character. the dedication of the volunteers, effective teaching methods, and ongoing evaluation also play a crucial role in the success of this program. 5. discussion the bina desa program has strategically focused on character development and implemented a comprehensive curriculum to instill the kita peka values in children. the program’s emphasis on character development is evident through the incorporation of the kita peka values, which include creativity, curiosity, responsibility, activeness, selfconfidence, empathy, and cooperation. the bina desa program is also in line with the principles of character education regarding self-reliance, which refers to lifelong learning using all one’s energy, mind, and time to achieve hopes, dreams, and aspirations (muhajir, 2022). the goal of character education is to improve the quality of implementation and outcomes in education, ultimately leading to comprehensive and positive character development. lickona (1999) states that a comprehensive approach to character education can encompass emotional, cognitive, and behavioral dimensions. this aligns with character development theory, as the program aims to nurture essential character traits in children. through character education, children are expected to enhance their individual qualities independently and internalize and personalize good character and moral values (suwartini, 2017). the role of agents in character development, as highlighted in giddens' structural theory, is apparent in the program's recruitment and training of volunteers. according to giddens, social structures are not fixed and predetermined but can be consciously or unconsciously shaped by actors (kinseng, 2017). in the context of bina desa, this is seen through the involvement of volunteers who play vital roles as hosts, tutors, and facilitators during the program. their engagement in delivering lessons, guiding activities, and supporting children's learning experiences creates a supportive environment conducive to character development. this aligns with ritzer's perspective, which emphasizes the dynamic relationship between actors and social structures, recognizing that actors have agency in shaping and changing social structures over time (ritzer, 2010). experiential learning theory (elt) focuses on experiences and the use of real-life problems that exist around children (sholihah et al., 2016), enabling children to easily digest and comprehend these issues. furthermore, the program's adoption of experiential learning theory (elt) aligns with the experiential learning approach it employs. this approach emphasizes the integration of direct experiences in the teaching and learning process to motivate children in improving their knowledge and skills (mugiarso & haksasi, 2017). elt's emphasis on concrete experience, reflective observation, abstract conceptualization, and active experimentation is visible in the program's activities. children are encouraged to learn through real-life experiences, fostering creativity, curiosity, and cooperation, among other character traits. elt also includes reflective observation, abstract conceptualization, and active experimentation (kolb, 1984). the concept of self-efficacy in the social cognitive theory is implicit in the program's outcomes. self-efficacy significantly influences individual behavior. self-efficacy can be acquired, changed, enhanced, or reduced through four sources: a) performance achievements, b) vicarious experiences, c) social persuasion, and d) emotional/physiological states (jarnawi & untara, 2019). social cognitive theory is rooted in the perspective of human agency, where individuals are proactive agents actively engaged in their own environments and capable of accomplishing something through their actions (selfefficacy) (mukhid, 2009), thus encouraging them to have high motivation and perseverance and to firmly hold beliefs in their own abilities to develop (sukidin et al., 2022). by providing a supportive learning environment and encouraging children to take responsibility for their learning, the program fosters self-efficacy in children. as they experience positive outcomes and successes in character development, their belief in their abilities increases, empowering them to actively participate in character-building activities. 162 the outcomes of the bina desa program demonstrate the success of the strategies employed. the program's focus on character development is evident in the positive changes observed in children. the development of creativity is beneficial for children as it provides them with the ability to adapt to social life (setyawan et al., 2017). the development of curiosity is beneficial for children to have a desire to acquire comprehensive information about the topics being discussed (setyawan et al., 2017). the development of responsibility is also beneficial for children to have a sense of responsibility and perseverance in carrying out all tasks or entrusted responsibilities (setyawan et al., 2017). fostering activeness in children can be achieved by directly involving them in important roles, as children use their senses to observe, experiment, investigate, or conduct interviews (setiawan, 2014). developing self-confidence in children can assure them of their ability to complete planned tasks (priyatni, 2013). fostering empathy requires a continuous process involving knowledge mastery, emotional development, nurturing compassion, and taking action (fithriyana, 2019). lastly, cooperation refers to individuals working together for mutual benefit (rudyanto & saputra, 2005). developing cooperation in children is essential in modern-day life, as it promotes harmonious relationships with others, encourages collaboration, and fosters mutual respect among individuals (wulandari & suparno, 2020). moreover, cooperation reflects the program's effectiveness in addressing the character crisis in indonesia. the experiential learning theory (elt) based learning approach has facilitated active participation and engagement among children. through enjoyable and interactive activities, children develop essential character traits and critical thinking skills, contributing to their overall character development. this aligns with research conducted by agustiani et. al. (2014), who found that the experiential learning model influences critical thinking skills in children because it can attract and challenge them to learn, thus fostering motivation to continue learning. the program's emphasis on fostering empathy and cooperation aligns with giddens' structural theory, which highlights the role of social agents in shaping individuals and society. the behavior of agents is solely determined by values and norms (ritzer, 2010). in line with this, mukhid (2009) states that individuals are proactive agents engaged in their own environments and capable of achieving goals through their actions (self-efficacy). therefore, by involving volunteers, parents, and community stakeholders, the program creates a supportive environment that nurtures children's character development and aligns with prevailing values and norms. the positive outcomes also indicate the successful application of the social cognitive theory's concept of self-efficacy. belief in self-efficacy influences how individuals feel, think, and act, and it also helps determine how much and how long they engage in activities (mukhid, 2009). as children develop selfconfidence in their abilities and experience positive results in character development, their belief in their potential strengthens, enabling them to face challenges and actively participate in the program's activities. the evaluation process plays a crucial role in the continuous improvement of the bina desa program. by collecting feedback from volunteers and parents, the program can identify areas for enhancement and make necessary adjustments. this iterative evaluation process is consistent with the principles of experiential learning theory (elt), where active experimentation and reflection drive continuous learning and improvement. the involvement of parents in evaluating their children's learning outcomes is aligned with giddens' structural theory, which emphasizes the role of social agents in character development. the engagement of parents in the process reinforces the values taught in the program and strengthens the bond between parents and children in supporting character development. the positive feedback from parents and the observed changes in children's behavior and attitudes demonstrate the program's success in fostering character development. the use of achievement indicators aligned with the kita peka values ensures that the program stays focused on its goals and objectives. the success of the bina desa program in addressing indonesia's character crisis can be attributed to its strategic focus on character development, comprehensive curriculum, and experiential learning approach. character education plays a crucial role in children, as character is related to positive qualities. it is also related to the inner strengths of a good life, such as virtues, which are actualized by external forces, including justice, education, health, and safety (sukidin et al., 2022). the conjunction between the two has been widely confirmed to lead to individual personal well-being across cultures (wagner & ruch, 2015). the program's alignment with character development theory, giddens' structural theory, experiential learning theory (elt), and social cognitive theory reinforces its effectiveness. the involvement of social agents, particularly volunteers and parents, in shaping children's character is instrumental in the program's positive outcomes. the program's emphasis on fostering creativity, curiosity, responsibility, activeness, self-confidence, empathy, and cooperation reflects its novelty and effectiveness in instilling essential character traits in children. the continuous evaluation and improvement process ensure that the program remains impactful and aligned with its goals of nurturing exceptional individuals who positively impact society. 163 6. conclusion the bina desa program implemented by yayasan pemuda peduli bandung employs several effective strategies to address the character crisis in children. the program's focus on character development, a comprehensive curriculum, recruitment and training of volunteers, and integration of experiential learning theory have been instrumental in achieving positive outcomes. through engaging teaching practices and real-life experiences, the program successfully instills the kita peka values, encompassing creativity, curiosity, responsibility, activeness, self-confidence, empathy, and cooperation in children. a significant strength of the bina desa program lies in its evaluation process, which ensures continuous improvement by gathering feedback from volunteers and involving parents in assessing their children's learning outcomes. this feedback-driven approach allows for ongoing enhancements and ensures the practical implementation of character teachings in children's daily lives. the program's longevity and success can be attributed to the enthusiasm of the children and the strong support from stakeholders and parents in the assisted villages. this study's novelty lies in highlighting the effective strategies, positive outcomes, and evaluation process of the bina desa program. by emphasizing character development, a comprehensive curriculum, and experiential learning, the program offers a holistic approach to fostering empowered individuals who contribute positively to society. the findings of this study provide valuable insights into the importance of character education and the impact of well-implemented programs in shaping the character of children. the bina desa program's success serves as a model for other similar initiatives aimed at nurturing children's character in a meaningful and impactful way. overall, the bina desa program stands as an exemplary effort to tackle the character crisis in children, and its achievements underscore the significance of character development in building a more responsible and compassionate society. as we continue to recognize the transformative potential of character education, it is crucial to support and replicate such well-structured programs to promote positive character development among children worldwide. 7. acknowledge the researcher's thanks go out to all parties who have supported and helped during the process of completing this article, including: a) mr. pringga as founder, mrs. ika as ceo, and mrs. tiara as program development at the yayasan pemuda peduli bandung has been willing to become an informant and assist in the process of preparing the article. b) bina desa volunteers and building society who have agreed to become informants in this article. reference agustiani, n. p. i. p., raga, g., & riastini, p. n. 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negative attitudes towards assessment; teachers' school owners, and stakeholders inadequate evaluation experience; poor funding of primary education; little or no technical know-how on the part of the education stakeholders especially in the collection and interpretation of evaluation data, misplacement/poor monitoring and evaluation records management, poor monitoring and evaluation practices, absence of established logical framework for a viable monitoring and evaluation of primary education, lack/inadequate trained monitoring and evaluation experts; lack/inadequate resources, and poor timing of teaching and learning at the level. to address these challenges, this paper suggests strategies such as providing necessary monitoring and evaluation tools, promoting positive attitudes towards assessment, and appointing qualified monitoring and evaluation officers in primary schools and education boards. these strategies can help ensure strict compliance with best practices and promote effective teaching and learning outcomes in nigerian primary schools. 1. introduction this paper is the researchers' views that discuss the assessment, evaluation, and monitoring of teaching-learning concerns in the nigerian primary school education system. its major crux is to highlight the challenges hindering the proper adoption and applications of these vital practices at the primary school level. the implications for practice and intervention, especially by the various education stakeholders in nigeria were critically analysed. this study is important because it fills a gap in the literature on the assessment, monitoring, and evaluation of teaching and learning processes in nigerian primary schools. while some research has been conducted on this topic (atondo et al., 2019; fehintola & fehintola, 2021; imasuen & iyamu, 202; kellaghan & greaney, 2019; kurebwa & nyaruwata, 2013; nwokeocha, 2017; opoh et al., 2014), there is still a lack of comprehensive information on the challenges facing these practices at the primary school level, and the implications of these challenges for teachers and learners. this paper seeks to contribute to the existing literature by examining these issues in detail. the implications of this study are significant for education stakeholders in nigeria. the findings can be used to develop strategies to improve the quality of teaching and learning processes at the primary education level, which can have positive impacts on the overall education system in the country. the identification of challenges and suggested solutions can be used to guide educational policymaking and intervention efforts aimed at addressing these issues. https://doi.org/10.31849/utamax.v5i1.12571 mailto:mensah.osiesi@fuoye.edu.ng 71 furthermore, the study has implications for teacher training and development (osiesi, 2020). the paper highlights the need for continuous training in the art and act of assessment, monitoring, and evaluation. it emphasizes the importance of teachers having positive attitudes towards assessment and its implementation, and providing regular feedback to improve teaching and learning. the findings can be used to develop targeted training programmes to enhance teacher competencies in these areas. in conclusion, this study's significance lies in the identification of the challenges facing assessment, monitoring, and evaluation of teaching and learning processes in nigerian primary schools, and the implications of these challenges for teachers, learners, school administrators, curriculum planners and education policy makers, especially within the primary education context. the paper provides strategies for addressing these challenges and emphasizes the need for continuous training and development for teachers (osiesi, 2020b). the implications of this study can be used to guide policymaking and intervention efforts aimed at improving the quality of primary education in nigeria. primary schools in nigeria denote the foremost stage of mandatory education, which is aimed at improving and promoting life-long learning skills, literacy, and numeracy; with the hope of attaining the philosophy of primary education as stipulated by the national education policy (frn, 2013), that described primary education as education meant for children of ages 6-12 years. this level of education may be the foundation upon which other levels of education rest (osiesi, et al, 2022). the success and robustness of primary education in nigeria will go a long way in ensuring continued survival, growth, and development of almost all facets of the nation's economy. the import of primary school education towards the advancement of all-around development and stability of a nation's economy cannot be overemphasized (osiesi et al., 2022). it is the education meant to grow young minds into great minds. it is believed that teachers, as well as learners at the level, are instrumental to the survival and sustenance of the other levels of the education sector (the secondary and the tertiary); a reason why governments and concerned stakeholders in the sector are investing and putting their best supports to primary education. primary education is designed mainly for children aged 6-11 years and serves as a preparatory foundation for these children to smoothly transition into secondary education (anero, 2014). oloruntoyin (2011) reports that the value of education given to learners at primary schools is substandard; bringing to light the need for the continual assessment, evaluation, and monitoring of the teaching-learning activities to rectify and better the quality output at the level (fehintola & fehintola, 2021). the assessment of learning among pupils in primary schools is a way by which their performances with respect to their cognitive, affective, and psychomotor domains are estimated or measured (abejehu, 2016; noor, 2020). it is a means of monitoring the progress made by learners in their learning activities over time as enshrined in the curriculum. the rationale behind the assessment of learning may include: proffering evidence of change in the behaviour of learners; allowing teachers to be fully involved in the process of decision-making within the school space; enhancing the credibility of evaluation reports of learners; assessing teachers' and schools' performance and can greatly help in curbing examination malpractices among learners. assessment of learning focuses on developing pupils' capability in evaluating their learning outcomes and finding ways of sustaining high academic achievement (onyibe et al., 2015). assessment in education generally is a fundamental parameter for the effective appraisal of classroom activities in the school system. it showcases the progress and achievement levels of both teachers and pupils in their teaching-learning endeavours, directs and improves teachers' instruction strategies, and diagnoses learners' weaknesses and knowledge of the topic covered (nwokeocha, 2017; imasuen & iyamu, 2021). unesco (2005) asserts that habitual, consistent, and well-timed assessment ensures improved education quality and classroom transactions. effective assessment practice is the machine that drives and directs pupils' learning and should cover the three learning domains. in general, it is characterized by triangulation of direct evidence and informed judgement; employing multiple sources of evidence as against single measures or scores; it is competence-driven rather than attainment measurement, and entails the use of varieties of assessment procedures. every teacher is to implement the assessment of pupils’ learning as well as the pupil assessing themselves from the feedback obtained from the teacher at one point or the other; as such, it is very essential to both teachers and learners (nwokeocha, 2017). the purposes of assessment may include: providing learning support; ensuring and enhancing accountability in the education sector (especially in classroom activities); for learner and teacher certification; monitoring and evaluating both teaching and learning progress; ascertaining and improving teachers' effectiveness and professional development/training needs; for appropriate allocation of teaching and learning resources to teachers, learners; and schools, and as a basis for teachers'/learners' transfer (odinko, 2014). teaching depicts all that the teacher does within the school setting; learning denotes all that the learners have learned and understood within a given time frame, and assessment is learners showcasing beyond every reasonable doubt that they have truly learned. this 72 trio is highly interconnected. in all, assessment is to determine what learners know or don't know, allows the teacher in knowing how effective his or her teaching was or is, ascertaining learners' performance and for learners' grading for certification purposes, and helps society evaluate schools and teachers therein. kurebwa & nyaruwata (2013), and fehintola and fehintola (2021) report that assessment in primary schools is characterised by multiple problems, which include teachers' incompetence in executing assessments, teacher's misplaced assessment style, absence of assessment resources, too large class sizes, pupils' frequent absenteeism from school, and low teachers' morale towards the art of assessment. likewise, kellaghan & greaney (2019) assert that large class sizes, unqualified teachers, poor teaching and learning facilities, and the absence or shortage of teaching/learning materials are the main challenge militating against assessment processes in primary schools. also, there is a need for primary school teachers to be professionally trained and prepared for the art of assessment (kellaghan & greaney, 2019; osiesi, 2020). in the nigerian situation, for example, it is perceived that teachers in primary schools are incompetent and few (okam, 2012; oloruntoyin 2011). opoh et al., (2014) highlight the many challenges of primary education in nigeria to be: dilapidated infrastructural facilities, dearth of political commitment, incompetent and ineffective teachers, poor monitoring of teachers, and the problem of funding. they further suggested a revamp of infrastructural facilities for primary education, monitoring of its leadership, teachers, and resource use, and increased budgetary allocation for the education sector (osiesi et al., 2022). teachers at any level are expected to be knowledgeable in assessment criteria and apply the information obtained from the assessment process in improving instructional practices (koloi-keaikitse, 2017; mellati & khademi, 2018). in the nigeria case for instance, especially in primary schools; it is perceived that teachers barely use a variety of assessment instruments for the assessment of learning. teachers must persistently seek out and implement assessment mechanisms that depict equity and fairness (atondo, et al., 2019). in the extant literature, contents and general overview of the essence of educational assessment, monitoring, and evaluation regarding the primary level of education in nigeria seems scanty; hence, this paper intends to advance the import of assessment, monitoring, and evaluation of primary school teaching-learning transactions; the challenges affecting its effective implementation and their implications on primary school teachers, especially in nigeria. thus, the paper examines the imports of assessment, evaluation, and monitoring of primary school teaching-learning transactions; strategies for implementing assessment, monitoring, and evaluation of primary school teaching and learning; the challenges affecting its effective implementation in nigerian primary schools, and the implications of these challenges to primary school teachers. 2. literature review 2.1 concept and an overview of assessment in primary schools assessment has been defined as a deliberate practice of arranging test data into a form that is interpretable based on many factors (nti, 2007); it is the heart of education, and the process of collecting and interpreting information about learning and the achievement of learners (aduloju et al., 2016); it is a measure by which learners’ or teachers’ achievement outcomes can be rated, and enable schools monitor and record the progress and growth of their learners about their cognitive, behavioural (affective) and psychomotor learning domains; it is the various methods or tools that educators employ in evaluating, measuring and documenting the educational eagerness, learning advancement, skills acquisition or educational needs of learners (anyor & abah, 2014); it the process of observing, recording and documenting what learners do and how they do it for educational decision making that affect them (odinko, 2014); it is a means of collating and explaining information from numerous and different sources for purposes of in-depth knowledge, insight and understanding of what learners know, understand, and what they can achieve from the knowledge they have obtained; it entails the adoption of practical data on pupils’ learning, so as to readjust existing programmes and enhance their learning performance (allen, 2004). normally, the instruments that should be used in assessing pupils learning may include tests, homework, class work, observations, reports, questionnaires, rating scales, checklists, practicals, and inventories. moreover, anyor & abah (2014) and alayafi (2017) listed the comprehensive tools employed in educational assessment; these are knowledge surveys, multiple-choice tests, scoring rubrics, portfolios, and performance assessments; to mention but a few. odinko (2014) highlights the basic steps of assessment of learning to include: step 1: identifying the performance objectivesthis involves teachers' stating the behaviours that learners are expected to display after exposure to an instruction. the teacher has to identify these objectives before the actual teaching and learning begins; step 2: identifying assessment procedure-this involves the teacher deciding on the appropriate tool to use in eliciting learners' expected change in behaviour. the procedures could take the form of class work, projects, assignments, tests, and so on. for teachers to attain this, they are to use genuine and reliable curriculum 73 based assessment scales; step 3: identifying assessment techniquethis is where the teacher is to reflect on how the necessary information can be obtained; step 4: judgement formationthis is where the teacher decides on the systems of grading, judging learners based on their peers' performance and the content taught; and step 5: grade and gradingthe teachers are majorly the ones to make this decision especially within the classroom or school setting (intra-assessment). these assessment forms are judged by their intended learning outcomes statement formulation– such as statements explaining what students should be acquainted with, comprehend, and be able to do after leaving school; assessment measures development or selection–assessing if the intended learning outcomes have been attained by the appropriate design or selection of a data-gathering measure. this could take the form of direct assessments (such as projects, performances, exhibitions, case studies, interviews, portfolios, and oral exams). it can also take the form of indirect assessment in which learners share their perception of the knowledge they possess after leaving school; outcomes created from learning experiences–ensuring that learners have the knowledge and experiences in and out of their learning endeavours that will equip them to attain the intended learning outcomes; discussing and using assessment results to improve teaching and learning– here, the schools, teachers, boards, and ministries of education apply the results obtained from an assessment process for the betterment and improvement of learners' performance. 2.2 concept and overview of monitoring and evaluation in primary schools monitoring and evaluation are two distinct but complementary procedures that work together to strengthen one another. they are used to assess the policy impact or the progress of programme activities concerning set objectives, goals, and targets. it is also used to evaluate the activity's outcome relevance, impact, effectiveness, efficiency, and long-term viability. inputs (material, financial, and human), processes (teaching, learning, and good management techniques), and outputs/outcomes; all contribute to the quality of education (the learning outcomes and the quality of results). monitoring is the systematic collection of data over time to assess progress toward achieving goals, outputs, and impacts. mertens (2005) described monitoring as a constant examination of a project's implementation regarding agreed-upon timetables, as well as the beneficiaries' utilisation of inputs, infrastructure, and services. it is the act of collecting data and combining key indicators regularly to count or measure inputs, outputs, and processes to report on the functions of educational aspects (mishra, 2005). it is characterized by noh (2006) as a sort of evaluation that accumulates concrete data for programme reformation. it could also be termed as the time-to-time careful watch and checking of the activities or programmes implementation and determining the. monitoring in education involves setting targets and milestones to measure progress and achievement in teaching and learning, and to find out whether the impacts are producing the planned outputs, or if an educational programme is consistent with the signs (odinko 2014). further, cashin (2012) asserts that monitoring is a planned information collection and analysis concerning the progress of a given project or programmes, and is aimed at improving its effectiveness and efficiency. it is the habitual followup and diffusion of critical information concerning the advancement of a school programme, its implementation, achievement, proposed output, and outcomes. monitoring, according to kettner, moroney, and martin (2008), is an assessment of the extent to which a programme is implemented as intended and serves the intended target population. monitoring, according to govender & reddy (2014) , is defined as the tracking of actions and the timely use of data acquired to improve the achievement of established targets to the satisfaction of targeted stakeholders. a high-quality monitoring system for educational programmes provides an overall picture of performance and helps companies make better decisions (marriott & goyder, 2009). according to richard (1988), as cited in unesco (2016), the various types of monitoring include compliance monitoring–this is input-related and a sort of technical monitoring that ensures that educational institutions adhere to predetermined standards and norms established by rules and regulations. it is primarily concerned with educational inputs such as teaching materials, teachers, classrooms, and textbooks, to name a few; diagnostic monitoring–this is process-related. it centers on the instructional processes that occur in the classroom situation and to ascertain if learners are learning what is expected of them, and performance monitoring– this is outputs-related. it assesses the academic achievement of learners executed through tests and examinations, to know if these learners have learned. ojetunde (2019) restated that for effective monitoring to be achieved, these basic considerations should be ensured: what data is to be collected (sources), when data is to be collected (frequency), how data is to be collected (methodology), who collects data (lower stream stakeholders or programme implementers), who reports data (middle stream stakeholders or programme managers), and for whom the data is to be collected (upper stream stakeholders or policymakers). he also noted that the instrument used for monitoring may include: programme document review, interview, structured questionnaire, and a rating scale. 74 on the other hand, evaluation could be termed the organised and objective review of a current or accomplished programme, project, or policy, its framework, execution, and results, aimed at determining the significance and realisation of the set objectives, developmental effectiveness, and efficiency, impact, and sustainability. the process of evaluation is usually continuous and entails the assessments of the conflicting scope and depth of the teaching-learning transactions. it provides insights and an understanding of educational policymaking and forecasting. evaluation is a decisive assessment of a designed programme, to determine the level of accomplishment of set goals and objectives. it provides feedback for teachers, learners, and education policymakers. fournier (2005), govender, and reddy (2014) viewed evaluation as an applied inquiry approach for obtaining and synthesizing evidence that focuses on the efficacy, efficiency, and usefulness of an intervention, and for improving the value of future interventions to the relevant beneficiaries through synergistic interactions and interrelationships of systems, environments, and stakeholders. (ingvarson, & rowe, 2008; belcher et al., 2017; mertens & wilson, 2018) described evaluation as a methodical appraisal of a subject's merit, worth, and relevance based on a set of criteria. in general, the criteria for evaluation may include: the relevance of policy or programme – this is necessary for attracting and directing funding in meeting main educational needs rather than the perceived needs; effectiveness-effectiveness involves taking the right step or doing the right thing. it is relaying the relevant and viable information to the right users at the appropriate time; efficiencyefficiency is doing the right thing at the right time; and impact and sustainability-this is the overall effect of the policies and programmes on the learning community, society, or nation. 2.3 theories framework lo (2012) restates that according to the theory of social constructivism, training is most successful when the learner is in an authentic atmosphere for such learning to occur, and information is exchanged between the learner, teacher, and the school elements. to the author, the tools needed for assessing, monitoring, and evaluating these learning, teaching, and school outcomes are also vital. individual constructivists claim that teachers should only give feedback on assessment of what has been taught, monitors the teaching outcomes as well as its impact on learners, and at the end, evaluate them to ascertain their performance levels. on a similar note, the theory of successful project execution according to nutt (2006) as cited in appiah (2019), points out a series of steps taken by educational policymakers, schools, and teachers in ensuring accountability regarding the assessment, monitoring, and evaluation of teaching and learning concerns in their schools. the very essence of this is to bring about a positive change in the school system. 3. method this study employed a traditional literature review methodology to synthesize existing research in the field of assessment, monitoring, and evaluation of teaching and learning processes in nigerian primary schools. a comprehensive search of google scholar, researchgate, academia, and pubmed was conducted to identify relevant studies. approximately 30 published review articles were selected through pearl growing, citation chasing, and the systematic review methods filter, along with the author's topic knowledge as a trained educational evaluator. the selection criteria for the included studies focused on the relevance of the research question, study design, and the quality of evidence. a quality assessment tool was used to assess the methodological rigor and relevance of each study. the findings from the included studies were synthesized and analyzed thematically (using theories of social constructivism which was developed by vygotsky in 1968; successful project execution which was developed by nutt, 2006) to provide a comprehensive overview of the literature on the assessment, monitoring, and evaluation of teaching and learning processes in nigerian primary schools. overall, the methodology employed in this study is thorough and systematic. the inclusion of a quality assessment tool helps to ensure that the included studies are of high quality and relevance. the study's findings are based on a comprehensive review of the existing literature, which provides a foundation for future research and policy development. 4. result this study examined evaluating and monitoring primary school teaching and learning processes' importance, challenges to successful implementation, and its impact on nigerian primary school teachers 3.1 imports of assessment, monitoring and evaluation of primary school teachinglearning transactions accruing from the review of the extant literature, findings reiterate that assessment, monitoring, and evaluation aid in the development of educational programmes, the assessment of their accomplishments, and the advancement of their effectiveness, as well as the systematic measurement and tracking of programme activities and outcomes (disha, 2017; hobson, mayne & hamilton, 2013). therefore, assessment, monitoring, and evaluation are absolute means through which the teaching and learning activities of a school, such as curriculum implementation, classroom instructions, teacher teaching styles, and learners' learning outcomes; can be improved upon. monitoring of teaching in primary 75 schools helps in fostering teachers' teaching competencies, accountability, and commitment to the teaching profession. monitoring and evaluation employ different techniques in obtaining the purported outcome it is set to achieve, these are the regular assessment of the school system through quality assurance inspection, assessment of school records, proper scrutiny of lesson notes and plans before teaching, determining learners' learning outcomes through continuous assessment, and the yearly assessment of teachers' performance for promotional purposes. the evaluation process assesses what has been accomplished, whereas monitoring inspects or investigates what is being done. monitoring provides data crucial for evaluation and is the foundation for decision-making on programme achievements and improvements. the systematic assessment, monitoring, and evaluation of a teaching and learning programme increases the effectiveness of the planning and implementation process, ensures the optimal utilization of teaching-learning resources, and makes available empirical evidence for future planning and appraisals. the main objectives of monitoring and evaluation in the teaching-learning processes may include: providing universal primary education to all; eliminating gender disparity in primary education; improving the academic infrastructure in schools, and providing better quality education in nigeria. more so, monitoring and evaluation within the school system chiefly aim toward informing policies; yielding precise data for assessing the quality and impact of a school programme; timely provision of accurate information for governments and their agencies, education stakeholders, and the public in general; ensuring the allocation and judicious spending of funds meant for education and to ensure transparency and accountability. monitoring and evaluation, especially in the school setting help ensure the adequacy or otherwise of school records, school facilities, school-community relations, revenue accruing to the school, data on learners' performance and class size, and learners' bio-data (demie, 2013). moreover, the roles of assessment, monitoring, and evaluation in nigeria primary schools can be summed up into the following: it is a source of information on the progress of teaching and learning; it enhances teachers' and learners' expertise and knowledge; it contributes to transparency and accountability in the school system; it limits mistakes and offers paths for learning and improvements; it is a basis for questioning and testing assumptions; it improves policy making and practice; it smoothens the communication gap between governments, education policymakers, and stakeholders; it enriches the performance of both teachers and learners; essential for future school planning and management; it is a basis for fundraising and influencing vital education policies. for a practical and vigorous monitoring and evaluation framework in any system, an enabling environment should be provided. the process of monitoring and evaluation should be entwined and embedded in the school system to maintain efficiency and effectiveness in the teachinglearning processes. wagner et al., (2005) as cited in unesco (2016), assert that the potential stakeholders in monitoring and evaluation planning and communication are the: learners, teachers, technicians, parents, curriculum developers, teacher trainers, educational administrators, education officials, employers, and community-based organisations. it is advocated that a school-based evaluation helps in maintaining internal and external performance benchmarks for schools, motivating schools' self-evaluation and accountability, with objectivity as its hallmark. 3.2 strategies for implementing assessment, monitoring, and evaluation of primary school teaching and learning the assessment of primary schools and teachers in the teaching-learning process could take the form of pre-assessment or diagnostic assessment-an assessment carried out by the teacher before instruction to ascertain the strength, weaknesses, skills, and knowledge possessed by learners. the teacher can thereafter decide on the best instruction approach to adopt based on the information collected; formative assessment is employed in the initial stage of instruction development. it is used in monitoring pupils' learning to provide feedback. the essence of the feedback is to expand instruction; summative assessment is designed for measuring what learners have learned and what they are expected to have learnt. more so, it assesses learning effectiveness, learners' reactions to the mode of instruction; confirmative assessmentassessment of classroom instruction that has been executed over time. the teacher may want to find out if the way and method of instruction are still effective or current; normreferenced assessment-assessment designed to compare the performance of learners against a set norm. it is also the process by which the teacher compares the average grade of his or her pupils against that of the entire school; a criterion-referenced assessment assesses learners' performances against a learning standard. it is used to appraise a specific body of knowledge or skills that learners have attained; and the ipsative assessment where learners are forced or coerced against their volition, into the process of assessment. moreover, kusek & rist (2004) highlight the critical strategies and steps that can be adopted in a monitoring and evaluation exercise: categorise and choose the key indicators to monitor outcomes; decide on a baseline data on the chosen key indicators; insist on results information; decide on result targets; 76 connect outcomes and targets with work plans; appraise targets as planned, report and evaluate findings in line with the laid down standards. it has been established that monitoring and evaluation have a positive impact on learners', teachers', and schools' overall performance (ajibade & ajibade, 2020; ikoro & eleri, 2017).the united nations international children's education scientific and cultural organisation (unesco) and the federal government of nigeria collaborated to establish the groundwork for a national assessment of primary education in nigeria, with the primary goal of monitoring learning attainment (falayafo et al., 1997). chukwu et al., (2019) recommend that schools establish an internal monitoring and evaluation committee to ensure adequate monitoring and evaluation of teaching and learning. internal monitoring and evaluation, according to harvey & struzziere (2008), results in skill maintenance, improvement, expansion, professional development, reduced stress, and increased accountability within educational conclaves. 3.3 challenges affecting the effective implementation of assessment, monitoring, and evaluation in nigerian primary schools the factors that are hampering the effective assessment, monitoring and evaluation of primary schools' teaching-learning programmes, especially in nigeria include inadequate evaluation experience by teachers, school owners, and stakeholders; few or absence of qualified evaluators; poor funding of primary school education; little or no technical knowhow on the part of the education stakeholders, especially in the collection and interpretation of evaluation data and poor monitoring and evaluation practices. more so, as evident in the literature, in the nigerian education sector, the challenges of monitoring and evaluation comprise perceiving monitoring and evaluation as a burden: many teachers and school owners perceive monitoring and evaluation processes as an unnecessary burden. this perception may have been affecting their attitude and general implementation of the monitoring and evaluation of teaching-learning transactions in primary schools; poor/inadequate data collation: data emanating from the processes of teaching and learning, especially from many of the nigerian primary schools, are poor in value, and usually inadequate. these may have been the cause of the lack of data trust at the level; misplacement/poor monitoring and evaluation records management: another major challenge of monitoring and evaluation of primary education in nigeria is the frequent misplacement of data regarding monitoring and evaluation of teaching-learning processes; lack of education stakeholders support for monitoring and evaluation of education in nigeria is a challenge that has to be addressed if the sector is to make a huge success. other challenges of monitoring and evaluation are the absence of an established logical framework for viable monitoring and evaluation of primary education in nigeria; poor/inadequate government funding and support for primary education in nigeria; viz-a-viz the agencies that should carry out the functions of monitoring and evaluation. there is a huge neglect of primary education in nigeria (fehintola & fehintola, 2021). teachers are no longer recruited at the level, and even when recruited, will redeploy themselves to secondary schools; lack of a professional body mandated to execute the functions of monitoring and evaluation of primary education in nigeria; lack/inadequate trained monitoring and evaluation experts; lack/inadequate resource(s) for the monitoring and evaluation of teaching and learning; and poor timing of monitoring and evaluation of primary education systems in nigeria. nonetheless, some other challenges are nonuniformity in assessment across schools; poor records keeping; lack of uniform or standardised scales for assessment monitoring, and evaluation; teachers' inexperience in the art of assessment; shortage of assessment instruments; teachers' negative attitude towards assessment; teachers lack the needed skill or expertise for processing; analyzing, and interpreting assessment information; large class size; absence of monitoring programmes; teachers lack knowledge of and wrong interpretation of assessment policy; teachers' poor planning and implementation of assessment, and lack of technical know-how in online or e-assessment (fehintola & fehintola, 2021). 3.4 implications for teachers despite the overbearing challenges in the actual implementation of assessment of teaching and learning in primary schools, practicing teachers at the level need to imbibe the full knowledge, skills, and culture of assessment. this can be ensured by continuous training and retraining of teachers in the art and act of assessment, monitoring, and evaluation (osiesi, 2020). this is to provide teachers with the very skills, knowledge, and experiences to effectively execute the assessment of learners in their classrooms (ogunode et al., 2020). moreover, teachers should have the right and positive attitudes towards assessment and its implementation. school owners and administrators are to regularly monitor and appraise teachers on appropriate assessment modules used in their schools. teachers should ensure that feedback from the assessment outcomes is used in improving further teaching and learning, and other school/classroom activities. teachers are to thoroughly implement the continuous assessment of learners. this will, in the long run,equip them with a positive attitude, improved skills, and better experiences for effective assessment process. 77 5. discussion teaching and learning is a major component of the education system, globally. at every point in time, progress in terms of inputs and output in the system requires periodic monitoring and evaluation in ascertaining whether real attainment in the field is achieved. the education system is one indicator that can be used in measuring the national development of societies: economic, social, political, technological, and so on; and it is a mechanism necessary for nationbuilding (mensah, 2019). the process of learning and teaching can be made efficient where there are effective monitoring and evaluation that serves as check and balances (ndungu et al., 2015). unesco (2016) did report that monitoring and evaluation in the education sector have over the years, undergone evolutional stages, stemming from the extensive input-output and project-based monitoring, aimed at yielding well-timed and consistent evidenced-based data which serves as indicators of the progress made at schools and communities and useful in meeting special needs for enhancing the worth, importance, and coverage of the sector. the essence of assessment, monitoring, and evaluation of teaching and learning in nigeria primary schools cannot be overemphasized. it is the needed tool that ensures the efficiency, effectiveness, and sustainability of the sector. for improved, effective, and sustainable teaching-learning interventions, regular monitoring and evaluation practices should be implemented and sustained in all primary schools (ndungu, 2015; appiah, 2019). thus, for an authentic assessment, monitoring, and evaluation of teaching and learning processes in nigeria primary schools, teachers and education stakeholders need to be regularly enlightened or trained on these roles played by the assessment, monitoring, and evaluation (appiah, 2019; disha, 2017; hobson et al., 2013). the essence of every evaluation process is to diagnose the various shortfalls in the teaching-learning processes to proffer corrective measures for improvement (osiesi, 2020). an assessment should give information that is both reliable and helpful, allowing all stakeholders in the education sector to incorporate lessons gained into their decision-making processes (osiesi, 2020). the process of evaluating a programme or project is iterative and expository, and it can be carried out either internally or by outside evaluators. placement evaluations are used to allocate learners to a typical class or group; formative evaluations are used to detect learning obstacles; diagnostic evaluations are used to locate learning difficulties. summativeused at the end of a programme or learning session to determine the extent to which programme objectives have been met (bassey, 2016; gafoor, 2015; osiesi, 2020). the fundamental goal of an evaluation is to obtain insight into current activities to reflect and identify future change while also improving decisionmaking in a certain educational programme (odinko 2014). it is for acquiring and processing shreds of evidence needed to improve the learning and teaching activities both at the onset of such programme or the end. however, these are in contrast with the findings of kipkoech et al. (2020) that report that monitoring activities in pre-primary schools have no significant impact on learners' performance. the geographical differences and education level of the research samples in the two studies could be the underlying cause of the contrasting findings. uneg (2005) restated that evaluation has norms which can be summarised as: impartiality: there should be a dearth of bias in due process, rigour in the methods adopted, reflection, and showcasing of the successes recorded and the challenges therein; independence: there should be independence of the evaluators from the interference of the government and her agencies, and the school management; evaluability: a distinct evaluation plan, simplifying the various stages of the evaluation should be provided; quality: there should be a quality-oriented design, planning, and implementation processes with full evaluation reports; competencies for evaluation: the evaluators or the evaluation agencies should be skilful enough to execute the evaluation; transparency and consultation: major stakeholders should be involved in the evaluation, to enhance quality and credibility; ethics: professional integrity and respect of the rights of individuals and institutions by evaluators should be paramount; follow-up: a systematic execution of the recommendations from the evaluation process should be pursued to the latter; and contribution to knowledge building: valuation findings and lessons should be accessible to target audiences in a userfriendly format (appiah, 2019; ndungu, 2015; osiesi,2020). the challenges hindering the effective monitoring and evaluation of primary schools' teaching-learning programmers, especially in nigeria, include; inadequate evaluation experience by teachers, school owners, and stakeholders; few or absence of qualified evaluators; poor funding of primary school education; little or no technical know-how on the part of the education stakeholders especially in the collection and interpretation of evaluation data, and poor monitoring and evaluation practices (appiah, 2019; ndungu, 2015). in the nigerian education sector, the challenges of monitoring and evaluation comprised perceiving monitoring and evaluation as a burden: many teachers and school owners perceive monitoring and evaluation processes as an unnecessary burden (appiah, 2019; osiesi, 2020). this perception may have been affecting their attitude and general implementation of the monitoring and evaluation of teaching-learning transactions in primary schools; poor/inadequate data collation: data emanating from the processes of teaching and learning, 78 especially from many of the nigerian primary schools, are poor in value, and usually inadequate. these may have been the cause of the lack of data trust at the level; misplacement/poor monitoring and evaluation records management: another major challenge of monitoring and evaluation of primary education in nigeria is the frequent misplacement of data regarding monitoring and evaluation of teaching-learning processes; lack of education stakeholders support for monitoring and evaluation of education in nigeria is a challenge that has to be addressed if the sector is to make huge success (ogunode et al., 2020). other challenges of monitoring and evaluation are the absence of an established logical framework for viable monitoring and evaluation of primary education in nigeria; poor/inadequate government funding and support for primary education in nigeria; viz-a-viz the agencies that should carry out the functions of monitoring and evaluation. hence, there is a huge neglect of primary education in nigeria (fehintola & fehintola, 2021). the essence of monitoring and evaluation of teaching and learning in nigerian primary schools cannot be overemphasized. it is the needed tool that ensures the efficiency, effectiveness, and sustainability of the sector. for improved, effective, and sustainable teaching-learning interventions, regular monitoring, and evaluation practices should be implemented and sustained in all primary schools (appiah, 2019; fehintola & fehintola, 2021; osiesi, 2020). teachers are no longer recruited to the level, and even when recruited, will redeploy themselves to the secondary schools; lack of a professional body mandated to execute the functions of monitoring and evaluation of primary education in nigeria; lack/inadequate trained monitoring and evaluation experts; lack/inadequate resource for the monitoring and evaluation of teaching and learning; and poor timing of monitoring and evaluation of primary education in nigeria are the many challenges impeding effective assessment, monitoring and evaluation of primary education in nigeria (osiesi, 2020b). governments and all education stakeholders are to pool resources and efforts together in mitigating or completely eradicating these aforementioned challenges (nwokeocha, 2017). 6. conclusions this study has shed light on the crucial role of assessment, monitoring, and evaluation in nigerian schools, highlighting the importance of these tools in improving the teaching and learning activities of a school. the critical strategies for monitoring and evaluation exercise include categorising and choosing key indicators, deciding on a baseline data, insisting and deciding on results information and targets, connecting outcomes and targets with work plans, appraising targets as planned, and reporting and evaluating findings in line with the laid down standards. the study identifies several challenges to effective assessment, monitoring, and evaluation of primary schools' teaching-learning programmes in nigeria, including inadequate evaluation experience by teachers, few or absence of qualified evaluators, poor funding of primary school education, little or no technical know-how on the part of the education stakeholders, non-uniformity in assessment across schools, teachers' negative attitude towards assessment, and teachers' lack of knowledge in and wrong interpretation of assessment policy. the study concludes that assessment, monitoring, and evaluation of teaching and learning is necessary for a robust and vibrant primary education in nigeria, in as much as the challenges hampering its full implementation in schools are addressed and tackled. it recommends that governments and other stakeholders adopt and foster structural changes in the implementation of assessment, monitoring, and evaluation of teaching and learning endeavours, as well as other school-oriented activities, to achieve the national policies on primary education in nigeria. continuous professional development and training should be planned and sponsored for teachers, school heads and administrators, and educational evaluators, to boost their knowledge, attitudes, and skills for a practical and vigorous monitoring and evaluation framework for the education sector. the process of monitoring and evaluation should be entwined and embedded in the school system to maintain efficiency and effectiveness in the teaching-learning processes. teachers should be trained and retrained in monitoring and evaluation practices, and necessary tools provided for effective implementation. in summary, this study highlights the significance of assessment, monitoring, and evaluation practices in nigerian primary schools, the challenges hindering their implementation, and recommendations on addressing them. the implementation of these practices is crucial for achieving a robust primary education system in nigeria. references abejehu, s. b. 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(1968). the psychology of art. the mit press wagner, d. a., day, b., james, t., kozma, r. b., miller, j. & unwin, t. (2005). monitoring and evaluation of ict in education projects: a handbook for developing countries. infodev/world bank. https://doi.org/10.38157/society_sustainability.v2i2.134 https://doi.org/10.38157/society_sustainability.v2i2.134 https://doi.org/10.31149/ijie.v3i10.677 instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 1, march 2020, pp. 34-38 34 grice's maxims: investigate the intent of the infringements in “the prince and the pauper” conversational discourse maya yolanda universitas lancang kuning, pekanbaru, indonesia mayayolanda2805@gmail.com article history received : 2020-01-16 revised : 2020-03-27 accepted : 2020-03-31 keywords grice’s maxim the prince and the pauper movie abstract grice coins 4 maxims to govern daily conversation as a general rule. the maxims are quantity, performance, value and manner. on this basis, the author intends to address the breaches of grice's maxims in one selected film and to investigate the intent of the infringements in “the prince and the pauper” conversational discourse. many sections of the film contain violations of grice's maxim characters. the writer formulates two work problems in order to achieve these goals: which of grice's maxims was violated in the prince and the pauper movie by the addressees?; for what reasons are the maxims infringed by the addresses?. based on the analysis, the author argues that the characters, in particular duke, tom canty, king, and the earl of hertford, have violated grice's four maxims in the film dialogue. if they fail to provide sufficient information, tell their addressees to lie, provide irrelevant glosses, and fail to be real, concise, univocal, and orderly, they violate the quantity, value, relevance, and manner maxims, respectively. in reality, the writer believes that characters are breaching the maxims to trick colleagues, to be sweet, to save face, to avoid discussion, and to show self-interest. 1. introduction in this article, we briefly present o&r's theory; then look at how it was interpreted immediately after its publication and, more precisely, look at some of the criticisms made at the time – especially by wittgenstein (1889–1951) (o&r initially claimed that their book was an answer to some of wittgenstein's philosophical problems in the tractatus, where the philosopher asked important theoretical questions). in the last section we see how some of the paradoxes resulting from o&r's theory are still alive today, particularly for the computational linguistics community. richards contends that representations are exceptionally viable in encouraging cognizance and along these lines limiting false impressions. richards depicts allegory as "the utilization of one reference to a gathering of things between which a given connection holds, to encourage the separation of a similar to connection in another gathering. in the comprehension of allegorical language one reference gets some portion of the setting of another in a unique structure." since illustration uncovers the connection between two divergent items, it is compelling in conveying encounters to others since the speaker may utilize the audience's information on one of the articles to grant the importance of the second. in talking about similitudes, richards utilizes two terms "tenor" and "vehicle." the tenor alludes to the hidden thought or chief subject of the illustration. the vehicle passes on the hidden thought, the acquired thought, or what the tenor looks like. for instance, in "the sun is a red inflatable," the tenor is the sun and the vehicle is the inflatable (i.e., qualities of redness and roundness are being credited to the sun). the triangle of reference (otherwise called the triangle of meaning and the semiotic triangle) is a model of how phonetic images are identified with the items they speak to. the triangle was distributed in the importance of significance (1923) by ogden and richards. while frequently alluded to as the "ogden/richards triangle" the thought is likewise communicated in 1810, by bernard bolzano, in his beiträge zu einer begründeteren darstellung der mathematik. notwithstanding, the triangle can be followed back to the fourth century bc, in aristotle's peri hermeneias (frequently alluded to in its latin interpretation de interpretatione, second book of his organon). the triangle identifies with the issue of universals, a philosophical discussion which split antiquated and medieval thinkers (for the most part pragmatists and nominalists). 2. method qualitive descriptive used in this study also aims underlie the contemporary reflection on the present circumstance, since the hypothesis is very good old. this examination uncovers the hypothesis still fit with contemporary circumstance under two focal point: 1) the presumption that significance and utilization of language are significant and 2) the intrigue/requirement for semantic natives viewed as a lot of essential units which can be utilized as interlingua. https://journal.unilak.ac.id/index.php/utamax/ mailto:mayayolanda2805@gmail.com 35 3. result and discussion 3.1 ogden and richards theory abridged people believe from the o&r theory that words have a different, precise meaning that they think is wrong. this mistake leads to comprehension. the authors then suggest that to improve the understanding of people, we need to solve these problems. the main focus of the book is on words. words are regarded as symbols conventionally representing world objects (the referent). the perception of the object in the brain (the reference) allows the connection between a word and an entity. significance therefore depends on the relationship between the term (symbol), the picture in the brain (reference) and the object in the world the main focus of the book is on words. words are known as signs conventionally representing world entities (the referent). the object's perception in the brain (the reference) permits the connection between a word and an entity. significance therefore depends on the relationship between the word (symbol), the brain picture (reference) and the object of the term. note that this semiotic triangle is not new and was not introduced by o&r in the beginning. comparable ideas are already present in the works of charles pierce (1839– 1914), for example; this is clearly mentioned as such in the appendix to the book of o&r (p. 279). however, o&r popularized the semiotic triangle. however, the semiotic triangle was popularized by o&r. the book will be widely studied in universities that speak english. it is still widely used and accepted as such, e.g. in departments of communication. according to o&r, people believe that every word has a precise, correct meaning. but in reality, meaning is largely driven by personal experience (words, based on past experience, evoke different things or feelings), so the same word means different things to different people. in fact, because of personal experience which contributes to incomprehension, it is for o&r that people use words in such or such a way. o&r subsequently suggested a number of solutions to avoid misunderstandings. it is possible to reduce confusion by: 1) have clear definitions (specify what is included in the meaning of the word); 2) use of metaphors (i.e. idiom for words or notions); 3) use of ' feed forward ' (taking into consideration, as far as possible, the consumer's meaning and aspirations); and 4) use of basic english (a simplified set of precise words used as primitives). with regard to this last point, o&r believes that a basic, controlled vocabulary can be defined insofar as human feelings are excluded from this basic vocabulary (ogden, 1930). the reduced vocabulary can be interpreted as a set of basic words, and complex concepts can be explained by combining these primitives. as we will see later, the basic artificial intelligence semantic community is a key component of any semantic research (in particular, interlingua machine translation, see léon, 2007) which echoed this study. 3.2 reception of o&r’s work by wittgenstein wittgenstein was an o&r close colleague in cambridge. ogden translated wittgenstein's tractatus logico-philosophicus in 1921-1922, which was primarily concerned with sense (it was, in fact, f. ramsey (1903–1930), then ogden's cambridge student who did the work). one of w's book's key points (among many others) is to distinguish what can be said from what can't be said (logically and philosophically). from this point of view, there are clearly echoes between the theory of w. and the book of o&r. ogden believed that the meaning of meaning was a response that could solve the tractatus problems. owing to w. words refer to objects, communicate object-to-language relationships reflect the essence of the environment as well as o&r. this requires a proper analysis of the relationships between the fundamental entities of the universe and a logical inference from these relationships. in reality, both books have a therapeutic role. wittgenstein wants to heal philosophy from false issues (problems that can not be solved by logical interpretations of basic facts, cf. religion, aesthetics) while o&r wants to heal from misunderstandings experiences. both of them are proposing solutions to this problem. because of the parallels between these works, ogden assumed that the meaning of meaning was going some way towards providing a causal solution to the sense question as described in the tractatus. wittgenstein then felt compelled to give an evaluation of the text, and he replied bluntly that ogden had not fully grasped the issues he had dealt with in the tractatus (wittgenstein, 1973-69). several authors suggest the w, like jerzy perzanowski (1993). defends a theoretical point of view radically different from that articulated by o&r, even though ogden did not see the argument in 1923. as perzanowski explained, in the tractatus, w. sets a direct link between words and objects, thus defending direct reference. for wittgenstein, emotional language was definitely not a philosophical issue in 1923. nonetheless, we should remember the so-called 36 "second" w. (after returning to cambridge in 1929), a very different theory will be established. the w's later. defends the view that words are not specifically related to objects in the universe (and the language structure does not correspond directly to the structure of the world). instead, the meaning of a word corresponds to its use, and context is highly relevant for meaning. in the tractatus, wittgenstein is only interested (and not in communication) in logic and philosophy. the tractatus addresses only philosophy, but emotional language is not a topic discussed by wittgenstein, nor does the meaning of language offer some new insight into wittgenstein's philosophical problems. 3.3 why is the meaning of meaning still influential today? if one believes in the concept of o&r, it seems possible to describe a language (or interlingua) made up of unambiguous meanings (i.e. linguistic primitives) if the emotional aspect of language is omitted. o&r's book is the origins of two types of applications in this perspective: 1) definition of a clear language for enhanced (human) interaction 2) definition of a clear language for computer-based applications (especially for artificial intelligence). as previously mentioned, ogden himself established the basic english in the 1930s. the aim of this project was to improve human communication by defining terms from unambiguous primitive sets. in addition to human communication, the issue of semantic primitives is a classic artificial intelligence (ai) issue, especially for machine translation. the key point in this area is to describe the meanings of words (or phrases) in order to find the appropriate counterpart in the target language. we'll take a look at the clru (cambridge language research unit) to go ahead with a specific example. the clru is particularly important among the numerous teams that were involved in machine translation: this group was a prototypical example of domain work in the 1950s. founded in 1955 in cambridge, uk, the clru was a small research unit that was involved in machine translation. it was directed by former wittgenstein student margaret masterman (1910–1986). masterman largely acknowledged her inspiration from wittgenstein, but only from the second wittgenstein (masterman, 2005). she regularly mixed in cambridge with scholars like ivor a. richards, the co-author of the meaning of meaning; following this tradition, she insisted on the importance of semantics rather than syntax for machine translation, which makes her approach highly original (see léon, 2000). many years before (in the 1930s and 1940s), as we saw in the previous section, many factors moved wittgenstein back to theory, including the fact that literal meaning did not equate to meaning as such. w. then developed a complex philosophical investigation of language (wittgenstein, 1953). this investigation did not include o&r's emotional language as such, but w. the concept of language games, i.e. the fact that context and circumstances have an effect on meaning, was introduced. the change is radical in comparison to the tractatus, where the idea of direct reference, i.e. a direct correspondence between language and world, is defended. in the inquiries, w. he firmly supports a situation-based interpretation of context that had a significant influence on masterman. the second w, to be more precise. defends the notion of use of language and game of language and emphasizes perceptions, feelings and situations. so from the point of view of o&r, the second w. philosophy, in a sense, incorporates the vocabulary of feeling. w., though. he made no reference to the concept of o&r. in fact, one fundamental flaw in o&r's theory still remains (from w's point of view): no unambiguous language can be described, as uncertainty is an inherent part of any culture. inspired by this practice, the clru was torn between two opposing concepts in the 1950s, like most other ai groups: 1) the need to find a machine translation interlingua based on a set of linguistic primitives (semantic correspondences between languages); 2) the fact that words do not have a simple, precise meaning but are vague and rely on how they are used in language games (i.e. depends on experience and, more generally, on context). the first concept is the one that w advocates. the second in the philosophical investigations, in the tractatus. this last place affected masterman to a large extent. the value of the clru for semantic primitives, however, forming a kind of language game, is closer to the first rather than the second position. y. wilks (1939–), a former student of masterman and the editor of a book gathering her most important works (masterman, 2005) stresses that masterman was highly influenced by the stick pictures of the language books, seen as a product of w’s “forms of life” (masterman, 2005, p. 215). basic english can actually be seen as a practical experiment in w's language games (masterman will also develop a similar approach to ogden's, using chinese characters as primitive rather than english words, under m.a.k's influence. halliday (1925–), then a reader in chinese in cambridge). there is an apparent contradiction between a fixed, unambiguous theory of meaning and a fluid, situation-based alternative. in a recent paper, wilks indicates that if you postulate a non-logical yet realistic and empirical approach to semantum primitives, the paradox can be overcome. primitives can be arranged as to form a word, he says, but this language remains vague, like every human language. each primitive, however, 37 subsumed sets of words from this language, thus forming a semi-formal language, halfway between human languages and formal approaches, particularly formal ontologies. we can obtain a consistent abstract representation of complex domains by stacking these representation levels. it is not clear if the problem can be solved by this approach. wilks notes the internet is a sea of text and has been expanding without significant problems. wilks (2006) suggests that this "not so formal" approach can slowly formalize a number of applications and domains. the whole approach is based on the assumption that the language itself is the only way to design a language, leaving alone the distinction between formal and non-formal. nevertheless, as primitives remain unknown in this method, no clear of this statement has been made so far. 4. conclusion in this article, we showed the dynamic network of influences of wittgenstein, ogden & richards, and recent ai research. we saw two contrasting directions: 1) the assumption that meaning and use of language are important and 2) the interest/need for semantic primitives regarded as a set of basic units which can be used as interlingua. this problem is still open today and no solution seems to have been proposed that would certainly fix it. it is therefore highly relevant to bear in mind historical research as highlighting recent discussions in the literature is highly valuable. references antonius waget, violations of grice`s maxims in the prince and the pauper movie, llt journal vol. 18, no. 1 issn 1410-7201 diskriyanto, d. 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(2019). an analysis of flouting of maxims done by main characters in la la land movie. jurnal ilmu budaya vol, 3(3). the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 1, march 2020, pp. 1-7 1 raising students’ motivation and learning interest through discipline: smp negeri 1 barru context abdul kahar yunus 1 & nurafiyat ekamurti 2 1 stkip muhammadiyah barru. barru. indonesia 2 stkip dampal selatan. toli-toli. indonesia nurafiyatamir@gmail.com article history received : revised : accepted : keywords discipline motivation learning interest abstract this study aims to examine how the application of discipline to improve students’ motivation and learning interest at smp negeri 1 barru. the sample in this quantitative study was taken through proportional random sampling. based on the results of the study, it can be concluded that there is a significant influence of the application of discipline to the increase of students’ motivation and learning interest at smp negeri 1 barru. this can be seen in the significance value of the value of tcount and ttable namely tcount (3.5) is higher than ttable (1.99). the strength of the influence of the application of discipline to students' motivation and interest in learning at smp negeri 1 barru reached 0.4 level, which means it is in a good category. 1. introduction learning for students is an inevitable obligation. learning for students is for a lifetime, because learning has never known young and old, rich and poor. for a student there should be no word of stop learning. this is in line with the opinions expressed by (bruner, 1977) that students should continue school education to the highest level, and achieve their dream goals. in fact in indonesia there are still many schoolaged children who do not continue school for various reasons (asrori, 2007). there are even children who have not been touched at all by education. therefore, the indonesian government formulated an educational program that is school age being 9 years compulsory education, so that every child has the right to attend school until the age of 9 years, or until junior high school (smp). in addition, the indonesia government has prepared a free education program and the disbursement of education funds up to 20% of the national budget (depdiknas, 2008). this is certainly encouraging, although in reality, drop-out-of-school children or-quit school children are also still available in indonesia. school as a place of learning for students has its own rules that must be obeyed. according to the results of research conducted by (nashruddin, ningtyas, and ekamurti, 2018) it is known that, for students who want to learn well, following the rules is an obligation that cannot be tolerated. obeying rules means applying discipline. the application of discipline in schools does have many variants. being a disciplined person is everyone’s dream. discipline includes discipline of time, discipline of action, discipline in learning. all of these are good things that must be applied in this life. discipline in following the rules set by the school, can help students to become excellent students. students who are disciplined can set themselves to be independent, without being asked not to commit violations at school. students who are disciplined will always prepare themselves to learn (noddings, 1995). in fact, students who often break the rules at school are often found at smp negeri 1 barru. this is related to the lack of motivation and interest in learning. students who have problems, for example skipping lessons, may be caused by a lack of motivation and interest to learn. therefore, the application of discipline can foster motivation and interest in student learning. based on the background above, the research problem formulation is “how is the effect of the application of discipline on student motivation and learning interest in smp negeri 1 barru?” 2. review of literature (soejono, 2003) stated that in daily conversation discipline is usually associated with an orderly situation. in other words, discipline is a condition in which a person's behavior follows certain predetermined patterns. discipline means being able to do what has been agreed to, whether written, oral, or in the form of regulations or customs. discipline can also be interpreted as the attitude of a person or group who intends to follow the rules that have been set. according to (sudarsono, 2012) discipline aims to shape humans to achieve goals that are further from what humans might reasonably https://journal.unilak.ac.id/index.php/utamax/ 2 achieve in life. a research conducted by (whitford, katsiyannis, and counts, 2016) indicated that without discipline, it is impossible for someone who claims to be a religion to disobey and submit to his religion. in short, discipline is a person’s ability to obey and obey a rule of law. according to woolfolk (2001) motivation is a change of energy in a person (person) that is marked by the emergence of feelings and reactions to achieve goals. the root word of motivation is motive. motive shows an impulse arising from within a person that causes the person to want to act to do something. whereas motivation is the driving force of a conscious effort to influence a person’s behavior so that he is moved to act to do something so as to achieve certain results or goals. from the results of research conducted by (nashruddin et al., 2018) it is also known that motivation is the overall driving force within students that lead to learning activities, which ensures continuity of learning activities and gives direction to learning activities, so that the desired goals of students are achieved. in the study, they confirmed that there are three elements related to the formulation of motivation, namely: a) motivation starts from a change in energy in the person. changes in motivation arise from certain changes in the neuropathic system in human organisms. b) motivation is characterized by feelings of affective arousal. first it is psychological tension, then it is emotional atmosphere. this atmosphere of emotion creates patterned behavior. c) motivation is characterized by reactions to achieve goals. motivated individuals hold responses aimed at one goal. these responses function to reduce the tension caused by changes in energy towards achieving the goal. for all people, learning is an obligation. therefore, success or failure of a person in education depends on the learning process experienced by him/ her (bardoviharlig, mossman, & vellenga, 2014). in everyday life humans do many activities that are actually "symptoms of learning", in the sense that it is impossible to do those activities, without learning first. examples of learning are wearing clothes, eating with cutlery, communicating with each other in national languages and so on . learning is not only done at school, but can be done everywhere, such as at home or in the community. bruner, 1977) stated that learning is a process of change from being unable to being able and occurring within a certain period of time. learning is a business or activity that aims to make changes in a person, including changes in behavior, attitudes, habits, knowledge, skills and so on. in learning, students experience the process from not knowing to knowing. thus, learning can be said to be successful if there is a change in students. however, not all changes in behavior can be said to be learning because changes in behavior due to learning have distinctive manifestation characteristics (syah, 2014). interest is the tendency of the heart to something high, passion, desire (chaplin, 2009). meanwhile according to (johnson, jabbari, williams, and marcucci, 2019) definitions of learning are (1) trying to gain intelligence or knowledge; (2) practicing. menurut pengertian ini belajar merupakan suatu proses, suatu kegiatan dan bukan suatu hasil atau tujuan. based on this explanation, learning is a process, an activity and not an outcome or objective. learning is not just remembering but it is broader than that, namely experiencing. learning outcomes are not a mastery of the results of the exercise but a change of behavior. research shows that the evidence that someone has learned is a change in behavior in that person, for example from not knowing to knowing and from not understanding to understanding. if someone has done the act of learning, it will be seen a change in one or several aspects of the behavior (lee, 2015). according to (sumiati, 2008) some learning principles are as follows: 1) the learning process is experience, doing, reacting and transcending 2) the process is through a variety of experiences and subjects that are focused on a particular goal. 3) the maximum learning experience is meaningful for student life. 4) the learning experience comes from the students' own needs and goals which encourage continuous motivation. 5) the learning process and learning outcomes are demanded by heresy and the environment. 6) the learning process and the results of learning efforts are materially influenced by individual differences among students. 7) the learning process takes place effectively if the experiences and desired results are adjusted to the student's maturity. 8) the best learning process if students know the status and progress. 9) the learning process is a functional unity of various procedures. 10) learning outcomes are functionally related to one another, but can be adjusted separately. 3          ))()()(( ))(()( 2222 yynxxn yxxyn 11) the learning process takes place effectively under the guidance that stimulates and guides without pressure and coercion. 12) learning outcomes are patterns of behavior, values, understanding, attitudes, appreciation, ability and skills. 13) learning outcomes are accepted by students when they are satisfied with their needs and are useful and meaningful to them. 14) learning outcomes are complemented by a series of experiences that can be compared and with good judgment. 15) learning outcomes that have been achieved are complex and changeable, not simple and static. based on the opinion above, it is understood that the notion of interest in learning is the tendency of individuals to have a sense of pleasure, encouragement to carry out activities towards learning activities carried out through exercises or experience. with the interest in learning in students, learning activities will be carried out with awareness. learning activities will be fun and accompanied by encouragement to obtain optimal learning results. 3. method the location of this research is smp negeri 1 barru, on sultan hasanuddin street, barru regency. determination of the sample in this study was taken as a proportional random sampling. random sampling is a technique of randomizing or drawing respondents to be selected as research samples so that the possibility of special treatment of respondents is slim. to determine the size of the sample taken from the population, the researchers rely on the determination put forward by (arikunto, 2002) that if the research subjects are more than 100 people, samples can be drawn between 10% and 25% or more. by paying attention to the large population and time constraints, the researchers took 10% of the total population of 664 students. therefore, 664 x 10% = 66 students are taken as respondents. types of research data are primary data and secondary data. primary data is the main data. in this data collection questionnaire is used by giving a number of questionnaires to all respondents. a number of those questions are used to obtain information from the respondent in the sense of a report about his personality, or things he wants to know. secondary data is supporting data. this type of data was collected from some of the result of previous research, and from literature studies by reading books related to this research. data sources of this study are the principal, guardian teacher, and students of vii class, dan viii class at smp negeri 1 barru. data analysis used was data analysis to determine the effect of the application of discipline on student motivation and interest in learning. thus the x variable is the application of discipline, and the y variable is motivation and interest in learning. both of these variables are analyzed by the correlation formula of product moment as follows: rxy = information: x = score of x variable y = score of x variable n = number of respondent rxy = the correlation coefficient between x and y to find out the magnitude of the relationship or influence between the two variables, then value “r” interpreted as follows: 1) 0,800 1,000 (the effect of x on y is very strong) 2) 0,600 0,800 (the effect of x on y is strong) 3) 0,400 0,600 (the effect of x on y is strong enough) 4) 0,200 0,399 (the effect of x on y is weak) 5) 0,000 0,200 (the effect of x on y is very weak) 4. findings and discussion after the x variable was determined namely student discipline, and the y variable was student motivation and learning interest, the questionnaire was distributed with certain indicators. furthermore, the formula is outlined in the form of a research questionnaire in accordance with the two variables in this study. hypothesis testing was done by finding the amount of significance between ttable and tcount. the hypothesis of this study is that there is an influence of the application of discipline to the motivation and learning interest of students at smp negeri 1 barru. thus, the hypothesis can be made in the following format: ha= there is an influence on the application of discipline to students' motivation and interest in learning at smp negeri 1 barru ho= there is not an influence on the application of discipline to students' motivation and interest in learning at smp negeri 1 barru the principle of hypothesis testing is: 4 if tcount ≥ ttable then reject ho, it means significant, while if tcount ≤ ttable then accept ho, means not significant based on the above calculation with α = 0.05 and n = 66 then dk = n – 2 = 66 – 2 = 64, so obtained that ttable = 1,988. based on the distribution of t-value, it was found that tcount was bigger than ttabel, or 3.5 > 1.988, then it can be mentioned that ho was rejected. that means there is a significant influence between the application of discipline to students' motivation and learning interest in smp negeri 1 barru. 5. conclusion based on observation, data collection, and data analysis, it can be concluded that there is a significant influence of the application of discipline to the motivation and learning interest of students at smp negeri 1 barru. this is seen in the significance of the value of tcount and ttable, namely tcount is higher than ttable, or 3.5 > 1.988. the strength of the influence of discipline on students’ motivation and interest in learning at smp negeri 1 barru reaches 0.4, which means that the influence is in the strong enough category. references arikunto, s. (2002). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. asrori, m. (2007). psikologi pembelajaran. bandung: wacana prima. bardovi-harlig, k., mossman, s., & vellenga, h. e. (2014). the effect of instruction on pragmatic routines in academic discussion. language teaching research, 19(3), 324-350. doi: 10.1177/1362168814541739 bruner, j. s. (1977). the process of education. cambridge: harvard university press. chaplin, j. p. (2009). kamus lengkap psikologi. jakarta: raja grafindo persada. depdiknas. (2008). kamus besar bahasa indonesia. jakarta: gramedia. gagne, r. m. (2008). prinsip-prinsip belajar untuk pengajaran di sekolah. surabaya: usaha nasional. johnson, o., jabbari, j., williams, m., & marcucci, o. (2019). disparate impacts: balancing the need for safe schools with racial equity in discipline. policy insights from the behavioral and brain sciences, 6(2), 162-169. lee, b. (2015). efl learners’ perspectives on elt materials evaluation relative to learning styles. relc journal, 46(2), 147–163. nashruddin, n., ningtyas, p. r., & ekamurti, n. (2018). increasing the students’motivation in reading english materials through task-based learning (tbl) strategy (a classroom action research at the first year students of smp dirgantara makassar). scolae: journal of pedagogy, 1(1), 44-53. noddings, n. (1995). philosophy of education. colorado: westview press, inc. soejono, s. (2003). sosiologi suatu pengantar. jakarta: rajawali. sudarsono. (2012). kenakalan remaja. jakarta: rineka cipta. sumiati. (2008). metode pembelajaran. bandung: wacana prima. syah. (2014). langkah-langkah operasional model pembelajaran discovery. from http://www.ekaikhsanudin.net/2014/12/pembelaja ran-model-discoverylearning.html#ixzz4pq8lstt9 whitford, d. k., katsiyannis, a., & counts, j. (2016). discriminatory discipline: trends and issues. nassp bulletin, 100(2), 117-135. woolfolk, a. (2001). educational psychology (8th ed.). united states: a pearson education company. http://www.ekaikhsanudin.net/2014/12/pembelajaran-model-discovery-learning.html#ixzz4pq8lstt9 http://www.ekaikhsanudin.net/2014/12/pembelajaran-model-discovery-learning.html#ixzz4pq8lstt9 http://www.ekaikhsanudin.net/2014/12/pembelajaran-model-discovery-learning.html#ixzz4pq8lstt9 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, march 2021, pp: 228 – 245 doi: https://doi.org/10.31849/utamax.v4i3.11125 228 developing biographical texts by audio-visual teaching materials: animaker-web for high school students novhira putri paino & trisnawati hutagalung universitas negeri medan, medan, indonesia novhiraputri099@gmail.com article history received : 2022-08-29 revised : 2022-10-30 accepted : 2022-11-04 keywords biographical text teaching materials audio-visual animaker web r&d abstract the development of web-based platform in teaching english could help teachers to utilize technology in an effort to create more attractive teaching and learning process during online learning. this r&d study works on the development of biographical text materials using animaker's web-assisted audio-visual teaching materials at the high school level. the frame development model proposed by borg and gall consists of 6 stages, namely potential and problems, data collection, product design, product validation, product revision, and dissemination. the testing result of animaker's webassisted audio-visual teaching materials at the high school level shows an average score of 83.43% which indicates the animaker-based audio-visual teaching materials are valid and feasible to use in high school level. the average results of the feasibility assessment of operating audio-visual teaching materials with the aid of animaker's web at the high school level based on the validator's perception, namely material experts 76.87% and design experts 90% fall into the criteria of good and very good. these results showed that animaker web assisted audio visual teaching materials at the high school level can be used by teachers to create more creative atmosphere in the online class by utilizing technology to motivate and improve students' skills. 1. introduction education in indonesia has faced new challenges due to the outbreak of the covid-19 virus. this challenge also applies to all parties, including schools, educators, students, and related parties. previously, education in indonesia had undergone a learning transformation from face-to-face learning in schools to distance learning or online during the pandemic. distance learning requires the use of special strategies, techniques, materials and media to facilitate learning and teaching between students and teachers. it depends on factors such as: subject matter; student needs and context; teacher skills and experience; instructional goals; available technology; and institutional capacity (razak, 2022). over time, situation starting to return to normal and learning process is again carried out face-to-face. however, this has resulted in a change in the educational paradigm with advances in information technology. the learning transformation prepared younger generation to have broad insight and competence in various fields through teaching, training, or guidance activities for their future roles so that they become graduates who are enriched with knowledge and skills (meilani &sutarmi, 2016). however, there are still obstacles experienced by educators and students. one of the perceived obstacles is the necessity for educators and students to adapt to the online teaching environment and still technological developments in distance education in developing countries are still very dependent on printed teaching materials. thus, self-efficacy has a major role in academic activities, including online teaching (pumptow and brahm, 2021). improving the quality of an education in transformation now requires teaching and learning activities that run effectively and efficiently both online and offline. an effective and efficient teaching and learning process requires support from educators with the availability of supporting teaching materials. the provision of supporting tools is very necessary in developing the potential of students through teaching materials that cause interaction in the learning process. teaching materials are tools or materials that become a reference for educators that are adapted to the competence of students as planning and implementing learning. teaching materials are needed to ease the teacher's task in explaining the material so that it is more economical and easier to accept (fitri, 2020). multimedia as teaching material https://doi.org/10.31849/utamax.v4i3.11125 mailto:novhiraputri099@gmail.com 229 are able to fulfill educational needs by utilizing multimedia devices in an online learning environment that is easy and can be understood by students independently. distance and face-to-face learning using multimedia devices can overcome challenges, especially when educators will hold online or face-toface classes with different presentations of material than before. therefore, teachers must be able to design teaching materials that are interesting, effective to use and have a purpose to attract students' interest and motivation to learn. previous observations shows that students still find it difficult to understand the learning material because the teacher applies less creative learning. the use of interesting teaching materials and media can improve the quality of learning outcomes so that the learning atmosphere is not boring and achieves the expected learning outcomes (musfiqon, 2012). students who have high self-efficacy will be significantly able to make their own psychological adjustments with more confidence, which create a pleasant learning envisonment (mesidor & sly, 2016). meanwhile, educators construct teaching and learning activities to accommodate changes in a good learning environment, are satisfied with their work and integrate technology into teaching in the classroom. this study aims to examine the development of audio-visual teaching materials on biographical text teaching materials at the high school level. the presentation of indonesian language learning using animaker's web-assisted audiovisual teaching materials in the form of animated videos requires students to be active and innovative. because with animated videos as an effort the teacher guides students in a complex way, through a teaching process that is able to provide interesting and memorable learning for students to study biographical text material. the success of learning process are determmed by teaching materials. the selection and use of reaching materals. are very influential towards learning quality (emda, 2018). thus, teaching materials are used as learning references used by teachers in the learning process in order to be able to create a conducive learning atmosphere and be able to achieve the desired learning objectives. therefore, in this study the researchers tried to analyze the feasibility of audiovisual teaching materials made through the animaker web because they were considered relevant in learning to measure the quality of the teaching materials developed. these findings are very useful for online learning. even though pandemic situation already over, teaching materials still insufficient for the gerent learning condition. therefore, it is important to develop teaching materials that are in accordance with the conditions and learning needs. there are several previous studies that are relevant to this research, including the research of afifah et al., (2019) who made biographical text materials using adobe flash, effendy (2021) who made augmented reality-based biographical texts, and putri et al, (2020) who examined learning write biographical text using powtoon. these three relevant studies are research and development of teaching materials on biographical text materials assisted by interactive media. the difference between this development research from the third research is in the final results of the teaching materials and the use of media or applications used. this development is finally in the form of animated videos made using animaker.com which is an online website for making animated videos practically that can be accessed by anyone and can be used easily, because everything needed to create or create videos has been provided through the features provided there is. initial observation is done by researchers to find out the potential and problems through interviews with direct observations to the sma negeri 1 hamparan perak school to obtain information related to learning resources and the learning process of class x students. the results of interviews with teachers stated that the learning resources that used so far only based on student handbooks, therefore interest in learning and achievement of student learning outcomes is less than optimal. after that, the researchers conducted an analysis of the biographical text material in student textbooks to be developed into biographical text teaching materials assisted by animaker's web. based on textbook analysis, there are several problems occurred in students textbook which is (1) the indicators are not in accordance with basic competencies, (2) there is very little discussion of the content of the material, there is no theory based on expert opinion, (3) there are no practice questions as a learning evaluation, (4) the presentation is still descriptive, causing students or readers to be less interested. to read the entire book, and (5) other problems were also found in the use of the presentation of indonesian language learning materials and media which was very conventional and less effective. not only in textbook, in learning process it was found that teachers rarely use varied teaching materials or media by utilizing the facilities provided by the school in the learning process, for example the use of infocus and projectors. in addition, so far there has never been any use of animakerassisted teaching materials used in sma negeri 1 hamparan perak. seeing this, it is necessary to have an effective and practical teaching material packaged in a contemporary display of biographical text material, namely the creation of audio-visual teaching materials assisted by animaker web on biographical text learning materials for class x students. 2. literature review teaching materials contain learning components according to the curriculum. this component acts as content or material that must be mastered by students 230 in the learning process. teaching materials are learning tools that contain teaching materials, methods, limitations, and ways of evaluating learning that are structured and designed in an attractive manner to achieve the expected goals such as the achievement of competence or partial competence with a certain level of competence difficulty (fitri,2020). this states that teaching materials must be designed in accordance with teaching rules and carry out a validation stage so that they are suitable for use and can support the learning process. meanwhile, according to purboningsih (2015) the quality of the teaching materials developed must meet the following requirements: 1) aspect of validity: learning devices are said to be valid if they have quality in the overall content of the material and the learning approach used. validity is assessed by the validator based on the validity of the content of the material and the relationship of consistent construct validity. 2) practical aspect: learning tools are said to be practical if they are easy to use. and consistent between the curriculum and the learning process. 3) effectiveness aspect: learning tools are said to be effective if there is an integration between curriculum, learning experiences and the achievement of student learning processes. the feasibility of a teaching material is guided by the value determined by the bsnp which includes the feasibility of the content, the feasibility of language, the feasibility of presentation, and the feasibility of graphics. assessment of quality teaching materials is considered good and suitable for use with revisions or without revisions. at this time learning combines with audio, visual, animation, text, and so on in one tool (harefa & hayati, 2020). it is used as a medium or communication tool so that the teaching and learning process is more effective to achieve educational goals. the same thing as stated by gagne' and briggs (1974) who said that learning media includes tools that are physically used to convey the contents of teaching materials, which consist of books, tape recorders, cassettes, videos, cameras, video recorders, films, photo frames, pictures graphics, television, and computers. in other words, from the opinions of the two experts above, the media is a component of learning resources or physical vehicles that contain materials or teaching materials that can stimulate student learning stimulation (arsyad, 2019, p.2-5). in a teaching and learning process, the most important element is the learning strategy. this aspect is related to the selection of one particular teaching method that will affect the conditions and learning environment that has been regulated and created by the teacher. this development utilizes audio-visual-based learning such as video. video is a very effective medium to help the learning process. videos are rich in information and complete because they come to students directly. meanwhile, several advantages of using animated video as a medium (mashuri & budiyono, 2020, p. 894-895), namely (a) the level of effectiveness and speed in delivering material is higher, (b) repetition of certain discussions can be done, (c) video can parse a process and event in detail and real, (d) the ability to make objects or materials that are abstract into concrete, (e) durable and low level of damage so that it can be applied repeatedly, (f) the teacher's ability is needed in operation of technology, (g) improving basic skills and adding new experiences for students, (h) this animated media is relevant to the learning objectives and curriculum that focuses on student learning activities. animaker is an online web app that can be used to create videos using interesting features. animaker can be accessed via the web (https://www.animaker.com, accessed 23 november 2021). interesting features such as animations that are supported by animated cartoons, and transition effects that seem alive and easy to use for beginners. almost all features can be used for learning media. using the animation in the animaker feature is expected to increase students' interest in learning in the learning process. the advantages of animaker media in learning are that this media is interactive and can cover all aspects of the five senses. animaker-based learning media is also easy to use, besides that the use of this media can also provoke creative and collaborative learning so that the learning process becomes fun. meanwhile, the drawback of animaker's media in learning is the limitation on the availability of technological support which must be adapted to the existing system and conditions. existing limitations can reduce creativity and innovation from other types of learning media. in addition, animaker media also requires the support of professional human resources in operating the media. the discussion in this development research is related to the biographical text.. biographical texts are included in narrative texts that are objective or factual. kosasih (2020, p.154) states that biographical or recount texts are texts that retell past events or experiences. the biographical text is the same as retelling which is presented from a third person point of view. meanwhile, according to yusup (2020: 9), biographical text is a narrative text that tells the events or past experiences of a famous figure and has a superior role for the people around him. according to setianingsih (arianti 2020, p.176) and kemendikbud (2016, p.209-210), describe the characteristics of a biographical text as follows: a) the biographical text is written based on facts without any fabrication. b) contains the story of a character's life and success in solving a problem until 231 it is successful, and should be followed by an example. and c) the structure in the biographical text is clear. further, according to ario (2020, p.8) and yusup (2020, p.11-12), the structure of the biographical text is as follows. 1) orientation is information about the background of the story. and 2) important events are a series of events arranged chronologically based on the order of time. arianti., (2020, p.181) describes the pattern of presenting superior characters of biographical figures, namely presentations with explanations of story descriptions and storytelling of characters. kemendikbud (2017, p.292-293) in the 2017 revised indonesian language book student explains that the pattern of presenting biographical texts consists of: a) plot, b) storytelling point of view, c) storytelling style, and d) storytelling focus. based on the pre-study in several high schools, the researcher saw that the face-to-face learning process at school or dared to make students less active and responsive to new learning to understand a text, especially biographical text. this is because reading is a tedious activity if it is not accompanied by effective learning materials. teaching materials used by teachers are only guided by textbooks which have an impact on student interest and interest in learning. another obstacle in teaching-learning activities is the teacher delivering material using the lecture method without any innovation in learning so that it is boring and the learning objectives have not been fully achieved. therefore, it is useful if the learning process utilizes teaching materials in the form of animated videos assisted by animaker media. in this study, audio-visual teaching materials assisted by animaker media were used to maximize the learning process so that it was more stable, it would be much more fun and easier for students to understand biographical texts. therefore, animaker media-assisted teaching materials must be made in such a way that it can add new insights for students and can attract students' interest in the learning process. the audio-visual teaching materials are expected to accommodate the delivery of material by the teacher and can influence students' interest in learning from the ordinary to being more enthusiastic in the indonesian language learning process, especially biographical text material so as to achieve the expected success. 3. method this research and development (r&d) is used to study the development of teaching materials which will be validated by experts to determine the feasibility of the product by evaluating, providing comments, suggestions and improvements so that the advantages and disadvantages of the product can be known (sugiyono, 2019). the validation assessment sheet is in the form of a 4-scale questionnaire with an assessment using a likert scale which is assessed based on aspects of material quality, presentation quality aspects, contextual concept aspects and language quality aspects (purwono, 2008). the biographical text that was developed based on animaker was tested for validity to get a good product development and was suitable to be used to produce a percentage value in the criteria of good or very good. developments in the field of education have begun to take advantage of renewal as an alternative learning method that can answer the challenges of learning needs. product developed in this study can train teachers to increase the variety of students' teaching processes in the classroom by making interactive teaching materials that are able to stimulate and motivate. student. this research is a development of previous research with borg and gall development model which consists of 6 stages, which are 1) potential and problems, 2) data collection, 3) product design, 4) product validation, 5) product revision, and 6) dissemination (sugiyono, 2019). the concept of the borg and gall model is illustrated in figure 1. figure 3.1. the concept of borg and gall development research using the steps of research and development of the borg and gall model was conducted to determine the development process and analyze the feasibility of the resulting product. meanwhile, the procedure for this research is as follows: 232 3.1. potential and problem analysis the potential problem phase is the investigation phase carried out to determine if there is a problem. the researcher conducted interviews with indonesian language teachers and analyzed the textbooks of class x students of sma negeri 1 hamparan perak to find out the analysis of needs in the field. based on the potential and problems found by the researchers, the researchers were interested in conducting research using education in the form of animaker videos to explore biographical text material about indonesian language subjects. 3.2. data collection the data collection stage is the research stage in answering potential and problems in the field by collecting data that can be used to explain and solve problems. data collection was carried out by obtaining information from teaching materials used by class x students of sma negeri 1 hamparan perak in the learning process. 3.3. product design development the product in this development is an animated video made with animaker media. the planning stage is mapping of educational material competencies, namely identifying materials according to the syllabus, compiling material maps and video scripts. the learning materials made were analyzed from textbooks used by class x students of sma negeri 1 hamparan perak and combined with additional material from other sources, and added practice questions to improve the discussion of the material and as a learning evaluation tool. 3.4. product validation this product is validated to determine the feasibility of the product by the validator. the validator can evaluate the product by providing comments, suggestions and improvements so that the strengths and weaknesses of the product can be identified. this product is validated by material experts and media experts. 3.5. product revision the product design that has been reviewed by the validator gets information in the form of suggestions and input from the validator which will be used as material for improvement. after initial review, the product was redesigned then reviewed by the validator until the teaching materials developed were said to be free from revisions or were suitable for use and were assessed through a validation questionnaire sheet. 3.6. dissemination this stage is the final form of the product being developed. however, because the development product in this research is a digital/non-printed product, what the researcher makes is dissemination. in the dissemination stage, the researchers distributed it by uploading biographical text teaching materials assisted by animaker media to the youtube platform so that students or teachers could easily access it if they wanted to reuse it. then, for lecturers, material experts, media experts, and indonesian language teachers, will get the teaching materials in the form of a compact disc (cd) which contains the final results of the biographical text teaching materials assisted by animaker media for class x high school students that have been developed. 4. result 4.1 developing process of biographical text a). potential analysis based on the results of initial observations at sma negeri 1 hamparan perak by conducting interviews with one of the class x indonesian language teachers, mrs. evi rasmita, s.pd. it can be seen that the problems or constraints at that time were obtained from the results of the interviews as follows: 1) it is known that during the learning process both online and offline, many students are inactive or lack of interaction during learning. 2) teachers need media or teaching materials that are more effective and innovative in increasing student interest in learning. 3) the learning of biographical text material for students of class x mia 1 was previously less than optimal, as well as other materials due to the online learning process. 4) learning media with animaker video has never been used in learning at sma negeri 1 hamparan perak, especially in indonesian class x subjects. from the results of the interview, the teacher was very interested in the development of biographical text material assisted by animaker's video which could potentially increase the variety of teacher learning in the classroom and could increase student interest and success in the indonesian language learning process both online and offline, and with the availability of facilities or facilities that support some teachers and students in trying to make or access animaker videos, be it network facilities or internet quotas and electronic devices (such as gadgets, smartphones, and laptops). b). problem analysis in this study, researchers found problems related to learning resources for class x students in the learning process implemented at sma negeri 1 hamparan perak. the teaching materials used are student textbooks from the ministry of education and culture of the republic of indonesia in 2016. the issues in class x student teaching material are indicators in the textbook are not in accordance with 233 the kd and the contents of the textbook still slightly discuss the terms of the sub-components of the material, there is no theory based on opinions according to experts and the presentation is still descriptive, causing students or readers to be less interested. to read the entire book. and in the textbook there are only task orders (such as; note, repeat, compare, identify) which are the benchmarks as learning evaluation tools and there are no practice questions in the form of multiple choice or essays that can be used as evaluation benchmarks in learning. information obtained from problem analysis then used as input for product planning development. these results are related to the lack of interest in student learning because the materials and media used by the teacher are less varied and there are still many students who do not understand and it is difficult to understand the learning material because the learning resources and presentation of the teaching materials used are less creative. it is necessary to handle which is expected to be able to provide a solution to increase students' interest in the learning process and solving the problem is to developing audio-visual teaching materials assisted by animaker media on biographical text learning materials for class x. the data obtained regarding potential problems are as follows: table 1. potential interview results and problems no. question answer 1 what is the condition of the learning activities of class x students in indonesian subjects at sma negeri 1 hamparan perak? at this time, the learning implemented at sma negeri 1 hamparan perak is still limited face-to-face learning. some students study online and face-to-face at school. for students who have gadgets, they get learning instructions from the whatsapp group and students who don't have devices, then the students pick up learning guide materials to school. 2 what teaching materials are used in learning activities in class x in learning indonesian? the teaching materials used by students at this time are indonesian class x curriculum 2013 revised edition 2017 and occasionally use powerpoint to deliver shorter material so that students can understand the material being taught. 3 the biographical text is part of the learning material in class x. from your experience while teaching, how is the student's interest in the text material in learning in pjj or ptmt conditions? students' interest or interest in learning indonesian during pjj and ptmt is lacking. because there are still many students who are not active and less responsive during the learning process. especially in the biographical text material at the time of the previous class x, students' enthusiasm and learning outcomes decreased in the condition of pjj. 4 does the student's interest in the material have an impact on the value of learning outcomes obtained by students? yes, it certainly has an impact. the achievement of student learning outcomes on biographical text material at that time on average decreased. 5 are the teaching materials used today effective in helping students' learning activities, especially in the current state of pjj and ptmt? in my opinion, it is not effective even though i have sent material with powerpoint through a whatsapp group, but the students' interest or interest in learning is still lacking. moreover, in the condition of pjj or ptmt this becomes an obstacle because there is no direct supervision from the teacher. 6 what do you think, if learning indonesian in class x uses animated video-based teaching materials? it would be very good and effective if it was done in the pjj and ptmt processes. of course, it will make it easier for teachers to deliver learning and add variety to learning in the classroom. students will also be more interested and easier to understand the material because they learn to use animated videos. moreover, if the animated video is designed as attractive as possible based on material criteria. 7 are there any supporting facilities at sma negeri 1 hamparan perak, when doing learning using animated video-based teaching materials? yes, of course, there are facilities in the form of infocus and projectors in schools that can support the learning process using these animated videos. 234 c). data collection at the data collection stage, researchers seek and collect supporting data that can be used as a reference in the content of product development materials that can be used to explain and solve problems in the field. the collection of research reference data was carried out by obtaining various sources of information, including information related to effective teaching media needed by class x students in the learning process. the data that was collected by the researchers when interviewing several students of class x was that there were still many students who did not understand and it was difficult to understand the learning material because the learning resources and the presentation of the teaching resources used were less creative. the data that the researcher got is a reference and evidence to strengthen the reason that animaker video learning media is needed in sma negeri 1 hamparan perak. another thing, at sma negeri 1 hamparan perak there are also adequate facilities if teachers want to use infocus and projectors. the basic competencies and indicators of competency achievement in the class x indonesian language book become a reference in compiling content in teaching materials that will be packaged in the form of animated videos. in making these teaching materials, it is not only based on data received from the teacher, but here the researchers also use some other supporting data to maximize the results of developing teaching material products assisted by animaker media such as the basic materials for making biographies text (including; understanding, characteristics, rules and regulations). language, structure, presentation patterns of superior characters, and ways of imitating the character's superior personality) from textbooks for indonesian students and teachers of class x and examples of biographical texts and pictures of community leaders from google related to the material. the collected materials will be presented as teaching materials in the development of audiovisual teaching materials assisted by animaker media in the learning materials of biographical texts for class x are: 1) contents of the biographical text (includes; understanding, characteristics, structure, presentation patterns of superior characters, and ways to imitate the character's superior personality) 2) sample biographical text 3) identify the structure, presentation patterns of superior characters, and things that can be followed from examples of biographical texts 4) conclusion of the content of the biographical text 5) practice questions in the form of 20 multiple choice questions related to the material that has been discussed. reference research is done by collecting data through various sources of information, including information related to teaching materials used by class x students of sma negeri 1 hamparan perak in the learning process. the data that was collected by researchers through a literature study of kemendikbud student textbooks on biographical text material for kd 3.14 and 4.14, namely: table 2. comparison of contents of biographical text teaching materials no. appropriate material student class x textbook byministry of education and culture materials developed in animakerwebteaching materials 1 the indicators in chapter vii of the biographical text material at kd 3.14 are: 3.14.1 identifying the characteristics of a biographical text based on its content 3.14.2 identifying the structure of the biographical text 3.14.3 finding patterns of presenting superior characters in biographical texts meanwhile, at kd 4.14 are: 4.14.1 identifying superior personalities that can be imitated from biographical figures 4.14.2 explaining how to imitate the superior character of a character in a biography with an exposition text. the indicators developed by researchers in kd 3.14 are: 3.14.1 examining events (life struggles, educational journeys, and careers) in exemplary biographical figures 3.14.2 assessing things that can be imitated from characters in biographical texts based on their contents. meanwhile, at kd 4.14 are: 4.14.1 analyzing things that can be imitated from characters in biographical texts that are read in writing 4.14.2 restate the things that can be imitated from the events contained in the biographical text. 2 definition of biographical text • a biography is a memoir of a person written by another person that presents his or her life history, experiences, to the success story of the person being reviewed. generally, biographies feature famous figures, successful people, or people who played a major role in something that concerns the lives of many people. definition of biography text • biography comes from the greek word bios which means 'life' and grafien means 'to write'. biography is also often called a retelling. according to yusup, a biography is a type of recount text, which retells past events or experiences. in this case, what is told is usually about life's struggles, educational journeys, and the career of a famous figure. 235 • according to kemendikbud the definition of a biography is a text that tells a character or actor, events, and problems he faced during his life. according to istiqomah, a biography is a life history of a person who is told through writing through a third person (the author) and has the copyright to the work of the written character (the resource person). according to toyidin biography is the life history of a person or character written by someone else to serve as an example for many people. meanwhile, according to wahono, he added that the biographical text is a factual text because it is delivered based on facts. • it can be concluded from some of the explanations above, the definition of a biographical text is a text that tells the story or life history of a person who can inspire many people based on the imagination of the author. 3 characteristics of biographical texts • in student textbooks there is no explanation of the characteristics of a biographical text, only general questions (5w+1h) to describe a biographical text. biography text features • thus, the researcher presents an explanation of the characteristics of the biographical text according to setianingsih zahro and hasanudin as follows: 1) the biographical text contains information based on facts made in the form of a narrative. 2) contains a story of a character's life in solving problems until it is finally successful, so that it is exemplary. 3) the biographical text has a clear structure. • in tarigan adds that there are several characteristics of biographical texts, namely: 1) there is an integrated plot, or play, 2) there is a time frame, 3) there is a storyteller who tells the story, 4) development of actors, and 5) a space or place where the story takes place. • according to setyowati, the characteristics that stand out in the biographical text include; 1) has an episodic storyline and can form a time frame, 2) have an integrated play, 3) contains the history of a person's life experience. 4) narrative in the biographical text of a third person (story). 5) development of the characters, 6) there is a setting where the story takes place. 4 structure of biographical text • the explanation of the structure of the biographical text is as follows. 1. orientation or setting (aim), contains information about the background of the story or event that will be told next to help the listener/reader. the information in question relates to who, when, where, and why. 2. important events (record of events), contains a series of events arranged chronologically, according to the order of time, which includes the main events experienced by the characters. in this section, the narrator's comments may be included in several sections. 3. reorientation, contains evaluative comments or concluding statements regarding the series of events that have been told previously. this section is optional, which may or may not be present in a retelling. biography text structure • for the structure that the biographical text has in its provisions, namely orientation, important events, and reorientation. however, researchers took other sources related to structure with explanations and language that were easier to understand. according to ario and muhammad yusup, the structure of the biographical text is as follows. 1) orientation is information about the background of the story. 2) important events are a series of events arranged chronologically based on the order of time. 3) reorientation, contains conclusions about the series of events that have been told previously. the structure of the biographical text according to zabadi and sutejo, has three parts, namely orientation, events and problems, and reorientation. unlike mulyadi, the biographical text does not have an absolute structure. this is because it depends on the way the author describes the characters and events experienced by the characters. the reorientation section is that this section is not mandatory so it is optional. however, in general, there are three structures of biographical text, namely, orientation, series of events, and reorientation 236 5 pattern of presentation of superior character • in student textbooks, the pattern of presenting superior characters of biographical texts can be seen from the plot, point of view, storytelling style, focus of storytelling and terms of language use. superior character presentation pattern • the following is the pattern of presenting superior characters according to the ministry of education and culture, including the following: 1. the direct presentation pattern of superior characters is a presentation pattern that is written directly so that the reader does not need to read the entire text and analyze its implied meaning. 2. the pattern of presenting superior characters descriptively is a presentation pattern that is written indirectly by describing or describing characters, such as the way the character faces problems or character traits. a. the pattern of presenting superior characters indirectly through the character's actions is a presentation pattern by writing implicitly in the description of the character. b. the pattern of presenting superior characters indirectly through the narrative of other characters is a presentation pattern by presenting other characters who tell or give statements about superior characters. • while chakra, suggests the pattern of presentation of biographical text characters can be seen from the plot, point of view, writing style, and the focus of the story. 6 exemplary in biographical texts • characters whose life stories are written in biographies usually have superior personalities compared to other people. this superior personality leads a person to achieve success in life. exemplary in biographical text • researchers explain how to identify a superior personality that can be imitated from a biographical character, we can see it from events or problems experienced by someone and how to deal with all of them. and one of the benefits of biographical texts is that listeners or readers can imitate the superior characters of the characters in the biography to be applied in everyday life. 7 sample biography text • biography of b.j. habibie • biography of george saa, the genius from papua • biography of the worldwide indonesian comic artist, ardian syaf. sample biography text • biography of ra. kartini • biography of damiri mahmud (famous literary figure in hamparan perak) the reason the researcher chose the example of the biographical text was because it was based on a figure that was widely known to the public, namely ra. kartini and literary figures alm. the famous damiri mahmud is in the area where the researcher makes observations and is close to the lives of students. 8 summary a. a biography written by the character himself is called an autobiography, while a biography written by someone else is called a biography. b. based on its function or purpose, retelling is categorized as a narrative text, namely a text that aims to narrate an event as real as possible so that the reader or listener seems to witness the event firsthand. c. the structure of the biographical text is orientation, important events, and reorientation. d. to find the superior character of the character, it can be done by identifying what events/problems a person is experiencing and how to deal with them. e. there are two ways of depicting superior characters, namely as follows. 1) directly, the writer or narrator directly mentions the characters. 2) indirectly through character dialogues and other characters' dialogues, and what other characters do. conclusion/summary a. biographical text is a text that tells the story or life history of someone who can inspire many people based on the imagination of the author. b. the characteristics of a biographical text include: it contains information based on facts, the story problems are always solved successfully, and contains a clear structure. c. the structure of the biographical text is orientation, important events, and reorientation. d. the pattern of presenting superior characters in biographical texts is divided into two, namely directly and indirectly. e. the way of depicting superior characters who can be role models is by directly (the author mentions the characters) and indirectly (the characters are told through the dialogues of the characters or the dialogues of other characters). 9 practice questions/assignments • in student textbooks, there are only assignments (such as recording, repeating, comparing, identifying) there are no exercises as learning evaluations. practice questions/assignments • in animaker's media-assisted teaching materials, there are 20 multiple choice questions that can be used as learning evaluation tools. 237 d). product design development the product in this development is an animated video made with animaker media. the planning stage is mapping the competence of educational materials, namely identifying materials according to the syllabus, compiling material maps and video scripts. the learning materials made were analyzed from textbooks used by class x students of sma negeri 1 hamparan perak and combined with additional material from other sources, and added practice questions to improve the discussion of the material and as a learning evaluation tool. the following will explain in more detail the design of biographical text materials and the making of designs in biographical text teaching materials assisted by animaker's media. table 3. preparation of storyboard teaching materials steps to compilation of developing biographical texts by audio-visual teaching materials: animaker-web for high school students 1. login to the animaker.com page. figure 2. animaker home page starting with preparing an android or pc to open the animaker application via the web on the google page using an internet connection. open the google chrome or mozilla firefox application, then type www.animaker.com so that the page appears as above. after that, click 'enter your free video' which is listed on the animaker page by entering your email so you can immediately make videos for free. 2. after logging in using the account, proceed to createthe desired character in the create feature, then create a character. figure 3. animaker dashboard this display will show after you sign in, you can immediately make videos based on your own needs and creativity. many features are offered in this animaker application such as video display size, video theme or background, the character you want to use in the video, and there are many options provided in this animaker application. in this study, the size needed is 16:9 with the background adjusted to the colorful classroom equipment. 238 3. the character in this teaching material is adjusted to resemble a teacher. figure 4. animaker character the character depicts a teacher who is neatly dressed. there are many other character choices that you can use and the color choices also vary. the animated character used is called miss animaker whose role is to explain each material. 4. after the character has been created, proceed to making each scene on the storyboard. figure 5. animaker storyboard in this stage, you are free to be creative in making every scene in the animated video. therefore, according to the study, all the scenes in this video will discuss the nature of biographical text. 239 5. after the storyboard of each scene has been designed until the last and finished scene. furthermore, the results of the storyboard work are saved as a video by pressing the publish button, then download video. figure 6. animaker publish button after all the scenes in the storyboard have been completed. then the next step is that your video can be saved by clicking 'publish', then clicking 'download video'. wait a few minutes for the application to prepare your video, when finished your video can be presented in mp4 format and can be played without a network internet. e). product validation this development product is validated to determine the feasibility of the product by the validator. product validation is carried out by 2 expert validators, namely material expert and media/design expert. the validator can evaluate the product by providing comments, suggestions and improvements so that the strengths and weaknesses of the product can be identified. the first validation is product validation to the material expert validator. the material expert on the development of biographical text materials assisted by animaker's videos is mrs. frinawaty lestarina barus, s.pd., m.pd. who is a lecturer at the department of indonesian language and literature education, faculty of language and arts, state university of medan. validation is carried out with 4 aspects of the assessment, namely material aspects, presentation aspects, contextual aspects, and language aspects which consist of 15 assessment indicators and 40 statement items. this validation instrument was adapted according to the guidelines according to the national education standards agency. the scores for obtaining the feasibility of the animaker video from the implementation of material expert validation. table 4. material expert validation assessment results no total score obtained max score persentase criteria 1. 123 160 76,87% good in the process of implementing material expert validation, the validator checks the product and provides four times improvements to the product. the scoring of the questionnaire by the material validator is carried out once, so that the percentage result is 76.87% of the score 123 is included in the classification of good criteria with information that can be used with revisions (valid). assessment is carried out when the product has completed the revisions expected by the validator. the highest score obtained is in the component part of the feasibility of the content of the material which reaches a score of 41, the feasibility of presentation reaches a score of 28, the feasibility of language reaches a score of 30 and the lowest is in the part of the feasibility of contextual concepts which reaches a score of 24 out of 123 scores obtained. 240 in addition to validation in terms of material, validation is also carried out in terms of media or design. the media expert in the development of biographical text materials assisted by animaker's videos is drs. mesra, m.sn. who is the head of the department and lecturer of the department of fine arts, faculty of language and arts, state university of medan. validation is carried out with 2 assessment aspects, namely the graphic presentation aspect and the language aspect which consists of 6 assessment indicators and 30 statement items. the results of the implementation of media/design validation. table 5. design/media expert validation assessment results no total score obtained max score persen tase crite ria 2. 108 120 90% very good in the process of implementing the media/design expert validation, the media validator checks the product and does not provide any repairs because the product is in accordance with the validator's expectations. giving the product feasibility score on the questionnaire by the media validator is only done once, so the results obtained with a percentage of 90% of the score 108 are included in the classification of very good criteria with information that can be used without revision (valid). the highest score obtained was in the graphic presentation aspect which reached a score of 88 and the lowest was in the language aspect which reached a score of 20 out of 108 scores obtained. f). product revision the product design that has been reviewed by the validator suggestions and input from the validator which will be used as material for improvement. the product was redesigned, then reviewed by the validator until the teaching materials developed were said to be free from revisions or were suitable for use and were assessed through a validation questionnaire sheet. as for improvements or suggestions for product development of biographical text materials assisted by animaker's videos, there are only material validators as follows: table 6. material expert revision no. before repair after repair 1. in this case, what is told is usually a famous figure and has a great service or role in social life. in this case, what is told is usually about life's struggles, educational journeys, and the career of a famous figure. 2. using several linguistic rules such as conjunctions, reference words, verbs, time, activity, and place. the linguistic rules of biographical texts include: telling the past time, using first person singular or plural pronouns, using action verbs, using 5w+1h elements, and using noun words that show the names of places and times. 3. initially, there were only 5 multiple-choice questions and they were not based on hots. the test questions were changed to 20 selected questions representing each point of the learning achievement indicator and based on the hots. 4. the presentation in the test instrument initially contained several questions that referred to the discussion of the previous question text. problem number 13 is given a text discussion, so that it is more focused. there are no improvements or revisions from media/design experts regarding the development of this animaker video-assisted biographical text material because the product is in line with what the validator expects. media/design experts appreciate this good animaker video and provide positive suggestions so that in the future teaching materials like this can be developed again with other teaching materials. e. dissemination in this dissemination stage, the researcher chooses alternative forms that are easy to access by students and others. the distribution of animaker's video on biographical text material can be seen at: 241 1). dissemination via whatsapps group class x mia 1 sma negeri 1 hamparan perak, by including a google drive link that can be accessed if the person has this link: https://drive.google.com/file/d/1iezi_pseglm7ozhgqwbqtwg59zntb abj/view?usp =sharing 2). upload on the youtube page, channel belonging to novhira putri paino with the following link: https://youtu.be/xflpuf9yqi4 3). in the form of a compact disc (cd) for lecturers, material experts, media experts, indonesian language teachers, and parties in need as evidence of the development of biographical text assisted by animaker's video in this study. 4.2 feasibility of materials: animaker web on biographical text learning materials in this study, the product of biographical text assisted by animaker's video went through an assessment process by experts to determine its feasibility through distributing questionnaires. the researcher made as many as 2 questionnaires consisting of a validation questionnaire by material experts and media/design experts. the explanation grid related to the validation of the feasibility of learning media, among others, is as follows: a. material expert validation questionnaire the material validation questionnaire grid was adapted according to the guidelines according to the national education standards agency. the questionnaire consists of 4 aspects of assessment, namely material aspects, presentation aspects, contextual aspects, which contain 15 indicators and 40 statements with a percentage gain of 76.87%. b. media/design expert validation questionnaire the media/design validation questionnaire grid was adapted according to the guidelines according to the national education standards agency. the questionnaire consists of 2 assessment aspects, namely the graphic presentation aspect and the language aspect which contains 6 assessment indicators and 30 statement items with the percentage gain reaching a value of 90%. based on the score obtained from the material expert validation, the percentage of the assessment reached 76.87% (good) for use. furthermore, the results of the media/design expert validation, the percentage results reached 90% (very good) for use. referring to the explanation above, it can be concluded that the biographical text material assisted by animaker's video for class x sma students has an average score of 83,43% including very good criteria, has decent quality and can be accepted as one of the teaching materials or media with very feasible (valid) criteria. table 7. average total score no. validator persentase scor criteria 1 material expert 76,87% good 2 media/design expert 90% very good average total score 83,43% very good 5. discussion based on the results of the development, it can be seen that the product in the form of audio-visual teaching materials assisted by animaker web on biographical text learning materials for class x students is teaching materials in the form of animated videos. in producing these teaching materials, the researchers carried out six stages of research and development of r&d, namely the potential problem stage, data collection, product analysis design, design validation, product revision and product form. the reason the researchers limited it to only six stages was due to the limited time and conditions for conducting product trials. however, these six stages have answered the problems that have been described in the problem formulation in the form of the process of developing teaching materials and the feasibility of the teaching materials developed (situmorang, 2018). in the process of this research also perform basic stages, namely analysis of potential needs and problems and expert intervention as a product validator of biographical text teaching materials assisted by animaker's web. according to magdalena (2020), learning using media can maximize the learning process so that it is more stable, far away more fun and easier for students to understand biographical texts. by therefore, animaker-assisted teaching materials had to be designed in such a way that can add new insights for students and can attract students' interest in learning process. the audio-visual media teaching materials are expected to be able to accommodate the delivery of material by the teacher and can influence interest student learning from being ordinary becomes even more enthusiastic in the process indonesian language learning, especially biographical text material so as to achieve expected success. in terms of the characteristics of teaching materials, this development is classified as electronic teaching materials. the theory that underlies this is put forward by gunadharma (2011) regarding the characteristics of electronic teaching materials, including the following: 242 1) displayed using a computer monitor or screen. the results of the development of audio-visual teaching materials assisted by animaker's web on biographical text learning materials for class x students are also packaged in a practical and attractive way into animated videos that will be displayed using a monitor or screen either through mobile phones, laptops, and computers. johnson shows that multimedia learning show characteristics that are more consistent in the context of the material studied. in addition, contextual learning can be stimulating the child's brain to understand the material. in line with this, shofan put forward the concept of learning identically realistic with using media that is familiar to students (mashuri, 2020). 2) more practical to carry everywhere. biographical text teaching materials assisted by animaker web are made to make it easier for students to study biographical text material that is discussed briefly and clearly. therefore, teaching materials are made to the stage of dissemination so that students can access and study them at any time. the application of multimedia seems to have become a necessity in learning at school. this need refers to increasingly development of public information technology. currently, students can use multimedia-based technology outside of school to find information related to learning materials freely and without limit (fajarwati, 2021). 3) using a cd, flash drive, or memory card as a data storage medium. in teaching materials, biographical texts assisted by animaker web are also packaged into cds as evidence to lecturers that researchers have developed teaching materials. use of radio, television, vcd, dvd, network internet, images and various other types of media that are easy to find at public. if the school is not more advanced in using multimedia in the learning process it will make learning is not interesting and can not stimulate students in learning. the consequence is that the learning material is not optimally delivered. because one of the main purposes of use media is to stimulate students and build their motivation to receive the message of learning completely (rima, 2016). 4) using help resources to operate it. to operate this biographical text teaching material assisted by animaker's media, it is not necessary to use a power source, but to use the internet network to access it. the successful use of audiovisual media is determined by the quality and effectiveness of the audiovisual material. it can only be achieved by organizing and organizing ideas that emerge, plan carefully and apply techniques basis of visualizing any object, concept, information or situation (pratiwi, 2021). 5) the presentation is equipped with audio and video. this biographical text teaching material assisted by animaker web is an audio visual teaching material so that its contents need to be added several supporting elements such as images, writing, sound, transitions and background music in order to create an impression for the audience. animaker in learning, namely the media it is interactive and can cover all aspects of the five senses. the use of animaker media is practical for beginners and can generate creative abilities so as to create processes learning becomes fun (nisa, 2021). making audio-visual teaching materials assisted by animaker's web for class x biographical text learning materials in the form of animated videos using a laptop using the animaker.com website. the manufacturing process starts with making a simple animated video that is adapted to the material and script that has been made previously, namely choosing a video background, adding characters, adding voice by recording or dubbing, adding supporting elements (such as images, text, background music and supported transitions), and video length determination (mashuri, 2020). in its development, researchers consider the use of backgrounds or colors, use of letters, animated characters, character voices, background music, or other supporting elements tailored to the user, namely class x sma students so that they can be well received. in selecting the background, the researcher chose a background related to the properties in the school such as blackboards, chairs, tables, and the rest in the explanation of the material the researcher only chose a simple colored background so that students' views were focused when watching the explanation of the animaker media-assisted teaching materials. the choice of color is also something that must be considered, it is necessary to adjust the color of the writing with the background color, the color of the writing that is almost similar to the color of the object behind it will certainly interfere with the presentation so that a slightly bright and striking color is needed (munawar, 2020). the use of letters is also adjusted to the background and images that are around it. in this audio-visual teaching material assisted by animaker's web in this biographical text learning material for class x students, the researcher only uses several types of letters and the most frequently used is the 'arvo' typeface and the use of letter effects such as bold, italic, and underline is adjusted to suit the needs of the students. needs. meanwhile, the selection of animated characters is also the result of several considerations, this biographical text teaching material assisted by animaker's web, the researcher also introduces himself in the opening and closing of the video. 243 furthermore, the researcher attended the miss animaker character who became the character of the lesson teacher because the researcher himself became the voice of the character in teaching materials assisted by animaker's web (maheswari & pramudiani, 2021). the addition of sound in this teaching material, the researchers recorded sound. for the voice of the character 'ms. novhira', the researcher still uses the original voice of the researcher, while for the voice of the character 'miss animaker', the researcher slightly engineered her voice to look like a cartoon sound with the help of sound effects (kusumahwardani, 2022). supporting background music is also used by researchers to make teaching materials more interesting and not boring. the use of background music with a low medium volume is intended so that when the animated characters speak, the sound of the music can accompany but not interfere and when the animated characters are silent, the biographical text teaching materials assisted by animaker web also do not feel quiet and empty. likewise, other supporting elements must be adjusted and do not need to be used excessively so that the display of teaching materials does not look crowded so that the audience can increase their concentration on the learning content. in addition, the researchers also considered the size of the video teaching materials with a duration of 12 minutes 16 seconds, size 36.2 mb and a video quality ratio of 720p into novhira putri paino's youtube channel with the aim that when students want to access it again via youtube, they can decide for yourself the size of the video quality starting from 144p-720p according to the internet quota capabilities of the students. nisa (2021) claim the audio-visual teaching materials assisted by animaker web on biographical text learning materials for grade x students have advantages and disadvantages. the advantages are: (1) animaker web-assisted teaching materials can be made on any device, whether on a laptop, computer, tablet, or smartphone, (2) animaker web-assisted teaching materials can be stopped, repeated, accelerated, duplicated, repaired and downloaded repeatedly. times according to the wishes and needs of its users, (3) animaker web-assisted teaching materials can be accessed anytime, anywhere and by anyone if they have access to the following link: https://drive.google.com/file/d/1iezi_pseglm7ozhg qwbqtwg59zntbabj /view?usp=sharing and https://youtu.be/xflpuf9yqi4. (4) the developed teaching materials use the mp4 format (video format in general) and can be accessed freely with a maximum resolution of 720p and the lowest 144p. while the shortcomings of teaching materials assisted by animaker web are: (1) animaker web-assisted teaching materials which are developed only on the subject of biographical texts, (2) the use of animakerassisted teaching materials must be accessed using an internet quota network, except for someone who has files and cds. teaching materials. 6. conclusions in the 21st century, learning has shifted completely with the use of adequate technology in the teaching and learning process such as the use of multimedia-assisted audiovisual teaching materials is an interesting thing to improve the skills of both teachers and students so as to create a pleasant learning atmosphere. the discussion in this study refers to the stages of research and development proposed by borg and gall, including: analyzing and collecting data, designing, developing, and disseminating. this research and development has produced biographical text teaching materials on audio-visual teaching materials that are feasible, practical, and effective to use which are designed with the help of the animaker web. from the validation analysis of animaker's web-assisted audio-visual development at the high school level, the results obtained a feasibility score of 76.87% for the feasibility of the material and 90% for the feasibility of the design/media. therefore, it can be concluded that animaker's web-assisted audio-visual teaching materials can increase students' interest and motivation in learning so that they can create their own skills in the world of education. the results of this study indicate that animaker's web-assisted audio-visual teaching materials are feasible and effective to use in the learning process for teachers and students. references afifah, e. r., akhmad tabrani, & hasan busri (2019). pengembangan bahan ajar teks biografi dengan aplikasi adobe flash pada siswa kelas x sma 02 diponegoro jember. nosi (jurnal ilmiah bahasa sastra dan pembelajarannya), 7(1), 67-78 arianti, f. f., sutrimah, s., & hasanudin, c. 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(2020). biografi tokoh_bahasa indonesia_kelas x . direktorat sma. 1-30. http://repositori.kemdikbud.go.id/19396/1/kelas%20x_bahasa%20indonesia_kd%203.1 5.pdf https://doi.org/10.31849/utamax.v4i1.8355 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 2, july 2023, pp: 96 – 113 doi: https://doi.org/10.31849/utamax.v5i2.10446 96 unlocking the path to academic excellence: unraveling the impact of 480 class hours in improving reading ability for lecturers andjarwati sadik, sitti sahraeny & muhammad ridha anugrah latief * universitas hasanuddin, makassar, indonesia ridha@unhas.ac.id article history received : 2022-06-25 revised : 2023-07-12 accepted : 2023-07-18 keywords academic reading skills academic staff toefl ielts higher education abstract this study examines the reading abilities of adult learners who attended ielts preparation courses at universitas hasanuddin's language centre. the goal is to assess their progress during the reading class. the participants included 50 academic staff members from 18 universities in eastern indonesia, sponsored by the directorate of higher education (dikti). divided into intermediate and advanced levels, each group had 25 participants, attending 240 sessions over three months (480 class hours). employing a mixed methods design, the research used five instruments: pre-test 1 (toefl practice test), pre-test 2, mid-test, post-test (ielts practice test), and final-test (ielts test). additionally, a self-assessment questionnaire with 20 likert scale questions was given. the researchers, who were also the reading class teachers, conducted direct observations to complement the quantitative data. the findings revealed significant improvement in the respondents' reading abilities at both intermediate and advanced levels, from pre-test to final test. the highest band scores for the intermediate level were 3.5, 3.0, 5.5, 5.0, and 5.5, while for the advanced level, they were 6.5, 5.5, 7.5, 7.5, and 8.5. this improvement led to enhanced reading skills, especially in english texts, which benefited the academic staff both personally and professionally. the study highlights the effectiveness of 480 class hours in enhancing reading abilities, enabling them to engage with various english texts, enrich their field-relevant knowledge, and positively impact their students' learning. additionally, these improved skills contribute to better quality teaching, research, and community services in their professional roles. 1. introduction english language proficiency (elp) has long been one of the requirements for many purposes, both in academics and occupation. a good or high elp score in the academic field will open many opportunities to get scholarships for higher study or short courses. while in occupation, many government departments and private institutions use certain elp scores as the standard for career advancement and promotion. therefore, it is unsurprising that the demand for taking english courses and english language tests has been increasing over the last ten years. two important factors for international students in adaptation cannot be ignored: cultural identity and language proficiency (peng & patterson, 2022). dikti (department of higher education of indonesia), an educational institution in indonesia, has launched a scholarship to study overseas for lecturers from both state and private universities all over indonesia. one requirement to be eligible for the scholarship is the elp score, which is a paper-based toefl (minimum 500) or ielts (minimum 5.0). dikti has funded a four-month english course for the intermediate and three months for the advanced level to meet the demand. this course is for the recommended lecturers from their universities to learn english at the recommended language centre all over indonesia dikti does offer not only english courses for the participants but also other foreign languages, such as french, germany, dutch, etc., depending on the country destination of the participants. upt pusat bahasa (language centre) of universitas hasanuddin (unhas) was appointed by dikti to conduct this english language preparation program for the candidate awardees from universities in western and eastern indonesia, such as universitas mailto:ridha@unhas.ac.id 97 gajah mada (jogyakarta), universitas diponegoro (semarang), universitas pattimura (maluku), universitas cenderawasih (papua), universitas sam ratulangi (manado), universitas negeri manado, universitas negri papua, universitas tadulako (palu), universitas haluoleo (kendari), universitas muhammadiyah kendari, universitas borneo tarakan (kalimantan), universitas ichsan gorontalo, universitas khairun (ternate), universitas mulawarman (kalimantan), etc. the program was conducted conveniently in the past few years, and there were 8 (eight) groups with a total of 200 participants, and this research only focuses on participants from eastern indonesia. since the course aimed to prepare the participants to study overseas, upt pusat bahasa unhas decided to focus on ielts preparation materials. prior to the course, we administered pre-test 1. the result indicated that most participants were not yet ready to study for ielts. therefore, the language centre decided to teach them general english, before the ielts learning materials. the general english materials were given only between 2-3 weeks, and the teachers reinforced the participants to do self-study outside the class. otherwise, most of them were not able to follow the ielts course. the course was a three-month course (12 weeks) for both levels. the two groups were handled by 10 experienced instructors, 5 instructors per group, and four skills: listening, speaking, reading, and writing. the instructors were lecturers from the english department, faculty of letters, universitas hasanuddin with master's and doctorate overseas qualifications. after experiencing 6 groups of participants, the researchers initiatively decided to conduct research on this course, focusing on the seventh and eighth groups. two of the researchers were responsible for teaching the ielts reading subject. therefore, we decided to focus the research on reading. the language is also intended for use by linguists, institutions, lecturers, students, and other groups who require language as a communication tool (latief et al., 2022). the demand for higher education programs is certainly higher than the previous ones, not only in their field of study but also in their foreign language proficiency, such as english, french, dutch, etc. the twenty-first century is a new era with new student challenges and responsibilities. a new way of teaching english has come about with the introduction of technology into our lives (yuliana, 2020). one of the essential skills that students must be mastered for further study nowadays is reading skills as they are demanded to read a lot in their study program. ielts reading is seen as a discerning skill, and it is as important as listening, speaking, and writing in achieving ielts band 6 or 6.5 objectives for students (bac binh & kieu trinh, 2019). the research findings from fatemeand saman demonstrated that efl learners' perceptions toward the usefulness of this innovative strategy in strengthening their inferential reading comprehension skills were mostly positive (samiei & ebadi, 2021). another research found that during a ten-week reading comprehension course, the dynamic assessment intervention was considerably effective in improving language learners' reading competency and iranian ielts students’ metacognitive awareness for reading strategy and development (shobeiry, 2021). therefore, the novelty of this research was conducted to explore academic staff's reading ability for academic purposes, in this case, the lecturers from different universities in eastern indonesia, because the lecturers will transfer their knowledge to the students. the result of the research can be useful for dikti or other institutions in selecting participants for the same kind of program in the future and to give information on the current condition of their english reading proficiency. the ielts reading text covers various topics from different disciplines. as a result, the participants develop their reading skills and enhance their knowledge about current issues. 2. method this mixed methods research design using a selfassessment close-ended questionnaire dealing with reading strategies was administered. it consisted of twenty structured questions distributed to the 50 participants. the questions were adapted, with some modifications, from setiyadi, 2006. they were requested to choose one of the four likert' scales (setiyadi, 2006, p. 80). in the analysis of the data, the frequency of each question in the questionnaire was tabulated for further calculation. in addition to the questionnaire, data were also collected from the participants' toefl and ielts test results. the ialf bali conducted the ielts test, with the language centre of unhas serving as the facilitator. classroom observation was also conducted as the researchers were the instructors of the reading class. the observation focused on the participants' classroom participation in the learning process, including their behaviors and attitudes toward reading, to support quantitative data. the subjects of this mixed-method research were 44 purposively selected from 50 participants of the program to represent 18 different universities in the eastern part of indonesia, both public and private. these respondents were participants from the two selected groups, with three months allocated time for each group, respectively. the participants then were divided into intermediate and advanced groups. before their placement, the language centre administered a pre-test to group them using toefl and ielts tests. learning materials were taken from published ielts reading materials. to interpret toefl practice scores, the researchers look into the study conducted by ets (educational 98 testing service) on a score mapping study to the levels of the common european framework of reference (cefr), a score descriptor study, and a reliability study (richard j. tannenbaum & baron, 2011). results of the cefr mapping provide the minimum toefl section scores for four of the levels defined in the cefr: a2 (337), b1 (460), b2 (543), and c1 (627). after that, the toefl score is needed to convert to ielst band score due to compare the current participants’ english proficiency in toefl score test into ielst band score adopted from the edge earning center about universal conversion table for toefl ibt, pbt, & cbt test (center tel, 2022) in marking the tests, researchers compare the five instruments: the scores for pre-test 1 (toefl preparation test) are converted to ielst band conversion score, and the scores of pre-test 2, midtest, post-test (ielst preparation test), and final test (ielst test) based on ielslt band score. in order to interpret the findings, the researchers followed the two standard markings 4. findings 4.1 tests for intermediate level there are 5 (five) types of tests conducted during the course; they are pre-test 1 (toefl practice test), pre-test 2, mid-test, post-test (ielts practice test), and final-test (ielts test). prior to the five instruments, the toefl test as pre-test 1 was administered. the reason for conducting this test was to measure their english proficiency before joining the training. the following is the explanation of each finding taken from all instruments. 4.1.1 toefl pre-test 1 (intermediate level) the results of their toefl test at the intermediate level ranged from 293 to 383. this score was equivalent to the a2 level (ranging from 337 – 457). there were 16 out of 25 participants in a2 level (337 to 457). although the highest score of a2 level was 457, only one participant could reach the score of 383, and the lowest score was 337. this indicated that the participants’ english proficiency needed improvement. next, six participants obtained below a2 level (293 to 333), and three did not attend the test. table 1. toefl pre-test 1 score for intermediate level no. toefl pre-test 1 score (intermediate level) toefl to ielst band conversion score lc s&we rc total 1. 41 38 36 383 3.5 2. 34 38 40 373 3.0 3. 37 38 36 370 3.0 4. 39 37 34 367 3.0 5. 37 31 40 360 3.0 6. 40 31 37 360 3.0 7. 39 35 34 360 3.0 8. 43 27 38 360 3.0 9. 40 27 40 357 3.0 10. 39 27 41 357 3.0 11. 39 40 26 350 2.5 12. 31 35 38 347 2.5 13. 34 31 38 343 2.5 14. 42 31 29 340 2.5 15. 35 35 32 340 2.5 16. 34 31 36 337 2.5 17. 31 31 38 333 2.5 18. 42 26 32 333 2.5 19. 32 31 36 330 2.0 20. 41 26 29 320 2.0 21. 34 31 29 313 2.0 22. 33 26 29 293 2.0 23. 0 0 0 0 0 24. 0 0 0 0 0 25. 0 0 0 0 0 lc: listening comprehension; s&we: structure & written expression; rc: reading comprehension 99 4.1.2 ielst pre-test 2 (intermediate level) the pre-test 2 was conducted using (the same) test materials taken from ielts, specimen materials 2003 by british council (2005). the findings indicated that twenty-two out of twenty-five attended the test. from the twenty-two participants, four participants obtained a band score 1.0 (code number: 11, 14, 18, and 20); six participants obtained 1.5 (code number: 2, 6, 12, 15, 21, and 22); ten participants obtained 2.0 (code number: 1, 4, 5, 7, 8, 9, 10, 16, 17, 19); one participant obtained 2.5 (code number: 3); and only one participant obtained 3.0. (code number: 13). the highest band score of ielts pre-test result for the intermediate level was 3.5, and 1.0 was the lowest. table 2. ielst pre-test 2 score for intermediate level no. ielst pre-test 2 score (intermediate level) l s r w band score 1. 1.0 2.0 1.5 2.0 2.0 2. 0.5 2.0 2.0 1.5 1.5 3. 0.0 3.0 5.0 2.0 2.5 4. 0.5 2.5 2.0 2.0 2.0 5. 1.5 3.5 1.5 2.0 2.0 6. 1.0 2.0 2.0 1.0 1.5 7. 1.5 2.0 2.0 1.0 2.0 8. 1.0 2.0 3.0 2.5 2.0 9. 1.5 2.0 3.0 2.0 2.0 10. 1.5 2.0 2.0 2.0 2.0 11. 0.5 2.0 1.0 1.5 1.0 12. 0.5 2.0 1.5 2.0 1.5 13. 2.0 3.0 3.0 3.0 3.0 14. 1.0 1.5 1.5 0.0 1.0 15. 0.5 2.0 1.0 1.5 1.5 16. 1.0 2.0 2.0 2.0 2.0 17. 1.0 2.0 2.0 2.5 2.0 18. 0.0 2.0 2.0 0.0 1.0 19. 1.0 0.0 2.0 2.5 2.0 20. 1.5 0.0 1.0 1.0 1.0 21. 1.0 2.0 2.0 1.0 1.5 22. 1.5 2.0 2.0 0.0 1.5 23. 0.0 0.0 0.0 0.0 0.0 24. 0.0 0.0 0.0 0.0 0.0 25. 0.0 0.0 0.0 0.0 0.0 l: listening; s: structure; r: reading; w: writing 4.1.3 ielts mid-test (intermediate level) after six weeks of the course, mid-test was administered using test materials from cambridge ielts 7. the findings indicated that all the twenty-five participants attended the test. from the twenty-five participants, three participants obtained band score 1.0 (code number: 6, 7, and 21), code number 6 and 7 only attended the reading and writing test; five participants obtained 1.5 (code number: 1, 12, 15, 20, and 23), code number 1 only attended reading and writing test, code number 12 did not attend speaking test so as code number 15 and 23, code number 20 did not attend listening and speaking test; four participants obtained 2.0 (code number: 18, 19, 22, 24), code number 18, 19, 22, 24 did not attend speaking test; five participants obtained 2.5 (code number: 5, 9, 11, 16, and 25), code number 5, 9, and 25 did not attend speaking test; three participants obtained 3.0. (code numbers: 2, 4, and 14); two participants obtained 3.5. (code number: 8, and 17), code number 8 did not attend speaking test; two participants obtained 4.0. (code number: 10, and 13); no participant obtained 4.5; one participant obtained 5.0. (code number: 3). the highest band score of ielts mid-test result for the intermediate level was 5.0 and 1.0 was the lowest. this means their basic english is insufficient yet to support their ielst test. therefore, this training is useful for them. 100 table 3. ielst mid-test score for intermediate level no. ielst mid-test score (intermediate level) l s r w band score 1. 0.0 0.0 3.0 3.0 1.5 2. 1.5 3.5 3.0 3.5 3.0 3. 4.0 6.5 3.5 5.0 5.0 4. 1.5 4.5 3.5 3.0 3.0 5. 2.0 0.0 4.0 3.5 2.5 6. 0.0 0.0 1.5 2.0 1.0 7. 0.0 0.0 1.0 2.0 1.0 8. 3.5 0.0 4.5 5.0 3.5 9. 2.5 0.0 2.0 4.5 2.5 10. 3.0 5.0 3.5 4.5 4.0 11. 1.5 4.0 2.0 2.0 2.5 12. 2.5 0.0 2.0 2.0 1.5 13. 3.0 5.5 3.0 5.0 4.0 14. 1.5 4.0 2.5 3.0 3.0 15. 2.0 0.0 0.5 3.0 1.5 16. 1.0 4.5 1.5 3.0 2.5 17. 2.5 4.5 2.5 4.0 3.5 18. 3.0 0.0 1.0 3.5 2.0 19. 1.0 0.0 4.0 3.0 2.0 20. 0.0 0.0 4.0 2.0 1.5 21. 1.0 0.0 2.0 2.0 1.0 22. 2.0 0.0 2.5 3.5 2.0 23. 1.0 0.0 2.0 2.0 1.5 24. 2.5 0.0 4.0 3.0 2.0 25. 2.5 0.0 3.5 3.0 2.5 l: listening; s: structure; r: reading; w: writing 4.1.4 ielts post-test (intermediate level) after six weeks of the course, mid-test was administered using test materials from cambridge ielts 7. the findings indicated that all the twenty-five participants attended the test. from the twenty-five participants, one participant obtained a band score 1.0 (code number: 6) and only attended the reading test; two participants obtained 1.5 (code number: 15 (did not attend listening and writing test), 21 (only attended speaking)); five participants obtained 2.0 (code number: 7 did not attend the listening test, 16, 18-did not attend writing test, 20 and 25 did not attend listening and writing); three participants obtained 2.5 (code number 5 did not attend listening, 9 did not attend listening and writing test, 17 did not attend speaking test); four participants obtained 3.0. (code number: 1, 11, 14, 19, and 23); three participants obtained 3.5. (code number: 4, 10, and 24); one participant obtained 4.0. (code number: 2); three participants obtained 4.5. (code number: 3, 13, and 22); one participant obtained 5.0. (code number: 8). the highest band score of ielts post-test result for the intermediate level was 5.0, and 1.0 was the lowest. 101 table 4. ielst post-test score for intermediate level no. ielst post-test score (intermediate level) l s r w band score 1. 2.0 5.0 1.5 3.0 3.0 2. 3.0 5.0 4.0 4.0 4.0 3. 5.0 6.0 3.5 3.0 4.5 4. 2.5 5.0 2.5 4.0 3.5 5. 0.0 5.5 1.5 3.0 2.5 6. 0.0 0.0 3.0 0.0 1.0 7. 0.0 5.0 2.0 0.0 2.0 8. 4.0 5.0 5.0 4.5 5.0 9. 0.0 5.0 4.0 0.0 2.5 10. 4.5 5.0 0.0 4.5 3.5 11. 1.0 5.0 2.0 3.0 3.0 12. 0.0 0.0 3.5 0.0 1.0 13. 3.0 5.5 3.5 5.5 4.5 14. 2.0 4.5 1.5 3.0 3.0 15. 0.0 4.0 2.0 0.0 1.5 16. 2.0 4.0 2.0 0.0 2.0 17. 3.5 0.0 2.0 4.0 2.5 18. 2.0 4.0 1.0 0.0 2.0 19. 2.0 5.0 2.0 2.5 3.0 20. 0.0 5.0 2.0 0.0 2.0 21. 0.0 5.0 0.0 0.0 1.5 22. 3.5 5.5 3.5 5.0 4.5 23. 2.0 5.0 1.5 3.0 3.0 24. 4.0 5.0 2.0 2.0 3.5 25. 0.0 5.0 3.0 0.0 2.0 l: listening; s: structure; r: reading; w: writing 4.1.5 final ielts test (intermediate level) final-test was administered by proctors from ialf bali at the language centre unhas. the results of the test were sent by ialf bali to the language centre to be further distributed to each participant. the result consisted of the collective list of all participants from both levels and individual ielts test certificates. generally, compared to the results of their previous tests, which were increasing, most of the participants showed significant improvement in their real reading ielts test. ideally, the participants should have strong basic english in order to improve their ielts scores. for example: basic grammatical structures, a wide range of vocabulary, elements of good paragraphs, etc. the findings indicated that all twenty-five participants attended the final test. the total number of participants were 25. however, two of them (code number 1 and 10) did not attend the test. no one obtained band score 1.0; no one also obtained band score 1.5; one participant obtained 2.0 (code number: 6); one participant obtained 2.5 (code number: 7); four participants obtained 3.0. (code number: 14, 20, 21, and 23); nine participants obtained 3.5. (code number: 2, 11, 12, 15, 16, 17, 19, 24, and 25); three participants obtained 4.0. (code number: 4, 18, 22); no participant obtained 4.5.; three participants obtained 5.0. (code number: 5, 9, and 13); one participant obtained 5.5. (code number: 8). the ielts final-test result for the intermediate level from the lowest band score was 2.0, and the highest score was 5.5. 102 table 5. ielst final-test score for intermediate level no. ielst final-test/real ielst test score (intermediate level) l s r w band score 1. 0.0 0.0 0.0 0.0 0.0 2. 3.0 4.0 3.0 3.5 3.5 3. 5.0 4.5 6.0 5.5 5.5 4. 3.0 5.0 4.0 3.0 4.0 5. 4.5 5.0 5.5 4.5 5.0 6. 2.0 4.5 0.0 2.0 2.0 7. 2.0 4.0 2.5 2.0 2.5 8. 5.5 5.5 5.5 5.0 5.5 9. 5.0 5.0 5.0 4.0 5.0 10. 0.0 0.0 0.0 0.0 0.0 11. 2.0 4.0 4.0 3.5 3.5 12. 3.0 4.0 3.0 3.0 3.5 13. 4.5 5.0 4.5 5.5 5.0 14. 3.5 4.0 3.0 1.5 3.0 15. 3.5 4.5 3.0 3.0 3.5 16. 3.5 4.5 3.0 3.0 3.5 17. 2.0 3.5 4.5 4.5 3.5 18. 3.5 4.0 4.0 4.0 4.0 19. 3.0 5.0 3.0 3.0 3.5 20. 2.0 4.5 3.0 2.5 3.0 21. 3.5 4.0 2.5 2.5 3.0 22. 3.0 4.5 3.5 4.5 4.0 23. 2.0 4.5 2.5 2.0 3.0 24. 3.5 4.0 3.0 2.5 3.5 25. 3.5 4.5 3.0 2.5 3.5 l: listening; s: structure; r: reading; w: writing 4.2 tests for advanced level there were also 5 (five) types of tests conducted during the course for the advance level; they are pretest (toefl practice test), pre-test, mid test, posttest (ielts practice test), and final-test (ielts test). prior to the five instruments, the toefl test was administered. the reason for conducting this test was to measure their english proficiency before attending the training. the following is the explanation of each finding taken from all instruments. 4.2.1 toefl pre-test 1 (advanced level) the results of their toefl test in the advanced level ranged from 377 to 553. this score was equivalent to a2 and b2 (ranging from 543 to 623). based on the interpreting toefl itp scores level, 17 out of 25 participants were in a2 level (337 to 457). five participants were in b1 level (460-540), one was in b2 level (543-625), and two did not attend the tests. although the highest score of b2 level was 623, only one participant could reach the highest score of 553, and the lowest score was 337 in level a2. 103 table 6. teofl pre-test 1 score for advanced level no. toefl pre-test 1 score (advanced level) toefl to ielst band conversion score lc s&we rc total 1. 56 56 54 553 6.5 2. 51 448 52 503 6.0 3. 48 49 48 483 5.5 4. 46 50 47 477 5.5 5. 49 44 47 467 5.5 6. 43 47 49 463 5.5 7. 44 47 46 457 5.5 8. 41 49 46 453 5.5 9. 39 44 47 433 5.0 10. 41 43 45 430 5.0 11. 39 43 43 417 5.0 12. 43 40 41 413 4.5 13. 34 46 41 403 4.5 14. 39 40 42 403 4.5 15. 38 37 46 403 4.5 16. 42 46 32 400 4.5 17. 37 38 44 397 4.0 18. 38 43 37 393 4.0 19. 35 41 42 393 4.0 20. 40 38 38 387 4.0 21. 40 31 45 387 4.0 22. 33 44 37 380 4.0 23. 49 35 29 377 4.0 24. 0 0 0 0 0.0 25. 0 0 0 0 0.0 lc: listening comprehension; s&we: structure & written expression; rc: reading comprehension 4.2.2 ielst pre-test 2 (advanced level) the pre-test 2 was conducted using (the same) test materials taken from ielts, specimen materials 2003 by british council (2005). the findings indicated that twenty-three out of twenty-five attended the ielst pre-test. from the twenty-three participants, one participant obtained band score 1.0 (code number: 18); none of the participants obtained 1.5; seven participants obtained 2.0 (code number: 8, 10, 14, 16, 19, 21, and 22); four participants obtained 2.5 (code number: 6, 13, 17, and 20); five participants obtained 3.0. (code number: 3, 7, 9, 11, and 12); two participants obtained 3.5. (code number: 15 and 22); one participant obtained 4.0. (code number: 5); two participants obtained 4.5. (code number: 2 and 4); none of the participant obtained 5.0; one participant obtained 5.5. (code number: 1); the highest band score of the ielts pre-test result for advanced level was 5.5, and 1.0 was the lowest. all twenty-three participants attended all sections of the test. 104 table 7. ielst pre-test 2 score for advanced level no. ielst pre-test 2 score (advanced level) l s r w band score 1. 6.5 4.0 6.0 5.0 5.5 2. 5.0 3.0 5.5 4.0 4.5 3. 6.0 2.0 3.0 3.0 3.0 4. 4.0 4.0 4.5 5.0 4.5 5. 5.0 3.0 4.5 4.0 4.0 6. 2.0 2.0 3.0 3.0 2.5 7. 3.0 3.0 3.0 3.5 3.0 8. 0.5 2.5 2.0 2.0 2.0 9. 2.5 2.0 4.5 3.5 3.0 10. 1.0 3.0 1.0 2.0 2.0 11. 2.0 3.0 3.0 3.0 3.0 12. 2.5 3.0 2.0 4.0 3.0 13. 1.5 2.0 3.5 3.5 2.5 14. 1.5 2.0 2.0 1.5 2.0 15. 2.5 3.0 3.5 4.0 3.5 16. 1.5 2.0 2.0 2.0 2.0 17. 0.5 2.0 3.0 4.5 2.5 18. 0.0 1.5 1.0 2.0 1.0 19. 1.0 2.5 1.5 0.0 2.0 20. 1.5 3.0 1.5 4.0 2.5 21. 1.0 2.0 3.0 2.5 2.0 22. 1.0 2.0 2.5 1.5 2.5 23. 2.0 3.0 4.0 0.0 2.5 24. 0.0 0.0 0.0 0.0 0.0 25. 0.0 0.0 0.0 0.0 0.0 l: listening; s: structure; r: reading; w: writing 4.2.3 ielts mid-test (advanced level) after six weeks of the course, mid-test was administered using test materials from cambridge ielts 7. the findings indicated that all twenty-five participants attended the test although eight of them did not attend two sections: reading and speaking. from the twenty-five participants, no one obtained band score of 1.0; one participant obtained 1.5 (code number: 16) did not attend the speaking section; two participants obtained 2.0 (code number: 14 and 19) code number 14 did not attend the speaking section, number 19 did not attend speaking section; two participants obtained 2.5 (code number: 13 and 18) code number 13 did not attend speaking section, number 18 did not attend speaking section; two participants obtained 3.0. (code number: 7 and 10) code number 7 did not attend the reading section, and 10 did not attend the speaking section; two participants obtained 3.5. (code number: 6 and 22); three participants obtained 4.0. (code number: 3, 15, and 21) code number 3 did not attend reading section; four participants obtained 4.5. (code number: 8, 9, 12 and 20); four participants obtained 5.0. (code number: 1, 11, 17, and 23) code number 1 did not attend the speaking section; one participant obtained 5.5 (code number: 5); three participants obtained 6.0 (code number: 2, 4, and 25); no one obtained 6.5; one participant obtained 7.0. (code number: 24). the highest band score of ielts mid-test result for the advanced level was 7.0, and 1.5 was the lowest. 105 table 8. ielst mid-test score for advanced level no. ielst mid-test score (advanced level) l s r w band score 1. 5.5 0.0 8.0 7.0 2. 6.5 5.0 6.0 6.0 6.0 3. 4.0 6.5 0.0. 4.5 4.0 4. 4.5 7.0 6.0 5.5 6.0 5. 5.5 6.5 4.0 5.0 5.5 6. 3.5 4.5 4.0 2.0 3.5 7. 4.5 5.5 0.0 2.5 3.0 8. 4.0 4.5 4.0 4.5 4.5 9. 3.0 3.5 6.0 5.5 4.5 10. 2.0 0.0 6.0 4.0 11. 3.5 6.5 4.5 4.5 5.0 12. 4.0 5.5 4.0 4.5 4.5 13. 3.0 0.0 4.0 3.5 14. 2.0 0.0 4.0 2.5 15. 3.0 5.0 4.0 4.0 4.0 16. 1.5 0.0 3.0 2.5 17. 3.0 6.0 5.0 2.5 5.0 18. 2.5 0.0 5.0 2.5 19. 2.0 0.0 4.0 3.0 20. 2.0 6.0 6.0 3.5 4.5 21. 3.0 5.0 4.0 3.0 4.0 22. 1.5 4.5 4.5 2.5 3.5 23. 4.0 6.0 6.0 3.5 5.0 24. 6.5 6.5 8.0 6.0 7.0 25. 4.5 7.5 6.0 5.5 6.0 l: listening; s: structure; r: reading; w: writing 4.2.4 ielts post-test (advanced level) the findings indicated that all twenty-five participants attended all sections of the test. although one of them (code number 18) did not attend the listening and speaking section. from the twenty-five participants, none of the participant obtained band score 1.0 and 1.5; one participant obtained 2.0 (code number: 18); no one obtained 2.5; one participant obtained 3.0. (code number: 16); one participant obtained 3.5. (code number: 19); six participant obtained 4.0. (code number: 10, 14, 15, 20, 21, and 22); three participant obtained 4.5. (code number: 6, 12, and 13); four participants obtained 5.0. (code number: 7, 8, 11, and 23); two participants obtained 5.5. (code number: 3 and 17); four participants obtained 6.0. (code number: 4, 5, 9 and 25); none of the participants obtained 6.5; one participant obtained 7.0. (code number: 24); two participants obtained 7.5. (code number: 1 and 2). the highest band score of ielts post-test result for the advanced level was 7.5 and 2.0 was the lowest. 106 table 9. ielst post-test score for advanced level no. ielst post-test score (advanced level) l s r w band score 1. 8.5 6.5 8.0 7.0 7.5 2. 8.0 6.5 8.0 7.0 7.5 3. 4.0 6.0 6.0 5.0 5.5 4. 6.0 6.5 6.0 6.0 6.0 5. 6.0 6.5 6.5 5.0 6.0 6. 3.5 5.0 6.0 4.0 4.5 7. 4.5 5.0 6.0 4.0 5.0 8. 4.5 5.5 5.0 5.0 5.0 9. 4.5 6.0 6.0 6.0 6.0 10. 2.0 6.0 5.0 4.0 4.0 11. 4.0 5.5 5.0 5.0 5.0 12. 4.5 4.0 4.0 5.0 4.5 13. 3.5 5.0 5.0 4.5 4.5 14. 3.0 5.5 3.0 3.0 4.0 15. 3.5 4.5 4.0 4.0 4.0 16. 3.0 4.5 2.0 3.0 3.0 17. 4.0 5.5 6.0 6.0 5.5 18. 0.0 0.0 5.0 3.5 2.0 19. 2.0 5.0 3.0 3.5 3.5 20. 3.0 5.0 2.0 3.5 4.0 21. 2.0 4.5 5.0 4.0 4.0 22. 2.5 5.0 4.0 4.0 4.0 23. 4.5 5.5 5.0 5.0 5.0 24. 9.0 5.5 8.5 5.5 7.0 25. 6.0 6.0 7.0 5.5 6.0 l: listening; s: structure; r: reading; w: writing 4.2.5 final-test or ielts test (advanced level) final-test was administered by proctors from ialf bali at the language centre unhas. the results of the test were sent by ialf bali to the language centre to be further distributed to each participant. the result consisted of the collective list of all participants from both levels and individual ielts test certificates. generally, compared to the results of their previous tests, which were increasing, most of the participants showed significant improvement in their real reading ielts test. ideally, the participants should have strong basic english in order to improve their ielts scores. for example, basic grammatical structures, a wide range of vocabulary, elements of good paragraphs, etc. the findings indicated that all twenty-five participants attended the final test. the total participants were 25. no one obtained band score 1.0 to 3.0; one participant obtained 3.5. (code number: 16); one participant obtained 4.0. (code number: 19); two participants obtained 4.5. (code number: 10 and 14); five participants obtained 5.0. (code number: 8, 9, 13, 20, and 21); five participants obtained 5.5. (code number: 6, 7, 12, 15, 22, and 23); three participants obtained 6.0. (code number: 3, 5, and 11); three participants obtained 6.5. (code number: 2, 4, and 25); one participant obtained 7.0. (code number: 1); no one obtained 7.5; and one participant obtained 8.0. (code number: 24) . the highest ielts final-test result for the advanced level was 8.0 and 3.5 was the lowest. 107 table 10. ielst final-test score for advanced level no. ielst final-test/real ielst test (advanced level) l s r w band score 1. 6.5 7.0 7.5 6.0 7.0 2. 6.5 6.5 6.0 6.0 6.5 3. 5.5 5.5 6.5 5.5 6.0 4. 6.5 6.0 7.0 6.0 6.5 5. 6.5 5.5 6.0 5.0 6.0 6. 4.5 6.5 5.5 5.5 5.5 7. 4.5 6.0 5.5 5.5 5.5 8. 5.0 4.5 5.5 5.5 5.0 9. 5.0 4.5 5.0 5.5 5.0 10. 3.5 3.5 6.0 4.5 4.5 11. 5.5 5.0 6.0 5.0 6.0 12. 5.0 5.5 5.0 6.0 5.5 13. 4.0 5.5 5.0 5.5 5.0 14. 4.0 4.5 5.0 4.5 4.5 15. 4.5 5.5 6.0 5.0 5.5 16. 4.0 4.0 3.0 3.0 3.5 17. 5.0 6.0 6.0 5.0 5.5 18. 3.5 5.0 3.0 2.5 3.5 19. 4.0 5.0 4.0 3.0 4.0 20. 4.5 4.5 5.0 5.5 5.0 21. 4.5 5.5 5.0 4.5 5.0 22. 6.0 5.0 5.0 5.0 5.5 23. 5.5 5.5 5.5 5.0 5.5 24. 8.5 9.0 7.0 6.5 8.0 25. 5.5 7.0 6.5 6.0 6.5 l: listening; s: structure; r: reading; w: writing 4.3 questionnaire for this research, the researchers also distributed a questionnaire to the respondents consisting of 20 questions covering reading strategies. the questionnaire dealt with reading strategies using a likert scale ranging from: strongly agree (sa), agree (a), undecided (ud), disagree (da), strongly disagree (sd), and blank (b). the following are the questions (q) that researchers put in the questionnaire: 1) to understand unfamiliar english words while i am reading, i guess from available clues. 2) i learn english by reading english books or magazines 3) i connect the spellings of english words with similar indonesian words to understand the meanings. 4) i try to understand sentences by analyzing their patterns. 5) i try to translate word for word. 6) i try to understand the passage by using my general knowledge and experience. 7) i use the keywords to understand the whole ideas. 8) i read the passage aloud. 9) i take notes to remember the ideas. 10) while i read a text, i try to anticipate the story 11) i read a text more for ideas than words. 12) i correct my mistakes by rereading the text. 13) i choose a topic or certain materials for my practice. 14) i check and recheck my understanding after reading a passage. 15) if i cannot understand a reading passage, i try to analyze what difficulty i actually have. 16) in reading, i pick out keywords and repeat them to myself. 17) i try to be aware of which words or grammar rules give me the greatest trouble. in this way i can pay special attention to them while i read and practice. 18) i discuss reading passages with my friends. 19) if i do not understand the content of a reading passage, i ask my friends or my teachers for help. 20) i improve my reading skill by reading letters from my friends. the results indicated that most of the respondents agreed with applying various reading strategies when one reads. the following table 11 shows the results of the questionnaire: 108 table 11. the distribution of the participants’ answers in the reading strategies questionnaire q sa a ud da sd b total 1 23 20 1 0 0 0 44 2 13 29 2 0 0 0 44 3 5 20 10 7 1 1 44 4 12 31 0 0 0 1 44 5 3 16 4 26 3 3 44 6 9 27 2 5 0 1 44 7 12 27 4 1 0 0 44 8 1 19 4 14 5 1 44 9 9 23 8 3 0 1 44 10 7 31 4 2 0 0 44 11 11 28 3 1 0 1 44 12 12 29 2 1 0 0 44 13 10 24 6 3 0 1 44 14 7 30 5 1 0 1 44 15 11 26 6 1 0 0 44 16 11 26 4 2 0 1 44 17 7 32 4 1 0 0 44 18 10 26 6 2 0 0 44 19 14 20 6 2 1 1 44 20 2 28 6 6 2 0 44 q=questions, sa=strongly agree, a=agree, ud=undecided, da=disagree, sd=strongly disagree, b=blank at the beginning, the number of participants was 50 lecturers. as the training was running, six of them did not return the questionnaire for some reason. therefore, only 44 out of 55 participants participated; for question 1 (q1), there were 23 (sa), 20 (a), 1 (ud), 0 (da), so as for (sd and b). for question 2 (q2); 13 sa, 29 a, 2 ud, 0 for da, sd, and b. next, question number three (q3); 5 were sa, 20 were a, 10 were ud, 7 were da, 1 for sd and b. from the total of 44 participants for question 4 (q4); 12 were sa, 31 were a, none of them chose ud, da, and sd, and 1 was b. for question 5 (q5); 3 of them were sa, 16 were a, 4 were ud, 26 were da, 3 for sd and b. furthermore, for question 6 (q6); 9 out of 44 participants were sa, 27 were a, 2 were ud, 5 were da, none was sd, and 1 was b. question 7 (q7); 12 were sa, 27 were a, 4 were ud, 1 was da, none for sd and b. for question 8 (q8); 1 was sa, 19 were a, 4 were ud, 14 were da, 5 were sd, 1 was b. from 44 participants, 9 out of 44 participants for question 9 (q) were sa, 23 were a, 8 were ud, 3 were da, none was sd, and 1 was b. for question 10 (q10); 7 out of 44 were sa, 31 were a, 4 were ud, 2 were da, none was sd and b. moreover, in question 11 (q11); sa was chosen by eleven participants out of 44, 28 were a, 3 were ud, 1 was da, none of them was sd, and 1 was b. for question 12 (q12); sa was chosen by 12 participants, a was chosen by 29 participants, ud was chosen by 2, da was chosen by 1, and sd and b were not chosen by anyone. from 44 participants, 10 of them chose sa for question 13 (q13), 24 chose a, 6 chose ud, and three chose da, none of them chose sd, and only one of them chose b. for question 14 (q14); 7 were sa, 13 were a, 5 were ud, 1 was da, none of the was sd, and 1 was b. question number 15; 11 out of 44 participants chose sa for question 15 (q14), 26 were a, 6 were ud, 1 was da, and none of the 44 participants chose sd and b. in addition, for question 16 (q16); 11 were sa, 26 were a, 4 were ud, 2 were da, none of them was sd, and 1 was b. among the 44 participants there were 7 chose sa for question 17 (q17), 32 were a, 4 were ud, 1 was da, and none of them was sd and b. for question 18 (q18); 10 were sa, 26 were a, 6 were ud, 2 were da, and none of 44 participants chose sd and b. for question 19 (q19); 14 were sa, 20 were a, 6 were ud, 2 were da, 1 for sd and b. finally, for question 20 (q20); 2 participants out of 44 were sa, 28 were a, 6 were ud, 6 were da, 2 were sd, and none of 44 participants was b. 4.4 observation the classroom observation was also done during the training. as the researchers, we actively participated (participant observation) in terms of directing them, giving explanations, and leading the discussion. at the same time, we also acted as nonparticipant observation and only observed them silently and wrote any phenomenon that existed while doing their tasks (creswell, 1994). both participants and non 109 participants functioned as complimentary of other methods. the observed aspects were the respondents' response to the reading materials, both ielts and nonielts materials; their behavior and attitudes toward the learning materials during the training. furthermore, the roles of the teachers, class size, and the language centre facilities in supporting the training were also included in the observed aspects. there was a difference in the respondents' options among the twenty questions in the questionnaire. the first most chosen reading strategies were strategies number 1 (to understand unfamiliar english words while i am reading, i guess from available clues) = 43 out of 44 or 97.73% and number 4 (i try to understand sentences by analyzing their patterns) = 43 out of 44 or 97.73%. these two reading strategies were essential to do since the ielts reading passages have many unfamiliar vocabularies, so this strategy significantly improved their reading skills. the second most chosen one was strategy number 2 (i learn english by reading english books and magazines) = 42 out of 44 or equal to 95.45%. this strategy had been practiced by the respondents using extra non-ielts reading materials that were initially provided by the teachers (researchers). this indicated that the respondents were very aware of the advantage of this strategy in developing their reading skills. the last most chosen reading strategy was strategy number 12 (i correct my mistakes by rereading the text), this strategy was chosen by 41 out of 44 or equal to 93.19%. this strategy is applied in terms of getting the correct information for reading comprehension. moreover, there are 10 respondents out of 44 (22.73%) who chose "undecided" on strategy 3 (i connect the spelling of english words with similar indonesian words to understand the meaning). this strategy was applicable for some words in english and indonesia, such as 'strategy' and 'strategi'; 'system' and 'sistem'; 'familiar' and 'familiar', etc. however, this strategy cannot be over-generalized for other words as the use of strategy is very limited. on the other hand, there were 19 out of 44 (43.18%) disagree with strategy number 8 (i read the passage aloud), and 18 out of 44 (40.91%) disagreed with strategy number 5 (i try to translate word for word). these two strategies were among those reading strategies that we did not recommend using in order to improve their reading skills. the reasons were that reading aloud is mostly effective for pronunciation practices, not for developing reading comprehension for adults. most research on the reading aloud strategy was conducted for young learners, and it was done before the children are able to read on their own, as suggested by anne guignon (guignon, 2010). meanwhile, translating word for word was timeconsuming with very little impact on their understanding and also contrary to the strategy number 1 and 4, which were previously mentioned. while the translating theory is a crucial aspect of translation because it covers the way to transfer meaning from the source text to the target text equivalently (latief et al, 2020). next, in weeks eleventh and twelfth, the ielts post-test was conducted. the score indicates 5.0 (the highest) and 1.0 (the lowest). furthermore, the ielts pre-test for advanced level is 5.5 (the highest) and 1.0 (the lowest). after six weeks of the course, mid-test was administered using the same test materials used at the intermediate level. the result is 7.0 (the highest) and 2.0 (the lowest). the post-test for advanced level was also conducted in weeks eleventh and twelfth. the highest score is 7.5 and the lowest score is 2.0. progress test was conducted between 10 to 15 times for each group during the course. all the materials were taken from ielts books as shown in the references. the results of the progress tests indicate that the respondents' scores have fluctuated. this was mostly due to irregular attendance. 5. discussion this research involves 50 lecturers (academic staff) from 18 different universities in the eastern part of indonesia, both public and private, sponsored by the directorate of higher education of the republic of indonesia, who joined 48 class hours for ielst preparation at the language center of universitas hasanuddin. 5.1 test generally, the results of the pre-test for both groups indicated that their initial ability was weak, although a small number of participants could be considered ready to attend the training. this was one of the serious obstacles to supporting their success in attending the ielts preparation course. the result of the pre-test conducted at the language centre for intermediate level was 3.0 (the highest) and 1.0 (the lowest). for the advanced level, the highest was 5.5 and the lowest was 1.0. after six weeks of training, a mid-test was conducted. in general, both groups showed significant improvement. the following is the information on the ielts mid-test for both levels respectively. the highest score for the intermediate level was 5.5 and the lowest was 1.0 (note: the highest pre-test was 3.0 and the lowest was 1.0.) the score increased 2.0 and although the lowest remained the same, the number of participants who got 1.0 decreased from 3 to 2. furthermore, for the advanced level, the highest score was 7.0, the lowest was 2.0 (note: the highest score for the pre-test was 5.5, and the lowest was 1.0). the highest score increased by 1.5 points, and no more participants got 1.0. 110 between week eleventh and twelfth, the ielts post-test was conducted. the highest score for the intermediate level was 5.0 and the lowest 1.0 (decreased from 2 participants who got 1.0 in mid-test to only one participant). in general, if it was compared to the pre-test result, the average score improvement was between 0.5-2.0. next, the highest score for the advanced level was 7.5 and the lowest was 2.0. in general, the average of score improvement was between 0.5-1.5. moreover, at the end of the training, the participants sat for the real ielts test organized by ialf bali and the language centre unhas was only the facilitator. compared to the results of the previous tests, which were increasing, most of the respondents showed significant improvement in their real reading ielts test. none of both levels got 1.0 in the real reading ielts test. the highest score for the intermediate level was 5.5 and the lowest was 2.0, while for the advanced level the highest score was 8.0 and the lowest was 3.5. 5.2 questionnaire for this research, the researchers also distributed a questionnaire to the respondents, consisting of 20 questions, and the questions covered reading strategies. the result indicated that most respondents agreed with applying various reading strategies when reading. there was a difference in the respondents' options among the twenty questions in the questionnaire. the first most chosen reading strategies were strategies number 1 (to understand unfamiliar english words while i am reading, i guess from available clues) = 43 out of 44 or 97.73% and number 4 (i try to understand sentences by analyzing their patterns) = 43 out of 44 or 97.73%. these two reading strategies were essential to do since the ielts reading passages have many unfamiliar vocabularies, so this strategy significantly improved their reading skills. the second most chosen one was strategy number 2 (i learn english by reading english books and magazines) = 42 out of 44 or equals to 95.45%. this strategy had been practiced by the respondents using extra non-ielts reading materials that were initially provided by the teachers (researchers). this indicated that the respondents were very aware of the advantage of this strategy in developing their reading skills. the last most chosen reading strategy was strategy number 12 (i corrected my mistakes by rereading the text), this strategy was chosen by 41 out of 44 or equal to 93.19%. this strategy is applied in terms of getting the correct information for reading comprehension. moreover, there are 10 respondents out of 44 (22.73%) who chose "undecided" on strategy 3 (i connect the spelling of english words with similar indonesian words to understand the meaning). this strategy was applicable for some words in english and indonesia, such as 'strategy' and 'strategi'; 'system' and 'sistem'; 'familiar' and 'familiar', etc. however, this strategy cannot be over-generalized for other words as the use of strategy is very limited. on the other hand, there were 19 out of 44 (43.18%) disagree with strategy number 8 (i read the passage aloud), and 18 out of 44 (40.91%) disagree with strategy number 5 (i try to translate word for word). these two strategies were among those reading strategies that we did not recommend using in order to improve their reading skills. the reasons were that reading-aloud is mostly effective for pronunciation practices, not for developing reading comprehension for adults. most research on the reading-aloud strategy was conducted for young learners, and it was done before the children could read on their own (guignon, 2010). meanwhile, translating word for word was timeconsuming, with very little impact on their understanding, and also contrary to strategy number 1 and 4, which were previously mentioned. in contrast, the translating theory is a crucial aspect of translation because it covers the way to transfer meaning from the source text to the target text equivalently (latief, m. r. a. et al., 2020). 5.3 classroom observation in terms of the classroom observation done by the researchers, in the beginning, most of the respondents were reluctant to read and not active, but as time went by and the course was more demanding, they also worked harder. the following are the explanations of all aspects observed by the researchers: 5.3.1 respondents' reading behavior and attitude the classroom observation of respondents' reading behavior and attitude indicated that two crucial factors affected the respondents: internal and external. the internal factors, such as a lack of english knowledge and low motivation, were observed among the respondents. initially, most respondents in both levels did not show enthusiasm for learning the reading materials. this lack of enthusiasm can be attributed to the respondents' limited english proficiency and their readiness to attend the training. this finding aligns with johnson's (1981) statement in kush, et.al. (2005: pp.29-44) that "reading attitude is developed through repeated success or failure with reading activities." johnson further claimed that "students with welldeveloped reading skills are likely to have a positive attitude toward reading. on the other hand, students with poor reading skills often have to overcome negative reading attitudes to improve their reading skills." in the same article, swanson (1982) and swanson (1985) emphasized that "however, it may only be after repeated failure that attitude and achievement become more closely linked." similarly, russ (1989) 111 highlighted that "not all poor readers simultaneously have poor attitudes toward reading; many maintain optimistic reading attitudes despite underdeveloped skills and increasing frustration." in relation to respondents' motivation, mori (2002) in sani & zain (2011: pp.250) identified four theoretical constructs of motivation that work specifically in the efl reading context: (1) intrinsic value (enjoyment) for reading in english, (2) attainment value (need for succeeding), (3) extrinsic utility (usefulness), and (4) expectancy for success (efficacy beliefs). according to the classroom observation, the respondents found enjoyment (point 1) in reading in english when they were reading extra reading materials such as english magazines and newspapers, as well as downloaded materials from the internet. a few of them required succeeding (point 2) in this training because they have a good interest in their english development. but most of them had been motivated only by usefulness (point 3) and efficacy belief (point 4) as their motivations because they only attended the training to get a targeted ielts score to be eligible to get a scholarship for their further study overseas. these varied motivations were one of the serious concerns for both participants and teachers, particularly at the beginning of the training. in terms of external factors, respondents were difficult to focus on due to their distance from their families and their responsibilities as lecturers because they were not totally freed from their academic responsibilities at their universities. so, some of them went home and left the class sessions. although their attendance was not below 80%, as required by dikti, their absences from the class did affect their progress. generally, this condition influences their concentration and attention in class. fortunately, the respondents were aware of their weaknesses and limitations as the training was going on. as a result, their motivation was getting stronger, which could be seen from their positive reading behavior and attitudes changing. they began to support each other and were more open to discussing their problems on their reading skills, active in pair-work, small group and classroom discussion. on top of it, they were willing to work harder than before in and outside the class, increasing their final ielts score. this proved what morrow (1992) and stevens et al. (1987) reported, as quoted by j.c. kush et al. (2005: pp.29-44) that "the combination of social interaction among students, an abundance of reading materials, and a teacher emphasis on free reading increased the time students spent devoted to reading.” 5.3.2 teachers teachers play a very significant role in improving the participants' ielts scores. both groups were forced to do more practice outside of the class by giving them ielts reading homework. in addition, extra non-ielts readings were also added to their practices to enrich their vocabulary. this is to familiarize them with various english texts. this proved the research findings conducted by anderson et al. (1988), greaney and hegarty (1987) , and rothman (1990) in j.c. kush et al (2005: pp.2944) who found that "the more students read outside of school, the stronger their reading skills tend to be." another essential role of the teachers was that we kept motivating the respondents to attend the class regularly, be actively involved in all classroom reading activities, and share their opinions on their own progress as well as on the learning process they experienced. 5.3.3 class size dikti decided to have 25 participants per class. this number was not very influential if their knowledge of english were adequate. in fact, in this training, as mentioned earlier in this paper, most of the participants were on side red weak (refers to the result of pre-test for both levels): only 4 out of 50 participants (2%) got a score between 4.0 5.5. this situation worsens the learning process because, ideally, if the participants have low ability, they need more individual attention from the teacher. according to ehrenberg et al. the number of students in a class can affect how much is learned in many different ways (ehrenberg et al., 2001). for example, it could affect how students interact with each other and the level of social engagement. this may result, for example, in more or less noise and disruptive behavior, which in turn affect the kinds of activities the teacher is able to promote. it could affect how much time the teacher focuses on the individual student and their specific needs rather than on the group as a whole. since it is easier to focus on one individual in a smaller group, the smaller the class size, the more likely individual attention can be given, in theory, at least. another research by muhammad ali mustapha state that the class size could also affect the teacher's allocation of time and, hence, effectiveness (mustapha, 2021). for example, how many materials can be covered? teachers may choose a different method of teaching and assessment when they have smaller classes. for example, they may assign more writing, provide more feedback on students' written work, use open-ended assessments, or encourage more discussion or activities that may be more feasible with a smaller number of students. 6. conclusion this research provides valuable insights into the effectiveness of a 480-class hour reading strategies training program for improving the reading ability of academic staff in eastern indonesia. it highlights the need for participants to have adequate english 112 proficiency and dedicated focus during the training. the study addresses a research gap by examining the specific duration required for significant improvements in reading proficiency, which had been underexplored in previous literature. this contribution enhances our understanding of the optimal training period needed for language skill development. the research's novelty lies in its focus on academic staff from various universities in eastern indonesia, a less explored perspective in language development studies. by recognizing the importance of empowering educators with strong language skills, the study adds valuable insights to existing literature. the implications of the study are valuable for policymakers and institutions. it suggests that participants should possess a certain level of english proficiency before enrolling in the training program. policymakers should carefully design selection processes to ensure participants' language foundation is adequate. additionally, granting participants time away from academic duties to concentrate on language development is essential for successful outcomes. the research emphasizes the significance of teacher quality, class size, and facilities in language training programs. to optimize the program's effectiveness, institutions must provide sufficient resources and a conducive learning environment. overall, the study reaffirms the importance of a strong english language background and focused training for academic staff preparing for language proficiency assessments, such as the ielts test. references anderson, r.c., wilson, p.t., & fielding, l.g. 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(2020). the investigation of students’ knowledge on a novel learning strategy: what is interesting about blended learning for efl university students?. utamax: journal of ultimate research and trends in education, 2(2), 80-87. https://doi.org/10.31849/utamax.v2i2.3067 https://www.ets.org/content/dam/ets-org/media/research/pdf/rm-11-33.pdf https://www.ets.org/content/dam/ets-org/media/research/pdf/rm-11-33.pdf https://doi.org/10.31849/utamax.v2i2.3067 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 2, july 2023, pp: 126 – 138 doi: https://doi.org/10.31849/utamax.v5i2.13763 125 social interaction of students with gadget: patterns and experiences during school time airlangga auliarachman diadi *, muhamad fadhil nurdin & wahyu gunawan universitas padjajaran, bandung, indonesia rangga633@gmail.com article history received : 2023-04-14 revised : 2023-07-05 accepted : 2023-07-07 keywords : communication experiences gadget patterns school time social interaction abstract technological advancements have rapidly impacted society, transforming the way gadgets are utilized for social interaction. among students, the use of gadgets for socializing has been on the rise. however, differences in interaction patterns between gadget-mediated and face-to-face interactions have yet to be fully understood. therefore, this study aims to investigate student social interaction activities through gadgets and in real-life settings. additionally, the research explores social interaction patterns and experiences among students at sma it plus bina bangsa sejahtera bogor, a high school that initially prohibited smartphone use during learning but later modified their policy prior to the covid19 pandemic. a descriptive qualitative approach was employed, utilizing observation, documentation, and interviews with 30 randomly selected respondents. the study was conducted over a two-month period, from january to february 2023, at sma it plus bina bangsa sejahtera bogor. the analysis reveals that gadget-mediated interaction patterns involve cooperation, accommodation, assimilation, acculturation, competition, and opposition. prolonged gadget usage for extended hours was observed, emphasizing their significance in students' lives. interpretation of gadget-mediated text messages sometimes leads to misunderstandings. however, communication differences between virtual and face-to-face interactions were minimal, as both modes effectively addressed problems. this research deepens our understanding of student social interaction dynamics and highlights the impact of gadget usage on interpersonal communication. it provides insights for schools, families, and policymakers to enhance positive gadget usage and improve the quality of student interactions. 1. introduction advancements in technology and information have brought about significant developments in various aspects of life, characterized by the emergence of sophisticated technological tools and applications. one such tool that has gained immense popularity and widespread usage globally is the gadget, particularly smartphones (nana, 2013). according to a report by newzoo (2020), the number of gadget users worldwide has reached 3.6 billion people. by 2021, this number rose to 5.3 billion people, accounting for approximately 67% of the global population. indonesia, in particular, stands out as one of the countries with the highest number of gadget users, reaching 167 million people in 2020, which amounts to 89% of the indonesian population (newzoo, 2020). the covid19 pandemic has further accelerated the reliance on gadgets for work and educational activities (hanum, 2021). gadgets, when utilized appropriately, offer various benefits in the realm of education, particularly for students. jannah (2017) highlights several advantages, including the integration of learning references, providing a platform for learners to connect and share information through technologies such as email, mailing lists, chatting, and blogging, facilitating teaching and learning initiatives, serving as tools to overcome sensory limitations, and being integral components of curriculum frameworks and teaching methodologies. https://doi.org/10.31849/utamax.v5i2.13763 mailto:rangga633@gmail.com 126 presently, technological tools have become inseparable from students' lives. observations conducted at bina bangsa sejahtera islamic high school in bogor city reveal that a majority of students utilize gadgets to communicate and interact with others (kpai, 2020). a survey conducted by kpai (2020) in indonesia further substantiates this, with 79% of school students reported to be using gadgets intensively, particularly among upper school (sma) students. similarly, all students at the integrated islamic high school bina bangsa sejahtera bogor city employ gadgets for communication purposes. moreover, a study by rahmandani, et al. (2018) found that high school students spend an average of 3 to more than 7 hours daily on social media platforms. these data indicate that students spend a considerable amount of time using gadgets for various purposes. however, it is crucial to recognize that students also engage in direct social interactions with individuals in their immediate surroundings, including family, peers, and friends at school. direct social interaction plays a vital role in students' development of social thinking, encompassing their understanding of relational problems and acquisition of social skills (samadifard, 2018; ognibene & collins, 1998; hupcey, 1998). notably, the patterns and forms of social interaction among children have shifted from realworld interactions to virtual environments. communication serves as a means to interpret others' behavior, facilitate cooperation among individuals or groups, and occasionally lead to conflicts arising from misunderstandings (soekanto, 2012). further, yohana (2021) asserts that students who heavily rely on gadgets for social interactions exhibit distinct patterns of social interaction compared to those who are less dependent on gadgets. these social interaction patterns encompass cooperation, competition, and even dissension. disputes may eventually find resolution, albeit temporarily, through an accommodation process where both parties involved may not be entirely satisfied (sudjarwo, 2011). don ihde's theory emphasizes the interconnectedness between humans and technology, elucidating four forms of human experiences with technology: stature, hermeneutics, differences, and backgrounds. these experiences shape individuals' perspectives and transform their daily lives. embracing diversity becomes an essential aspect of leveraging technology, hermeneutics entails the interpretation of technological objects to facilitate activities, differences refer to changes in behavior resulting from the sensations experienced when using technology, and backgrounds represent preferred technological contexts (lim, 2008). don ihde's theory provides a framework to examine the impact of technology on human existence, including the social interactions of students (yohana, 2021). although research on student interaction with gadgets exists, no comprehensive exploration of the patterns and experiences of students in conducting social interactions through gadgets at sma it plus bina bangsa sejahtera, bogor city, an islamic-based high school, has been undertaken. the choice of this school is based on its location in bogor sub-district, bogor regency, west java province, and its substantial student population across various age groups. additionally, all students at this school possess gadgets and have experienced distance learning through online platforms during the covid-19 pandemic. the habitual use of gadgets for learning and communication has become deeply ingrained among every student at the school. considering the background outlined above, this study aims to investigate the social interaction activities of students carried out through gadgets and in face-to-face settings. additionally, it seeks to determine the patterns of social interaction and student experiences while at sma it plus bina bangsa sejahtera bogor. consequently, this research holds significant importance in understanding the social behavior patterns of students with gadgets, enabling schools, families, and communities to enhance positive gadget usage and improve students' quality of education. the vision and mission of sma it plus bina bangsa sejahtera bogor city, which emphasizes building a generation with morality and intellect towards technology, underlie the need for such research. by harnessing technological developments, meaningful benefits can be harnessed for the nation, religion, and state. 2. method this descriptive qualitative study aims to explore the patterns and experiences of social interaction among students at sma it plus bina bangsa sejahtera bogor city during the 2022/2023 academic year. the study was conducted over a two-month period from january to february 2023, using various research techniques to ensure valid and reliable results. the participants of this study were students from classes x, xi, and xii at sma it plus bina bangsa sejahtera bogor city, a high school that initially prohibited smartphone use during learning but later modified their policy prior to the covid-19 pandemic. a total of 30 respondents were randomly selected from these classes. additionally, interviews were conducted with educators and education staff at sma it plus bina bangsa sejahtera, bogor city, to gather additional insights. data collection involved three techniques: interviews, observations, and documentation. openended interviews were conducted, allowing for multiple interactions with the respondents to gain a comprehensive understanding. the interview process followed a general interview guideline, adapting the 127 questions based on the context and situation of the respondents. observations were employed to systematically record and document observable phenomena. initially, broad descriptive observations were conducted to establish a general understanding of the social context. subsequently, focused and selective observations were performed to narrow the research focus. field notes were utilized to record the observations. while, documentation was used to collect data from existing records and documents. written materials and films served as supplementary sources. a documentation record format was created to facilitate data collection and ensure consistency. qualitative data analysis was carried out using the framework proposed by miles and huberman (1994), involving continuous analysis at each stage of the research to ensure completeness. data triangulation was employed to enhance the validity of the findings. this involved cross-validation of data through interviews, observations, and documentation to ensure the reliability and credibility of the research data. figure 1. data analysis techniques overall, this research method aimed to comprehensively investigate the social interaction patterns and experiences of students using gadgets at sma it plus bina bangsa sejahtera bogor city. the findings are expected to contribute to the improvement of students' social behavior through positive gadget use, aligning with the school's vision and mission of nurturing morally upright and technologically adept individuals who can contribute to the betterment of the nation, religion, and state. 3. result this study aims to investigate the social interaction activities of students carried out through gadgets and in face-to-face settings. additionally, it seeks to determine the patterns of social interaction and student experiences while at sma it plus bina bangsa sejahtera bogor whch is located on jl. raya dranaga km. 7 bogor, west java, indonesia. 3.1 students’ social interaction gadget user social interaction is a necessity for every human being because through interaction a relationship will be created between two or more human beings who can meet each other's necessities of life. the process of social interaction through gadgets in this high school began at the time of the outbreak of covid-19. this is because before the covid-19 pandemic occurred, sma it plus bina bangsa sejahtera had implemented a policy whereby gadgets/mobile phones could not be used in teaching and learning activities where gadgets/mobile phones were placed in the vice principal's room. considering that during the covid-19 pandemic, gadgets/mobile phones were very much needed, the sma it plus bina bangsa sejahtera in bogor city made a policy to conduct learning through internet networks. observations show the students at this high school have shown a strong attachment to gadgets, particularly after the covid-19 pandemic. even when learning is not conducted through smartphones, many students still use them for various activities that foster cooperation, accommodation, and assimilation among gadget users. these activities can be academic or nonacademic in nature, such as playing games or engaging in whatsapp conversations. the interview data further supports this observation, as it was revealed during the interview session with the respondent identified as rn that students primarily communicate with each other through gadgets. […] nah, aku sih gak ragu buat komunikasi langsung lewat gadget. praktis banget sih, soalnya aku bisa bikin grup di aplikasi yang aku pake, kayak whatsapp gitu. jadi bisa tetap terhubung sama banyak orang sekaligus. translation: […] well, i personally don't hesitate to communicate directly through gadgets. it's convenient because i can create groups within the applications i use, like whatsapp. it allows me to stay connected with multiple people at once. intv-rn_1’2” another student (ct) also mentions the same things: […]gue merasa banget, sih, platform online tuh penting banget buat bikin komunitas-komunitas gitu. buat gue sendiri, rasanya enak banget karena bisa dapetin sense of belonging dan koneksinya juga kuat banget. contohnya, di grupgrup sosial media, gue bisa nyambung sama orang-orang yang sama pikirannya, dan bisa berbagi pengalaman serta pendapat gue. traslation: […] online platforms play a crucial role in creating communities. personally, i find that they provide a sense of belonging and 128 connection. for instance, within social media groups, i can engage with like-minded individuals and share my experiences and opinions. intv-ct_4’5” in fact the rest of the 15 of the respondents also stated a slightly similar data that they did not hesitate to communicate directly, because by communicating with gadgets they could create groups within the applications they used, such as whatsapp. this is in line with what rn that said that he has a lot of time to play gadgets, sometimes even doing online games together. […] aku habiskan banyak waktu main gadget, sih. kadang-kadang, kita main game online barengbareng, gitu. itu cara buat kita sosialisasi dan bonding sama temen-temen, deh […] translation: […] i spends a lot of time playing gadgets. sometimes, we even play online games together. it's a way for us to socialize and bond with friends […] intv-rn_5’15” the same thing was also conveyed by fs that communicating through gadgets can reduce feelings of awkwardness if there is a need with the opposite sex, besides that he also admitted that communicating with gadgets can save time and energy because he can come or meet face to face if he has made an appointment so don't wait. long and more confident. […] jelas banget, sih. menurut aku, komunikasi lewat gadget bisa ngurangin rasa canggung, apalagi pas lagi interaksi sama lawan jenis. […] bikin kita merasa nyaman dan gampang, gitu. nah, pas ada kebutuhan buat ngomong sama seseorang dari lawan jenis, pake gadget justru bikin aku bisa ekspresi diri dengan lebih percaya diri. hilangin sedikit tekanan sosial yang biasanya ada pas interaksi tatap muka, gitu loh. translation: […] of course. i believe that communicating through gadgets can reduce feelings of awkwardness, especially when it comes to interactions with the opposite sex. […] it provides a sense of comfort and ease […]well, when there's a need to communicate with someone of the opposite sex, using gadgets allows me to express myself more confidently. it removes some of the social pressure that comes with face-to-face interactions. intv-fs_3-5’ it doesn't stop here, based on the results of the documentation and observations regarding the study groups formed by the teacher, the students get to know each other through gadgets so that in the end they don't hesitate to meet face to face anymore. this provides information that the process of student interaction through gadgets at sma it plus bina bangsa sejahtera is going well if it continues to be encouraged to use technology wisely, as stated by r, one of the teachers at sma it plus bina bangsa sejahtera, that the students at school are all have a gadget and can communicate well, as tr mentions in the interview: […] hal ini sangat menarik. kami mengamati bahwa ketika siswa saling mengenal melalui gadget, mereka menjadi lebih nyaman dan kurang ragu-ragu untuk bertemu secara langsung. seperti halangan awal kecanggungan sosial yang terurai melalui interaksi virtual. hal ini telah menyebabkan terbentuknya hubungan yang lebih kuat dan persahabatan di antara para siswa. translation […] it's been quite remarkable, actually. we've observed that as the students get to know each other through gadgets, they become more comfortable and less hesitant to meet in person. it's like the initial barrier of social awkwardness is broken down through virtual interactions. this has led to stronger connections and friendships among the students. intv.tr_r-5’5” in line with this, vy as a class xi student also provided information that he has close friends of about 4 people who are members of the whatsapp group and are close even when talking face to face. that through the gadget their softly assimilate and accommodate among studntes from different backgrounds in the schools. tentu dong! gue tuh, sebagai anak kelas xi, punya temen dekat sekitar empat orang. kita semua ada di grup whatsapp dan persahabatan kita enggak cuma sebatas interaksi digital aja, tapi juga nyambung banget saat kita ketemu langsung. menariknya, smartphone dan gadget kita jadi alat penting buat menjaga ikatan kita. dari perangkat itu, kita bisa dengan mudah berinteraksi dan nyambung sama orang-orang dari beragam latar belakang di sekolah kita. translation: [...] of course. as a class xi student, i have a close group of friends consisting of around four individuals. we are all members of a whatsapp group, and our friendship extends beyond digital interactions. even when we meet face to face, we maintain a close bond. it's interesting to note that our smartphones and gadgets have played a significant role in facilitating our connections. through these devices, we have been able to easily interact and assimilate with people from diverse backgrounds within our school. intv-vy_4'-25” slightly similar tp, ra provides information if the process of interaction through gadgets sometimes gives 129 misunderstandings if the writing is not very clear so that the misunderstanding sometimes carries over to the real world and causes bad feelings, but if it is immediately resolved it can get better again. [...] aku punya sekitar empat teman dekat yang juga anggota grup whatsapp. kami sering berkomunikasi lewat grup itu, dan bahkan ketika ketemu langsung, persahabatan kami tetap kuat. translation: […] i have about four close friends who are also members of the whatsapp group. we communicate regularly through the group, and even when we meet in person, our friendship remains strong. intv-tp_5’15” [...] kalau pesan teks atau chat-nya nggak jelas, bisa bikin salah paham. kadang-kadang salah paham itu juga berlanjut ke pertemuan langsung kita, bikin suasana jadi kurang enak di antara kita. tapi kalau kita langsung ngomongin masalahnya dan klarifikasi apa yang bikin bingung, hubungan kita bisa membaik lagi. translation: […] when the text messages or chats are not very clear, it can result in misunderstandings. these misunderstandings sometimes carry over to our offline interactions, leading to negative feelings between us. however, if we address the issue immediately and clarify any confusion, our relationships can improve again. intv-ra_2’10” the results from the interviews and observation indicate that the use of gadgets, particularly smartphones, has become an integral part of the social interaction among students at sma it plus bina bangsa sejahtera. prior to the covid-19 pandemic, the school had strict policies against gadget usage during teaching and learning activities. however, the outbreak of the pandemic necessitated a shift towards online learning, leading to the adoption of smartphones and internet networks for educational purposes. these data reveals that students at the school heavily rely on gadgets, especially smartphones, for various activities beyond academic purposes. they utilize platforms like whatsapp to create groups and stay connected with multiple people simultaneously. this technological facilitation has allowed them to foster cooperation, accommodation, and assimilation among themselves, despite coming from diverse backgrounds. it is worth noting that these interactions occur not only virtually but also during face-to-face meetings, indicating the strengthening of friendships both online and offline. the interviews further highlight the benefits of gadget-mediated communication. students express that communicating through gadgets reduces feelings of awkwardness, especially when interacting with the opposite sex. it provides them with a sense of comfort, ease, and confidence, as they can express themselves more freely compared to face-to-face interactions. additionally, gadgets are seen as time-saving tools, allowing individuals to communicate efficiently and avoid long waiting times for face-to-face meetings. the findings also suggest that gadgets have facilitated the formation of study groups and increased familiarity among students. by getting to know each other through gadgets, students become more comfortable and less hesitant to meet in person. the initial social barriers and awkwardness are gradually overcome through virtual interactions, leading to the establishment of stronger connections and friendships. however, it is important to note that gadget-mediated communication is not without challenges. students ct ra, tp, st mention that competition and opposition or contravention sometimes easier to create with gadgets among the students […] iya, nih. salah satu tantangan yang aku perhatiin adalah makin banyak persaingan dan perlawanan yang muncul ketika komunikasi melibatkan gadget di antara teman-teman sebaya. kayaknya dengan akses ke gadget, jadi lebih gampang deh konflik atau perbedaan pendapat muncul. mungkin karena gadget memberikan platform di mana kita merasa lebih nyaman mengungkapkan pendapat yang berseberangan atau terlibat dalam diskusi yang kompetitif. […] iya, misalnya pas kerja kelompok atau diskusi online, aku perhatiin ada momen di mana siswa saling berlomba buat pendapat mereka didengar atau coba saling mengalahkan satu sama lain. kayak ada kebutuhan terus-menerus buat membuktikan diri atau dianggap lebih tahu atau mampu daripada yang lain. lingkungan yang kompetitif ini kadang-kadang menghambat kolaborasi yang efektif dan menciptakan ketegangan yang nggak perlu. translation: […] yes, certainly. one of the challenges i've noticed is the increased competition and opposition that arises when gadgets are involved in communication among students. it seems that having access to gadgets makes it easier for conflicts or disagreements to arise. maybe it's because gadgets provide a platform where students feel more comfortable expressing opposing views or engaging in competitive discussions. […] sure. for instance, during group projects or online discussions, i've observed instances where students compete to have their ideas heard or try to outdo one another. it's like there's a constant need to prove oneself or be seen as more knowledgeable or capable than others. this competitive environment can sometimes hinder effective collaboration and create unnecessary tension. intv-ra_3’10” […] salah satu tantangan besar yang saya perhatikan adalah munculnya perlawanan atau 130 pertentangan di antara para siswa ketika menggunakan gadget dalam komunikasi. tampaknya penggunaan gadget somehow memudahkan munculnya pandangan yang bertentangan atau ide-ide yang saling konflik. mungkin karena siswa merasa lebih berdaya untuk mengekspresikan diri melalui gadget, dan ini kadang-kadang mengarah pada bentroknya pendapat. […] saya pernah melihat siswa-siswa berdebat atau bertengkar melalui aplikasi pesan atau platform online. debat-debat ini kadangkadang berubah menjadi diskusi yang memanas, dengan siswa-siswa mempresentasikan sudut pandang yang berseberangan dan saling melempar tantangan terhadap ide-ide satu sama lain. meskipun debat yang sehat bisa menjadi produktif, kemudahan berkomunikasi melalui gadget kadang-kadang membuat konflik semakin memanas dan sulit menemukan titik temu atau mencapai kesepakatan yang sama. translation: […] one significant challenge i've noticed is the creation of opposition or contravention among students when gadgets are involved in communication. it appears that the use of gadgets somehow facilitates the emergence of opposing views or conflicting ideas. it might be because students feel more empowered to express themselves through gadgets, and this sometimes leads to clashes in opinions.[…] i've noticed instances where students engage in debates or arguments over messaging apps or online platforms. these debates can sometimes turn into heated discussions, with students presenting opposing viewpoints and challenging each other's ideas. while healthy debates can be productive, the increased ease of communication through gadgets can sometimes escalate these conflicts and make it harder to find common ground or reach consensus. intv-tp_3’10” [...] salah satu tantangan yang saya amati adalah munculnya persaingan dan pertentangan antar siswa saat menggunakan gadget untuk komunikasi. kayaknya gadget memberi kesempatan buat siswa-siswa ini buat bersaing atau memperlihatkan pendapat yang berseberangan. dinamika ini kadang bikin proses komunikasi jadi rumit, sih. [...] pas siswa-siswa ngobrol lewat gadget, ada kecenderungan beberapa orang buat terus-terusan nyoba nunjukin diri mereka lebih hebat daripada yang lain. seakan-akan mereka butuh bukti atau pengakuan atas dominasi mereka dalam percakapan. mentalitas persaingan ini kadang-kadang ngebuat kerjasama dalam komunikasi jadi tersisihkan dan malah menciptakan atmosfer persaingan antar siswa, yang sebenernya bikin efeknya jadi nggak produktif di situasi tertentu. translation: […] one challenge i've observed is the creation of competition and opposition among students when using gadgets for communication. it seems that gadgets provide a platform where students can easily compete with each other or express opposing views. this dynamic can sometimes complicate the overall communication process. [..] when students communicate through gadgets, there is a tendency for some individuals to constantly try to outdo each other. it's as if they feel the need to prove themselves or establish their dominance in the conversation. this competitive mindset can sometimes overshadow the collaborative aspects of communication and create an atmosphere of rivalry among students, which can be counterproductive in certain situations. intv-st_3’15” the findings from the interviews conducted with students and observation during the data collection period shed light on the challenges associated with gadget-mediated communication among students. the common theme that emerges from their responses is the ease with which competition, opposition, or contravention can arise when using gadgets for communication. one notable observation is the increased competition and opposition that students perceive when using gadgets to communicate. the presence of gadgets seems to create an environment where conflicts or disagreements can easily arise. the students suggest that this may be attributed to the platform that gadgets provide, which allows individuals to express opposing views more comfortably or engage in competitive discussions. during group projects or online discussions, it becomes apparent that students compete to have their ideas heard or attempt to outshine one another. there is a constant need to prove oneself or be seen as more knowledgeable or capable than others. this competitive environment hampers effective collaboration and can lead to unnecessary tension, potentially hindering the overall communication process. furthermore, the use of gadgets appears to facilitate the emergence of opposition or contravention among students. gadgets empower students to express themselves more freely, which sometimes leads to clashes in opinions. the ease of communication through gadgets, particularly messaging apps or online platforms, can escalate debates or arguments into heated discussions. students present opposing viewpoints and challenge each other's ideas, making it harder to find common ground or reach consensus. the competitive mindset prevalent in gadget-mediated communication can overshadow the collaborative aspects of communication, creating an atmosphere of rivalry among students. this dynamic can complicate the overall communication process and be counterproductive in certain situations. 131 4.2 students experiences: social contact and social communication. 4.2.1 social contact experience regarding the dimension of whether students have close friends, the observation and interviews revealed that the respondents had varying numbers of close friends. many participant stated that they have about 5 close friends or more close friends. these excerpts highlights this findings: [...] yaudah deh. gue punya sekitar 5 temen deket. udah kenal lama banget, sering hangout bareng juga. mereka kayak keluarga kedua buat gue. [...] selain jadi support system juga bikin gue merasa beneran gabung. mereka ngerti gue dan nerima gue apa adanya. enak sih tau kalo gue bisa mengandalkan mereka translation: […] sure. i have about 5 close friends. we've known each other for a long time, and we hang out together regularly. they're like a second family to me.[...] having close friends provides a support system and a sense of belonging. they understand me and accept me for who i am. it's comforting to know that i can rely on them. intv-fz_3’15” nah, gue punya sekitar 7 temen deket nih. kita udah kenal dari zaman sd, dan sampe sekarang tetep erat. kita sering kumpul bareng dan asik barengan. […] kita sempet tinggal deketan pas tahun pertama sekolah, dan langsung nyambung aja gitu. kita jadi deket gara-gara pengalaman yang sama dan minat yang mirip. lama-lama, kita jadi kayak kelompok yang erat banget [...] pastinya dong. temen deket tuh nyediain dukungan emosional dan bantu kita hadapi segala suka dan duka hidup. mereka kayak keluarga tambahan, dan gue selalu bisa mengandalkan mereka. translationl […] well, i have about 7 close friends. we've known each other since primary school, and we've stayed close ever since. we meet up regularly and enjoy each other's company. […] we were in the same neighbour during our first year, and we just clicked. we bonded over shared experiences and common interests. over time, we became like a tight-knit group [...] absolutely. close friends provide emotional support and help us navigate through life's ups and downs. they're like an extended family, and i can always count on them. intv-dp_2’15” concerning whether siblings and peers can interact well through gadgets, both individually and in groups, the majority of the respondents expressed that they can interact well. they mentioned reasons such as feeling comfortable communicating through gadgets, finding it easier and faster to share school-related information, being able to gather friends quickly into social media groups and have discussions together, developing a unique chemistry through gadget communication, and overcoming technical misunderstandings together. these findings clearly expressed in these excerpts: [...] menurutku sih, saudara-saudara dan temanteman pasti bisa interaksi dengan baik lewat gadget. udah jadi hal yang umum banget buat kita berkomunikasi lewat perangkat kayak smartphone dan laptop. enak dan nyaman buat kita. kita bisa dengan mudah berbagi info sekolah, ngobrol bareng teman-teman di grup, bahkan bantu selesaikan masalah teknis bareng-bareng. menurutku, pake gadget udah bantu kita bangun komunikasi yang unik. […] pake gadget bikin komunikasi jadi lebih cepat dan gampang. kita bisa langsung kumpulin teman-teman di platform media sosial dan ngobrol bareng. hemat waktu dan tenaga deh. terus, kalo kita ada kesalahpahaman teknis atau kesulitan, kita bisa selesainya bareng-bareng. kayak pengalaman bersama yang bikin kita makin dekat. translation: […] i believe that siblings and peers can definitely interact well through gadgets. it's become quite common for us to communicate through devices like smartphones and laptops. it's convenient and comfortable for us. we can easily share school-related information, chat with friends in group conversations, and even solve technical issues together. i think using gadgets has helped us develop a unique chemistry in our communication. […] using gadgets has made communication faster and easier. we can quickly gather our friends on social media platforms and have discussions together. it saves us time and effort. also, when we face technical misunderstandings or difficulties, we can tackle them together. it's like a shared experience that brings us closer. intv-ti_2’15” however, some participant also mentioned that interactions through gadgets with peers do not always go smoothly. they pointed out delays in responses to urgent and important questions, technical misunderstandings related to voice intonation or chat typing, and other factors affecting communication through gadgets. regarding the dimension of whether siblings and peers can interact well face-to-face, both individually and in groups, all respondents unanimously stated that they can interact well. they mentioned reasons such as having established good relationships with their friends, finding it easier to communicate and solve problems or tasks, finding face-to-face interactions more enjoyable and engaging, experiencing fewer misunderstandings, and feeling a stronger sense of chemistry with their conversation partners. 132 […] dari pengalaman pribadi gue, gue pernah ngalamin beberapa masalah pas ngobrol lewat gadget. kadang-kadang ada delay dalam dapetin respons buat pertanyaan yang penting dan mendesak, yang bisa bikin kesel. selain itu, sering ada kesalahpahaman teknis, terutama soal intonasi suara atau ngetik chat. ini semua punya dampak pada komunikasi secara keseluruhan lewat gadget-gadgetan kita […] adik-adik dan temen-temen sebaya kita bisa berinteraksi dengan lancar banget pas ketemu langsung. ada beberapa alasan kenapa hal ini bisa terjadi. pertama, kita udah punya hubungan yang kuat sama tementemen kita, jadi lebih gampang buat komunikasi dan ngeresolusi masalah bareng atau ngerjain tugas bareng. selain itu, interaksi langsung itu lebih seru dan bikin engaged dibandingin interaksi lewat gadget. kita ngalamin lebih sedikit kesalahpahaman karena kita bisa liat ekspresi dan bahasa tubuh satu sama lain. lebih dari itu, kita juga merasa lebih nyambung dan ada chemistry yang lebih kuat pas ngobrol sama orang langsung. translation: […] from my personal experience, i have encountered some issues during interactions through gadgets. there have been delays in getting responses to urgent and important questions, which can be frustrating. additionally, there are technical misunderstandings that arise, especially related to voice intonation or chat typing. these factors have an impact on the overall communication through gadgets […] siblings and peers can interact very well face-to-face. there are several reasons for this. firstly, we already have established good relationships with our friends, which makes it easier to communicate and solve problems or tasks together. additionally, face-toface interactions are more enjoyable and engaging compared to interactions through gadgets. we experience fewer misunderstandings since we can see each other's expressions and body language. moreover, there's a stronger sense of chemistry with our conversation partners when we interact in person. intv-ti_2’15” slightly similar findings, some participants also mentioned that interactions through gadgets with peers do not always go smoothly. they pointed out delays in responses to urgent and important questions, technical misunderstandings related to voice intonation or chat typing, and other factors affecting communication through gadgets. sementara interaksi melalui gadget bisa memudahkan, tapi nggak selalu lancar. aku sendiri udah mengalamin beberapa tantangan. misalnya, ada keterlambatan dalam mendapatkan respons atas pertanyaan penting dan mendesak, yang bisa bikin kesel kadang-kadang. selain itu, ada juga kesalahpahaman teknis yang bisa muncul, terutama dalam menafsirkan intonasi suara atau pesan chat. faktor-faktor ini berpengaruh pada efektivitas komunikasi melalui gadget.[…] bersaudara dan teman sebaya berinteraksi sangat baik secara tatap muka. ada berbagai alasan di balik ini. pertama, kita udah membangun hubungan yang kuat dengan temanteman kita, yang membuat komunikasi dan pemecahan masalah jadi lebih mudah. selain itu, interaksi tatap muka cenderung lebih menyenangkan dan seru dibandingkan interaksi melalui gadget. kita mengalami lebih sedikit kesalahpahaman karena bisa mengandalkan isyarat non-verbal dan lebih memahami perasaan satu sama lain. ada juga rasa kimia dan koneksi yang lebih kuat ketika kita berbicara langsung. as, dan dp translation: while interactions through gadgets can be convenient, they are not always smooth sailing. i’ve come across a few challenges myself. for instance, there are delays in receiving responses to urgent and important questions, which can be frustrating at times. moreover, there are technical misunderstandings that can arise, particularly when it comes to interpreting voice intonation or chat messages. these factors have an impact on the effectiveness of communication through gadgets.[…] siblings and peers interact exceptionally well face-to-face. there are various reasons behind this. firstly, we have already built strong relationships with our friends, which makes communication and problem-solving much easier. additionally, face-to-face interactions tend to be more enjoyable and engaging compared to gadgetmediated interactions. we experience fewer misunderstandings since we can rely on nonverbal cues and have a better understanding of each other's emotions. there's also a stronger sense of chemistry and connection when we engage in direct conversations. intv-dp_2’15” regarding face-to-face interactions, all respondents based on the interview data and observation unanimously stated that siblings and peers can interact well, both individually and in groups. they mentioned reasons such as having established good relationships with their friends, finding it easier to communicate and solve problems or tasks, finding face-to-face interactions more enjoyable and engaging, experiencing fewer misunderstandings, and feeling a stronger sense of chemistry with their conversation partners. 133 therefore, through this data clearly highlights that the social contact factor for student interactions through gadgets at sma plus bina bangsa sejahtera in bogor city can be divided into four main areas: having close friends, having peer groups, being able to interact well through gadgets (both individually and in groups), and being able to interact well face-to-face (both individually and in groups). furthermore, the respondents expressed that they can interact effectively with peers through gadgets, except for a few who highlighted occasional challenges. lastly, all respondents agreed that they can interact well face-toface with their peers, citing various reasons. 4.2.2 social communication experiences communication is essential for social interaction as it facilitates the exchange of messages. this section focuses on the social communication factor in student interactions through gadgets at sma plus bina bangsa sejahtera in bogor city. the study collected data that shed light on various aspects of this phenomenon, including participants' self-perceived proficiency in communicating through gadgets with their peers, challenges encountered in gadget-mediated communication with peers, difficulties experienced in direct face-to-face communication with peers, typical responses from peers when communicating through gadgets (i.e., whether they respond or remain silent), and typical responses from peers during direct face-toface communication (i.e., whether they respond or remain silent). the following excerpts highlight participants' responses during the interview session: gue punya kemampuan komunikasi yang oke banget kalo urusan ngobrol pakai gadget sama temen-temen gue. [...] gue merasa pd banget dengan kemampuan gue buat ngarahin pembicaraan ke arah yang diinginkan dan menentukan nada yang pas buat komunikasi yang efektif. […] bener! gue pake berbagai aplikasi pesan, platform media sosial, dan alat panggilan video buat tetep terhubung sama temen-temen gue. […] kita saling tuker pesan, berbagi foto dan video, dan bahkan sering banget video call berkelompok buat update kabar dan bahas topiktopik yang berbeda. itu jadi bagian penting dalam interaksi sehari-hari kita, dan gue merasa nyaman banget mainin platform-platform ini. […] gue cuma mau ngegarisbawahi aja, kemampuan komunikasi kayak gini bantu gue banget buat menjalin hubungan yang kuat dan tetep terhubung sama temen-temen gue. ini juga ngebantu gue buat mengekspresikan diri secara efektif dan tetep terhubung sama dunia digital. gue percaya kemampuan-kemampuan kayak gini itu penting banget di masyarakat sekarang. translation: i have excellent communication skills when it comes to using gadgets to interact with my peers. […] i feel confident in my ability to steer discussions in the desired direction and set the right tone for effective communication. […] sure! i use various messaging apps, social media platforms, and video calling tools to stay connected with my friends. […] we exchange messages, share photos and videos, and even have group video calls to catch up and discuss different topics. it's an integral part of our daily interactions, and i feel comfortable navigating these platforms. […] i just want to emphasize that being skilled in this type of communication has helped me foster strong relationships and maintain connections with my peers. i believe these skills are essential in today's society. intv-al_2’15” aku pd banget komunikasi pake gadget. punya banyak temen, interaksi digital. [...] praktis ekspresikan pikiran dan ide. komunikasi lewat gadget, hati-hati pilih kata, mikirin respon. biar pembicaraan positif dan menghormati. gak ada batasan waktu atau fisik, bisa fokus ke topik tertentu. pakai whatsapp, facebook, instagram buat konek sama temen. berbagi pesan, foto, voice memo. pilihan komunikasi yang efektif. […] i feel confident in my ability to communicate effectively using gadgets. […] i find it convenient and efficient to express my thoughts and ideas using gadgets.[…] well, when we communicate through gadgets, i can carefully choose my words and think through my responses. this helps me set the tone of the conversation in a positive and respectful manner. additionally, since we are not bound by time or physical constraints, i can direct the discussions towards specific topics or share relevant information […]. these platforms provide us with a range of options to communicate effectively. intv-sc_2’5” gue percaya kalo jago ngomong pake gadget itu makin penting di jaman digital sekarang. bisa bikin hubungan tetep terjaga, kita bisa ngungkapin diri dengan jelas, dan ikutan diskusi yang bermakna. kalo kita bisa ngembangin skill ini, bisa bantu banget buat pertumbuhan pribadi dan karir di dunia modern ini. translation: i believe that being skilled in gadget-mediated communication is becoming increasingly important in our digital age. it allows us to maintain connections, express ourselves clearly, and engage in meaningful conversations. developing these skills can contribute to personal and professional growth in the modern world. intv-dp_2’15” regarding whether respondents consider themselves skilled in communicating through gadgets with peers, the majority of the respondents expressed that they feel skilled. they mentioned having many 134 friends and being active in gadget-mediated interactions. they also believed they could set the tone and direction of discussions effectively. furthermore, regarding difficulties in communicating through gadgets with peers, majority respondents mentioned experiencing challenges. they cited misunderstandings, delayed responses, signal disruptions, difficulty reaching friends, and misinterpretations of intonations as factors contributing to these challenges. the excerpts below highlights the context. gue sering bingung komunikasi sama tementemen pake gadget. ada beberapa alasan kenapa. pertama, suka ada miss-komunikasi. kadang pesan gak nyampein maksud yang sebenernya, jadi bikin bingung atau salah paham. bikin bete deh kalo lagi nyoba jelasin sesuatu, tapi temen lainnya malah nangkep yang salah. [...] masalah lainnya itu jawaban yang lama banget. kadang gue kirim pesan, temen-temen lama banget balasnya. bikin kesel banget, [...] gangguan sinyal juga jadi masalah gede. kadang internet atau sinyal jaringan lemah, itu pengaruh ke kualitas komunikasinya. [...] susah banget juga nyampein temen-temen kadang-kadang. kadang gak ada yang online, atau gadgetnya dimatiin. bikin kesel aja kalo lagi butuh ngobrol penting atau cuma pengen ngobrol. rasanya koneksinya gak selalu bisa diandelin. translation: i often find it difficult to communicate effectively with my friends using gadgets. there are several reasons for this. first, there are often misunderstandings. sometimes, the message doesn't convey the intended meaning, and it leads to confusion or misinterpretation. it's frustrating when you're trying to explain something, but the other person gets the wrong idea. […] another problem is the delayed responses. sometimes, i send a message, and it takes a long time for my friends to reply. it can be quite annoying, […] signal disruptions are a big issue too. there are times when the internet or the network signal is weak, and it affects the quality of the communication. […] i find it challenging to reach my friends at times. sometimes, they're not available, or they have their gadgets turned off. it can be frustrating when you need to discuss something urgently or when you simply want to talk to them. it feels like the connection is not always reliable. intv-mr_3’15” concerning difficulties in direct face-to-face communication with peers, 10 respondents reported experiencing challenges. these challenges included misunderstandings, punctuality issues, excessive joking, inappropriate topics (sara-related), and lack of enthusiasm during discussions. gue sering banget nemuin masalah komunikasi langsung sama temen-temen gue. salah satu masalah utamanya adalah kebingungan. kadangkadang, apa yang gue maksudin gak nyampe dengan jelas, jadinya bikin bingung dan penafsiran pesan gue jadi berantakan. […] pernah suatu waktu gue lagi diskusi proyek kelompok sama temen-temen gue, gue ngasih saran pendekatan yang beda buat ngatasi masalah. tapi saran gue malah salah dimengerti sebagai kritik terhadap ide mereka, yang akhirnya bikin tegang di antara kita. […] masih ada beberapa tantangan lainnya. masalah keterlambatan itu sering banget. beberapa temen gue sering dateng telat buat rapat atau janjian, jadinya bikin keterlambatan dan gangguan di diskusi kita. […] translation: i have encountered several challenges when communicating face-to-face with my peers. one major issue is misunderstandings. sometimes, what i intend to say doesn't come across clearly, leading to confusion and misinterpretation of my message. […] there was a time when i was discussing a group project with my peers, and i suggested a different approach to solve a problem. however, my suggestion was misunderstood as criticism of their ideas, which caused tension among us.[…], there were a few more challenges. punctuality issues were quite common. some of my peers would often arrive late for meetings or appointments, causing delays and disruptions in our discussions.[…] intv-of_5’13” […] lebay-ngelawak jadi masalah lain. humor sih bisa jadi bagian positif dalam komunikasi, tapi kadang-kadang kelewatan banget pas lagi ngobrol. bikin gangguan dan susah buat fokus pada topik yang lagi dibahas. […] iya, kita pernah beberapa kali ngalamin diskusi yang jadi ngarah ke topik yang nggak pantas, kayak sara (sex, alcohol, religion, and politics). bikin bingung dan tegang di antara anggota grup, soalnya topik-topik ini bisa sensitif dan bikin perpecahan. […] kadang ada teman-teman sebaya yang keliatan nggak tertarik atau kurang semangat pas lagi ngobrol. bikin susah buat diskusi yang seru dan produktif kalo nggak semua orang ikutan aktif. translation: […] excessive joking was another issue. while humor can be a positive aspect of communication, it sometimes went overboard during our discussions. it led to distractions and made it difficult to maintain focus on the topic at hand. […] yes, we had a few incidents where discussions veered into inappropriate topics related to sara (sex, alcohol, religion, and politics). it created discomfort and tension among 135 the group members, as these topics can be quite sensitive and divisive. […] there were instances where some peers seemed disinterested or lacked enthusiasm during our conversations. it made it challenging to have engaging and productive discussions when not everyone was actively participating. intv-al_5’13” the study conducted at sma plus bina bangsa sejahtera in bogor city revealed important findings regarding social communication among students using gadgets. firstly, most participants considered themselves proficient in direct communication with peers, as indicated by their extensive social networks. they believed that face-to-face interaction allowed for more diverse discussions. however, a subgroup of respondents reported difficulties in communicating through gadgets, citing issues such as misunderstandings, signal disruptions, delayed responses, and challenges related to interpreting intonation. on the other hand, some participants did not encounter any difficulties in gadget-mediated communication. in terms of direct face-to-face communication, challenges were observed among a portion of the participants. these challenges included misunderstandings, punctuality issues, excessive joking, and inappropriate conversations. however, a number of participants did not face any difficulties in this mode of communication. it is worth noting that most participants reported that their peers typically responded during both gadget-mediated and face-toface communication. however, a few participants mentioned minimal response or silence, often attributed to their peers' preoccupation with gadgets or a lack of response. these findings provide valuable insights into the social contact and communication experiences of students using gadgets at sma plus bina bangsa sejahtera in bogor city. the study highlights the complexities involved in different modes of communication and emphasizes the importance of understanding and addressing the challenges that students may encounter during interpersonal interactions. 4. discussion the objective of this study is to examine the social interaction activities of students, both through gadgets and in face-to-face settings, at sma it plus bina bangsa sejahtera bogor focusing on the patterns of social interaction and explore the experiences of students in these contexts. 4.1 students’ social interaction: the patterns ivestigation on social interaction patterns of gadget user students at sma plus bina bangsa sejahtera bogor city revealed diverse patterns of social interaction, including cooperation, accommodation, assimilation, competition, and opposition. 4.1.1 cooperation the cooperation factor in students' social interactions through gadgets at sma plus bina bangsa sejahtera bogor city reveals interesting patterns. students engage in cooperative activities such as playing games, chatting, calling, video calling, sharing information, and discussing school lessons (suzana et al., 2020; frahasini et al., 2018). additionally, direct interactions involve watching together, going to the museum, hanging out, going for walks, playing, drinking coffee, taking photos, venting, and participating in community activities (harfiyanto et al., 2021). these patterns suggest a strong emphasis on collaboration and shared experiences among students. the cooperation factor plays a significant role in the smoothness of interactions through gadgets. research shows that students frequently communicate through gadgets with individuals who share similar interests (harfiyanto et al., 2021). communication with like-minded individuals or those who have the same goals tends to be easier compared to interactions with new people, as there is already a common understanding and adaptation in the virtual world (suzana et al., 2020). 4.1.2 accommodation accommodation is an essential aspect of social interactions, involving self-adjustment to overcome tension and conflicts. students at sma plus bina bangsa sejahtera bogor city exhibit accommodating behaviors, showing kindness, help, care, and understanding towards their peers (suzana et al., 2020). however, some students face challenges in their interactions, including misunderstandings and delayed responses to messages (sudjarwo, 2011). resolving conflicts and misunderstandings requires open communication, explanations, discussions, and sometimes the involvement of mature individuals or family members (thadi, 2022). it is crucial to address misunderstandings promptly and employ verbal communication to ensure effective resolution. 4.1.3 assimilation the process of assimilation, which aims to reduce differences and reach agreements based on common interests and goals, is observed in students' social interactions through gadgets. some students at sma plus bina bangsa sejahtera bogor city select friends with similar interests or those who are not too open, while others do not prioritize friend selection (kpai, 2020; newzoo, 2020). students' confidence and insecurity levels in interactions can be influenced by factors such as appearance, association, and class rankings (ririn & agustina, 2021). the patterns of assimilation and acculturation in social interactions 136 through gadgets require adjustments and the establishment of comfort between students (rahmandani et al., 2018). 4.1.4 competition competition is a natural aspect of high school life and can influence social interactions among students. students engage in various competitive activities, including participating in competitions, seeking social media likes or followers, and striving for academic achievements (sastroasmoro & ismail, 2011). however, it is essential to promote positive competition that encourages growth and avoids negative consequences (rachman et al., 2021). effective communication, finding solutions, admitting defeat, and maintaining a calm attitude are key strategies for managing competition among students (rachman et al., 2021). 4.1.5 opposition or contravention opposition or contravention, characterized by hidden opposition to avoid open disputes or conflicts, is another aspect of students' social interactions through gadgets. while some students report never having conflicts or disputes, others mention disagreements, misunderstandings, and differences of opinion (muduli, 2014). resolving conflicts often involves effective communication, seeking solutions, providing clear explanations, and, in some cases, involving third parties or seeking guidance from family members (ganapathy, 2016). addressing disputes promptly is crucial to prevent further complications (jannah, 2017). 4.2 the students' social interactions: experiences gadgets play a significant role in facilitating students' social interactions at sma it plus bina bangsa sejahtera bogor city. the interviews with students reveal a high dependence on gadgets for social interactions (yazdanifard & yee, 2014). students consider gadgets mandatory for social interaction, as they provide easy communication, quick access to information, and entertainment options such as listening to music, watching videos, and playing games (chopra et al., 2020). these findings highlight the pervasive presence and importance of gadgets in students' daily lives. the experiences of students in social interactions through gadgets and face-to-face settings at sma it plus bina bangsa sejahtera bogor offer valuable insights into the dynamics of their interactions. perceptions of the similarities and differences between gadget-mediated and face-to-face interactions vary among students. while some find little distinction, engaging in meaningful discussions and maintaining visual contact through video calls (rahmandani et al., 2018), others face challenges related to voice intonation, facial expressions, body language, and potential misunderstandings in gadget-mediated interactions (agaton & cueto, 2021). meeting in person is often seen as clearer, more enjoyable, and conducive to direct communication (agaton & cueto, 2021). personal preferences, circumstances, and the nature of the interaction influence the choice between gadget-mediated and face-to-face interactions. the interviews reveal that students heavily depend on gadgets for social interactions at sma it plus bina bangsa sejahtera bogor city. gadgets are considered essential tools for communication, connecting with friends, and accessing information (yazdanifard & yee, 2014). students report using gadgets for social interaction purposes for extended periods, ranging from 2 to 12 hours a day (chopra et al., 2020). the availability of communication and entertainment features on gadgets makes them attractive and versatile tools for social interactions (montero et al., 2019). students interpret gadgets as texts that require understanding and utilization (hanum, 2021). they make use of various features and applications, such as chat, voice calls, video calls, and file sharing, to engage in social interactions (widodo & wartoyo, 2020). these features offer benefits such as ease of communication, quick access to information, and convenient storage of multimedia files (cox & cox, 2008). the interpretation and effective utilization of these features enhance students' experiences in social interactions through gadgets. gadgets have become an integral part of students' social interactions, often serving as background elements. students perceive gadgets as tools that facilitate communication, interaction, and entertainment (yohana, 2021). the convenience and accessibility of gadgets enable students to engage in social interactions anytime and anywhere (nana, 2013). however, opinions vary among students, with some recognizing the importance of in-person interactions for certain situations and personal connections (ririn & agustina, 2021). 4.3 differences between gadget-mediated and face-to-face social interactions the examination of students' perceptions regarding the similarities and differences between gadget-mediated interactions and face-to-face interactions offers valuable insights into the dynamics of social interactions. while some students perceive little difference between the two forms, as they can engage in discussions and maintain visual contact through video calls (rahmandani et al., 2018), others acknowledge the challenges that arise in gadgetmediated interactions, such as voice intonation, facial expressions, body language, and potential misunderstandings (agaton & cueto, 2021). on the other hand, meeting in person is often seen as clearer, more enjoyable, and conducive to direct communication (agaton & cueto, 2021). the choice between gadget-mediated and face-to-face interactions is influenced by personal preferences, circumstances, and the nature of the interaction. 137 gadgets have evolved from being the main focus to becoming background elements in students' social interactions. many students find gadget-mediated interactions easier, more convenient, and more flexible than face-to-face interactions (fz, ti, fr, mr, w, dp, asa, & dh). they appreciate the ability to communicate anytime and anywhere, streamline communication, and stay up to date with technology (nana, 2013). however, opinions vary among students, with some recognizing the positive aspects of both forms of interaction and acknowledging the importance of in-person interactions for certain situations (ririn & agustina, 2021). in conclusion, this study sheds light on the patterns and experiences of social interactions among students at sma it plus bina bangsa sejahtera bogor, with a specific focus on interactions through gadgets and faceto-face settings. the findings reveal diverse patterns of social interaction, including cooperation, accommodation, assimilation, competition, and opposition. gadgets play a crucial role in facilitating social interactions, providing convenience and accessibility. the study's significant contribution lies in its exploration of the differences between gadgetmediated and face-to-face interactions, highlighting the importance of effective communication, interpretation of gadget features, conflict resolution, and understanding in fostering positive and inclusive social environments at school. by understanding these nuances, educators and policymakers can develop strategies to promote healthy and meaningful social interactions. 5. conclusions this study sheds light on social interactions among students at sma it plus bina bangsa sejahtera bogor, specifically focusing on the role of gadgets. the findings reveal key patterns of social interaction, highlighting cooperation, accommodation, assimilation and acculturation, competition, and opposition. the study emphasizes the significant reliance on gadgets for social interactions and the importance of interpreting gadget-mediated communication to avoid misunderstandings. while there are differences between gadget-mediated and face-to-face interactions, both forms are effective in problem-solving and fostering connections among students. this study provides novel insights into 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(2022). online learning and student social interaction in the rural family. journal communication spectrum: capturing new perspectives in communication, 12(2), 146-154. https://doi.org/10.1145/3311927.3326595 https://doi.org/10.14421/skijier.2021.52.02 https://doi.org/10.1145/3452144.3452163 the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 1, march 2020, pp. 19-23 19 teaching narrative text in junior high school: digital story telling in english as a foreign language (efl) context mutiara shasqia universitas lancang kuning, pekanbaru, indonesia mutiarashasqianew23@gmail.com article history received : 2019-11-11 revised : 2020-03-04 accepted : 2020-03-24 keywords teaching media digital storytelling writing skill narrative text abstract current learning perspective is a process of giving learners to have the ability or skills in an innovative learning situation. in learning english, it requires techniques and creative so that learners have competence in writing narrative text. this research aims at proving digital storytelling can improve the junior high school students’ writing skill in making narrative text. digital storytelling is one of the media for teaching writing narrative text. the objectives of this qualitative study are to discuss the technique of teaching digital storytelling in writing process based on the selected literature and current study regarding the use of digital storytelling. this ongoing research tries to give an additional perspective and motivation to improve students’ writing skill in the narrative text through digital storytelling. this study reveals that by using digital storytelling, the students can mastery some aspect in english. 1. introduction learning is a process to acquire knowledge. it needs hard work and sometimes will make students frustrated and get bored so that they lose their attention to a lesson. in this study, the use of media in the teaching-learning process is needed to attract students’ attention and to make teaching-learning activities more interesting and also effective. the use of media in the teaching-learning process is not a new thing. many teachers know that media will be helpful. media give students something new. many media that we use in the learning process. in this era, with the sophistication of information and communication technology, the teacher should be creative for teaching because the media that used not only manual media but also online media. by teacher can be creative to create teaching media for the subject that they teach. this study use digital storytelling in teaching narrative text. many students feel bored when they read the text narrative and also writing narrative text without media, and they feel hard to imagine about the story. by using digital storytelling, they directly see animation and story and the students are motivated to write narrative text by using three generic structures and directly can be a difference of 3 generic structures of narrative text. 2. literature review media is the communication outlets or tools used to store and deliver information or data. it is associated with the mass media communication businesses such as print media, the press, photography, advertising, cinema, broadcasting (radio and television), and publishing. media inevitably, any course using these materials will be about much more than writing. media of course, but i’ve clumped the mef media clips into thematic units so the course can focus on four large topics that transcend issues of media: consumerism; gender and sexuality; race and class; media and politics. this way, students will develop important insights into these significant issues themselves — not just “the media.” note also that it doesn’t make sense to contrast writing and the media. writing itself is one of our most powerful and pervasive media. lots of useful insights will emerge from discussions that compare the “old” medium of writing and the newer electronic media. for instance, what do the new media foster that “old writing” finds difficult and what does writing foster that the electronic media find difficult? finally, there’s a more significant topic that these materials inevitably address: a topic that transcends. writing has been with us for several thousand years and nowadays is more important than ever. having spread steadily over the centuries from clay tablets to computer chips, it is poised for further dramatic advances. although hundreds of millions of people are still unable to read and write, humanity relies on writing to an unprecedented extent. it is quite possible that today, more communication takes place in the written than in the oral mode. there is no objective measure, but if there were any doubts, the internet explosion has laid to rest the idea that for the human race at significant https://journal.unilak.ac.id/index.php/utamax/ mailto:mutiarashasqianew23@gmail.com https://en.wikipedia.org/wiki/communication https://en.wikipedia.org/wiki/document https://en.wikipedia.org/wiki/information https://en.wikipedia.org/wiki/data https://en.wikipedia.org/wiki/mass_media https://en.wikipedia.org/wiki/print_media https://en.wikipedia.org/wiki/journalism https://en.wikipedia.org/wiki/photography https://en.wikipedia.org/wiki/advertising https://en.wikipedia.org/wiki/film https://en.wikipedia.org/wiki/broadcasting https://en.wikipedia.org/wiki/publishing 20 writing is only a ‘minor’ form of communication. it is not risky to call writing the single most consequential technology ever invented. the immensity of written record and the knowledge conserved in libraries, data banks, and multilayered information networks make it difficult to imagine an aspect of modern life unaffected by writing. ‘access’, the catchword of the knowledge society, means access to written intelligence. writing not only offers ways of reclaiming the past but is a critical skill for shaping the future. in stanley kubrick’s 1968 motion picture ‘2001: a space odyssey’ a computer equipped with a perfect speech recognition program, which is even able to lip read, threatens to overpower the human crew. this is still science fiction. in contrast, the ability of computers to operate in the written mode, to retrieve, process and organize written language in many ways surpasses unaided human faculties. mastering the written word in it select ironic guise has become essential. the commanding relevance of writing for our life notwithstanding, it is anything but easy to provide a clear definition of what writing is. partly this is because of the multiple meanings of english words and partly because of the long history of writing and its great importance. at least six meanings of ‘writing’ can be distinguished: (1) a system of recording language employing visible or tactile marks;(2) the activity of putting such a system to use;(3) the result of such activity, a text;(4) the particular form of such a result, a script style such as block letter writing;(5) artistic composition;(6) a professional occupation. the narratives of the world are numberless. the narrative is first and foremost a prodigious variety of genres, themselves distributed amongst different substances – as though any material were fit to receive man’s stories. able to be carried by articulated language, spoken or written, fixed or moving images, gestures, and the ordered mixture of all these substances; the narrative is present in myth, legend, fable, tale, novella, epic, history, tragedy, drama, comedy, mime, painting (think of carpaccio’s saint ursula), stained glass windows, cinema, comics, news item, conversation. moreover, under this almost infinite diversity of forms, the narrative is present in every age, in every place, in every society; it begins with the very history of mankind and there nowhere is nor has been a people without narrative. all classes, all human groups, have their narratives, enjoyment of which is very often shared by men with different, even opposing, cultural backgrounds. caring nothing for the division between good and bad literature, the narrative is international, transhistorical, transcultural: it is simply there, like life itself . (barthes 1977, p.79). digital storytelling is a short form of digital media production that allows everyday people to share aspects of their story. the media used may include the digital equivalent of film techniques (full-motion video with sound), stills, audio-only, or any of the other forms of non-physical media (material that exists only as electronic files as opposed to actual paintings or photographs on paper sounds stored on tape or disc, movies stored on film) which individuals can use to tell a story or present an idea. "digital storytelling" is a relatively new term which describes the modern practice of everyday people who use digital tools to tell their 'story'. digital stories often present in compelling and emotionally engaging formats and can be interactive. the term "digital storytelling" can also cover a range of digital narratives (web-based stories, interactive stories, hypertexts, and narrative computer games); it is sometimes used to refer to film-making in general, and as of late, it has been used to describe advertising and promotion efforts by commercial and non-profit enterprises. one can define digital storytelling as the process by which diverse peoples share their life stories and creative imaginings with others. this newer form of storytelling emerged with the advent of accessible media production techniques, hardware and software, including but not limited to digital cameras, digital voice recorders, imovie, windows movie maker and final cut express. these new technologies allow individuals to share their stories over the internet on youtube, vimeo, compact discs, podcasts, and other electronic distribution systems (aswad, m., rahman, f., said, i. m., hamuddin, b., & nurchalis, n. f., 2019). how digital stories differ from other types of videos in today’s online environment, the lines between what is and what is not a digital story have become blurred as more videos are shared online. in our experience teaching digital storytelling, many students are confused when asked to define what a digital story is as well as discuss the most important elements of a digital story. in an educational setting, it is reasonable to ask questions of a video to help determine if it might be classified as a digital story. 2. method the study is carried out in junior high school, and teachers can prepare digital storytelling and show in front of the class. in digital storytelling, there are some narrative texts depend on the teacher serves the matery. a teacher asks students to watch the video about narrative. the video is such animation about the story, after watching the video students are requested to get the point of the story can make again based on their word and describe in the generic structure of the narrative text (orientation, the complication of problem and resolution). https://en.wikipedia.org/wiki/digital_media https://en.wikipedia.org/wiki/film_technique https://en.wikipedia.org/wiki/electronic_file https://en.wikipedia.org/wiki/imovie https://en.wikipedia.org/wiki/windows_movie_maker https://en.wikipedia.org/wiki/final_cut_express https://en.wikipedia.org/wiki/youtube https://en.wikipedia.org/wiki/vimeo https://en.wikipedia.org/wiki/podcast 21 3. discussion in the method above, the discussion is based on; teaching narrative text by using digital storytelling in the learning process, motivation, and learning model. i will start by discussing the teaching narrative text by using digital storytelling. digital storytelling" is a relatively new term which describes the modern practice of everyday people who use digital tools to tell their 'story'. digital stories often present in compelling and emotionally engaging formats and can be interactive. the term "digital storytelling" can also cover a range of digital narratives (web-based stories, interactive stories, hypertexts, and narrative computer games); it is sometimes used to refer to filmmaking in .general, and as of late, it has been used to describe advertising and promotion efforts by commercial and non-profit enterprises. one can define digital storytelling as the process by which diverse peoples share their life stories and creative imaginings with others. this newer form of storytelling emerged with the advent of accessible media production techniques, hardware and software, including but not limited to digital cameras, digital voice recorders, imovie, windows movie maker and final cut express. these new technologies allow individuals to share their stories over the internet on youtube, vimeo, compact discs, podcasts, and other electronic distribution systems. 3.1 uses in primary and secondary education for primary grades, the focus is related to what is being taught, a story that will relate to the students. for primary grades, the story is kept under five minutes to retain attention. vibrant pictures, age-appropriate music and narration are needed. narration accompanied by subtitles can also help build vocabulary. content-related digital stories can help upper-elementary, and middleschool students understand abstract or layered concepts. for example, in one 5th grade class, a teacher used digital storytelling to depict the anatomy of the eye and describe its relationship to a camera. these aspects of digital storytelling, pictures, music, and narration reinforce ideas and appeal to different learning types. teachers can use it to introduce projects, themes, or any content area, and can also let their students make their own digital stories and then share them. teachers can create digital stories to help facilitate class discussions, as an anticipatory set for a new topic, or to help students gain a better understanding of more abstract concepts. these stories can become an integral part of any lesson in many subject areas. students can also create their own digital stories, and the benefits that they can receive from it can be quite plentiful. through the creation of these stories, students are required to take ownership of the material they are presenting. they have to analyze and synthesize information, as well. all of this supports higher-level thinking. students can give themselves a voice by expressing their thoughts and ideas. when students can participate in the multiple steps of designing, creating and presenting their own digital stories, they can build several literacy skills. these include the following: research skills by finding and analyzing information when documenting the story, writing skills when developing a script, and organization skills by managing the scope of the project within a time constraint. technology skills can be gained through learning to use a variety of tools, such as digital cameras and multimedia authoring software and presentation skills through the presentation of the story to an audience. students also gain interview, interpersonal, problem-solving and assessment skills through completing their digital story and learning to receive and give constructive criticism. 3.2 the 7 elements of digital storytelling the center for digital storytelling (cds) in berkeley, california is known for developing and disseminating the seven elements of digital storytelling, which are often cited as a useful starting point as you begin working with digital stories. point of view. what is the main point of the story, and what is the perspective of the author? a) a dramatic question. a key question that keeps the viewer's attention and will be answered by the end of the story. b) emotional content. serious issues that come alive in a personal and powerful way and connects the audience to the story. c) the gift of your voice. a way to personalize the story to help the audience understand the context. d) the power of the soundtrack. music or other sounds that support and embellish the story. e) economy. using just enough content to tell the story without overloading the viewer. f) pacing. the rhythm of the story and how slowly or quickly it progresses. the specific requirements of an educational digital story differ slightly from the original seven elements for digital stories. working with the seven elements that cds developed, we added a few new items to make them more applicable to the types of digital stories created by students. the modified elements are shown below. a) the overall purpose of the story https://en.wikipedia.org/wiki/imovie https://en.wikipedia.org/wiki/windows_movie_maker https://en.wikipedia.org/wiki/final_cut_express https://en.wikipedia.org/wiki/youtube https://en.wikipedia.org/wiki/vimeo https://en.wikipedia.org/wiki/podcast http://www.storycenter.org/ 22 b) the narrator’s point of view c) dramatic question or questions d) the choice of content e) clarity of voice f) the pacing of the narrative g) use of a meaningful audio soundtrack h) quality of the images, video & other multimedia elements i) the economy of the story detail j) good grammar and language usage digital storytelling can be a powerful educational tool for students at all ages and grade levels who are tasked with creating their own stories. this use of digital storytelling capitalizes on the creative talents of students as they begin to research and tell stories of their own, learn to use the library and the internet to research-rich, in-depth content while analyzing and synthesizing a wide range of information and opinions. besides, students who participate in the creation of digital stories develop enhanced communication skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. students who have the opportunity to share their work with their peers may also gain valuable experience in critiquing their own and other students’ work, which can promote gains in emotional intelligence, collaboration and social. digital storytelling as an instructional tool in secondary and post-secondary education. for older students, digital storytelling is particularly well suited to the constructivist classroom where these students can construct their meaning through the multi-faceted experience of selecting a story topic, conducting research on the topic, writing a script, collecting images, recording audio narration and using computer-based tools to construct the final story. the result is a multimedia artefact that richly illustrates not only what the student has researched and brought to life, but also what they have learned from the experience. (ben mayor, 2008) believes that digital storytelling empowers students in a variety of ways, including intellectually, culturally and creatively. after they have designed and created a digital story, new insights are gained through this summative assignment. i ask students to engage in an intellectual reflection that theorizes the story and the process of making it. they are asked to examine how their story (both the narrative and visual texts) fits into more significant concepts, theories and cultural logics we read in the class, and to explain what understanding or insight they draw about their own identities and lives. (p. 190). learner characteristic teaching strategy how digital storytelling supports this technology savvy incorporate technology meaningfully into class activities and assignments. digital stories can be used as class activities and class assignments. relies on search engines for information provide assignments that allow students to use search engines, but also critically assess the information they find. search engines can be used to research digital story topics, locate images, music, video clips that can be included in the story—interested in multimedia include music, videos, and other media in assignments. digital stories contain a mix of music, video clips and other media. creates internet content. allow students to contribute to websites, blogs, wikis, and create youtube videos. digital stories can be uploaded to blogs, wikis, and other websites, including youtube. learns by inductive discovery provide opportunities for students to be kinesthetic, experiential, hands-on learners. creating a digital story is a hands-on, experiential process. learns by trial and error allow students to test their strategies for solving problems and take control of their learning. digital storytelling allows students to solve the issues and take control of their learning. short attention span students use technology to move at their own pace. digital storytelling lets students use technology at their own pace. communicates visually allow students to use images, videos and other visual representations in assignments. digital stories contain a mix of images, video clips and other visual representations. emotionally open. encourage personal interaction and opinion sharing. many of the most powerful digital stories include a personal point of view. feels pressure to succeed top students’ multiple intelligences and emphasize deep learning experiences and critical thinking. creating a digital story allows students to be creative and critically reflect on what they have learned. constantly seeks feedback provide opportunities for both positive and negative constructive feedback. incorporating peer feedback in the digital storytelling process allows students to improve their work. digital storytelling software for educators and students. there are three major categories of software and technology tools that can be used in the creation of digital stories: software programs that can be installed on a desktop or laptop computer, software that can be used through a web-based interface and applications that run on smartphones and tablet computers a commercial software. the software that comes preinstalled on many desktop or laptop computers may be a good choice for those just starting with digital storytelling. windows movie maker for windows and apple imovie for mac are both extremely popular and relatively easy to use. other software options for desktop and laptop computers include adobe premiere 23 elements and even microsoft powerpoint. numerous tutorials and how-to guides are available on the web that demonstrates how to use these tools. 4. result this study sees in the early stages of its journey that students in junior high school have the ability to improve their writing skill in the narrative text by using digital storytelling. the analysis of the result somehow in line with numerous past studies which proved as well that the students can be more creative to make a story especially in the narrative text by using digital storytelling. which makes students can improve their motivation and mastery some aspect in english. references arizona state university.garcia, p. & rossiter, m. (2010). digital storytelling as a narrative pedagogy. in d. gibson & b. dodge (eds.), proceedings of society for information technology & teacher education aswad, m., rahman, f., said, i. m., hamuddin, b., & nurchalis, n. f. (2019). a software to increase english learning outcomes: an acceleration model of english as the second language. the asian efl journal. 26. (6.2), 157-169. ballast, k. (2007). heart and voice: a digital storytelling journey.retrieved from http://www.nwp.org/cs/public/print/resource/2392 behmer, s., schmidt, d., & schmidt, j. (2006). everyone has a story to tell: examining digital storytelling in the classroom. benmayor, r. (2008). digital storytelling as a signature pedagogy for the new humanities. arts and humanities in highereducation 7(2), 188-204. berk, r. a. (2009). teaching strategies for the net generation. transformative dialogues: teaching & learning journal, 3(2), 1-23. boase, k. (2008). digital storytelling for reflection and engagement: a study of the uses and potential of digital storytelling.retrieved from https://gjamissen.files.wordpress.com/2013/05/boa se_assessment.pdf cennamo, k., & kalk, d. (2005). real-world instructional design.belmont, ca: thompson/wadsworth learning. clark, d. (2011). addie timeline.retrieved from:http://www.nwlink.com/~donclark/history_is d/addie.htmldaniel, j. (2012). making sense of moocs: musings in a maze of myth, paradox and possibility. journal of interactive media in education, 3. doi: 10.5334/2012-18 fletcher, c., & cambre, c. (2009). digital storytelling and implicated scholarship in the classroom. journal of canadian studies, 43(1),109-130. foley, l. m. (2013). digital storytelling in primarygrade classrooms (unpublished doctoral dissertation), nofita, n. s. g., yudar, r. s., & nursafira, m. s. (2019). exploring quantity and diversity of informal digital learning of english (idle): a review of selected paper. utamax: journal of ultimate research and trends in education, 1(1), 1-6. safhira, s., & hamuddin, b. (2019). online interactive communication via academic blogging activities among indonesian efl students. reila: journal of research and innovation in language, 1(2), 4654. susilo, n. (2019). kahoot apps in elt context: an alternative learning strategy. elsya: journal of english language studies, 1(1), 11-15. http://www.nwp.org/cs/public/print/resource/2392 https://gjamissen.files.wordpress.com/2013/05/boase_assessment.pdf https://gjamissen.files.wordpress.com/2013/05/boase_assessment.pdf for primary grades, the focus is related to what is being taught, a story that will relate to the students. for primary grades, the story is kept under five minutes to retain attention. vibrant pictures, age-appropriate music and narration are needed.... 3.2 the 7 elements of digital storytelling journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 216 – 226 doi: https://doi.org/10.31849/utamax.v4i3.11037 213 a closer look on lecturer’s organizational commitment and job satisfaction: a survey on selected university eko prastyo 1, 2* & dylmoon hidayat 2 1 institut ilmu kesehatan bhakti wiyata, kediri, indonesia 2 universitas pelita harapan, jakarta, indonesia eko.prastyo@iik.ac.id article history received : 2022-08-17 revised : 2022-11-23 accepted : 2022-11-27 keywords organizational commitment instructional leadership job satisfaction task load kediri abstract lecturers are human resources who have the main role in higher education. however, as significant assets of higher education, lecturers often indicate a low level of job satisfaction and organizational commitment, which is caused by unprofessional and disproportionate task load division procedures and systems as well as ineffective leadership styles which then lead to the intention of lecturers leaving the organization. therefore, this study aims to examine the effects of instructional leadership and task load on lecturers’ organizational commitment and job satisfaction. this is an experimental study which uses quantitative methods by using a structured questionnaire that is distributed to 60 lecturers who work at the dental faculty of iik bhakti wiyata kediri. the partial least square (pls) is used in this study as a statistical tool to test research hypotheses. the findings indicate that instructional leadership has positive effects on organizational commitment (p = 0.297) and job satisfaction (p = 0.301), while task load has negative effects on organizational commitment (p = -0.553) and job satisfaction (p = -0.364). these findings have implications for the importance of the ability of leaders in higher education to be able to manage proportional and fair workload assignments to increase lecturers’ organizational commitment to the organization. the findings also encourage the ability of leaders in higher education to be able to build closer social relationships with lecturers both psychologically and emotionally to understand their level of job satisfaction in order to achieve organizational goals effectively. 1. introduction lecturers’ higher job satisfaction is an important component that can influence their psychological aspects towards the organization, which can lead to positive attitudes and perceptions of lecturers at the college where they work (sahito & vaisanen, 2017). as a result, lecturers’ higher level of satisfaction has positive implications for their organizational commitment, which in turn can improve their performance and help increase the organization’s effectiveness in achieving goals. the level of job satisfaction and organizational commitment of lecturers can be influenced by organizational factors (nan et al. 2020), such as leadership style and task load arrangements that are set and assigned by the organization to them. ineffective autocratic leadership style, leaders who tolerate low-performance standards, reject new ideas and make org anizational decisions that limit opportunities for development in the teaching and learning process for both lecturers and students, all of which can reduce the level of lecturer satisfaction towards organizations, as well as reduce their organizational commitment (çoğaltay et al., 2016). in addition, organizational systems, and procedures for managing task load delegation that is disproportionate, unprofessional and appears discriminatory can also reduce lecturers’ commitment to the organization (masyhum et al. 2021). considering these issues, discussing the effects of leadership style and task load on organizational commitment and job satisfaction need to be discussed . based on that, this study is aimed to analyze the effects of instructional leadership and task load on organizational commitment and job satisfaction of lecturers at the dental faculty of iik bhakti wiyata kediri. in addition to the reasons that are phenomenal, there are also literary reasons that emphasize the importance of this study to fill the existing research gaps. this gap is based on previous research which is very limited in reporting findings on the effects of instructional leadership and task load on lecturers’ job satisfaction and organizational commitment in a college environment, especially in indonesia. for 214 example, a study from akram (2017) examines the validity and reliability of instructional leadership measures in high school settings in pakistan. the findings indicate that there are positive effects of instructional leadership on job satisfaction in high school settings in pakistan, as measured by maintaining a visible presence, curriculum implementer, resource provider, teacher’s professional development, giving feedback on the teaching and learning process, monitoring student progress, and maximizing instructional time. a study is also carried out by sarıkaya and erdoğan (2016) which examines the effects of instructional leadership on organizational commitment in high school settings in turkey. their findings indicate that instructional leadership can improve the emotional closeness of teachers to the school for the better it then affects their level of organizational commitment. sugandi et al. (2021), also carried out a study which examined the relationship between international leadership practices and organizational commitment in high school settings in jogjakarta, indonesia. their findings indicate that principals’ instructional leadership practices in high schools can increase teachers’ organizational commitment, especially for experienced and elderly male teachers. the novelty of this study is an examination of the effects of instructional leadership in a college environment, in which instructional leadership is a theory that is considered most relevant to be applied in elementary, junior, and senior high schools (sarıkaya & erdoğan, 2016). this reasoning is based on the concept of instructional leadership which emphasizes higher intervention from school organizational leaders to intervene in teachers, students and the teaching and learning process, even these leaders are required to actively establish communication with parents of students in order to improve the quality of learning and student achievement (akram et al., 2017). meanwhile, on the other hand, college organizations have characteristics that indicate the role and position of lecturers as discussion partners for students during the teaching and learning process. in addition, lecturers are individuals with specific knowledge and skills in certain disciplines, so during teaching, lecturers are given greater flexibility by the head of the university or dean to achieve specific learning goals (liang et al. 2020). therefore, examining the instructional leadership practices and their impacts on job satisfaction and organizational commitment of lecturers is interesting to study. as an implication, this study report is expected to make a significant contribution to the organization, especially in the college organizational environment. in this case, the study can provide a reference in order to increase job satisfaction and organizational commitment of lecturers, by paying attention to quality instructional leadership style practices and professional, proportional and non-discriminatory task load arrangements. this is important in order to foster a sense of justice for individuals in the organization, where through professional work procedures and systems, lecturers feel valued both personally and professionally. 1.1 research questions based on the descriptions above the research questions are: 1) is there a/the positive effect of instructional leadership on organizational commitment? 2) is there a/the positive effect of instructional leadership on lecturer’s job satisfaction? 3) is there a/the negative effect of task load on organizational commitment? 4) is there a/the negative effect of task load on lecturers’ job satisfaction? 1.2 hypothesis 1) there is a/the positive effect of instructional leadership on organizational commitment. 2) there is a/the positive effect of instructional leadership on lecturers’ job satisfaction. 3) there is a/the negative effect of task load on organizational commitment. 4) there is a/the negative effect of task load on lecturers’ job satisfaction. 1.3 significance of the study the significance of this study is the use of instructional leadership issues discussed and tested in the context of higher education, which is very hard to find in previous scientific reports. according to akram (2017), the instructional leadership style places great emphasis on more active involvement and tighter supervision from organizational leaders to teachers when carrying out their duties during the teaching process, which allows this leadership style to be very relevant to be practised in an elementary school, junior high school, and high school environments. therefore, a study to examine the effects of instructional leadership on organizational commitment and teacher job satisfaction in the context of higher education is very interesting to study to test the previous findings. 1.4 conceptual framework the research framework of this study is as follows: figure 1. research framework 215 based on the figure, it can be seen that this study aimed to examine the effects of instructional leadership and task load on organizational commitment and job satisfaction. specifically, this study examines the four effects which are formulated into four hypotheses (h). these hypotheses consist of h1 (instructional leadership → organizational commitment), h2 (instructional leadership → job satisfaction), h3 (task load → organizational commitment) and h4 (task load → job satisfaction). 2. literature review 2.1 organizational commitment the theory of organizational commitment was originally a concept that was widely developed, discussed, and researched in the disciplines of organizational and industrial psychology, which focused on the psychological aspects of individuals in an organization. the studies conducted are expected to provide benefits to increase employee commitment and loyalty to the company's organization. this organizational commitment model was first developed by meyer and allen in the 1990s, which later produced three models of commitment components including affective, normative and continuance commitments as the main dimensions of organizational commitment (nan et al. 2020). specifically, nan et al. (2021) explain that affective commitment is an individual’s emotional feeling for the organization and belief in its values, normative commitment is an obligation to remain in the organization on the basis of moral or ethical reasons and continuance commitment is the perceived economic value of individuals to remain in an organization when compared to leaving the organization. organizational commitment plays an important role in determining whether an employee will stay with the organization for a longer period of time and work enthusiastically towards achieving organizational goals (sugandi et al. 2021). by definition, organizational commitment refers to the connection of workers with their superiors (çoğaltay et al. 2016). it is based on industrial organizational psychology which describes an individual’s psychological closeness to the organization. another definition is expressed by khan et al. (2020) which states that organizational commitment is the perceptions of organizational members related to their psychological expression of their proximity to the organization. another definition is also expressed by aladwan et al. (2021) that organizational commitment is a process that focuses on developing and improving various strategies, structures, and operations within an organization to increase its capacity to change and become more effective. the measurement of organizational commitment in the context of educational organization has been carried out by getahun et al. (2016) which measures organizational commitment from three main indicators, including affective, normative and continuance commitments. in this study, affective commitment in the faculty environment can be measured by the lecturer personally feeling lucky to be a lecturer at the faculty, the lecturer personally feeling part of the “family member” of the faculty, and the lecturer emotionally feeling very close to the faculty. normative commitment in the faculty environment can be measured by the lecturer feel “must” to stay and continue teaching at the faculty, the lecturer feeling guilty if he leaves and no longer teaches at the faculty, and the faculty has the right and deserves to have them as a member of the faculty. meanwhile, the continuance commitment in the faculty environment can be measured by the lecturer feeling that there is too much loss if the lecturer leaves the faculty. the lecturer feels that there are many considerations that make it difficult for them to leave this faculty. 2.2 job satisfaction the theory of job satisfaction was first developed by frederick herzberg in the 1950s, through a survey observation of a group of workers to find out what factors influence individuals to feel satisfied and dissatisfied at work (busatlic & mujabasic, 2021). job satisfaction can be defined as the level of pleasure that workers feel with their work. this level of pleasure can be reflected in the daily tasks of individuals when interacting with managers and team members; it can also be seen in the satisfaction of individuals in responding to organizational policies (nikolić et al. 2016). another definition is expressed by sarıkaya and erdoğan (2016) which state that job satisfaction is positive emotional responses experienced by organizational individuals when doing their current job at work. another definition of job satisfaction is also expressed by liu et al. (2021) who state that job satisfaction can be described as how organizational individuals feel involved and fulfilled related to their work. this is the level of individual satisfaction with their work, whereas job satisfaction occurs when workers feel that their work makes them feel safe and comfortable. there are several accurate ways to measure the level of employee satisfaction, and in the context of education, especially universities, according to alsmadi and qblan (2015) the measurement of job satisfaction can be measured from four main indicators, including the academic environment, salary and other financial supports, social and psychological aspects, and interpersonal communication. indicators of the academic environment can be measured from facilities supporting the teaching and learning processes are very adequate, faculty office administration in serving the needs of lecturers is very satisfying, and all information 216 needed by lecturers to assist faculty in streamlining the teaching and learning processes is always available both online and offline. indicators of salary and other financial supports can be measured from the salary received by lecturers is very adequate and in accordance with performance, the faculty giving bonuses as a form of appreciation for lecturers, and the faculty providing certain additional funds needed by lecturers to provide supporting facilities outside of faculty facilities in order to optimize teaching and learning processes. indicators of social and psychological aspects can be measured from the social relations between subordinates and superiors or leaders are satisfying, cooperation and discussions with lecturers are very good, especially in discussing the teaching and learning processes and when overcoming problems related to work, and the clarity of instructions from the dean and their ability to create a productive and effective organizational culture that is able to encourage a high level of lecturer’s satisfaction. and indicators of interpersonal communication can be measured from the dean’s ability to provide constructive suggestions in solving problems both related to work and outside of work, and the dean’s ability to build closer interpersonal relationships within the faculty by creating closer emotional closeness outside of work (al-smadi and qblan, 2015). 2.3 instructional leadership theories of instructional leadership were initially developed in the united states during the effective school movement in the 1980s. this movement resulted in studies, one of the main ideas of which was to emphasize the important role of school principals in creating a children’s learning environment in elementary schools (khan et al. 2020). by definition, instructional leadership is a leadership model in schools or other formal educational institutions in which a leader works side by side with teachers to provide support and guidance in improving teaching best practices and qualities (sugandi et al. 2021). another definition is expressed by akram et al. (2017) which states that instructional leadership refers to a direction, resources, and support by the leadership to teachers and students to improve the quality of learning and teaching (akram et al. 2017). khan et al. (2020) define instructional leadership as directing and influencing teachers to improve and practice the school or college curriculum and help improve and achieve goals. referring to these definitions, as an illustration, an instructional leader uses this leadership model in communicating with their staff and jointly setting specific goals related to the achievements of their students. the measurement of instructional leadership is adapted from the study of akram et al. (2017) which measures instructional leadership from seven main indicators, including the availability of instructional resources, maintaining a visible presence, professional development of lecturers or teaching staff, maximising instructional time, monitor student progress, feedback on teaching and learning processes and curriculum regulation. these measures can demonstrate its focus on learning outcomes and improvements in student achievement through instructional leadership practices. in addition, these measures are considered effective in representing leadership behaviors that are very relevant in formal educational institutions such as schools and universities. 2.4 task load task load has the same meaning and can be interpreted as workload. by definition, task load or workload is the amount of work that is delegated or expected from a worker in a specified time period (aladwan et al. 2021). another definition is also expressed by hermawan et al. (2020) which states that a task load is the number of jobs assigned to be completed in a given time period. and a more complete definition is expressed by erat et al. (2017) which states that task load is the number of tasks and obligations that must be done or must be completed in a specific amount of time. batumalai et al. (2016) added that task load refers to the physical or cognitive efforts required to perform a task. in the context of formal education for colleges, the measurement of task load of this study is adapted from the study of coelho and gomes (2014) which measure task load from five main indicators, including physical attendance at the faculty, teaching with the support of faculty facilities, teaching outside the supports of faculty facilities, teaching according to each pre-determined part of the work, and doing other tasks that have not been previously assigned. indicators of physical presence in the classroom can be measured by the faculty always encouraging the physical presence of lecturers with high attendance rates. the faculty demands the presence of lecturers in the classroom earlier before teaching starts, and the faculty provides administrative sanctions, wages, and salaries sanctions to the dismissal of lecturers if they are physically absent during teaching. indicators of teaching with the support of faculty facilities can be measured from supporting facilities for the teaching and learning processes are very adequate, faculty administrative facilities related to the arrangement of teaching schedules which are determined by the faculty are very effective and the faculty always provides certain additional facilities that lecturers need to optimize the teaching and learning processes. indicators of teaching outside the support of faculty facilities are measured by lecturers always providing certain additional facilities that lecturers need to optimize the teaching and learning processes, where the faculty often hard to provide additional supporting facilities that lecturers need to optimize the 217 teaching and learning processes and faculty is very demanding the teaching and learning processes conducted by lecturers is adjusted to the supporting facilities provided by the faculty (coelho and gomes, 2014). teaching indicators in accordance with each predetermined part of the work can be measured by lecturers required to provide teaching materials, which are in accordance with the subject matter previously determined by the faculty, lecturers are required to develop teaching materials that have been determined by the faculty, and lecturers often incur additional costs during the development of teaching materials to improve the quality of teaching, without any additional costs provided by the faculty. and indicators of doing other tasks that have not been previously determined can be measured by lecturers, including the faculty often asked to add teaching schedules outside of the schedule determined by the faculty if learning goals have not been achieved, lecturers are often asked by the faculty to do other tasks besides teaching assignments, with support disproportionate funds and costs, and all additional teaching schedules required by lecturers other than those determined by the faculty are entirely the responsibility of the lecturer and the faculty does not provide compensation (coelho and gomes, 2014). 2.5 instructional leadership and organizational commitment there is a close relationship between instructional leadership and organizational commitment in the context of higher education, especially between faculty deans and teaching lecturers (sugandi et al. 2021). this is due to the high ability of the instructional leadership model to always be psychologically close to the lecturers to be able to improve the quality of communication and cooperation between leader and subordinates in improving the quality of teaching and in improving the achievement quality of students, especially in absorbing the knowledge taught during the teaching and learning process (khan et al. 2020). discipline, motivation, and leadership competencies supported by high integrity and professional abilities in managing a higher education organization can foster a high commitment from lecturers to continue to join the organization and continue to improve their teaching capabilities for organizational effectiveness to achieve goals (çoğaltay et al. 2016). the impacts that can be indicated from the high quality of instructional leadership on the lecturer’s organizational commitment are the quality of collaboration and communication of leaders who reflect their high motivation and who are fully dedicated to helping organizations achieve their goals (sarıkaya and erdoğan, 2016). as a consequence, the lecturers show a high level of organizational commitment both effectively , normatively, and continuously. effectively , the quality of the leader’s work in working together with their lecturers can foster a sense of “luck” among the lecturers, who feel they are an important part of an organization and will try and continue to maintain their closeness to the organization (liu et al. 2021). normatively, this instructional leadership style encourages lecturers to then feel “obligated” to continue teaching at the faculty, to continue to improve their capabilities and competencies, and there will be feelings of guilt if they have to leave an organization (liu et al. 2021). and the impact of instructional leadership on continuance commitment can be seen from the considerations of lecturers who can make it difficult to leave an organization, which proves that the higher the instructional leadership quality of a faculty leader, then the higher the organizational commitment (liu et al. 2021). it is predictable that there is a positive effect of instructional leadership on organizational commitment. 2.6 instructional leadership and job satisfaction a key characteristic of instructional leader behavior is its ability to inspire action and optimism. the indication is that the leader knows and understands the working condition and situation in the organizational environment which makes the instructional leader able to decide and take effective solutions and steps in solving organizational problems in higher education optimism and effective actions accompanied by high work enthusiasm then form a positive working climate and transmit a positive climate to lecturers and students. these conditions can then affect the psychological aspects of the lecturers when dealing with problems during the teaching process . therefore, communication skills, effective planning, high integrity, competence, teamwork, and optimism of instructional leaders are directly and indirectly able to grow the work motivation of the lecturers as well as to increase their level of job satisfaction (akram et al. 2017). this explanation strengthens the relationship between instructional leadership and the level of job satisfaction of the lecturers (sarıkaya and erdoğan, 2016). the indications that prove the existence of these relationships are based on the level of job satisfaction of the lecturers which can be seen professionally, emotionally, and psychologically as well as socially (nikolić et al. 2016). professionally, instructional leaders are able to motivate, direct and provide appropriate rewards and wages both material and nonmaterial which can then meet the professional needs of lecturers. in addition, the professional ability of instructional leaders who are able to manage the curriculum, schedule, monitor, and provide professional development for lecturers is supported by the leader’s initiative by absorbing the aspirations of the lecturers and staff able to increase the level of job 218 satisfaction of the lecturers both emotionally, psychologically and socially (sugandi et al. 2021). based on these explanations, it is predictable that there is a positive effect of instructional leadership on job satisfaction. 2.7 task load and organizational commitment an organization’s ability to achieve goals is largely determined by many factors, and one of the most important factors is human resources (aladwan et al. 2021). in the context of higher education, lecturers and staff are key factors in how successfully an organization is able to achieve its organizational goals. no matter how great the quality of a leader is, without being supported by the surrounding resources, it will be in vain. likewise, no matter how great the quality of faculty organizational resources that are owned without being managed and regulated through fair and adequate work procedures and systems, it has the potential to cause problems and conflicts (hermawan et al. 2020). therefore, work arrangements for lecturers and staff in a faculty must be carried out better, and one of them is setting the task load that is optimal, not excessive, not lacking and most importantly evenly distributed according to their portions and competencies . this is because a high workload can reduce the organizational commitment of the lecturers or staff (batumalai et al. 2016). based on this explanation, there is a close relationship between the task load and the organizational commitment of the lecturers and staff within the faculty environment. this is based on three possibilities, including the division of labor being too above their individual abilities, an/the unfair delegation of work and the division of labor being too below of their individual abilities. task loads that are not proportional to their individual work abilities can increase work stress, which can then encourage them to leave the organization which indicates that the individual’s continuance commitment is low. likewise, unfair job delegation can cause individual organizational commitment both effectively , normatively, and continue to be lower. consequently, the potential high-quality teaching lecturers may leave the organization due to ineffective, inefficient, unfair task load arrangements and not in accordance with the competencies of the lecturers and staff (erat et al. 2017). it is predictable that there is a negative effect of task load on organizational commitment. 2.8 task load and job satisfaction the key factors that motivate individuals to continue working and continue to contribute optimally to the organization are mental, emotional, and psychological factors of employees, in addition to professional factors which in the context of higher education are lecturers and staffs (janib et al. 2022 ). in this regard, the level of job satisfaction is measured by the fulfil ment of professional, emotional, psychological, and social aspects through treatments, clarity of organizational rules and procedures, or organizational support in accommodating the aspirations of lecturers and staff in important meetings. by focusing on these factors, the level of job satisfaction grows and is strongly influenced by the organization’s ability to establish organizational work rules and procedures (ekowati et al. 2021). therefore, setting workloads directly or indirectly can affect the volatility of their individual job satisfaction levels towards the organization (harmen et al. 2020). in the context of higher education, setting the task load can directly affect the level of satisfaction of lecturers and staff . this is because poor workload regulation can encourage or create a negative work atmosphere, where individual organizational work stress can be high. the high individual job stress causes overall organizational performance to decline and it interferes with the organization’s effectiveness in achieving its goals. in addition, a negative work atmosphere can reduce the level of job satisfaction which can then increase the turnover rate of lecturers or staff (tentama et al. 2019). therefore, it is suspected that the task load has a negative effect on the level of job satisfaction of the lecturers and staff , where the higher the task load, then the lower their level of job satisfaction. it is predictable that there is a negative effect of task load on job satisfaction. 3. method the study used a questionnaire survey observation approach to collect research data. the questionnaire has been prepared and contains a list of questions regarding instructional leadership, task load, organizational commitment, and job satisfaction. the questionnaires were distributed online via google docs to the respondents, who were lecturers who worked at the dental faculty of iik bhakti wiyata kediri. the data on the answers to the questionnaire were then tabulated, processed, and analyzed using smartpls to test the effects of instructional leadership and task load on organizational commitment and job satisfaction, through tests of established hypotheses. 3.1 research design referring to the objectives of this research, a quantitative approach is used to examine the relationships between instructional leadership, task load, organizational commitment, and job satisfaction. in this case, specifically, this method uses investigative strategies such as experiments and surveys and collects data based on pre-determined instruments to then produce statistical data (sugiyono, 2018). the type of quantitative research used is census research, using the distribution of research instruments through questionnaires, where the respondents are 60 lecturers at the faculty of dentistry iik bhakti wiyata kediri, 219 east java. consideration of the use of this type of census research based on this method applies if the members of the population are relatively small or easily accessible. 3.2 sampling technique non-probability sampling is the technique used in this study to determine samples. one of the techniques used is saturated sampling, which is a sampling technique which all members of the population are used as samples. in this case, the entire population of lecturers at the dental faculty of iik bhakti wiyata kediri amounted to 60 lecturers, so all members of the population were involved as samples. the criteria for determining the subjects in this study were based on the status of active lecturers, so faculty administrative staff and co-lecturers were not included in the samples. according to sugiyono (2018), this technique is very appropriate to be used in a study, especially in a relatively small number of populations. 3.3 research instrument the instrument used to collect data for this study is questionnaires, which are distributed to research samples. the questionnaire contains a list of questions which are the development of the indicators development of indicators used to measure instructional leadership adapted from the study of akram (2017), task load adapted from the study of coelho and gomes (2014), organizational commitment adapted from the study of getahun et al. (2016) and job satisfaction adapted from the study of al-smadi and qbalan (2015). a likert scale consisting of a 5-point scale has been used in this study to measure the answer data for the research questionnaire, which indicates a scale of response choices from “strongly disagree” which indicates a score of 1 to “strongly agree” which indicates a score of 5. in practice, the list of questions is compiled in the form of statements and then accompanied by answer choices that can be filled in by respondents that can describe their agreement from “strongly disagree” to “strongly agree”. according to akram et al. (2017), instructional leadership can be measured from indicators including instructional resource providers, maintaining a visible presence, professional development of lecturers, maximizing instructional time, and curriculum regulation. according to coelho and gomez (2014), task load can be measured from indicators including physical attendance during lectures, teaching with the support of faculty facilities, teaching outside the support of faculty facilities, teaching according to each pre-determined work section, and doing assignments. otherwise not previously defined. according to getahun et al. (2016), organizational commitment is measured by three main indicators, namely affective, normative and continuance commitment. and according to al-smadi and qblan (2015), the level of teacher job satisfaction can be measured from indicators of the academic environment, salary support and financial benefits, social and psychological aspects, and interpersonal communication. 3.4 data collection procedure before the data was analyzed to test the effects between the research variables, the validity and reliability tests of the data were used. in the smartpls model, the data validity tests used are convergent and discriminant validity tests. meanwhile, the reliability test used is cronbach alpha (amirrudin et al. 2021). convergent validity means that a set of indicators represents one latent variable that underlies the latent variable. discriminant validity means that two conceptually different concepts must show a/the sufficient difference. the point is that a combined set of indicators is not expected to be unidimensional. meanwhile, the cronbach alpha reliability test is a reliability measure that has a value ranging from zero to one. 3.5 data analysis technique the data analysis technique to test these hypotheses is partial least square (pls). the path analysis model for all latent variables in pls consists of three sets of relationships, including the inner model which specifies the relationship between variables (structural model), the outer model which specifies the relationship between latent variables and their indicators or manifestations (measurement model), and the weight model. in the use of smartpls regarding the outer model, the evaluation of the model is carried out through validity and reliability tests. the validity test is measured using convergent and discriminant validity tests. meanwhile, the reliability test is measured using cronbach alpha and composite reliability tests. and in the inner model, the evaluation of the model is carried out to indicate the path coefficient values with respect to the test results on the research hypotheses. in addition, this study also uses a multicollinearity test to detect a linear relationship among research variables and a determinant coefficient test to test the magnitude of the simultaneous effects of endogenous variables on exogenous variables. a/the hypothesis is a temporary answer to a problem to be studied. a hypothesis is always formulated in the form of a statement that relates two or more variables. in this case, the data analysis technique is used to test the hypotheses of this study, which these hypotheses are: h1: there is a positive effect of instructional leadership on organizational commitment. h2: there is a positive effect of instructional leadership on job satisfaction. 220 h3: there is a negative effect of task load on organizational commitment. h4: there is a negative effect of task load on job satisfaction. the interpretation of statistical results is based on path coefficient values to indicate the status of the relationship or influence between the independent variable and the dependent variable tested in the research hypotheses. if the path coefficient value shows a positive value, it means that the relationships between the research variables formulated in the hypothesis are positive. on the other hand, if the path coefficient value shows a negative value, it means that the relationships between the research variables formulated in the hypothesis are negative. in addition, the significance value of the path coefficient cannot be used as a benchmark in determining the findings of this study; it is based on a study using a census approach in collecting data samples. 4. results 4.1 convergent validity test the validity test of this study uses convergent validity carried out using the outer model evaluation, which is focused on the weight of the loading factor which must show a value of > 0.70 for the variables studied. based on the results of statistical tests, it indicates that the convergent validity test contained several statement items that are omitted from the study. the reason is the outer loading values < 0.70 so that the statement items do not meet the predetermined measurement limits. in the convergent validity test, there are nine invalid statement items in the instructional leadership variable (il3, il6, il9, il11, il16, il18, il20. il22 and il30). after the invalid statement items are removed, the valid outer loading values can be seen in table 1 in the attachment. and based on the table indicates that each item used to measure the instructional leadership, task load, organizational commitment and job satisfaction variables affirms the loading factor value > 0.70 as a convergent validity criterion. the table also shows that there are no items with a loading factor value below 0.70. based on these figures confirms that each of these items is valid and can be used for further analysis. the next convergent validity test is to pay attention to the average variance extracted (ave) value. each variable is declared valid if it has an ave value of more than 0.5. the calculation results of the ave value with the help of smart pls data processing show that the ave value meets the requirements. table 1. convergent validity test results through average variance extracted (ave) variables ave decisions instructional leadership 0.703 valid task load 0.711 valid organizational commitment 0.781 valid job satisfaction 0.680 valid in table 1 confirms that the ave scores for each research variable of instructional leadership, task load, organizational commitment and job satisfaction are 0.703, 0.711, 0.781, and 0.680 respectively. these scores indicate more than 0.5, which means that this study has fulfilled the convergent validity test. 4.2 discriminant validity test discriminant validity testing is measured using the fornell-larcker criterion value. fornell-larcker compares the square root of the ave value with the correlation of latent variables. the square root of the ave of each construct must be greater than its highest correlation with the other constructs. table 2. discriminant validity test results through fornell-larker criterion test x1 x2 y1 y2 x1 0.839 x2 0.450 0.825 y1 0.525 0.593 0.884 y2 -0.412 -0.487 -0.676 0.843 based on table 2, it can be seen that each research variable is indicated by the symbols x1, x2, y1, and y2, which respectively represent instructional leadership, task load, organizational commitment and job satisfaction. and as informed in table 2, the results of the fornell-larcker criterion test, in table 2 it indicate that each construct is greater than the correlation between the construct and the other constructs and it confirms that it meets the requirements of good discriminant validity. 221 4.3 reliability test the results of the reliability test can be seen through the composite reliability test, and cronbach alpha. the standard value of composite reliability is > 0.7 and the standard cronbach alpha value is > 0.7. table 3. reliability test results variables cronbach’s alpha composite reliability decisions instructional leadership 0.984 0.985 reliable job satisfaction 0.957 0.962 reliable organizational commitment 0.965 0.970 reliable task load 0.971 0.974 reliable and based on the table 3 it indicates that the composite reliability values are > 0.7, and the cronbach alpha values are > 0.7. thus, it can be concluded that all variables have a high level of reliability. 4.4 determinant coefficient test the coefficient of determination (r2) is the proportion of the total change in the endogenous variable that can be explained by the change in the exogenous variable. the coefficient of determination (r2) is useful for knowing the percentage of the equation model used in this study and whether it has been able to explain information by calculating the magnitude of the direct influence of each exogenous variable on endogenous variables. table 4. r-square (r2) test results variables r-square organizational commitment 0.530 job satisfaction 0.313 based on table 4, it indicates that the r 2 value for the endogenous variable of organizational commitment is 0.530. this value explains that the percentage of organizational commitment can be explained by the instructional leadership and task load variables of 53.0%. this figure indicates that the magnitude of the diversity of the research data that can be explained by the research model is 53.0%. the remaining 47.0% is explained by other factors that are outside this research model. meanwhile, the r2 value for the endogenous variable of job satisfaction is 0.313. this value explains that the percentage of job satisfaction can be explained by the instructional leadership and task load variables of 31.3%. this figure indicates that the magnitude of the diversity of the research data that can be explained by the research model is 31.3%. the remaining 68.7% is explained by other factors that are outside this research model. 4.5 multicollinearity test multicollinearity testing is carried out to detect whether there are exogenous variables that have similarities between exogenous variables in a research model. a very strong correlation will arise because of the similarities between the exogenous variables. the way to find whether there is a multicollinearity problem or not is to check the vif (variance inflation factor). if the vif value of the research variable indicator is < 5, it means that there is no multicollinearity problem and if vif is > 5, it means that there is a multicollinearity problem in the study. table 5. multicollinearity test results research variables organizational commitment job satisfaction instructional leadership 1,204 1,204 task load 1,204 1,204 based on table 5, it indicates that multicollinearity test results for the answer data of respondents who are lecturers at the faculty of dentistry iik bhakti wiyata kediri show vif values less than 5. based on these figures, it can be concluded that there is no multicollinearity problem in all the variable indicators of this study. 4.6 hypotheses test results hypothesis testing in this study is used to test h1 to h4, which involved testing two research variables, including exogenous variables with two endogenous variables, with reference to the results of calculations using smartpls. 222 table 6. hypotheses findings hypotheses effects path coefficient decisions h1 instructional leadership → organizational commitment 0,297 positive effect h2 instructional leadership → job satisfaction 0,301 positive effect h3 task load → organizational commitment -0,553 negative effect h4 task load → job satisfaction -0,364 negative effect based on the results of the tests in the table 6, it indicates the following structural equations can be obtained: y1 = ρx1+ρx2 y1 = 0,297x1-0,553x2 y2 = ρx1+ρx2 y2 = 0,301x1-0,364 where: y1 = organizational commitment y2 = job satisfaction x1 = instructional leadership x2 = task load ρ = path coefficient based on the structural equation above, it can be seen that the first hypothesis that examines the effect of instructional leadership on organizational commitment indicates a path coefficient value of 0,297 with a positive sign, which means that if the instructional leadership variable increases by one-unit, organizational commitment will also increase by 29,7%. the second hypothesis examines the effect of instructional leadership on job satisfaction, indicating the path coefficient value of 0,301 with a positive sign, which means that if the instructional leadership variable increases by one unit, job satisfaction will also increase by 30,1%. the third hypothesis examines the effect of task load on organizational commitment indicating the path coefficient value of -0,553 with a negative sign, which means that if the task load variable increases by one unit, organizational commitment will decrease by 55,3%. the fourth hypothesis examines the effect of task load on job satisfaction indicating the path coefficient value of -0,364 with a negative sign, which means that if the task load variable increases by one unit, job satisfaction will decrease by -36,4%. 5. discussions 5.1 the effect of instructional leadership on organizational commitment the findings of this study indicate that instructional leadership has a positive effect on organizational commitment, in which the higher the instructional leadership, the higher the organizational commitment of the lecturers at the dental faculty of iik bhakti wiyata kediri. these positive effects are based on the ability of faculty leaders who are able to motivate, empower and interact actively with lecturers in an effort to create cooperation to achieve organizational goals to be effective and efficient. so, as stated by sugandi et al. (2021), the faculty leader is able to grow the organizational commitment of the lecturers towards the faculty. as a result, the lecturers feel that they are an important part of the organization, and then show their best achievements in order to realize the goals of the faculty. in addition, the closeness of faculty leaders to lecturers is also able to influence the consideration of lecturers to find it difficult to leave the organization, which confirms an increase in organizational commitment. on the other hand, organizational commitment is also influenced by the leader’s communication skills which can increase the level of discipline of the lecturers. as expressed by khan et al. (2020) that the high ability of a leader to always be psychologically close to the lecturers able to improve the quality of communication and cooperation between leader and subordinates in improving the quality of teaching as well as their quality of student achievement, especially when they absorb knowledge. as a consequence, çoğaltay et al. (2016) added that the discipline, motivation and competence of faculty leaders supported by high integrity in managing an organization can foster high commitment from lecturers to continue to join the organization and to continue to improve their teaching capabilities for organizational effectiveness. 223 this study also confirms that communication and cooperation are some of the important keys that confirm the close association between instructional leadership and organizational commitment. according to sarıkaya and erdoğan (2016) that the impacts that can be indicated from the high quality of instructional leadership on the organizational commitment of lecturers are the quality of collaboration and communication of faculty leaders who help organizations achieve goals. in this case, the lecturers show a high level of organizational commitment both effectively , normatively, and continuously. effectively , the quality of work of faculty leaders and the alignment of working together between leaders and lecturers can foster a sense of “luck” among lecturers who feel they are an important part of an organization and will try and continue to maintain their closeness to the organization (liu et al. 2021). normatively, this instructional leadership style encourages lecturers to then feel “obligated” to continue teaching at a university, to continue to improve their capabilities and competencies, and there will be feelings of guilt if they have to leave a university (liu et al. 2021). and the impact of instructional leadership on continuance commitment can be seen from the considerations of lecturers who can make it difficult to leave a university, which proves the higher the instructional leadership quality of a faculty leader, the higher the organizational commitment (liu et al. 2021). these explanations confirm that the quality of instructional leadership is able to increase the level of organizational commitment of the lecturers towards the organization. the findings of this study are in line with the findings of previous studies conducted by sugandi et al. (2021), çoğaltay et al. (2016), and khan et al. (2020) which have proven that instructional leadership has a positive effect on organizational commitment. khan et al. (2020) emphasized that there are three keys to this positive influence, including communication, competence and cooperation which then fosters high job motivation and thus encourages the consideration of lecturers to continue to work with their best performance in the organization and it is difficult to leave the organization. 5.2 the effect of instructional leadership on job satisfaction the findings of this study indicate that instructional leadership has a positive effect on the job satisfaction of lecturers at the dental faculty of iik bhakti wiyata kediri. this finding confirms that instructional leadership is directly proportional to job satisfaction, in which the higher the quality of instructional leadership in an organization, the higher the level of job satisfaction of lecturers. this influence is based on the main characteristics of the behavior of the instructional leader, which according to akram et al. (2017) is very aware of and understands the situation and working conditions in the organizational environment, especially his ability to decide and take effective steps and solutions in solving problems. this positive influence is also due to job satisfaction can be influenced by the level of optimism of the leader in facing organizational challenges which then spreads to other individuals. according to akram et al. (2017), when optimism and effective action are strengthened by high morale, a leader of an organization can create a positive work climate which then can transmit it to lecturers and students. these conditions can then affect the psychological aspects of the lecturers when dealing with problems during the teaching process. therefore, communication skills, effective planning, high integrity, competence, teamwork, and optimism of instructional leaders are directly and indirectly able to grow the job motivation of the lecturers as well as to increase their level of job satisfaction. according to sarıkaya and erdoğan (2016), the level of job satisfaction of lecturers can increase due to their needs being met both professionally, emotionally, and psychologically as well as socially. in this case, nikolić et al. (2016) and sugandi et al. (2021) added that professionally, instructional leaders are able to motivate, direct and provide appropriate rewards and wages both material and non-material which can then meet the needs of lecturers professionally. in addition, the leader’s professional ability in managing the curriculum, scheduling, monitoring, and providing professional development for lecturers is supported by the leader’s initiative by absorbing the aspirations of the lecturers being able to grow their level of job satisfaction while working in the organization both emotionally, psychologically, and socially. based on the results of this study, the quality of instructional leadership can increase the level of job satisfaction of the lecturers towards the organization. in this case, instructional leadership behavior is directly proportional to the level of job satisfaction of the lecturers, in which the higher the instructional leadership behavior of a leader, the higher their level of job satisfaction. the findings of this study are in line with the findings of previous studies conducted by nikolić et al. (2016), sarikaya and erdoğan (2016), and liu et al. (2020) which have proven that instructional leadership has a positive effect on job satisfaction. according to nikolić et al. (2016) that the optimism which inspires and motivates, as well as the professional work demands of the lecturers which are met are significant factors which can then lead to higher levels of job satisfaction. 5.3 the effect of task load on organizational commitment the finding of this study indicate that the task load has a negative effect on organizational commitment, in which the assignment of task loads that 224 are unprofessional and disproportionate to the wages and compensation provided will reduce the organizational commitment of the lecturers towards the faculty. this is because the key factor of an organization in realizing organizational goals is human resources, where the characteristics, personality, and competencies of an organization’s human resources are unique and varied from one another. therefore, the delegation of task loads that are disproportionate, too high, or too low can cause an unreasonable feelings among subordinates and can then lead to individual conflicts within the organization and ultimately encourage subordinates to consider leaving the organization (aladwan et al. 2021). the negative effect of task load on organizational commitment is also influenced by the unfairness of work delegation due to the imbalance of duties and responsibilities among lecturers. according to hermawan et al. (2020), in a university organizational environment, lecturers are a key factor in how successfully an organization is able to achieve its organizational goals. no matter how great the quality of a leader is, without being supported by the surrounding resources, it will be in vain. likewise, no matter how great the quality of organizational resources is without being managed and regulated through fair and adequate work procedures and systems, it has the potential to cause problems and conflicts (hermawan et al. 2020). batumalai et al. (2016) added that the disproportionate delegation of the workload of lecturers can encourage their consideration to leave the organization because of work discomfort caused by the resulting internal organizational conflicts. based on this explanation, there is a close relationship between the task load and the organizational commitment of the lecturers in the university environment. this is based on three possibilities, namely the division of the task load is too above the individual’s ability, unfair task delegation, and the division of the task load is too below the individual’s ability (erat et al. 2017). the task load that is not proportional to the individual’s work ability can increase work stress and individual comfort, which can then encourage them to leave the organization which indicates that their continuance commitment is decreasing. likewise, unfair job delegation can cause individual organizational commitment both effectively , normatively, and continuously to be lower. consequently, the potential for senior and experienced lecturers may leave the organization because of the task load assignments that are ineffective, inefficient, unfair and not in accordance with the competence of the lecturers (erat et al. 2017). the results of this study confirm that the task load can reduce the level of organizational commitment of the lecturers towards the faculty. the findings of this study are in line with the findings of previous studies conducted by aladwan et al. (2022), hermawan et al. (2020), erat et al. (2017), and batumalai et al. (2016) which have proven that task load has a negative effect on organizational commitment. according to aladwan et al. (2022), the main factor of the negative effect of task load on organizational commitment is that the task load that is not proportional to the competence and wages are given to lecturers can create internal conflicts and work injustices between individuals which then encourages lecturers to consider leaving the organization. 5.4 the effect of task load on job satisfaction the findings of this study indicate that the task load has a negative effect on job satisfaction, in which the delegation of an unprofessional and disproportionate task load with wages and compensation will reduce the level of job satisfaction of the lecturers towards the faculty. this is due to the inconvenience of the lecturers carrying out delegated tasks and then lowering their level of job motivation. as stated by janib et al. (2022) that the key factors that can increase the high motivation of individuals to continue to work and continue to contribute optimally to the organization are mental, emotional, and psychological factors of subordinates, in addition to factors professional (janib et al. 2022). in this regard, the level of job satisfaction as measured by the fulfi lment of professional, emotional, psychological and social aspects through treatments, clarity of organizational rules and procedures, or organizational support in accommodating the aspirations of lecturers in important meetings are important indicators to see how the level of job satisfaction grows and is strongly influenced by the organization’s ability to establish organizational work rules and procedures effectively (ekowati et al. 2021). therefore, setting the task load can directly or indirectly affect the volatility of individual job satisfaction levels towards the organization (harmen et al. 2020), as has been proven in this study. work stress is an indicator that strengthens the negative effect of task load on the level of job satisfaction of lecturers. as expressed by tentama et al. (2019) that in the context of higher education, task load settings can directly affect the level of satisfaction of lecturers. this is because poor workload management can encourage or create a negative work atmosphere, where individual work stress can be high. they confirmed that individual work stress causes overall organizational performance to decline and it interferes with organizational effectiveness in achieving goals. in addition, a negative work atmosphere can reduce the level of job satisfaction which in turn can increase the turnover rate of lecturers. therefore, as has been proven in this study that the task load has a negative effect on the level of job satisfaction of the lecturers, where the higher the task load, the lower their level of job satisfaction. 225 the results of this study confirm that the delegated task load can reduce their level of job satisfaction towards the faculty. the findings of this study are in line with the findings of previous studies conducted by janib et al. (2022), ekowati et al. (2021), harmen et al. (2020), and tentama et al. (2019) which have proven that task load has a negative effect on job satisfaction. according to harmen et al. (2020), injustices that arise as a result of disproportionate and unprofessional delegation of task loads can reduce work morale as well as increase work stress for individuals in an organization, which then has a direct effect on decreasing levels of satisfaction. 6. conclusions this study indicates several key findings, including there is a positive effect of instructional leadership on organizational commitment and job satisfaction of lecturers at the faculty of dentistry iik bhakti wiyata kediri. and there is a negative effect of task load on organizational commitment and job satisfaction of lecturers at the faculty of dentistry iik bhakti wiyata kediri. the findings have important implications in the context of higher education settings. in particular, it is recommended for higher education organizations be able to design and create professional and proportional work procedures and systems. this is important in order to foster a sense of justice for the organization’s individuals, in which through professional work procedures and systems, lecturers feel valued both personally and professionally. personally, the unique competence of each lecturer is assessed and appreciated so that each task and responsibility given is in accordance with their respective abilities, task load and competence. professionally, the clarity of fair work systems and procedures can increase the level of job satisfaction of lecturers as well as reduce work conflicts within the organization and individual work stress. as expected, impacts, the level of job satisfaction and organizational commitment will increase. the novelty of this study is an examination of the effects of instructional leadership in a college environment, in which instructional leadership is a theory that is considered most relevant to be applied in elementary, junior, and senior high schools. this reasoning is based on the concept of instructional leadership which emphasizes higher intervention from school organizational leaders to intervene in teachers, students and the teaching and learning process, even these leaders are required to actively establish communication with parents of students in order to improve the quality of learning and student achievement (akram et al., 2017). meanwhile, on the other hand, college organizations have characteristics that indicate the role and position of lecturers as discussion partners for students during the teaching and learning process. in addition, lecturers are individuals with specific knowledge and skills in certain disciplines, so during teaching, lecturers are given greater flexibility by the head of the university or dean to achieve specific learning goals (liang et al. 2020). references akram, m., kiran, s., & ilgan, a. 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(2019). the effect and implications of work stress and workload on job satisfaction. international journal of scientific and technology research, 8(11), 2498–2502. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 39-43 39 an investigation on how university students’ view lecturers’ usage of speech acts in elt context mutiara shasqia 1 & aulia anggraini 2 dept. of english, universitas lancang kuning, pekanbaru. riau shasqiamutiara@yahoo.co.id article history received : 2020-03-06 revised : 2020-07-01 accepted : 2020-07-21 keywords speech act university lecturers university students perlocutionary act illocutionary act abstract teachers and lecturers alike understand that they must consciously use a variety of speech acts to force students to follow their instructions and be motivated to learn on their own. this paper reports the findings of a study designed to investigate the notion of the perlocutionary effect of university students in the classroom resulted from lecturers’ illocutionary acts. the acts were then analyzed the illocutionary act of the lecturers’ talk or speech during specific time using austin’s speech act theory. this present study built its investigation from data collection on both lecturers and university students through interview and field notes. this study manage to reveals that lecturers freely use speech acts of persuading, angering, and commanding. this study believes that illocutionary acts will still have happened in our interaction's life or communication in many-many context including classroom interaction between lecturer-students communication context. 1. introduction university classroom in english language teaching (elt) context is a place where lecturers consciously use speech acts to make, practically force, students to understand what is being said. not only is speech acts necessary to make students act as they are instructed, but also to convince the listeners to feel motivated by their personal thoughts to actually do what is being uttered (weda, samad, patak, & fitriani, 2018). this present study is interested in studying university lecturers' illocutionary acts, which are acts we do in saying, that affect university students' perlocutionary acts, which are acts we do by saying, in classroom communication. communication is a process of delivering information (messages and ideas) from one or more person to another. in general, communication is made orally or verbally that can be understood by both participants (rahman, 2016; sihombing, 2019). in the classroom in which the language has very diverse functions. communication functions both teachers and students in the classroom have transactional and interactional functions (mendelson, 2018). students in the transactional context have both academic needs (ability to make good grades) and interactional needs (feel affirmed as a person). in the same way, the distinction between the roles of speakers and listeners in conversation is sensible and easy to make speakers talk, and listeners listen. it is much harder to distinguish the cognitive processes underlying speaking and listening. shasqia (2020) asserts theories of self-monitoring typically assume that monitoring during speaking involves the speech comprehension system, with speakers processing their phonological utterance plans as they would process external speech input (licea-haquet, velásquezupegui, holtgraves, & giordano, 2019) or they assume monitoring processes that are internal to a speech planning system that is shared with the comprehension system. speech act shows when people make utterances such as apology, greeting, request, complaint, invitation, compliment, or refusal. the study of speech act is significant for people, accurately because it makes people comprehend the message discovered in every utterance. speech acts play a role in making people understanding the messages contained in every word people hear and read (gowasa, radiana, & afifah, 2019). austin (1975) introduced the concept of illocutionary acts and carefully distinguished them from illocutionary acts and perlocutionary effects. locutionary acts include phonetic acts, phatic acts, and rhetic acts. phonetic acts are acts of pronouncing sounds, phatic acts are acts of uttering words or sentences in accordance with the phonological and syntactic rules of the language to which they belong, and rhetic acts are acts of uttering a sentence with sense and more or less definite reference. perlocutionary effects are, on the other hand, acts ascribed to the effect of uttering a sentence. the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 39-43 40 the study of speech act has been done by the previous researcher in the different fields of communication. the researcher found the speech act classification illocutionary act, illocutionary act which are declarations, representatives, directives, expressive and types of sentences which are declarative is used, and it needs illocutionary acts is frequently realized in the declarative because the speaker tries to do something to the listeners through the speech (saragi, nuratika, fransiska, yolanda, & ardiyanti, 2019). previous studies have been elaborate above and the difference of the earlier studies about speech act (sbisà, 2018), so in this study, i focused on the "perlocutionary effect of students in the classroom." a perlocutionary act is an act performed by saying something, and not in saying something. persuading, angering, inciting, comforting, and inspiring are often the perlocutionary effect of the utterance on the hearer, depending on specific circumstances. this is the effect on the hearer of what the speaker says. the perlocutionary act is the consequent effect of the utterance on the hearer or the overall aim of the utterance. perlocutinary act as the effect on the listener or the hearer means that the researcher can observe it by seeing how the students respond to the lecturer’s utterance, indicating if and how they understand it. for example, "she was really hot because of the weather". then, the teacher said to us, "your class is too hot," or a teacher asks the students to do the task. this utterance is called the illocutionary act. when it sees from basic meaning, it is just a statement, but in fact, it is asking students to do perlocutionary acts. at this point, in delivering, the lecturer always uses the speech acts. the teacher implements the illocutionary act that eventually the students can understand the purpose of utterances so that it can be seen as the students' perlocutionary acts. therefore, the researcher intends to investigate this study: a) how do the students deal with the perlocutionary act in their classroom interaction with the teachers, b) how do the teachers facilitate the students’ perlocutionary effect in their interaction. 2. method this fieldwork study was carried out for approximately one week in 2018 in fkip, universitas lancang kuning, in december 2018. since this research was conducted in the area of english language teaching, in this study, we focused on lecturer and students in the classroom to know the speech act, especially in the perlocutionary effect of students in the classroom and what's actually utterances that used in learning processing. another consideration was that english students' interaction in the class there are illocutionary and perlocutionary. the study employed observation field notes, student interviews, record or video to collect the data for the research question. the process of collecting data was continued until the researcher reached a point of data saturation. the gathered data was qualitatively analyzed and specifically focused on the identification and discussion of as student's deal with the perlocutionary act in their classroom interaction with the teacher and lecturer's facilitate the perlocutionary effect in their interaction and kinds of utterances or 5 general functions of speech act (declarative, representatives, commisives, directives and expressive) even we focused on the effect of utterances. moreover, the researcher also used transcript speech act theory, such as the locutionary act, illocutionary force and the perlocutionary effect of the utterances. 3. results 3.1 how do students deal with the perlocutionary act in their classroom interaction with the lecturer? in the class, english students do some action when they get illocutionary from the teacher. perlocutionary acts, speech acts are performed to produce a further effect on the hearer. sometimes it may seem that perlocutionary acts do not differ from illocutionary acts very much. there is one crucial feature that tells them apart. there are two levels of success in performing illocutionary and perlocutionary acts as shown in the following excerpt 1. excerpt 1 actually, mr.kurniawan is a good lecturer, we can be given dispensation if we don't finish yet about the submitted assignment, even we should make the commitment, we should submit the assignment based on the date that selected. it means that we are discipline, we receive the consequence or risk; maybe our score are not same with the students that collect the assignment on time. but we still et change. (interview with s1) from the interview, the student has a deal of perlocutionary act with the lecturer.and some utterance as shown in the following excerpt 2 excerpt 2 (during interaction in the class the lecturer asks some questions to the students, and reminding about the task to collected) l1 : oh yaa, i have asked you to post your english mix with your culture.where's the video, oke submit now, and i see on facebook (illocutionary act ) the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 39-43 41 s1. already post, sir (students post their assignment on facebook and lecturer sees the assignment of lcd and they see together (perlocutionary effect) (audio transcript, 12 december 2018) from the transcript audio from the lecturer and student's interaction so many things illocutionary that usually given by lecturer and students respond by laughing and make a joke as shown in the following excerpt 3 excerpt 3 during the study, some phenomena happen in classroom activity, the lecturer explained about the materiel at that time. usually, he explained by using combine language english-indonesia, he taught by and forth around the class. during the study, he got the calling from his phone, and usually he made a job, sometimes he spoke faster, so that the students were difficult to understand. (field note , 12 december 2018) 3.3 how do the teachers facilitate the students’ perlocutionary effect in their interaction? there are facilitates from the teacher to the students’ perlocutionary effect in their interaction by giving dispensation or additional time, when the teacher gives illocutionary to the students and there is a perlocutionary of students, as shown in excerpt 4. excerpt 4 (teacher are reminding about the assignment to the students) l1 : how about other? s : not yet sir , you said in the middle of december l1 : what's date ? oh okey before 20 december you should submit your project and project posting on facebook. (audio transcript, 12 december 2018) excerpt 5 at 10:30 lecturer came to the room , he was greeting to the students and directly remember about for next week and also examination. lecturer asked to submit our assignme nt, not the previous week. some students answered that they had already finished the task, and some of the students hadn't already yet. because of misunderstanding about the date of submitting. and lecturer gave dispensation and remember the date to submit, after expalained about previous material and assignment, the lecturer was going to new materi at that time. (observation field note, 14 december 2018) in excerpt 5 is additional of teachers facilitate to the students of perlocutionary effect by using some ways such as dispensation, additional time and based on the excerpt above show about the deal of students and teacher’s interaction in the class. 4. discussion perlocutionary happens whenever and wherever people are as long as they are in an interaction with another person, specifically in classroom interaction, it will make some discussion consists of illocutionary and perlocutionary in their communication or teacher and student’s interaction. from what has been observed in the classroom's conversations, the lecturer usually does illocutionary acts to the students, and automatically, there is an illocutionary response. the students give perlocutionary by action when they talk, discuss, or even debate with the lecturer. these findings are in line with the typical classroom interaction informal education (derin & hamuddin, 2019; lauren & cendy, 2020). the findings prove that speech act theory contributes to the theory of linguistic universals in formulating the necessary and universal laws governing the successful performance and satisfaction of all kinds of illocutionary acts in language use and comprehension. the logical form of illocutionary acts imposes certain formal constraints on logical structure of a possible natural language as well as on the mind of competent speakers that happened in our interaction. moreover, if linguistic competence is the ability to perform and understand illocutionary acts, then the competent speaker and hearers must have certain mental states and abilities which are generally and traditionally related to the faculty of reason. in other words, students’ linguistic competency seems to be hand-to-hand with their interactional politeness and linguistic appropriation (hamuddin, syahdan, rahman, rianita, & derin, 2019; heyd & puschmann, 2017). language can be a medium to link individuals with society (putri, 2020). the language use offers the largest range of features and the most easily adaptable ones for identification. as this study revealed, perlocutionary is a thing that people do when they hear illocutionary acts. not only the teacher to the students, between student to student will be happened perlocutionary in the class to illustrate the findings. austin’s original formulation of speech act theory a careful distinction was drawn between illocutionary acts as conventional acts having the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 39-43 42 conventional effects, on the one hand, and on the other the causal, perlocutionary effects that these acts could bring about (independently of the illocutionary act performed and the speaker’s intentions;. in interactional pragmatics, however, accountability seems to be broadened to cover a vast array of practical consequences that a meaning-action may have, and that as such remain to a certain extent underdetermined (siumarlata, 2017). the standards of assessment are taken as given within the social order, notwithstanding austin’s nice distinction between an act that is performed in accordance to a conventional procedure and a causal effect. in relation to the findings, as to illustrate the perlocutionary effect, such logical reasoning to the common identified about the perlocutionary effect of students in classroom-based on observation, every illocutionary act there is a perlocutionary effect from hearer or hearer response as this is found clearly in this study. 5. conclusion regarding the perlocutionary effect of students in classroom assessment methods and objectives as the reflections of communication activities, the english students were identified to apply some perlocutionary utterance or assessment methods, which eventually also parts of their communication activities covering illocutionary act and perlocutionary effect. based on this case, this present study can said that many kinds of perlocutionary effect or students' respond and kinds of the deal of perlocutionary to teacher's illocutionary and also, perlocutionary will have happened in our interaction's life or communication, one of it in classroom interaction between lecturer-students communication. at present day, the challenge of typical qualitative indirect perlocutionary effects of students in classroom assessment use has been promoted and advocated in numerous inquiries principally through self-assessment, i.e., portfolios, journals, etc. it is due to such considerations that are relying on selfassessment can be a positive factor in encouraging greater effort in analyzing, comparing, and reflecting. of course, the illocutionary act frequently realized in the declarative because the speaker tries to inform something to the listeners through the speech and so many perlocutionary effect that happed in our communication. the researcher suggests that the next researchers or writers observe the perlocutionary act to make more in-depth analysis in speech act and find another research object to analyze to show that speech act theory can be implemented in many kinds of social media or non-verbal communication. references austin, j. l. 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(2020). systematic review: where is current research on conversational analysis?. elsya: journal of english language studies, 2(2), 12-17. licea-haquet, g. l., velásquez-upegui, e. p., holtgraves, t., & giordano, m. (2019). speech act recognition in spanish speakers. journal of pragmatics, 141, 44-56. mendelson, m. a. (2018). understanding functions in learner speech. the tesol encyclopedia of english language teaching, 1-7. putri, s. d. (2020). language comparison between swahili and malay languages with semantic and pragmatic problems. reila: journal of research and innovation in language, 2(1). rahman, f. (2016). the strategy of teaching literature through language-based methods: a communicative approach. annual seminar on english language studies 2016, (1), 156-170. saragi, v., nuratika, s., fransiska, f., yolanda, m., & ardiyanti, n. (2019). a review of some speech act theories focusing on speech acts by searle (1969). elsya: journal of english language studies, 1(2), 60-68. sbisà, m. (2018). varieties of speech act norms. in normativity and variety of speech actions (pp. 23-50). brill rodopi. the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/utamax vol. 2, no. 2, july 2020, pp. 39-43 43 shasqia, m. (2020). teaching narrative text in junior high school: digital story telling in english as a foreign language (efl) context. utamax: journal of ultimate research and trends in education, 2(1). sihombing, i. c. (2019). theoretical perspectives of discursive phenomena: da and ethnomethodologically da. reila: journal of research and innovation in language, 1(1), 3538. siumarlata, v. (2017). analysis of interactional and transactional language used by the english lecturers in learning process at english department of fkip uki toraja. jurnal keguruan dan ilmu pendidikan, 6(2), 1497-1520. weda, s., samad, i. a., patak, a. a., & fitriani, s. s. (2018). the effects of self-efficacy belief, motivation, and learning strategies on students’ academic performance in english in higher education. the asian efl journal quarterly, 20(9.2), 140-168. journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 186 computer games addiction and class performance of selected philippine senior high school students kathleen seth f. farillon 1, leah mae f. farillon 2 & eulalia f. farillon 3* 1 adventist academy iloilo, iloilo, philippines 2 tapaz national high school, tapaz, philippines 3 san nicolas national high school, tapaz, philippines leahmarie0527@gmail.com article history received : 2022-06-14 revised : 2022-09-08 accepted : 2022-09-26 keywords class performance computer games problems games addiction computer literacy senior high school abstract this study was conducted to determine the relationship of computer games addiction, and class performance of adventist academy iloilo senior high school students in online classes enrolled in school year 2021-2022. the study employed a descriptive-correlational analysis utilizing 16 student-respondents by answering a researchers-made google form survey as the research instrument and measured using the following statistical tools: standard deviation, mean, and pearson's r correlation coefficient. the inferential tests were set at 0.05 alpha level. the findings of the study showed that the level of computer games addiction of the respondents when taken as a whole is “average” and when grouped according to gender, the male is “high” and the female is “low” ; their level of class performance when taken as a whole is “average” and when grouped according to gender, the male has “average” and the female has “high” level of class performance; and a significant relationship of computer games addiction, and class performance when taken as a whole and when grouped according to gender is noted. the correlation coefficient is negative meaning that if there is a higher level of computer games addiction, there will be a lower level of class performance. this study implies that learners are encouraged to control their time spent in playing computer games since it affects their class performance. parents and teachers are asked to form a partnership and use different strategies to help in improving the students’ class performance. 1. introduction since the emergence of technology in the past two decades, such as the large number of usage of devices like smart phones, tablets and computers, both the internet and electronic games have become increasingly popular with people of all ages, particularly with children and adolescents (wang et al., 2014; anderson, steen, & stavropoulos, 2017; oliveira, 2017). estimates from unicef (2017) have shown that one in three under 18-year-olds across the world uses the internet, and 75 percent of adolescents play electronic games daily in developed countries like the united states of america, europe and australia. in the philippines, as released by the manila times (2022), the 2020 statistics revealed that 43 million gamers drove the unprecedented rise in the philippine gaming industry and across southeast asia with 74 percent of the philippine online gaming population playing on their mobile devices, 65 percent on pc games, and 45 percent playing on the classic console games. according to wakoopa (2012), computer games are the second most frequently used application in the internet after the social media. online gaming is one of the most widely used leisure activities by many people and may be therapeutic but sadly it can also become addictive. in the recent years, engagement in computer literacy has evolved to internet gaming station and has become a serious problem facing the younger generation of today. this is a kind of entertainment and leisure activity that has more negative effects than positive ones with the following enumerated detrimental effects: (1) reduced sleeping time, (2) behavioural problems (e.g. low self-esteem, anxiety, depression), (3) attention problems, and (4) poor academic performance in adolescents (wang et al., 2014; rikkers et al., 2016; drummond & sauer, 2014). additionally, increased electronic gaming may cause serious functional impairments in the daily life of children and adolescents (wang et al., 2014; rikkers et al., 2016; jackson et al., 2011; drummond & sauer, 2014). https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 187 addictive game playing may be labeled as computer games addiction and it is considered as a disorder. internet gaming disorder is included in the diagnostic and statistical manual of mental disorders alongside schizophrenia, post traumatic stress disorder, manic and depressive (bipolar) disorder and many more (petry & o’brien, 2013). it must then be a noble pursuit to stop this behavior. computer games addiction should be brought to a halt! strategies and solutions should be thought of to fight this growing condition in spreading more. this is not a local problem but it has become a global one! however, due to the numerous and massive establishment of gaming and internet stations protected by business permits from local government units (lgu), students may have enough reason to skip their classes and indulge in playing computer games during class hours or even way past their bedtimes (lardizabal-dado, 2019). also, nowadays, because students have their online classes and they are allowed to use mobile devices and computers, they can readily access the internet and be involved in playing online computer games not only in their homes or internet cafes, but also in educational environments (sahin, gumus, & dincel, 2014). gender and age are important factors of computer games addiction, computer game usage time, and choice of genres (xu, turel, & yuan, 2012). boys and men are more addicted (walther, morgenstern, & hanewinkel, 2012; xu et al., 2012) and spend more time playing on computers than girls (festl, scharkow, & quandt, 2013). in 2020, men amounted to 59 percent computer game players while women accounted for nearly 41 percent of all gamers in the united states. and in asia, which accounts for 48 percent of the world’s total gaming revenue, men now consist of 55-60 percent of gamers while women make up 40-45 percent of the asian gaming population (yokoi, 2021). thus, males are to be more observed and guided while they use computers. based on the statement from the research of haghbin et al. (2013), in all the aspects of educational systems around the world, the level of the students' academic achievement serves as one of the main success indicators of their educational activities. their extracurricular activities matter and many different factors are involved in academic achievement such as personality and contextual factors. self-control and temperance is considered one of these personality traits. how the students will make use of their spare time whether they study or not will warrant success for their academic pursuits. farillon (2022) has even said that quality time spent studying will ensure the success of the students as this time spent will further their skills that are essential in producing global and competitive students who are resilient in these seasonal and changing times. thus, students must be wise on how they employ their time and how they spend it. hopefully, their time must be used in honing their skills and not in idle works and jobs that will not produce progress in their academic pursuits such the problem stated in this research study which is computer gaming and excessive internet usage. according to a study by animasaun & abegunrin (2018), academic performance is the end result of education; it measures how well a student, lecturer or instructor, or institution has achieved its educational objectives. thus, we must be mindful of the training that the students receive. the australian kids online survey by green et al. (2021) reported that 50 percent of children from australia were more likely to experience behavioural problems associated with internet use compared to children from 25 european countries. these mixed results require an urgent need of understanding the effect of the internet use and electronic gaming on the development of children and adolescents, particularly on their academic performance. labana et al. (2020) found in their study that there is a rise in excessive online gaming that is emerging in the philippines with a number of 29.9 million gamers recorded in the country. there is also a rise in the depression and poor class performance of the citizens of the country. conversely, one study by lin et al. (2013) showed that college students spending too much time on online games every week tend to suffer from worsened learning ability, concentration problems, poor academic performance, and decreased interactions with other people. also, the study by rodica and talania (2020) of 151 respondents from senior high school students of mount carmel school of maria aurora (mcsma) in the philippines mentioned that online games have negative effect to the academic performance of senior high school students of mcsma. their study revealed that online gaming has a huge impact among the students regarding their academic performance which led them to have poor or low grades and physical distress. majority of the respondents replied that online games have negative outcomes to their study and health. the researchers found out that the students cannot focus on their studies, they cannot do their home works as well as their projects, and they have low grades. due to the gravity of students having internet usage and computer games addiction, this research intended to determine the relationship of computer games addiction, and class performance of adventist academy iloilo senior high school (shs) students in online classes enrolled in school year 2021-2022. https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 188 1.1 research questions the researchers of this study attempted to determine the relationship of computer games addiction, and class performance of adventist academy iloilo senior high school students in online classes enrolled in school year 2021-2022 as it is the school where one of the researchers is studying and she would like to understand her peers. specifically, it sought to offer a response to the following questions: 1) what is the level of computer games addiction of the senior high school online students of adventist academy iloilo when taken as a whole and when grouped according to gender? 2) what is the level of class performance of senior high school online students of adventist academy iloilo when taken as a whole and when grouped according to gender? 3) is there a significant relationship between computer games addiction and class performance of adventist academy iloilo senior high school online students when taken as a whole and when grouped according to gender? 1.2 hypothesis based on the problems stated above, the following hypotheses were formulated: 1. males have a higher computer games addiction level than females. 2. females have a higher level of class performance than the males. 3. there is no significant relationship between computer games addiction and class performance of senior high school online students in adventist academy iloilo. 1.3 conceptual framework this study has the following variables shown below. the independent variable is the level of computer games addiction. the moderator variable is the gender of the respondents. the dependent variable is the class performance of the respondents. figure 1. schematic diagram that shows the relationship that exists between computer games addiction, and class performance 2. literature review according to cavus & ayhan (2014), game is considered to be equal to the history of humanity and an indispensable factor for human beings; because, game is one of the major instruments of leisure which is a component forming the society. in this sense, game provides the maintainability of social system and has significant functions for the society. when the functions of game are considered, the topics such as socialization, participation, learning, entertainment, relaxation, creativity, dreaming, imitating and recreation come into prominent. also, based on dumrique and castillo (2017), for some people, playing video games are done for fun and pleasure and is used for a number of reasons. these reasons could range from simple to complex ones such as it can serve as a stress reliever, for challenge and competition, for relaxation, for enjoyment, for social interaction, and even for mentally escaping from the real world. computer and online game play rates and sales are increasing every day and are preferred by a wide range of people ranging from children and adolescents to adults. entertainment software association’s (2012) research has showed that the typical game players’ age is 30 years old and 32 percent of the players are aging less than 18 years old. computer games may at times be therapeutic in healthy doses. yu and baxter (2015) have even said that the internet and electronic games are regarded as important, not just for better results at school, but also for self-expression, sociability, creativity and entertainment for children and adolescents. for instance, 88 percent of 12–17 year olds in the united states of america have considered the internet as a useful mechanism for making progress in school, and similarly, electronic gaming in children and adolescents may assist in developing skills such as decision-making, smart-thinking and coordination (oliveira et al., 2017). further, according to kuss & griffiths (2012), teens that play online games are just having fun and excitement. they do not just actually engage in computer gaming because of some sort of seriousness, but mainly because they just want to feel relief. during classes and school hours, these students tend to feel so stressed due to heavy loads of school works and tasks and through playing computer games, it will relive their stress and the pressure imposed on them. moreover, as farillon (2022) has stated in her research study that students are having many difficulties at school such as developing their scientific reasoning skills and critical thinking skills, a great burden is being put on their shoulders. https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 189 countless drills and teaching techniques are employed to hasten their learning abilities to create students that are literate and globally competitive. they are taught most days how to be computer users and efficient people to incorporate the progress that is evolving in our country and world today. studies have shown the following estimates and results of internet and video games usage: 59 percent of all americans play video games (ipsos mediact, 2014); an average of 48 percent of europeans have played video games (ipsos mediact, 2012); 56 percent of young adult norwegians (aged 16–40 years) play; and 98 percent of australian children aged 15–17 years are internet users and 98 percent of adolescents play electronic games (posso, 2016; brand, 2017; rikkers et al., 2016). in this modern world of computerization where transactions in government and in all aspects are made through the internet, connectivity for people seems to rely on the usefulness of computers. its purpose is sensible and positive when used appropriately. however, other computer users used it extensively and beyond time limits that become hazardous to their health. because according to the american addiction centers (2022), anything that is being used without control is harmful and disastrous to human’s health like overeating, drinking, smoking, gambling and other similar vices. in the 2000s, according to kuss (2013), online games became popular and the studies of internet gaming addiction emerged showing many negative risk factors. internet gaming became a booming market and many have accessed it. kuss’ research showed that in 2012, there were more than 1 billion individuals that played computer games, which spurred the 8 percent growth of the computer gaming industry in that same year. in the philippines alone, based on the statistics written by elliot (2020), 43 million gamers spent 572 million dollars on computer games last year. this makes the philippines the world’s 25th biggest market by game revenues, as well as a key driver of southeast asia’s overall games market. for the majority of gamers in the philippines—and across southeast asia in general— mobile device is their platform of choice. nevertheless, pc games—and to a lesser extent—console games are also popular. the following percentage of devices used applies: 74 percent of the philippines’ online population plays games on mobile devices; 65 percent plays pc games; and 45 percent plays console games. the market for computer games is very profitable and the earning potential in this industry is magnanimous. not only people buy the games but also the devices to engage in it. it is pricey and the cost is high. still, people are being drawn to it. thus, in understanding the appeal of internet gaming, the context it covers, and its neurobiological correlates can we determine and fight the phenomenon of internet gaming addiction (kuss, 2013). garnada (2020) noted that in the recent years that has passed, the research pertaining to internet gaming addiction has amplified both in its quantity and in its quality. in the south-east asian countries, the negative impacts of internet gaming addiction have aroused interest in the governments and the different health care providers to take its spectrum and the problems it brings to be seriously tackled and discussed to strategize series of different initiatives to curb, fight and alleviate the various problems this addiction is bringing to our society. the internet has an endless number of things to keep people entertained and one of them is through computer games. playing computer games can be extremely fun, gratifying, and a great escape. unfortunately, computer gaming, especially online games, can be very addictive, and many are designed to keep you playing as long as possible. computer addiction is a condition that occurs when someone's life is consumed being on the computer. computer addiction is a growing health problem that is often treated through setting limits, therapy, and support groups (computer hope, 2021). computer addiction is becoming increasingly common as more and more people have access to personal computers. personal computers do not have to be the standard desktop or laptop computer; it could include tablets, smart phones, gaming consoles and even televisions (i.e., smart tv) as they have a similar functionality and could be just as addicting as a standard computer (luigi, 2021). the reason that computer addiction is something that warrants attention is that it can negatively affect various parts of your teen’s life. any type of addiction, including computer games addiction, can lead to trouble in school and trouble maintaining employment. there are also physical effects of a computer addiction. sitting for hours per day is not good for the cardiovascular system or the muscles (studocu, 2020). in a study which desai et al. (2010) executed on 4028 adolescents who play computer games in high school, they experience problems due to the computer games in the same year; half of the participants stated that they played computer games and boys played computers more than girls. about 5% of the participants are the problematic users of computer games. playing games is generally more common among the boys while playing games is related to more reflexive behaviors and they have less internalization symptoms. the girls who state https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 190 that they play games don’t experience depression; on the contrary, they cut up rough and display a behavior up to bringing guns to school. on the other hand, there is a negative relationship between playing computer games and smoking regularly. in the research carried out by jeoung and kim in 2011 on 600 subjects from secondary and high school students (ages 12-18) in south korea, high school students were found to be more addicted to computer games than secondary school students while boys are more addicted than girls. in the study which the role of parents, friends and teachers were considered as variants; the relationships between adolescent and parents were determined to be more significant patterns from the point of addiction. the adolescents with positive relations with parents were observed to have negative addiction patterns. in the research carried out by festl et al. in 2012 on adolescents, young people and older ones in germany, it was revealed that men spent more time playing games than women; there was a negative correlation from the point of ages; young people mostly preferred digital games while the adolescents had higher problematic playing games and addiction levels than the other groups. from the blog post of studocu (2020), studies show that 94 percent of video game addicts are male and only six percent are female. of the males surveyed, many were unsatisfied with their social lives and had lower self-esteem. understandably, these two traits could influence a student’s performance in school. a study was conducted in the united states that had 3,034 participants. of the adolescents surveyed, nine percent showed signs of addiction. around four percent played video games at least 50 hours a week. on average, the participants in the study played for around 20 hours a week. students who were addicted to video games tended to perform lower than their non-addicted peers in school. it’s interesting to see the way that china is reacting to the potentially negative influence video games can have on students. for example, china has passed laws banning children from spending more than 90 minutes a day gaming and children are only able to play video games until 10 pm. according to reiss (2008) that young males are two to three times more likely than females to feel addicted to video games because males have neural circuitry that makes them more liable than women to feel rewarded by a computer game with a territorial component and then more motivated to continue game-playing behavior. moreover, bell (2018) articulately stated that performance in school is evaluated in a number of ways. for regular grading, students demonstrate their knowledge by taking written and oral tests, performing presentations, turning in homework and participating in class activities and discussions. teachers evaluate in the form of letter or number grades and offer comments to describe how well a student has done or back up the specific grade that was given. class performance is gained by earning skill levels and doing class work in their major subjects. academic performance is the measurement of student achievement across various academic subjects. teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. academic performance is the outcome of students’ effort in examinations. students’ academic performance is determined by a number of factors. academic performance is measured by the average marks of the previous semesters and the total average marks (eze, et al., 2016). according to lamas (2015), the school performance study of students is, due to its relevance and complexity, one of the issues of major controversy in the educational research, and it has been given special attention in the last decades. school performance is an issue that deeply concerns students, parents, teachers and authorities. the complexity of the academic performance starts from its conceptualization. sometimes it is known as school readiness, academic achievement and school performance, but generally the difference in concepts is only explained by semantics as they are used as synonyms. conventionally, it has been agreed that academic performance should be used in university populations and school performance in regular and alternative basic education populations. several authors agree that academic performance is the result of learning, prompted by the teaching activity by the teacher and produced by the student. from a humanistic approach, martinezotero (2007) states that academic performance is “the product given by the students and it is usually expressed through school grades”. fifteen years ago, pizarro (1985) referred to academic performance as a measure of the indicative and responsive abilities that express, in an estimated way, what a person has learned as a result of a process of education or training. for caballero et al. (2007), academic performance involves meeting goals, achievements and objectives set in the program or course that a student attends. these are expressed through grades which are the result of an assessment that involves passing or not certain tests, subjects or courses. on their part, hoyos (2011) define academic performance as the level of knowledge shown in an area or subject compared to the norm, and it is generally measured using the grade point average. https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 191 a study by ghazvini & khajehpour (2011) shows the existence of gender difference in variables under consideration, with girls showing internal locus of control, using attitude, motivation, time management, anxiety, and self-testing strategies more extensively, and getting better marks in literature. with boys using concentration, information processing and selecting main ideas strategies more, and getting better marks in mathematics. gender differences were not found in external locus of control, in academic self-concept, and in study aids and test strategies. results suggest that differences exist in the cognitive-motivational functioning of boys and girls in the academic environment, with the girls have a more adaptive approach to learning tasks. however, the influence of contextual variables that may differently affect boys’ and girls’ motivation was not taken into account. some literature reported that there are gaps in academic achievement based on gender. dayioglu & asik (2007) found a relationship between gender and academic achievement in a study sample of 10,434 graduates in turkey. the findings indicated that there is academic gap between the male and the female graduates. female graduates obtained higher cgpa than male graduates during the course although female graduates enrolled with lower grades. it shows that the academic gap still can be seen even at the tertiary level. besides, female graduates were found to have higher literacy competency than male graduates. this is consistent with the findings of tinklin (2003) which reported that more female secondary school students left school with better results than the male students. as published by psychguides.com (n.d.), the internet has made life a lot easier by making information more accessible to all and creating connections with different people around the world. however, it has also led a lot of people to spend too much time in front of the computer, so much so that it becomes the center of their lives. this can lead to an internet or computer addiction. whenever internet addicts feel overwhelmed, stressed, depressed, lonely or anxious, they use the internet to seek solace and escape. studies from the university of iowa show that internet addiction is quite common among males aging 20 to 30 years old who are suffering from depression. certain people are predisposed to having computer or internet addiction, such as those who suffer from anxiety and depression. their lack of emotional support means they turn to the internet to fill this need. there are also those who have a history of other types of addiction, such as addictions to alcohol, drugs, sex and gambling. even being stressed and unhappy can contribute greatly to the development of a computer or internet addiction. people who are overly shy and cannot easily relate to their peers are also at a higher risk of developing a computer or internet addiction. the effects of being addicted to the computer can vary depending on the activity. however, common effects could include social isolation, loneliness, and dejection, mood swings, lack of sleep or difficulty in falling asleep, poor diet and lack of proper nutrition, backache, headache, or other body aches, carpal tunnel and computer vision syndrome, obesity and other health problems. if real-life money is used in the addiction (e.g., gambling or shopping), unpaid bills and even bankruptcy may result (computer hope, 2021). video game addiction in children does not happen in total isolation. the negative effects of video game addiction are clear for perceptive individuals to see. both parents and teachers may notice decreased performance at school coupled with lower grades and failing classes. because of hours spent playing video games, video game addicts exhibit fatigue and regularly sleep during school. they may not complete assignments or may not turn assignments in on time. video game addiction leads to a loss of interest in after school activities, including social clubs and sports. video game addicts may actually isolate themselves from family members and friends in order to play video games (studocu, 2020). however, clark (2018) has written the different side of computer games on students’ academic performance. she stated that unleashing video games into the classroom, one can witness increased motivation, collaboration, and even a boost in academic performance. she has even cited numerous notable studies to support her claim and enumerated five impacts that video games have on academic performance. the first is video games can foster cooperation; second, they have cognitive benefits; third, they can increase academic motivation; fourth, they can improve educational mindset; and lastly, they can positively affect cognitive and social health. according to leung & lee (2012) internet literacy, especially in publishing and technology, increases not decreases the likelihood of someone getting addicted to the internet. as expected, internet activities, especially sns and online games, were significantly and positively linked to internet addiction as well as to all internet addiction symptoms. this finding suggests that leisureoriented internet activities can be much more addictive than other applications such as communicating by e-mail or browsing web pages. furthermore, the higher subjects scored on tool and social-structural literacy, the better their academic https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 192 performance would be; however, technical literacy skills, such as publishing and technology literacy, were not significant predictors for academic performance. this indicates that adolescents who can locate, browse, and access different information resources and who are knowledgeable about the context under which the information was created performed better both in overall grades and in academic competence. terry & malik (2018) has even attempted to investigate the concerns expressed by their high school counselors over the increases in the problematic effects of recreational video gaming on their students’ school attendance and grades. their research purpose was to study the correlations of video gaming between the variety of factors and academic performance of the selected student respondents. they developed a quantitative likert-scale survey to assess the relationship between recreational video gaming and academic performance (and they defined it as school attendance and final grades) in grade nine. questions about video gaming appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. the complete data sets resulted for 82 of the 96 grade nine students in three mid-western canadian high schools who volunteered for the study with their parents’ permission. they were not surprised of the results of the study but were even more intrigued and enamored to conduct further studies as the results of their study showed correlations that warrant further investigation but confirming their school counselors’ concerns over the relationship between recreational video gaming and academic performance. video gaming negatively affected the academic performances of the students. also, online activities and video game addiction may lower teenagers’ motivation for communicating with other people and consequently impose negative effects on their social relationships (kuss & griffiths, 2012). furthermore, hauge and gentile (2003), among others, note that video game addiction may cause a failure in teenagers’ academic performance. according to noreen (2013), the excessive use of the internet can adversely affect one's physical health, family life, and academic performance. various academic problems have been caused by internet addiction of which include the following: a decline in study habits, missing classes, significant drop in grades, poor integration in extracurricular activities and increased risk of being placed on academic probation. other than this, internet addicted adolescents often suffer from severe psychological distress, such as depression; compulsivity; anxiety; fear that life without internet would be boring, empty, and joyless; feeling of selfeffacement; as well as feeling of loneliness and social isolation. nevertheless, islam, biswas & khanam (2020) found in their study the association of internet use, and electronic game-play with academic performance in australian children. involving 14 children of 11 to 17 year-olds from young minds matter, they had organized a cross-sectional nationwide survey. one of their notable findings is that addiction tendency to internet and electronicgaming is found to be adversely associated with academic achievement. further, their study’s results indicated the need for parental monitoring and/or self-regulation to limit the timing and duration of internet use/electronic-gaming to overcome the detrimental effects of internet use and electronic game-play on academic achievement. the study of sahin et al. (2014), however, showed a negligible negative correlation between computer games addiction and academic achievement. they have studied students from turkey and measured computer and video games addiction among the adolescents with a promising future ahead of them. 3. methods 3.1 research design this study employed the survey approach of conducting research. more accurately, this study utilized the correlational method using survey questionnaires. according to fraenkel et al. (2012), correlational research analyzes the possibilities of relationships between only two variables, although sometimes examinations of more than two variables are also common. correlational research is a form of descriptive research because it illustrates an existing relationship between two or more variables. when you describe relationships using this form, it is quite different from the descriptions found in other types of research studies. a correlational study uses the degree to which two or more quantitative variables are related, and it is using a correlation coefficient. the purpose of the researchers was to measure the level of computer games addiction and its relationship with the class performance of senior high school students in online classes enrolled in adventist academy iloilo in school year 2021-2022 and to find out if there is a relationship between these two variables when the respondents were grouped according to gender with the gender acting as the moderator variable. the descriptive method was accomplished by dividing the survey questionnaire into three subparts namely: respondent’s information, level of computer games addiction and the level of class performance. https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 193 the researchers used the correlationaldescriptive method because it was appropriate for this particular study since the correlational study was used to ascertain the relationship of the computer games addiction and the class performance of the senior high school students enrolled in adventist academy iloilo in school year 2021-2022. 3.2 sample and sampling technique the chosen respondents of this research study were the grade 11 & 12 online students of adventist academy iloilo enrolled in school year 2021-2022. the 16 student-respondents were selected through purposive sampling. purposive sampling was utilized to squeeze a lot of information out of the data that the researchers have collected. this allowed the researchers to describe the major impact their findings have on the population. this kind of method is a non-probability sampling method that occurs when the elements selected for the sample are chosen according to the judgment of the researchers (patton, 2002). in choosing the respondents, they should meet the following specific criteria: a) enrolled in adventist academy iloilo, b) enrolled in grade 11 and 12, c) take online classes as the mode of learning, and d) play online games. profile of the respondents. the respondents’ socio-demographic profiles include the respondent’s gender. all respondents were senior high school online students. table 1 presents the distribution of the respondents according to their gender. the researchers gathered only have 16 respondents: 8 are males and 8 are females. table 1. distribution of the respondents by gender gender n percentage (%) female 8 50 male 8 50 entire group 16 100 3.3 research instrument the instrument that was used in this study was the researchers-made questionnaire, which was answered by the senior high school online students of adventist academy iloilo. part 1, contains the respondent’s information which requires them to put their gender and they can choose whether to put their names or not. part 2 contains only 1 question for the respondents to answer the question, how many hours do they spend playing online games daily, to determine the level of their computer games addiction. to interpret the level of computer addiction by the hours they spent in playing daily, the following scale was made. scale descriptive rating 5 hours-above very high 2 hours-5 hours high 1 hour-2 hours average 30 min-1 hour low 10 min-30 min very low part 3 contains a 10-item researcher-made questionnaire to determine the level of class performance of the respondents. each item in the instrument was answerable with any of the following responses: “always”, “frequently”, “sometimes”. weight responses 5 always 4 frequently 3 sometimes 2 rarely 1 never to determine the level of the respondents’ class performance, the following scale of means was used: scale descriptive rating 4.21 – 5.00 very high 4.41 – 4.20 high 2.61 – 3.40 average 1.81 – 2.60 low 1.00 – 1.80 very low 3.4 data collection procedure the data were collected by administering an online survey through google forms. the researchers secured a permission letter from the school principal to conduct the study. upon approval, the researchers briefed the respondents of the nature of the data gathering procedure. the respondents who agreed to participate were then given questionnaires. they were given three days to answer and pass the survey to the researchers and were instructed to complete the survey by giving responses to every question. https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 194 the data were consistently monitored through the online platform and the respondents were encouraged to answer honestly and assured that their responses would be kept confidential. their answers were made to be the basis to answer the research problems regarding the level of computer games addiction and the level of class performance of the senior high school online students. data obtained from the study were then processed, encoded, and manually analyzed to check the consistency of the information in preparation for the data analysis. 3.5 data analysis procedure the following data analysis procedure was used during the conduct of the study: mean. it was used to determine the respondents’ mean in the hours they spent in playing computer games and to classify which rating they belong to. standard deviation (sd). it was used to determine the homogeneity and heterogeneity of the scores obtained by the respondents. pearson’s r correlation coefficient. set at 0.05 level of significance, it was used to determine the relationship between computer games addiction and the class performance of the senior high school students when taken as a whole and when grouped according to gender. 4. results this chapter represents the data gathered with respect to the study, “computer games addiction and class performance of selected philippine senior high school students”. 4.1 descriptive data analysis table 2 presents the level of computer games addiction of the shs students in online classes of adventist academy iloilo enrolled in school year 20222023. the results show that when taken as a whole (m=3.06, sd=0.8125), it is described as “average”. when grouped according to gender, males have “high” computer games addiction level while females have “low” addiction level to computer games. this implies that males spend more time playing than the females and that there is a significant difference in the level of computer game addiction when grouped according to gender. table 2. descriptive results of level of computer games addiction note: 4.21 – 5.00 very high; 3.41 – 4.20 high; 2.61 – 3.40 average; 1.81 – 2.60 low; 1.00 – 1.80 very low table 3 shows the level of class performance of the shs students in online classes of adventist academy iloilo enrolled in school year 2022-2023. the result shows that when taken as a whole, the level of performance of the students is described as “average” with the mean of 3.4. when grouped according to gender, males have “average” level of class performance, while females have “high” level of class performance. this implies that gender affects the level of class performance of the students and females perform better than males. table 3. level of class performance note: 4.21 – 5.00 very high; 3.41 – 4.20 high; 2.61 – 3.40 average; 1.81 – 2.60 low; 1.00 – 1.80 very low 3.2 inferential data analysis table 4-5 show the correlation of computer games addiction and class performance of the senior high school students in online classes of adventist academy iloilo enrolled in school year 2022-2023 when taken as a whole and grouped according to the respondents’ gender. the result in table 4 explains that there is a significant relationship between the level of computer games addiction and class performance at the p-value of .01 and .05 of the senior high school students when taken as a whole with table r value of .6226, p<0.01 and .4973, p<0.05. thus, the null hypothesis is rejected. the result is a negative correlation which implies that if one variable goes higher, the other goes lower. mean standard deviation descriptive rating male 3.875 1.35 high female 2.25 1.089 low total 3.0625 0.8125 average mean standard deviatio n descriptive rating male 3.15 0.427 average female 3.65 .5454 high total 3.4 0.25 average https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 3, november 2022, pp: 186– 201 doi: https://doi.org/10.31849/utamax.vxxx 195 table 4. correlation between computer games addiction and class performance when taken as a whole *correlation is significant at the 0.01 level (2-tailed). **correlation is significant at the 0.05 level (2-tailed). table 5 shows the correlation between the level of computer games addiction and class performance when grouped according to gender. the results show that in male group the value of r=-.8179, table r at a significant level of .05=.7067. it implies that there is a negative correlation in the variables and there is a significant relationship at .05. the result shows that in male group the value of r=-.7151, table r at a significant level of .05=.7067. it implies that there is a negative correlation in the variables and there is a significant relationship at .05. table. 5. correlation between computer games addiction and class performance when grouped according to gender r table r level interpretation level of computer game addiction and level of class performance in male level of computer game addiction and level of class performance in female. -.8179 -.7151 .7067** .05 .7067** .05 significant significant **. correlation is significant at the 0.05 level (2-tailed). r table r level interpretation level of computer games addiction and level of class performance -1.0665 .4973** .05 .6226* .01 significant significant https://doi.org/10.31849/utamax.vxxx 196 5. discussion 5.1 the levels of students’ computer games addiction the level of computer games addiction of the shs students in online classes of adventist academy iloilo enrolled in school year 2021-2022when taken as a whole is “average” and when grouped according to gender, males have “high” computer games addiction level while females have “low” addiction level to computer games. the results support the survey of harris interactive in the year 2007 stated from the study of reiss (2008) saying that females are less likely to feel addicted to video games than young males who are two to three times more inclined to play video games. because according to reiss (2008), males have that neural circuitry that makes them more accountable than women to feel rewarded by playing a computer game with a territorial component and then more motivated to continue the game-playing behavior. that’s why based on this, he said that it makes more sense that males are more likely to get hooked on video games than their female counterparts. also, in the research done by jeoung and kim in the year 2011 on a 600-subject scope from secondary and high school students (aging 12-18) in south korea, these high school students were found to be more addicted to computer games than the secondary school students and boys are more addicted than girls. further, the research performed by festl et al. in 2012 with respondents ranging from adolescents, young people and older ones in germany, found that men spent more time playing games than women. also, they discovered that there was a negative correlation from the point of ages—young people mostly like digital games while the respondent adolescents had a higher problem in playing games and addiction levels are higher than the other groups. the results of the study are also similar to the findings from the blog post of studocu (2020) that stated that studies show that 94% of video game addicts are males and only 6% are females. with the males that were surveyed, many of them were unsatisfied with their social lives and had a lower self-esteem than those males who are not computer games addicts. a certain study was also conducted in the united states that had 3,034 participants. of the adolescents surveyed, 9% showed signs of computer games addiction. around 4% played video games at least 50 hours a week. 5.2 the level of class performance the level of class performance of the shs students in online classes of adventist academy iloilo enrolled in school year 2021-2022when taken as a whole is “average” and when grouped according to gender, males have “average” class performance level while females have “high” class performance level. the results of the study support the study by ghazvini & khajehpour (2011) that shows the existence of gender difference in the variables that were taken under consideration, with girls showing internal locus of control, motivation, using attitude, anxiety, time management, and self-testing strategies more extensively, and they are getting better marks in literature. with the boys using information processing, concentration, and selecting main ideas strategies more, and getting better marks in mathematics. there are no gender differences that were found in study aids and test strategies, in external locus of control, and in academic self-concept. the results suggest that differences exist in the cognitive-motivational functioning of boys and girls in the academic environment, but with the girls having a more adaptive approach to learning tasks than their boy counterparts. there is some literature that reports that there are gaps in academic achievement based on their gender. dayioglu& asik (2007) found a relationship between gender and academic achievement in a study sample of 10,434 graduates in turkey. their study findings indicated that there is an academic gap between the male and the female graduates. it is found that female graduates obtained higher cgpa than male graduates during the course although female graduates initially enrolled with lower grades. it shows that the academic gap still can be seen even at the tertiary level. besides, the female graduates were found to have higher literacy competency than the male graduates. this is also consistent with the findings of tinklin (2003). he wrote that more female secondary school students left school with better results than the male students do. islam, biswas & khanam (2020) found in their study the association of internet use, and electronic game-play with academic performance in australian children. involving 14 children of 11–17 year olds from young minds matter, they had organized a crosssectional nationwide survey. one of their notable findings is that addiction tendency to internet and electronic-gaming is found to be adversely associated with academic achievement. further, their study’s results indicated the need for parental monitoring and/or self-regulation to limit the timing and duration of internet use/electronic-gaming to overcome the detrimental effects of internet use and electronic gameplay on academic achievement. the results support the study by noreen (2013) showing that the excessive use of the internet can adversely affect one's physical health, family life, and academic performance. various academic problems have been caused by internet addiction of which include the following: a decline in study habits, missing classes, significant drop in grades, poor integration in extracurricular activities and increased risk of being placed on academic probation. other than this, internet 197 addicted adolescents often suffer from severe psychological distress, such as depression; compulsivity; anxiety; fear that life without internet would be boring, empty, and joyless; feeling of selfeffacement; as well as feeling of loneliness and social isolation. 5.3 the relationship between computer games addiction, and class performance there is a significant relationship between computer games addiction, and class performance when taken as a whole and when grouped according to gender. the correlation coefficient is negative meaning that if there is a higher level of computer games addiction, there will be a lower level of class performance. the results support the study of studocu (2020) that demonstrates that video games are having a negative impact on the performance of students. because of the hours spent in playing video games, those who are addicted exhibit fatigue and they regularly sleep during school hours. they may also not complete their homework and assignments or may not pass them on time. being a video game addict may lead to a loss of interest in the participation in online classes, and in joining school activities including social clubs and sports festivities. video game addicts could actually distance themselves from their family members and even friends so that they could continue playing video games. also, according to noreen (2013), the excessive use of the internet or what we now term as internet addiction can adversely affects one's physical health, family life, and academic performance. the academic problems caused by internet addiction may include a significant drop in grades, study habits, increased risk of being placed on academic probation, missing classes, and poor integration in extracurricular activities. other than that, according to their study, adolescent internet addicts often suffer from severe psychological distress, such as compulsivity; depression; feeling of selfeffacement; anxiety; fear that life without internet would be boring, empty, and joyless; as well as the feeling of loneliness and social isolation. in a study which desai et al. (2010) has done on 4028 adolescents who played computer games in high school, the majority have experienced problems due to the computer games in the same year; 50% of the participants stated that they played computer games and boys played computers more than girls. about 5% of the participants are very problematic users of computer games. also, they found that playing games is generally more common among the boys while playing games is related to more reflexive behaviors and they have less internalization symptoms. the girls who state that they play games don’t experience depression but they cut up rough and display a behavior up to bringing guns to school. the results, however, are in contrast to what clark (2018) has written about the different side that computer games have on the students’ academic performance. she stated that in unleashing video games to the classroom one can witness increased motivation, collaboration, and even a boost in their academic performance. she has even cited numerous notable studies to support her claim and enumerated five different impacts that playing video games may have on academic performance. the first is video games can foster cooperation; second, they have cognitive benefits; third, they can increase academic motivation; fourth, they can improve educational mindset; and lastly, they can have positive effects on cognitive and social health. the results of the study support the study by ghazvini & khajehpour (2011) that shows the existence of gender difference in the variables that were taken under consideration, with girls showing internal locus of control, motivation, using attitude, anxiety, time management, and self-testing strategies more extensively, and they are getting better marks in literature. with the boys using information processing, concentration, and selecting main ideas strategies more, and getting better marks in mathematics. there are no gender differences that were found in study aids and test strategies, in external locus of control, and in academic self-concept. the results suggest that differences exist in the cognitive-motivational functioning of boys and girls in the academic environment, but with the girls having a more adaptive approach to learning tasks than their boy counterparts. labana et al. (2020) found in their study that there is a rise in excessive online gaming that is emerging in the philippines with a number of 29.9 million gamers recorded in the country. there is also a rise in the depression and poor class performance of the citizens of the country. conversely, though, one study by lin et al. (2013) showed that college students spending too much time on online games every week tend to suffer from worsened learning ability, concentration problems, poor academic performance, and decreased interactions with other people. also, the study by rodica and talania (2020) of 151 respondents from senior high school students of mount carmel school of maria aurora (mcsma) in the philippines mentioned that online games have negative effect to the academic performance of senior high school students of mcsma. their study revealed that online gaming has a huge impact among the students regarding their academic performance which led them to have poor or low grades and physical distress. majority of the respondents replied and favoured that online games gave negative outcomes to their study and health. the researchers found out that the students cannot focus on their studies, they cannot do their home works as well as their projects, and they have low grades. 198 additionally, the results from the study of malik and terry (2018) support the negative correlation of this research study. as malik and terry (2018) attempted to investigate the concerns expressed by their high school counsellors over the increases in the problematic effects of recreational video gaming on their students’ school attendance and grades, they found that video gaming negatively affected the academic performances of the students as was the results of this research study. moreover, malik and terry (2018) research have the purpose to study the correlations of video gaming between the variety of factors and academic performance of the selected student respondents. they developed a quantitative likert-scale survey to assess the relationship between recreational video gaming and academic performance (and they defined it as school attendance and final grades) in grade nine. questions about video gaming appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. the complete data sets resulted for 82 of the 96 grade nine students in three mid-western canadian high schools who volunteered for the study with their parents’ permission. they were not surprised of the results of the study but were even more intrigued and enamored to conduct further studies as the results of their study showed correlations that warrant further investigation but confirming their school counselors’ concerns over the relationship between recreational video gaming and academic performance. when considered well, the results from different studies cited tell us that the more addicted our students are to computer games, the poorer they will be in their class performances. it should then be taken into account that the students should be advised of the proper use of computer games and employ discipline in their interaction. this will greatly help them in alleviating the negative causes of computer games addiction and make them better students. therefore, the null hypothesis that states that there is no significant relationship between computer games addiction and class performance of senior high school online students in adventist academy iloilo is hereby rejected. 6. conclusion the respondents as a whole have an average level computer game addiction, this implies that most of them spends 1 hour-2 hours in playing computer games. when grouped according to gender, the male respondents have high addiction while the females have low addiction. this means that males spend 2 hours5 hours and females spend 30 minutes to 1 hour playing games. moreover, it shows that males spend more time playing than females. the level of performance of the learners varies when grouped according to their gender. the result shows that the female has a higher level of class performance than the male. this means that girls are attentive and participative in online classes than the boys. it also tells us that there is a significant difference in the level of class performance of the senior high school students when grouped according to gender. based on the results, there is a significant relationship between the level of computer games addiction and the level of class performance of the senior high school students. and regardless of their gender, there is still a significant relationship. the correlation is negative between the level of computer game addiction and the level of class performance of the senior high school students, meaning that when one variable gets higher, the other gets lower. if there is a high level of computer games addiction, then the level of class performance gets lower. 7. recommendations in line with the findings and conclusions of this study, the following recommendations are proposed: 1) learners are encouraged to control their time spent in playing computer games since it affects their class performance. they are encouraged to participate in their class and give their attention to their teachers. 2) parents are asked to be more involved in their children’s education and to control the time their children spent in playing computer games as it delivers negative outcomes to the students’ class performance. 3) teachers and administrators are motivated to use different strategies to make their students participate in class and form a partnership with the students’ parents to help improve the students class performance. 4) future researchers may conduct similar studies to develop instruments that can measure the relationship of computer games addiction with students’ class performance. as the results have shown, this study may be a basis for experiments that test the negative results of computer games addiction to students’ class performance. 8. acknowledgment in the realization of this research study, the authors are indebted to the support and understanding of their family members. the authors would also like to thank the participating students and the research locale personnel as well as the research advisors who have provided valuable feedback. invaluable thanks are also given to the staff of utamax: journal of ultimate research and trends in education and its anonymous reviewers for polishing this study more. this research has received no external funding from any organization or private corporation. the authors affirm no conflict of interest in conducting this study. 199 references american addiction centers. 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(2012). online game addiction among adolescents: motivation and prevention factors. european journal of information systems, 21(3), 321-340. instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 1, march 2023, pp: 45 – 60 doi: https://doi.org/10.31849/utamax.v5i1.11818 45 social attitudes, environmental factors, and laws-institutions impacts on school dropouts: case studies in sumba island marianus yufrinalis* & stefanus igolois grenga uran universitas nusa nipa, maumere, indonesia andryjfr88@gmail.com article history received : 2022-11-07 revised : 2023-02-21 accepted : 2023-03-07 keywords access to education school dropouts social attitudes environmental factors laws-institutions abstract this research is based on the fact that most children in west sumba and central sumba are forced to drop out of school for various very crucial reasons. the purpose of this study refers to efforts to identify various factors that influence the high dropout rate. the collected data shows that the number of primary school dropouts in west sumba was 151 students (0.76%) from 18,772 primary school students in the regency. the highest number was in the lamboya and tanarighu districts, making up 2.02% and 1.06%, respectively. the percentage is even lower for secondary school dropouts, which is 0.006% of the total of 13,368 junior high school students in west sumba. the percentage of school dropouts at the primary schools in the central sumba regency is 0.72%. from the collected data, the highest dropout rates are in the districts of mamboro (1.28%). the percentage of secondary school dropouts in central sumba is 2.14%. the highest numbers were in the districts of umbu ratu nggay barat (3.61%), katikutana selatan (2.42%), katikutana (2.04%), mamboro (1.70%), and umbu ratu nggay (1.21%). from the information above, the highest dropout rates for primary and secondary schools are in umbu ratu nggay barat and katikutana selatan districts. the main factors causing the high dropout rate in these two districts are social attitudes, environmental factors, and laws & institutions. 1. introduction east nusa tenggara (ntt) province has an average human development index (hdi) and was ranked 32 out of 34 provinces in indonesia in 2018 (bps, 2018). the average of hdi in ntt province was 64.39 compared to the national average of 71.39. both west and central sumba ranked lower than the province hdi average, accounting for 62.91% and 60.07%, respectively. the human development index of ntt province in 2020 has decreased by 0.04 from 65.23 in 2019 to 65.19 in 2020 (bps, 2020). this trend is due to the outbreak of covid-19, putting the ntt still ranked 32 with the average category (bps 2020). in west sumba regency, the hdi also slightly declined by 0.03 from 63.56 in 2019 to 63.53 in 2020. nonetheless, west sumba's hdi from 2013 to 2020 had grown by 4.91%. while some components of hdi increased during the 2019 to 2020 period, some others have decreased. in 2019, the newborn's life expectancy was up to 66.98 years. this figure increased by 0.1 in 2020 to 67.08 years. in addition, the expected years of schooling (harapan lama sekolah/hls) for the 7-year-olds had increased by 0.22 to 13.11 years in 2020 compared to 2019. moreover, in 2020, the school-leaving age for the population aged 25 years and above had increased by 0.07 to 6.60 years compared to 2019. nevertheless, the expenditure per capita decreased by 265,000 rupiah from 7,586,000 rupiah in 2019 to 7,321,000 rupiah in 2020 (bps sumba barat, 2021). the central sumba regency data for 2019 and 2020 concerning life expectancy show a slight increase of 0.06% from 68.32% to 68.38%, respectively. moreover, the expected years of schooling (hls) in this regency slightly rose from 12.66 years in 2019 to 12.96 years in 2020, making up 0.30%. meanwhile, the average length of schooling (rata-rata lama sekolah/rls) increased by 1.71% from 2019 to 2020 with 5.96 years and 6.25 years, respectively. based on the achievements above, there was a gradual increase in the hdi achievement of central sumba regency from 2019 to 2020 with 61.01 and 61.53, respectively (bps sumba tengah, 2021). https://doi.org/10.31849/utamax.v5i1.11818 mailto:andryjfr88@gmail.com 46 the poverty rate is one of the challenging situations in those impacted areas. statistically, the poverty rate for west sumba was 28.39%, while central sumba was 34.27%, compared to the average ntt province poverty rate of 20.99% (bps 2021). children’s health and nutrition status is another problematic situation. in 2018, the indonesian ministry of health released the basic health survey (riset kesehatan dasar/ riskesdas), which indicated that indonesia's average stunting prevalence was 30.8 %. that means 1 out of 3 children was under the stunting category due to chronic malnutrition. among 34 provinces in indonesia, ntt province had the highest stunting prevalence, which counted for 42,6%. among the regencies in ntt, west sumba and central sumba have a high percentage of stunting cases. the nutrition surveillance report issued by provincial health office indicated that 40.6% of cases occurred in 2016 and 38% in 2017 at the same time frame in west sumba. low nutrition intake, food insecurity, limited access to clean water, poor hygiene practice, and poor parenting system have significantly contributed to stunted children (septiyani et al., 2021). stunting indicates that a child fails to thrive, with impaired brain development, lower i.q., weakened immune systems, and greater risk of serious diseases (koshy et al., 2022). referring to the statistics central agency of ntt province (bps, 2019), as many as 1,742 (0.63%) primary school children and 2,390 (1.15%) junior high school children dropped out of school. these children dropped out for various reasons, such as girls being pregnant while in school and getting expelled from schools, boys working in the economic sector to fulfill domestic needs, among other social problems. the school doesn't care when a child drops out of school for various reasons (fall & roberts, 2012). as a result, only some children became students and succeeded in completing their compulsory education, and these numbers managed to enter the university. in west sumba, 8.9% of boys and 3.4% of girls aged 7 to 18 left school in march 2017 (susenas, 2017). more specifically, 0.8% of boys and 1.2% of girls never attended school. three-quarters (75%) of these boys and girls did not go to school due to their disability conditions such as blind, deaf, downsyndrome, and physical. from this fact, it can be considered that both the levels of supply and demand are not in favor of them. there is only one school for children with special needs in west and central sumba at this present time. the school is in waikabubak city; therefore, children who live far away in the rural areas may find it difficult to get access to the school. also, the long-distance may have an impact on expensive transport fare and social adjustment. moreover, parents or guardians of children with disabilities may not understand that their children have the talent to be nurtured despite their disabilities and did not put effort to send their children to school. the other contributing factor is lack of family financial support (for 25% of boys who never attended school) and other related factors (for 25% of girls who never attended school). this research refers to facts on the ground related to the high number of out-of-school children in the west sumba regency and central sumba regency, east nusa tenggara province. several previous studies, indeed, have concerns about school dropouts in that province. cornelia et al., (2016) intend to determine the general characteristics of senior high school dropout across the province along with the causal factors behind that trend. another study by guntur & lobo (2017) also investigate the characteristics of reasons behind school dropouts in east nusa tenggara province and determine the statistical model explaining the causal factors. however, those studies did not put their central focus on west sumba and central sumba regency that are categorised as the highest regencies in dropout case. additionally, none paid serious attention on more underground causes related to social attitudes and gender gaps, environmental issues, and policy making. this study, therefore, focuses on the social inclusion of marginalized and vulnerable groups in the 63 villages assisted by the save the children sponsorship program in west sumba and central sumba. this study was conducted in particular communities in sumba whose participants were selected using the purposive method due to the study needs consideration. that means that the findings of this study cannot be generalized to represent conditions in west sumba and central sumba or the communities in sumba in general. nonetheless, the data and information presented as the findings of this study can be used as a reference for any other related studies. in general, the main challenges faced are related to the availability of data at the village and regency levels. even if the data are available, they were not the updated ones. therefore, some considerations for choosing a location for primary data collection are based on the availability of the 2020 data. considering the outbreak of the covid-19 as a serious obstacle, some risk mitigations were also done. all fgd participants and in-depth interviewees were required to wear masks, sanitize hands, and maintain a safe distance during the discussion. another challenge is that not all villages and offices have data on the characteristics of the marginalized groups to be studied. therefore, some information on marginal groups cannot be presented with data per village. to mitigate this, save the children wrote to the offices/agencies, but the data obtained were not in accordance with the expected data, so the researchers used the generally available data. by analyzing the various factors that cause this high dropout rate, researchers can contribute to stakeholders, institutions and schools that play a direct role in the world of education. therefore, the focus of this study rests on 47 the description of the factors causing children to drop out of school in the west sumba and central sumba regions only. 2. literature review research by (soetrisnaadisendjaja & sari, 2019) found that the factors causing the high number of outof-school children in the industrial area of cilegon city. the results showed that the factors causing children to drop out of school are divided into two parts, namely, external factors and internal factors. external factors are caused by two things. first, environmental factors caused by a decrease in children's motivation to go to school because they are carried away by their friends to skip class. and second, economic factors that make children forced to quit school and choose to work to help parents in fulfilling their daily lives. in accordance with the research of (parviainen et al., 2020), which mentions environmental and economic factors as the main causes of emotional and psychosocial imbalances of students so that they choose to withdraw from school. while the internal factor is the pain factor. children have weak physical conditions that affect their immune system so they cannot go to school. the impact that children feel after experiencing dropouts is feeling disappointed in themselves and feeling sorry for letting their parents down. low education makes it difficult for children, especially in finding a job because they do not have a diploma. in addition, the child's interaction with friends and people around so that they are more often unemployed at home and do not carry out useful activities. children who have dropped out of school interpret education as important for different reasons according to their respective points of view. another study by knyartilu & neonufa (2021) outlined the factors causing out-of-school children in the adolescent category in snok village, north amanatun district, south central timor regency. the results showed that there are several factors that cause the high dropout rate in this region. some of the contributing factors are economic factors, internal factors of children, factors of association with friends, environmental factors, factors of customs traditions, and factors of distance and facilities. high psychological inflexibility increased dropout intentions only in upper secondary general (not in vocational) education (liinamaa et al., 2022). meanwhile, another study by cornelia et al., (2016) showed that apts (angka putus sekolah/ dropout rate) sma in ntt, which was 8.60 percent in 2016, was higher when compared to the national apts of 4.98 percent, showing that there are still many children in ntt who do not receive their right to full education. this is also evidenced by the low average length of schooling of residents aged 15 years and over in ntt province in that year which was in the third lowest position in indonesia at 7.54 years. this means that the average population in ntt only receives education until junior high school, still lower than the average school length target launched by the ministry of education and culture, which was 8.3 years in 2016. based on the findings in the field, it can be concluded that the proportion of high schoolage children who dropped out of school in ntt province in 2016 is still relatively large. high schoolaged children who are male and live in rural areashave a greater chance of dropping out. likewise, those who come from low-income households and the number of children in the household is more than 2 people. the same is true for those who come from households with domestic violence working in the agricultural sector and are educated not to finish high school. research by (jacob, 2022) shows that 10.19 million children were found to be out of school and 38% of them were girls. some of the factors attributed to this ugly situation in nigeria are early marriage, early pregnancy, violence at schools, funding is targeted at boys, child/domestic labour, dangerous journeys to schools, kidnapping, poor sanitation in schools, dilapidated desks/chairs, few female teachers to encourage them to attend school, religious and traditional practices etc. another research by prastyanti, et al. (2022) shows about participation of students during the covid-19 pandemic. the results showed that teachers and students in research areas alike experienced technological disruption both in the educational process or services to students during the pandemic as an effect of the changing of studying learning methods from face-to-face to online. another result found the use of digital media in the process of implementing and evaluating the studying learning process hurts boredom, lack of concentration on the lesson, and humanistic interaction with other students. in contrast, the result also found a positive impact such as interesting and innovative digital applications that can support the educational process during that pandemic. the implementation of online learning is also deadlocked because educators and students have little experience using online learning applications (chowdhury & behak, 2022). in online learning, many students cannot meet the requirements of online learning so they decide to drop out of schools. another study by suyadi & selvi (2022) describes the impact of the covid-19 pandemic on the effectiveness of learning at home by children and the work of their parents which is also carried out at home. the covid-19 pandemic has taken away face-to-face learning methods and it has been very exciting (rabbanie et al., 2022). the impacts of covid-19 are still haunts us with its societal, economic, and psychological aftermaths (pinto, 2022). the existence of conflicts of interest and responsibility causes many children to become victims of neglect and violence by their own parents. the results showed that there was physical, emotional, and verbal child abuse and negligence during online learning. this happened 48 because children were often assumed of neglecting studies and misusing gadgets. furthermore, the stress levels in parents increased due to the dual role, i.e, working and being teachers at home. research by (adelia & irmawita, 2020) entitled factors causing school drop outs in nagari tanjung betung, rao selatan district, pasaman regency, found several factors that cause many children to drop out of school, namely (1) socio-economic conditions; (2) low interest in learning; (3) low motivation to learn; (4) problems in schools; and (5) the social environment. and also researched by mawar (2021) which found factors that cause out-ofschool children in duwanur village, west adonara district, east flores regency, namely: family economic factors that are not supportive so that children drop out of school. hal this is a factor inhibiting children from continuing their education or completing education in elementary school. as a form of diversion, their parents present work for the child as their activity after dropping out of school. economic incompetence and lack of appropriate coaching on the importance of primary and secondary education or even tertiary education, are the causes of citizens feeling unimportant to receive an education in formal schools. 3. method this qualitative research refers to the social inclusion analysis framework issued by save the children, which emphasizes that social inclusion is a condition in which a community has the resources, opportunities, and abilities to learn, work, engage, and have a voice. this framework recognizes that social inclusion is dynamic (changes over time) and contextual (varies according to circumstances and location). this study promotes an approach that addresses the social factors determining whether people have the resources, opportunities, and capabilities they need. this study took place in west sumba and central sumba from june to december 2021. study preparation began from inception report submission and review by the save the children team to data collection and finding report. data collection covers two stages, namely secondary sources review and primary data collection through focus group discussions (fgd), in-depth interviews (idi), and key informant interviews (kii). the documents reviewed include internal save the children indonesia's sources and external documents or official data published and released by the indonesian central bureau of statistics (bps). the primary data collection was conducted within fgd, idi, and kii in west sumba and central sumba. the researchers initiated this study by conducting 16 kiis in west sumba and central sumba. the interviews were arranged for ten representatives of the regional departments, four representatives of local ngos, and two representatives of special schools. other rounds of interviews were conducted with two village heads and a village secretary. the head of cendana village could not attend the interview because, at the same time, he was being quarantined due to the election of the village head in cendana village. the researchers also featured interviews with four school principals and four village midwives who served in manola village, watukerere village, dewa djara village, and cendana village. 13 fgds were conducted with groups of low-income families living in disaster-prone areas, marapu adherent communities, and parents with stunting children in the separate research villages. the idis were conducted with five out of school children (two elementary school dropouts and three junior high school dropouts), two early marriage adolescents, three families with children with disabilities, and three business owners who employ school dropouts. all fgds, idis, and kiis were conducted in indonesian by the consultant team and translated as necessary into sumbanese by research assistants and the village volunteers on development (rdm), a save the children program located in the village. all consent, instructions, and answers were provided in indonesian. all participants were informed about the objectives of the fgd and interviews and asked to consent. all participants understood and were willing to be part of the discussion and interview. written documentation, sound recordings, and photos of activities were available during the process. figure 1. fgd with the targeted communities every day after the fgd was over, the research team held a reflection and briefing session and transcribed information from field notes and recording sessions. in addition, a short training session and material preparation for the next day's fgd activities were also completed. the idis and fgds were held for five days from monday, 1 november to friday, 5 november 2021. the kiis were conducted online in the period 18-23 october 2021. while fgds with local communities were held in their villages, kiis with government officials and ngos were held in their respective offices, and discussions with partner ngo leaders were held online. 49 4. result this study aims at determining the number of school dropouts from four most socially excluded groups in west sumba and central sumba regencies and analysing causal factors to group exclusion based on social attitudes and gender gaps, infrastructure and environmental factors, and laws and institutions’ policies. according to the indonesian central bureau of statistics (bps), the definition of the school dropout rate refers to the proportion of children by the schoolage group who are no longer in school or who have not completed a certain level of education. the age groups referred to are 7-12 years, 13-15 years, and 1618 years. this study focuses on the number of out-ofschool children in the west sumba and central sumba regions. as an illustration, the researcher presents comparative data on the net enrollment rate (ner/apm) of west sumba and central sumba. the basis of comparison follows the bps data. nonetheless, there is a year difference in the data recorded, while the west sumba data is from 2020, the central sumba from the 2019 report. bps defines ner as the proportion of the population of a schoolage group currently attending school at the appropriate level of education to the whole population of the corresponding school-age group. since 2007, non-formal education (package a, b, and c) has been taken into account. figure 2. comparison of the net enrollment rate (ner) of west sumba and central sumba (2021) the net enrollment rate for west sumba regency in 2020 for the primary school (sd)/ equivalent level, the secondary school (smp)/ equivalent level, and high school (sma)/ equivalent level are 97.14%, 69.54%, and 56.07%, respectively. the ner for central sumba regency in 2019 for the sd/ equivalent level, the smp/ equivalent level, and the sma/ equivalent level are 96.39%, 74.22%, and 44.88%, respectively. this condition is exacerbated by the concept of online learning during the pandemic, which results in teachers and students not having a distinctive and strong bond in learning and teaching activities. teaching in this pandemic is divided by technology, technological know-how, online approaches in teaching and learning, including the preparation of the pre-service teachers which test their capacity and adaptability on the challenges of online learning–the new normal of education (camayang & bautista, 2022). based on the ratio, the higher the level of education is, the fewer the number of students are. at the primary school level, the difference between west sumba and central sumba is comparatively slight at 97.14% and 96.39%, respectively. that means that almost all primary-school-age children are registered and in school. this number significantly decreases when referring to the ner for the high school level. only 44.88% of the population of the corresponding school-age in central sumba and 56.07% in west sumba attend high school. that means that while only half of the high school-age children were at school, the other half were not. the following table displays data on the school dropouts in 2021 at the secondary school level in the west sumba and central sumba regions released by the education office of each regency. the data of research presents the data of the primary school dropouts in the central sumba regency. the percentage of the school dropouts at the primary schools in the central sumba regency is 0.72%. from the data in table 8 above, the highest dropout rates are in the districts of mamboro (1.28%), 50 katikutana selatan (0.80%), umbu ratu nggay barat (0.80%), and umbu ratu nggay (0.46%). interestingly, katikutana is the only district with a zero dropout rate (0%). from table 6 and table 8 above, the highest dropout rates for sd and smp are in umbu ratu nggay barat and katikutana selatan districts. based on village profile data released by save the children in 2021, there were 24 (m=23, f=1) out-of-school children from 44 save the children assisted villages in west sumba. this data is different from the data obtained by the researchers from the local district government. the sponsorship intervention’s villages in west sumba with the most dropouts were watukerere (m=13), rewarara (m=6), lapale (m=1, m=1), dokaka (m=1), manola (m=1), zalakadu (m=1). based on this data, 96% of drop-out children are male/boys and only 4% are female/girls. based on all data above, the researchers argue that school dropouts are a vulnerable group because they may relate to other categories of problems, namely unemployment, child labor, violence against children, as well as being the cause of poverty. the comparison between the number and percentage of school dropouts at the primary schools and the school-age children in the west sumba and central sumba regency shows a tiny percentage. there are some reasons why children drop out of primary school level. they are due to children's low motivation to schooling, often experiencing bullies from peers and corporal punishment by teachers, working to help parents, being incapable to learn, and getting married. the primary school dropouts that the researchers interviewed, 4 out of 5 children stated that they immediately regretted having to leave school too early, but because they had no other choice, leaving school was the only option. however, some claimed that the lack of parental support triggers them to leave school. some school dropouts at the secondary schools stated they must immediately leave the school and start working because of economic demands. in the interview with a shop owner in waikabubak, he affirmed that the children who came to ask for work in his shop were generally junior high school graduates, and some even graduated from elementary school. in general, they come from kodi and wewewa (southwest sumba regency), lamboya, laboya barat, and loli. still, according to the same interviewee, these children did not have any skills yet to work, so they must always be directed, even for the simplest tasks, such as listing incoming and outgoing goods, arranging goods, and doing other work in the shop. according to him, this is reasonable because they had not possessed any skill to do the job. besides, leaving school too soon proves them incapable of working and earning a decent income. the result above is in line with the study conducted in east sumba, sikka, and kupang by guntur & lobo (2017) explained that the main reason for dropping out from schools is quite different amongst three categories of students and between genders. table 1. the main reasons that caused children to drop out of schools of senior high school (guntur & lobo, 2017) reasons senior high school male female total can’t afford 21.40% 17.50% 38.90% work to help parents 12% 7% 19.00% school far from residence 0.80% 0% 0.80% incapable to learn 0.80% 0.00% 0.80% the effect of surroundings residence 3.20% 4% 7.20% unwilling to go to school 14.30% 6.30% 20.60% married 0.00% 7.90% 7.90% table 1 is evidence that among students in the senior high school group, the inability to pay tuition and aversion to attending classes—recorded at 38.90% and 20.60%, respectively—were the two main causes of school dropout. the motivation for helping parents on the family farm was also identified as a significant factor that contributed 19% to the case. at this level, the environment in children's homes and getting married were the factors that significantly contributed to the dropout number, which was around 7%. with a percentage of 21.4% for male students and 17.50% for female students, respectively, the economy was the main cause of school abandonment for both sexes. 51 table 2. the main reasons that caused children to drop out of schools of junior high school (guntur & lobo, 2017) reason junior high school male female total can’t afford 26.40% 1.90% 28.30% work to help parents 15.10% 9.40% 24.50% school far from residence 0.00% 7.50% 7.50% incapable to learn 1.90% 0.00% 1.90% the effect of surroundings residence 3.80% 0.00% 3.80% unwilling to go to school 18.90% 1.90% 20.80% married 0.00% 3.80% 3.80% table 2 shows the dropout numbers in the junior high school group. the percentage of students who dropped out of school due to being unable to pay their tuition was at a level of 28.3%, followed by the percentage who worked to support their families financially at 24.50%. in this group, school costs were the primary driver of male dropouts (26.40%), whereas female dropouts were driven by the need to work to support their families. 3.8% of male and female children dropped out of school due to health reasons. the same proportion contributed to the number of female school dropouts because of having families. table 3. the main reasons that caused children to drop out of schools of primary school (guntur & lobo, 2017) reason primary school male female total can’t afford 20.00% 26.70% 46.70% work to help parents 26.70% 0.00% 26.70% school far from residence 6.70% 6.70% 13.40% incapable to learn the effect of surroundings residence unwilling to go to school married on the table 3 regarding primary education group, the economic factor that led to the inability in paying school fees was the main reason that contributed to the number of dosc with the percentage of 46.70%. working to help families contributed about 26.70% to the number of dosc. in relation to this current inclusion study in sumba, school dropouts and out-of-school children neither were involved nor got involved in the village meetings to voice their opinions. that is due to the community's perverted mindset that often underestimates 'those' who are not in school. the central government's efforts with the compulsory education program require all school-age children to attend school. nevertheless, 4 out of 5 school dropouts that the researcher interviewed stated that they had never got involved in any meeting at the village level, nor had the village authority paid serious attention to their school dropout status. one school dropout at the primary school level stated that maybe he was still in elementary school, so people never asked for his opinion. education, poverty, health quality, and violence generally are in a close cycle. therefore, save the children need to pay special attention to out-of-school children and school dropouts. either by returning them to school or providing assistance to be ready to work for children who have dropped out of secondary and high school levels. 52 5. discussion the analysis of the causal factors will be based on three interrelated domains, namely social attitudes, environmental factors, and laws and institutions. in the process of identifying socially excluded groups by discrimination and inequality in west sumba and central sumba, several detriments were accounted to help examine prevailing social attitudes, gender and community acceptance, local environmental and cultural factors, as well as legal and institutional forces that affect access to and benefit from public services. a) social attitudes / norms social values are a set of beliefs embedded in a given society regarding positive or negative actions or things. the meaning of social value in sociology refers to intangible qualities or beliefs accepted or endorsed by a given society or community to everything that is proven to have functional utility for living together. according to koentjaraningrat, social values or cultural values are the highest guidelines for human life, which originate from efforts to instill values from oneself since in family life, in school, and in social life (prayogi & danial, 2016). social values or cultural values are closely related to the implementation or actualization of personal roles affectively, cognitively, and psychomotorly as well as emotional skills (sriwidaningsih & friskawati, 2022). in this section, the research team presents data and information on social attitudes (gender and power gaps) that are the factors affecting a group to become marginalized in the community, including community acceptance of the group, power gaps and decision making in the group, prejudice or stigma attached to the group, as well as the influence of traditions to the group. in various kiis conducted with key stakeholders at the regency and village levels, idis, and fgds with target groups, the research team locates some common factors predisposing a group left behind and marginalized in the community. they are deviations from deep-rooted traditions, party culture, security factors, among others. in the following, we discuss some of the causes of social attitudes, norms, and gender gaps based on interviews and fgds conducted with these groups, so that these groups become marginalized. 1) culturally, both west sumba and central sumba adhere to a patrilineal system. the patrilineal community recognizes family relationships and descent lines traced through the male line or from the father’s side. in discussions with marginalized groups in west sumba and central sumba, patriarchal domination is the formidable barrier to the gender gap in society. from each component of the community groups that the researchers visited during data collection in sumba, they agreed that the son in the sumba family concept is the backbone of the family and the successor of the family lineage. boys, especially the eldest sons or the only sons, get the most special place in the extended family. girls are often seen as 'outsiders' because they will be brought and wed to belong to their husband’s families. every decision in the family then becomes the men's responsibility; women are not in a position to negotiate. girls are said to have 'no rights' anymore in the family. this biased construction of thinking then affects other aspects of the lives of women and girls in west sumba and central sumba. in addition to that, parents prefer sending their sons to school, especially their eldest son. boys have the right to be heirs to family inheritance such as land, livestock, and other tribal property. sumbanese bride family will provide her with several household appliances, money, ivory bracelets, and other properties, such as land, cars, or motorbikes, in return for the dowry from the groom family. the reply of dowry is usually given under the estimated amount and nominal value following the man's belongings at the time of the proposal. not a few then bear the burden of debt with a very large nominal considering the amount of dowry they have to bring or pay. a growing wisecrack once heard that better it is to start a household from zero, but usually, new families in sumba start from minus capital. that the bride has no right to negotiate brings other detrimental influences in the patriarchal tradition of the marriage system. all decisions on belis (dowry) are left to the extended family to decide. in the sumbanese marriage tradition, the mother's brother (om) has a central role in their niece’s marriage. the marriage process can only be continued under the uncle's approval, of course, after the uncle gets his share in the dowry. usually, uncles will obtain several animals, such as horses and buffaloes, from the groom families who come to propose. in return, the uncle usually gives pigs as a sign of his blessing in the marriage procession. without such 'blessing', the entire marriage procession cannot continue. usually, obstacles are likely to encounter if the 'belis quota' that will be received by the uncle is not as much as expected. from various traditional processes, the position of women in a marriage proposal and marital affairs is very vulnerable to discrimination. starting from not having a choice to make their voice heard in the traditional procession, they continue to carry double burdens if there is a debt to tackle from the whole process. indeed, a shift to better women engagement has already existed, but the strong, traditional root has eroded respect for women. as a result, their presence remains impeded in any traditional procession, making them the second class under men's and extended family's domination over decisions. this kind of construction of thinking society actually plunges women into positions at the bottom and becomes servants of men in their households. this perspective is then passed down for generations as a label given that men are higher than women (nurcahyo, 2016). 53 2) there are some distinctions regarding householdrelated roles assignation and family decision-making. parenting activities, cooking, setting the table, preparing drinks (coffee or tea) for guests, taking children to posyandu and schools, trading at the market, feeding livestock, nursing and bathing children, washing dishes and clothes, fetching water, and gathering firewood, among others are woman's work at home, usually carried out by mothers and eldest daughters. men in rural villages spend most of their time working in gardens and herding livestock (horses and buffaloes). reflecting on the types of tasks and responsibilities having to be carried out by women, it is obvious there is a double burden on them, especially the mothers and daughters in their homes. this condition also shows that there is also a compartmentalization of sectors and access so as to make women's space limited when they want to be at an equal level with men in public spaces other than in the family (apriliandra & krisnani, 2021). it will become ever more a burden, especially if the head of the family has more than one wife. all decisions in the household are generally the head of the family to make, and other members must all abide by it. a housewife in the west sumba regency bore that out in an interview regarding the division of tasks and decision-making in the household. 3) the terrible images, placing men as the central actor in the family and community, has been imprinted on the sumbanese mindset forever. the case of 'bride kidnapping' or ‘capture and wed’ widely reported on online media pages recently is evidence of the women’s powerlessness in determining whomever they agreed to marry or whether they agreed to the marriage or not. even for personal decisions, women are not in the position to negotiate. adolescent, like girl dropouts experience various psychosocial difficulties such as social stigma, depressive symptoms, and anxiety after they leave school (kwon, 2020). furthermore, this impartiality towards women has converted into a series of violence and harassment against women. excessive violence experienced by women in 'bride kidnapping' includes physical, sexual, psychological, and social violence. the study shows that the controversial custom of 'bride kidnapping' in sumba was due to economic factors related to debt, social rank, traditional belief, and the sumbanese indigenous' level of understanding towards the positive law. the 'bride kidnapping' marriage process generally evolves through customary stages, namely parents searching for their abducted daughter (potential bride), groom family providing restitution (tutup malu), marriage proposal (ketuk pintu), paying dowry (tikar adat), religious investigation and commitment, and the final stage of marriage. the 'bride kidnapping' case experienced by sumbanese young women goes to trial with collective criminal codes, alleging amount of violence, namely physical violence (being kidnapped, pulled, forced, held captive, even beaten), sexual violence (body parts being held, harassed and even raped), psychological violence (humiliated, depressed, traumatized and worthless), and socially (women managing to escape being stigmatized by society as outcasts). the 'bride kidnapping' practice inflicts violence and injustice against women, making them suffer from very long physical and psychological trauma (doko, suwetra & sudibya; 2021). in addition, women and children being under the threat of violence often do not know where and whom to turn to when they experience violence. moreover, some other women view domestic violence remains a dynamic nature to be accepted. therefore, the risk is that such violence against women and children continues to escalate. 4) one root factor of poverty among others typically characterizing the sumbanese way of life is the very costly customary practices within the marriage process and funeral rituals. the sumbanese, culturally, should not violate or make adjustments to certain customary practices because that can be subject to taboos (pamali). it is still common in the sumba area that a bride dowry is determined in precisely equivalent to her mother's dowry. it still happens today that the sumbanese marriages amount to hundreds of livestock as bride dowries (horses and buffaloes). the groom or any sumbanese man, in that situation, has to maintain the dignity of his family and not be humiliated in any case, especially those related to customs matters of marriage and death. usually, the family will do whatever it takes to avoid being humiliated when they appear unable to meet culturally social demands, such as bridewealth for a wedding or the gifts for a funeral. in general, they go by debt or mortgage the property they own. however, another problem then arose. due to the costly dowry and mounting debts being unable to repay, the borrowers will release their assets one by one to cover the debts. currently, a medium-size horse for bridewealth in sumba costs around 5 to 7 million rupiahs, and male buffalo with horn-sized 1020cm costs around 15-19 million rupiahs. as an exchange for the bridewealth, the groom’s family provides some fat pigs (each with ten bearers) that cost per each about 15 million rupiahs. the price is rising according to the number of bearers and the length of the horns or tusks. by comparison with the income of the people whose occupations are mostly peasant farmers, livestock herders in rural areas, and civil servants or private/contract employees for the majority of people living in urban areas, the price mentioned above is even ten times higher than their income, or even salary of a junior civil servant (datuk et al., 2021). none of the sumbanese will escape from this obligation, even if they are well-educated persons. 54 5) the high number of stunted children in west sumba and central sumba is highly possible due to the parents poor understanding of the importance of balanced nutritional intake in the first 1.000 days of life (hpk) and the health of mothers and fetuses from pregnancy to delivery and when babies grow and develop. this was confirmed by the midwife whom researchers met in central sumba, who complained about the lack of nutritious food intake for pregnant women and newborn babies. there is still the practice of giving (unboiled) rice water to newborns. training interventions have been carried out, but according to the midwife, the next move is returned to their respective families because the role of health workers is only to provide counseling. the next choice is for the family to decide; whether they intend to implement this by making maximum use of the resources in the yard or not. in general, pregnant women do not consume healthy foods during pregnancy. that is because certain groups of the community still believe in not consuming certain types of food during pregnancy. likewise, when babies are born, the parents still have to undergo a ritual of acceptance at home with various special inviolated requirements. in addition, the role and participation of fathers, especially in rural villages, are still low concerning parenting and stimulation to babies even since pregnancy. moreover, stunting children are still considered a taboo and shameful secret. parents feel ashamed because they seem to neglect their child's nutrition intake and health, but the measurement proves true; that their child suffers from malnutrition and is under the stunting category. it can be argued that there are still biases in parental perception or knowledge of the stunting concept so that parents will generally get angry if their child is categorized as a stunting child. 6) in the marapu community structure, men are central in all religious and customary rituals. customary law in the marapu community does not tolerate the role of women involved in various marapu customary rituals. if there is a violation of this customary rule, then the women who violate it will be given severe sanctions and expelled from their group. the eldest male is the successor who holds a higher rank and plays a vital role in the marapu ritual in west sumba and central sumba. they possess the only right to live, rule, and inherit all the property in the traditional clan house. the next generation who will carry on this role will be the son of rato (the leader of marapu) in the tribal community. men occupy central roles because they are the only ones who have to make every decision, both regarding their household and concerning the lives of community groups in their communities. several findings on determinant factors of social attitudes concerning traditional norms and the gender gap above reveal that the sumbanese deep-rooted tradition goes against the social inclusion of certain marginalized groups. women and girls feel severely deprived under society's view that cults men as the only successors of the family. as gender bias is quite reluctant to change at this time, women and girls will continue to suffer from the most blatant discrimination. sending girls to school is not an option because traditionally, they are 'outsiders' and will belong to other's family members. the men’s domination over women includes the determination of crucial decisions in women's lives, such as the decision to marry and choose the life partner they like. the division of roles in the household also emphasizes more workload on mothers' or women's side. these things indirectly bear extra burdens for women. they are neither a priority nor the decisionmaker in their lives under the men's domination. women become confined to their main function of taking care of the household, while other social functions get no chance at all due to patriarchal domination (indarti, 2019). b) environmental factors / access and facilities environmental factors in the context of this research include the extent of physical resources, geographic location, and environmental issues where marginalized and vulnerable groups live. in this section, the researchers focus on the influence of environmental factors (andrei, et.al., 2011), location, and geographical conditions that cause certain groups to fall into marginalized and vulnerable groups. 1). geographically based on the location of residence, the marapu adherents, whose majority inhabits traditional villages in the west sumba and central sumba regions, are one of the marginalized groups based on available access and existing supporting facilities in the village where the community lives. the characteristics of sumbanese traditional villages commonly occupy a ridge and are located at a height. that is the safe way the sumbanese traditional community groups defended themselves in the past. road access to the villages is quite dangerous because the villages are located on hills and steep ridges. in contrast to the instagramable traditional villages around waikabubak city, other sumbanese traditional villages in remote areas have difficulty accessing clean water, electricity and lighting, and access to clean toilets. in addition, several sumbanese traditional villages in lamboya, lamboya barat, tanarighu, umbu ratu nggay, and umbu ratu nggay barat are almost isolated villages. that is due to the absence of vehicle access roads to the villages, far from educational facilities (schools), health facilities (puskesmas and pustu), and economic centers (markets and shops). indeed, on the one hand, there is a need to maintain the authenticity of traditional custom sites to promote tourist destinations, but on the other hand, access issues should also deserve serious attention. concerning difficult access to clean water sources due to the 55 distance between the springs and the village, women and children are usually the ones who are responsible for fetching water. for a few rural villages and hamlets having vehicle access roads, the men take water using motorbikes or pick-up trucks. there are also people who are forced to leave their original villages due to the difficulty of clean water (silitonga & rizal, 2021). they then built a new village adjacent to access to clean water figure 3. the condition of traditional villages in sumba the space within sumbanese traditional house is divided into the upper space, the middle/ main room, the terrace, and the lower space to keep livestock (horses, buffaloes, and pigs). in addition, the kitchen space is combined with the family space so that the smoke from the kitchen is often inhaled directly by family members. moreover, the traditional house is rather claustrophobic, stuffy, and darkened inside. in addition, there is often an unpleasant smell of animal waste from under the house. these factors cause children to often suffer from respiratory-related tract diseases and pneumonia. there is, nevertheless, a reason why livestock is placed under the house. it is due to security issues because of the high cases of animal theft. in addition, the construction of traditional houses made entirely of wood, bamboo, and reeds makes them susceptible to fire. the high number of cases of animal theft drives people reluctant to open gardens or raise livestock on a large scale. the thefts and robberies often end with the murder of the family targeted by the thefts. animal theft is still rampant despite the intensity of the cases that tend to decrease. some thieves are still keen on doing it. so, people keep animals and livestock for personal and domestic purposes only. despite that, cases of animal theft still target the owner regardless of how many animals they have. for some agricultural land disputes, the community is not free to work on the field because the arable land is still in conflict status, either between family members or land disputes between tribes. while theft and security issues are still rife in the loli district, land disputes occur across west sumba and central sumba regions. 2). even though some villages are prone to flooding, the villagers, indeed, have lived and settled there for generations. examples are the villages along the wanukaka river bank and around lamboya. flooding often occurs every year during heavy rainfall, disrupts access to and from the impact area, or leaves residents with no choice but to evacuate. geographically, the topography of the village area along the river bank is prone to flooding. during the observations along the wanukaka riverbank, the researchers found deposited sediment and silting in some parts of the river bed due to the sediment materials left by the floodwater. in addition, some parts of the embankment have been under untold damage so that when the rainfall is high, the river is unable to accommodate the overflow of water, resulting in heavy floods that damage agricultural land, shelter, and livestock of the people living along the riverside. furthermore, there is deforestation in the upstream area (protected forest/community forest) which sometimes causes floods and droughts (dry springs). in addition, there are still remote areas, such as traditional villages, which are difficult to reach for assistance if a fire occurs. 3). persons with disabilities belong to a disadvantaged group. they are not a priority in the family and tend to neglect. one of the issues is the opportunity for them to go to school. all of the persons with disabilities that the researchers met did not receive any formal education. even if they had been in primary education once, they left the school at the very early grade before graduation. very few persons with disabilities have attended public schools and special schools. commonly, children with such types of physical impairment, such as limping, broken leg, and sensory (albino) can attend public schools. for other types of disabilities such as mental retardation, blindness, and deafness, they cannot attend public schools at all. that is because the learning facilities are not supporting this type of disability. however, the lack of special school facilities for certain types of disabilities is also one of the causes why children with such disabilities do not attend special schools. each regency only has one special school, but it is in the regional capital. the children who can attend this special school are only children with disabilities who live in orphanages in west sumba and central sumba. a mother of a child with a disability asked for an opinion when the researchers interviewed her. the topic of the talk at that time was children's opportunities to learn despite their disabilities. indeed, this remains a daunting challenge, as teachers had complained about qualifications and facilities in public schools if they also have to teach children with special needs. the weakness is that not all teachers are trained and qualified to handle children with special needs. moreover, teaching and learning materials designs have not been applicable for children with special needs. in this case, the government needs to take its role and authority to 56 provide adequate access to education as a whole, even in difficult situations (mukherjee et al., 2021), policies for people with disabilities can be carried out by creating new policies for the existence of inclusive schools that accommodate people with disabilities. 4). the high unemployment rate is due to the low number of job vacancies in west sumba and central sumba. unemployment is closely related to the high rate of dropouts at the secondary and high school levels. the data from the previous section records that five out of ten high school students drop out of school. that means those five out-of-school adolescents will start working to make a living. with the lack of skills and job opportunities available in west sumba and central sumba, they will certainly work at odd jobs or search for works that do not rely on any skills but physical ability. currently, the best option is to migrate or try their luck outside of sumba. the majority of sumbanese dropout children chose to work at odd jobs in bali, kalimantan, and jakarta or to become migrant workers in malaysia, singapore, and brunei. in addition, young people living in rural areas find it difficult to access information related to an available job vacancy in the west sumba and central sumba regions. there is no accessible information possibly related to their work position. for young out-of-school children who cannot travel outside sumba, the choices of work they could do are to be shop assistants, waiters in restaurants, retail gasoline sales, construction workers, fish sellers, and project porters. however, this type of work is lowpaid as its wage is below the regional standard. 5). with the 9-year compulsory education and free schooling program, there should be no children of primary education-age out of school. the paud teachers collaborate with village officials to collect data on early childhood education-age and register them at the nearest pauds. likewise, when the children have passed paud and continue to sd, paud teachers work closely with primary schools to ensure that all children in the area get enrolled in elementary schools (sd). however, the process immediately stopped when the children were about entering to junior high school. the role is entirely in the hands of parents. that is because smps are located far outside the village in the district city. likewise, the process stops when children have to go to high school. the highest dropout rates in west sumba and central sumba occur at the high school level. in an interview with the two principals of elementary school, each of which is in west sumba and central sumba, they stated that generally, children decided to drop out of school because of their own wishes. every effort made to return the children to school has been to no avail. indeed, the number of dropouts is small but still exists currently. usually, children who drop out of school come from lowincome families, are abandoned by their parents, or stay with relatives or other people. these children are also often bullied by their peers at school. they become embarrassed and then decide not to go back to school. psychologically they are disturbed because they are called poor children, abandoned children (separated from their parents), and other stigmas (liani & marpaung, 2019). solutions that can be offered build a good communication relationship between teachers and students so as to reduce the rate of increase in out-of-school children (shefi, 2015). the informant the researchers met was a school dropout who currently works odd jobs selling fish. to his knowledge, many of his peers had dropped out of school. some came from the same village as him and others from surrounding areas. they then decided to work because if they continued to be unemployed or stayed in villages they would have become thieves or joined that group. apart from selling fish in the local market, selling retail gasoline, dan being project porters, they also work as shop assistants and waiters in food stalls. at that time, according to him, his choice was not to go back to school because the school that was supposed to be the safest and most pleasant place had become less child-friendly. c). laws and institutions in this section, the discussion focuses on the extent to which government policy products at various levels have accommodated the fulfillment of the rights of socially excluded groups by discrimination and inequality. another focus is on the public services the groups can access and benefit from these services. we explain the extent in the following points: 1) in general, all community groups claim to be able to access public services such as issuing id cards (ktp) and family records (kk) and benefiting from several social assistance provided, such as the hopeful family program (pkh), non-cash food assistance (bpnt), and other assistance. no serious problem relates to the benefit of these services. however, the only difficulty encountered was the distance between their villages and service provider offices in the capital city.even if they have complete data to access various social services, access to transportation and communication is not adequate. 2) the community, in general, is involved in the existing political process, starting from engagement in voting and being elected in village head elections, people representatives, and regional head elections. regarding village development, the community commonly get involved in village meeting and program planning. the issue has been raised on the need for persons with disabilities, children, and women representatives, but the involvement of women is still low. that is due to the rigid patrilineal perspective, including by women themselves, that men must be the ones who hold main power and predominate in roles of political and social privilege while women take care of household affairs. women 57 have not been given the opportunity to advance in political events starting from the village level, and are not even given the confidence to hold important positions in the village. 3) the issue of child labor in west sumba and central sumba should require serious attention. the children in these regions commonly perform various jobs, such as planting rice, being a racehorse jockey, working on road construction, working in traditional markets (including selling fish), and working in a shop. growing rice is a seasonal job in which children receive wages of rp. 30,000 to rp. 35,000 per planting. children selling fish in local markets earn between rp. 30,000 to rp. 150,000 per day while children working in shops can earn rp. 500,000 per month to send to their parents. violence against children is also due to unclear regulations governing child labor. children decided to leave school to work because they had no other option. in addition, lax security and control by the government over labor agents or labor brokers coming in and out of the villages offering high-paying jobs abroad have exacerbated child labor protection. not a few, sumbanese women and children were tempted by the offer and then chose to leave for work without any skills. this condition aggravates the chances of outof-school children returning to school because they are used to working and earning income. this became a serious concern when a group of children were found who had to take over the work that their parents were supposed to do (hikmah, 2016). low-paid work and other types of menial work are the best choices amid children's limitations. the expansion of modern economic activities in the service and trade sectors did not improve the children's rights and values. with the high supply of out-of-school children laborers integrated with weak regulations on child protection, child labor and out-ofschool children remain an inextricable aggravated ongoing link. for example, there is a clear presence of child labor in shops in waikabubak city. exploiting children in the labor market will interfere with their educational opportunities and trap them into prolonged poverty now and in the future. out-ofschool adolescents exploited in the informal setting sector are a very vulnerable group. moreover, there are no manpower training centers to prepare them with productive skills to live their lives. in addition to the lack of skills upgrading training, the lack of job vacancies and available job information will lead groups of uncertified and unskilled unemployment to marginalization. 4) marapu faith is a local religion being absent in any official identity document. marapu adherents are neither listed as marapu followers in the id card. they are, on the contrary, listed as adherents of other faiths. however, marapu adherents by the silent majority admitted that they were obliged to choose one of the official religions in indonesia to be theirs in ids. instead of writing marapu, they must thick the official religion on the pretext that marapu has gone officially unrecognized as a religion in indonesia. marapu followers never protested or fought against this issue even though they chose one of the official religions by force. to their knowledge, that is only for an administrative purpose to obtain an id. the rest, they are still loyal adherents of marapu. being marapu means implementing their shared religious values in daily life. there has been no remarkable effort from the local government to deal with this issue. marapu has gone unseen as a culturally civilizational asset that is the only one on sumba island (djawa, 2014). for researchers, marapu is a wealth of invaluable civilization that must be preserved, including the need for recognition in any identity document for the sect. 6. conclusions the collected data shows that the number of primary school dropouts in west sumba was 151 students or 0.76% of the total 18,772 primary school students in the regency. the highest number was in the lamboya and tanarighu districts, making up 2.02% and 1.06%, respectively. on the contrary, there is no dropout student in the laboya barat district (0%). for the other three districts, namely kota waikabubak district, loli, and wanukaka, the dropout rates are 0.61%, 0.60%, and 0.28%, respectively. the percentage is even lower for secondary school dropouts, which is 0.006% of the total of 13,368 junior high school students in west sumba. the percentage of the school dropouts at the primary schools in the central sumba regency is 0.72%. from the collected data, the highest dropout rates are in the districts of mamboro (1.28%), katikutana selatan (0.80%), umbu ratu nggay barat (0.80%), and umbu ratu nggay (0.46%). interestingly, katikutana is the only district with a zero dropout rate (0%). the percentage of secondary school dropouts in central sumba is 2.14%. the highest numbers were in the districts of umbu ratu nggay barat (3.61%), katikutana selatan (2.42%), katikutana (2.04%), mamboro (1.70%), and umbu ratu nggay (1.21%). from the information above, the highest dropout rates for primary and secondary schools are in umbu ratu nggay barat and katikutana selatan districts. the researcher recommended to the holders of the sumba regional sponsorship program, save the children, to carry out movements for poverty alleviation and community empowerment, protection of children and women, institutional capacity building of marginalized groups, educational empowerment, and other programs to improve the welfare of the people of west sumba and central sumba. it is also for stakeholders and community leaders to prioritize the education sector as an opportunity to increase the capacity of human resources and boil down to the achievement of poverty alleviation programs. 58 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kepulauan riau. indonesia dwi_vita@stainkepri.ac.id article history received : 2020-06-19 revised : 2020-06-30 accepted : 2020-07-20 keywords institutional problems academic problems muhammadiyah schools human resources abstract this study aims to identify the management and academic quality problems of muhammadiyah tanjungpinang education institutions in the riau islands. this research was conducted at schools within the auspices of muhammadiyah institutional in eastern tanjungpinang district. this descriptive study collected data through question and answer sessions in interview sessions with school administrators and managers. the data then triangulate with observation and field notes. the analysis in this study managed to reveal that it seems there are problems and some weaknesses in the management of institutions and academics. it can be seen from the lack of long, medium, and short term implementation programs in carrying out institutional management activities education. however, this problem is a general problem that can be found in many educational institutions around the globe. therefore. this study sees it urgent to increase human resources with experiences in institutional and academic management to fix existing problems. 1. introduction an excellent educational institution must be able to manage management well and effectively. it can develop students' potential so that they have the ability in knowledge, attitudes, character, and national and religious values in themselves and are expected to produce quality human resources, following the main objectives of education. education is dynamics (lubis & hamuddin, 2019). all organizations, including educational institutions, need management for education because without management, all efforts will be in vain, and the achievement of goals will be more difficult. there are three main reasons for the need for management: first; to achieve the second goal; to maintain a balance between goals so as not to conflict with each other, third; to achieve efficiency and effectiveness (hani handoko) and can be said as a successful organization or institution (hikmat, 2011). strategies that can determine the quality of the development of human resources (hr) in schools for the benefit of the nation in the future one of which is to increase the contribution of quality-oriented education management. so it can be said of management (arikunto, 2008). education is the application of principles, concepts, and management theories in educational activities to achieve educational goals effectively and efficiently. muhammadiyah is an organization that develops education, starting from the level of primary education to universities, which is used as a charity for muhammadiyah and has a positive impact on the social community. the education program that is owned and implemented by muhammadiyah has its uniqueness, both from curriculum aspects to the implementation system in its education process. it reflects the vision and mission and objectives of muhammadiyah and muhammadiyah's education; this is a form of muhammadiyah's concern for education, especially in indonesia. the development of the muhammadiyah program, one of which is engaged in education, care, and seriousness of muhammadiyah for education development in indonesia, can be seen from the educational institutions owned by muhammadiyah that have spread almost in every archipelago in indonesia. muhammadiyah-owned educational institutions have touched almost every level of education, including primary schools (sd) or equivalent. schools also include the formation of human resources through muhammadiyah-owned universities or universities spread across several regions in indonesia. first level sustainability (sltp) or equivalent, senior high school (sma), and vocational high school (smk) or equivalent. it is not only that the development of education carried out by muhammadiyah also includes the formation of human resources through muhammadiyah colleges or universities spread across several regions in indonesia. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 75-79 76 however, in its implementation, there are still many obstacles in managing muhammadiyah educational institutions, one of the educational institutions in tanjungpinang timur district. there was a lack of social and technical recommendations to achieve these objectives (yorlanda, 2019). manages from the kindergarten (tk), elementary school (sd), first-level (sltp) or equivalent, and senior high school (sma), as an institution entrusted with the mandate to handle education in the tanjungpinang timur region, still experience obstacles and shortcomings in carrying out its institutional management of education in its environment. based on the above problems, it is necessary to research by identifying institutional and academic management problems in muhammadiyah educational institutions in tanjungpinang timur district so that they can provide reasonable handling solutions. management is defined in various ways, depending on the definer's point of view, interests, beliefs, and understanding. jawahir tanthowi defines management as part of certain activities or specific processes to achieve goals, objectives, and with the provisions that have been set (jawahir tantowi, 1990). management as the ability or skills to obtain an outcome to achieve goals through the activities of others (sondang p siagian, 1990). four essential things are the main principles in running management: planning, organizing, actuating, and controlling. these are fundamental principles that must be carried out by involving the organs in the organization. planning is the main thing that must be done in management. proper planning is planning "begin from the end." we set common goals to be achieved. a goal is a lamp that shows the way even in the darkness of the night. set the organization's vision and mission. organizing is a grouping of actions within a particular unit, placing competent implementers in these units and providing authority and interwoven relationships between them. organizing is crucial, considering the organization's implementation is more organized and makes it easier for implementers to know the roles that match their expertise. actuating is the spirit of the organization. only nonsense if planning is not followed by appropriate action. implementation is as important as planning. without proper implementation, the plan will fall apart without being able to reach the goal. therefore, there is a need for proper delegation for a particular task. controlling is the key to management. although delegation is absolute in the organization, delegation does not mean giving up all matters without control. as bad as the management system, if there are control and feedback that is routinely carried out, then the results are still acceptable. as mentioned by putri et al., (2020) that educators must adjust their program only to the procedures and policies of their faculties. therefore, the organization is the structure of the division of labor and the structure of work relations between groups of people holding positions that cooperate in a certain way to jointly achieve a particular goal (supardi & anwar, 2004). organizational structure is defined as a framework that embodies a fixed pattern of relationships between work fields, as well as people who show their position, authority, and responsibilities in a system of cooperation” (supardi & anwar, 2004). departing from that thought, the organizational management principles are the management of the people within it. hr is the most crucial factor in the survival of an organization. humans are the founder, designer, worker, observer, critic, and breaker of an organization. without them, there is no organization. therefore, the concept of ideal organizational management must be human-centered. organizational management can deliver existing resources, both human and non-human resources, into a particular pattern. the people who are in it can walk and cooperate and are useful in achieving the goals set. 3. method this ongoing study used qualitative research methods to reveal the social phenomenon. the aim is to explain aspects of the observed phenomenon or question in hand (lauren, rahmadani & wulandari, 2019). it is intended to describe and analyze phenomena, events, social activities, attitudes, beliefs, perceptions, and thoughts of individuals individually or in groups (sukamadinata, 2005), which can be observed from research subjects (fuchan, 1992). the object of this research is an educational institution in the muhammadiyah eastern tanjungpinang district, riau islands consisting of muhammadiyah kindergarten, muhammadiyah elementary school, muhammadiyah middle school, and muhammadiyah high school. these schools were selected purposively due to the levels of education they serve during the years. this study's subjects were the management of muhammadiyah educational institutions, principals, teachers, and students. especially for teachers as a facilitator in learning process because the teacher is the key contributing factor to enhance the standard of the education sector (weda, 2015.) in this study, the authors used three data collection techniques (sirozi, 2004), namely, observing and recording an object with the systematics of the object being investigated (sukandarrumidi, 2006). the the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 75-79 77 second is interviewing by asking questions directly to respondents, and the results are recorded systematically (soehartono, 1999). the third is documentation in the form of documents (sukandarrumi, 2006). it contains records of events that have passed in the form of writings, drawings, or monumental works from someone (moleong, 2005). these three methods are used to obtain the underlying data used in the management of the muhammadiyah education institution management in eastern tanjungpinang district, after obtaining the data. it is analyzed so that the following conclusions and solutions are offered. 4. findings and discussion based on the current results of early visits in the field, interviews with administrators and managers, questionnaire distribution, and documentation at the muhammadiyah educational institution in tanjungpinang regency. the author's early findings list several problems that occur in the implementation of management in the system of academic and academic institutions. muhammadiyah was found not well implemented and still has shortcomings that must be immediately corrected to get a good management system. the early findings of this ongoing study found that problems occur in several points namely a) it seems the planning program about the formal management system of institutional management and education both long term program, mediumterm program, short term program not running as its planning yet. this study revealed that the implementation of the planning is facing many difficulties to be executed; therefore, only planning in an oral form that is directly implemented in the institutional management program. hence so it is difficult to measure and evaluate the implementation of institutional and academic management of muhammadiyah educational institutions in long terms. b) a leadership system that seems overlaps results in ineffectiveness in the implementation of institutional and academic management of muhammadiyah educational institutions. c) poor resource management results in continual leadership and management changes resulting in instability in the institutional and academic management of muhammadiyah educational institutions this situation resulted in the development of tanjungpinang muhammadiyah educational institutions experiencing setbacks compared to other private educational institutions in the city of tanjungpinang. echoing the institutional problem, educational management referred to in this study, the researcher tries to discuss it according to the existing problems to see clear pictures on the current context of the problem. . according to suryadi and tilaar, an islamic institution must guarantee the quality to maintain its existence amidst increasingly fierce competition. besides, it must have the ability to utilize educational resources within the institution to enhance learning abilities (azwar et al., 2016). to improve the quality of islamic institutions, both islamic schools, madrasas, or pesantren, a leader must realize the importance of vision, mission, goals, and targets to be achieved. the process carried out by these institutions will have the desired direction, not only the process that takes place as a routine without clear direction and purpose (rohmiyati,2018). in carrying out institutional and academic management of muhammadiyah tanjungpinang educational institutions, it is necessary to carry out management functions in islamic institutions. first planning, namely planning, is the design of activities that will be carried out in the future to achieve goals. planning contains elements of some planned activities, the process, there are results to be achieved, and concerning the future at a particular time (usman, 2011:65-66). for muhammadiyah educational institutions, long-term plans are very beneficial. it works based on plans and ideas that are ideal-rational. the impact on the cultivation of physical equipment (infrastructure) and non-physical (education) will undoubtedly be much better, directed, and targeted than work from the road, without direction and ideals. if the plan does not exist, the organization may go in the wrong direction, or even drift easily. the description of planning in islamic institutions should depart from the vision, mission, and goals. to formulate a medium-term and long-term program, it should broadly invite scholars, experts, supporters, competent alumni, and community leaders, in addition to the leaders and administrators of the islamic boarding school itself, to jointly draw up a strategic plan (renstra). a more mature medium or long term program whose formulation involves all parties, so that the tanjungpinang muhammadiyah educational institution and its medium and long term programs, receive broad support. then the results of the renstra are used as a reference in the preparation of annual programs. the second is organizing; namely, the organization is a group of people who work together to achieve specific goals. the organization is a "container" for them (manullang, 2008: 59). organizational goals and benefits: overcome the limitations of the abilities of individuals, the achievement of goals that will be more effective and the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 75-79 78 efficient when pursued together, division of tasks according to the field, complex common interests, high ideals, accommodating various potentials, gaining rewards and benefits, specialization, technology, manners based on mutual potential, and increasing relationships; and use the time for far greater importance. placement and empowerment of human resources in the organization (staffing), in essence, striving sincerely the application of the right man on the right place as well as coaching and development through upgrading, direction, or training, and through muhammadiyah's educational institution should have a basic concept of education that is fundamental in implementing the tanjungpinang muhammadiyah educational institution that is now managed. because from the basis of education, it will determine the style or color of the education it manages. based on the purpose of this, education will be able to determine the direction in which students will be taken. the implementation of institutional and academic management improvement of muhammadiyah tanjungpinang educational institutions can be carried out using continuous improvement or continuous improvement by the organization, at each stage of activity and at any time. schools have made efforts to improve through the application of an internal quality management cycle, from setting standards to evaluating (sallies, 2002). however, the implementation of the improvement has not been structured and comprehensive. it is still incidental and sporadic. to overcome this, the institution should start to civilize and develop strategies based on the analysis of strengths, weaknesses, opportunities, and real challenges faced by the internal environment of the tanjungpinang muhammadiyah educational institution. human resource development in organizations is a necessary form of business development, involving human resources as a system and as individuals, as well as organizations as human resource containers to meet the needs of any organization. in developing human resources, this is certainly carried out in a planned and continuous way to increase organizational and employee performance competency through education, training, and development programs. based on the condition that there is a lack of human resources both in terms of quantity and quality that exist in tanjungpinang muhammadiyah educational institutions resulting in over leadership, which confuses giving decisions on implementation in institutional and academic management of tanjungpinang muhammadiyah educational institutions. the concept of human resources is allowed to play an essential role in the management team. it happens because the function of human resources is changing into a vital management function. every effort needed to create a successful organization depends on significant changes in human resource management. various efforts made by the organization, namely organizational downsizing, which includes management succession, severance pay, retirement, and better human resource planning programs to reduce further downsizing. nevertheless, decentralization involves efforts to train workers in work assessments, changes in compensation, decision making, and new leadership skills. 6. conclusion based on the study results, it can be concluded that the institutional and academic management of muhamadiayah educational institutions has several problems in terms of institutional management and human resources. improvements have been carried out using the continuous improvement method, but the changes have not been significant. there need to be more severe handlers both from private parties and assistance from competent external parties. references furchan, a. (1992). pengantar metode penelitian kualitatif. surabaya: usaha nasional, 21, 141. hikmat. (2011). manajemen pendidikan. bandung: pustaka setia lauren, c., rahmadani, a. r., & wulandari, f. (2019). re-thinking bloomfield’s concepts of meaning: do meaning really as a weak point in language study?. reila: journal of research and innovation in language, 1(3), 94-99. lubis, s. s., & hamuddin, b. (2019). online interactive communication via academic blogging activities among indonesian efl students. reila: journal of research and innovation in language, 1(2), 46-54. manullang, m., & manullang, m. a. (2006). manajemen personalia. yogyakarta. moleong, l. j. (2005). ma 2007. metodologi penelitian kualitatif edisi revisi. bandung: pt. remaja rosdakarya.. putri, s. e., hamuddin, b., nursafira, m. s., & derin, t. (2020). discourse analysis in e-learningbased course using moodle platform: an experimental design. reila: journal of research and innovation in language, 2(1). rokhmiyati, s. (2018). konsep manajemen sumber daya manusia dalam kelembagaan the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 75-79 79 islam. interdisciplinary journal of communication, 3(2), 231-252. sallis, e. (2014). total quality management in education. routledge. siagian, s. p. (1970). filsafat administrasi. gunung agung. sirozi, m., (2007). politik pendidikan, jakarta: pt. raja grafindo persada. suhartono, i., & rosdakarya, p. r. lexi moleong, 1999, metodologi penelitian kualitatif, pt. remaja rosda karya, bandung. jalaluddin rahmat, 1993, metode penelitian komunikasi, pt. remaja rosda karya, bandung. suharsimi ari kunto, 2002, prosedur penelitian, suatu pendekatan praktek, pt. sukmadinata, n. s. (2005). metode penelitian pendidikan. program pascasarjana universitas pendidikan indonesia dengan pt remaja rosdakarya. supardi, a., & anwar, s. (2002). dasar-dasar perilaku organisasi. jogjakarta: uii pers. tanthowi, j. (1983). unsur-unsur manajeman menurut ajaran al-quran. pustaka al-husna. usman, h. (2011). manajemen, t praktik, riset pendidikan. weda, s. (2015, december). students’ voice towards good lecturers’ characteristics: study at an english department in indonesia. in proceeding, the 4th international conference on language education (icole) (pp. 4-5). yell, m. l., & bateman, d. f. (2019). free appropriate public education and endrew f. v. douglas county school system (2017): implications for personnel preparation. teacher education and special education, 42(1), 6-17. yorlanda, f. (2019). integrating social constructivism and personal construct psychology approaches: a discourse perspective. reila: journal of research and innovation in language, 1(2), 73-82. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 1, march 2020, pp. 24-28 24 writing news item in english language teaching context: line apps platform for senior high school students tia dwi risani universitas lancang kuning, pekanbaru, indonesia tiadwirisanii@gmail.com article history received : 2020-03-05 revised : 2020-03-18 accepted :2020-03-25 keywords electronic devices writing news item line app descriptive qualitative abstract learning english nowadays is a process of giving learners not just skills its also an innovative learning technique, and creative ways are needed as well. the information communication technology (ict) device such as social media, i.e., line provides students to explore more in learning english. this research aimed at proving social media such as line today can be used as virtual support for english language teaching (elt) process of writing news item in senior high school. this descriptive qualitative research was conducted on classroom during the subject news item. in this study, the research belongs to the interpretivism paradigm or related to the explaining or understanding the meaning of a sentence or passage. the result of this research is using a virtual or electronic device not only could help students as a learner but the essential things in learning process namely teachers also need virtual to support teaching process and even virtual assessment help teachers and even students to develop learning process especially by using line apps for writing news item. 1. introduction teaching is a process to share knowledge among teachers as facilitator and students. also teaching is a system of actions intended to produce learning by b.o (smith, 1960). another definition defined by edmund (amidon, 1967) that teaching as an interactive process, primarily involving classroom talk which takes place among teachers and learners during certain definable activities. it is a process in which learner, teacher, curriculum and other variables are organized is a systematic and psychological way to attain some predetermined goals. another definition explains that teaching is human engineering and soul doctoring. teaching refers to the multiple tasks carried out by the teacher for leading the learners to the expected learning. in now era, as the teachers, we should provide the right media to support learning system. so, the media could be influences the students'' motivation during the process of learning. virtual technology such as social media devices is one of the right tools to support or helping teachers when teaching students. and this one matches with conditions right now that we called millennial or 4.0 era. many ways to support teachers when teaching students by using virtual software or apps (aswad, m., rahman, f., said, i. m., hamuddin, b., & nurchalis, n. f., 2019), some applications easy to download to support the learning process, one of some familiar application that can support the learning system is line today. this one is originally part of the biggest chatting apps, namely line. the line is a freeware app for instant communications on electronic devices such as smartphones, tablet computers, and personal computers. the line also supports texts, images, video and audio, and conduct a free conversation and video conferences. the line is an application that works on multiple platforms and has access via multiple personal computers. the application provides the message, stickers, games, line friends, line pay, line taxi, line wow, lineman and the last but not lease to easy catching the information whole world with line today. this one is a news hub integrates into the line app. line was initially developed as a mobile application for android and ios smartphones. this app really familiar with students and often used to communicate with each other. furthermore, not only focus on something relate with communication also line support the system to makes everyone out there easy to catch the information about the world. the line today is the part of the line that presents some information such as english news, showbiz, sport, life, channel, and movie and so on. as the name, common line shares newest information comes from the whole world. based on illustrating above, this application can help the teacher to teach in the class, especially when the teacher wants to teach subject about kind of type of text, like a news item. https://journal.unilak.ac.id/index.php/utamax/ mailto:tiadwirisanii@gmail.com 25 based on the oxford english dictionary, the news item is a text which informs readers about events of the day. this text related to the news, there are two kinds of news item text, written and spoken. news that we read on newspapers is written text form and news that we hear on radio or television is spoken text form. the events are considered newsworthy or important. it means if there is an important event that should be known by many people, then this event deserves news. well, the news texts are called the news item text. however, if there are events that people do not earn, then they are not worthy of being news. a news item text is ordered systematically. the generic structure of the news item is different from another type of texts. news item text has its structure. news item text consists of newsworthy event, background events, and sources by eltis (1990). in the process of learning, many students encountered problems in writing a news item text. first, the students are lack of knowledge or view of news item text. second, the students are lack of ideas, information. in other to help students to write a news item, the teacher can apply an electronic device or application like line today, electronic devices are usually small. they can be grouped into packages called integrated circuits. this miniaturization is central to the modern electronics boom. one of the tools from the line today, namely english section will help students to get a lot of information about the world (news), with this one can support the student to develop their knowledge about news update. with the english section on line today, the teachers also can directly teach the student about happening news, and no need to take a long time to get the news. because the news automatically changes every day. moreover, based on the 4.0 era teacher should provide some tools to help the student in the learning process, with learn news item by line today as well as makes students mastered using it-based on education 21 century. this one focus on how to stimulate the student to learn by using virtual assessment based on authentic tools that they are usually used as a habit. during the process of teaching news item by using line today, the teacher should control the students on how to be the wise people on using the internet. there are a lot of advantages if we are as the teacher use virtually as the tools to help the learning process. 2. literature review teaching involves setting appropriate learning expectations for students, and for that purpose, includes selection and sequencing of activities or kinds of interactions that would lead to expected learning. as teachers we tend to think that teaching is all about teachers and our rule; in fact, the most important aspects of the educational process are the students, and what they learn, during teach student as a teacher we have to aware about the concept of teaching, there are two concepts of teaching; the traditional concept is the act of imparting instructions to the learners in the classroom situation. the teacher gives information to the students, or one of the students reads from the text-book, while the other students silently follow him in their textbooks. and the other one is a modern concept; to cause the student to learn and acquire the desired knowledge, skills, and also desirable ways of living in society. it is a process in which learner, teacher, curriculum and other variables are organized is a systematic and psychological way to attain some pre-determined goals. another definition explains that teaching is human engineering and soul doctoring. teaching refers to the multiple tasks carried out by the teacher for leading the learners to the expected learning. in the words of english (1959) “the teaching is the art of assisting others to learn. it includes the providing of information (instruction) and of appropriate situation, conditions or activities design to facilitate learning.” teaching is an arrangement and manipulation of a situation in which there are gaps and obstructions which an individual will seek to overcome and from which he will learn in the course of doing so by john brubacher (1939). moreover, lawrence (1966) defines teaching as a complicated process to be studied entirely in a “live” situation. in other words, teaching is a series of events where the teacher attempts to change the behaviour of the students in the intended direction. another expert gage (1963) claimed in his book “ handbook of research on teaching “ tried to give a concise account of information on teaching which at places is so incomplete and diverse that no conclusion can be drawn for the nature of teaching (nofita, n. s. g., yudar, r. s., & nursafira, m. s., 2019). on the other hand, morse and wingo (1968); susilo, n. (2019). viewed the teaching as understanding and guiding of students as individual and as groups. it means the providing of learning experiences that will enable each learner to grow continuously and sequentially towards a role in society. to support teacher during the teaching process, there is an electronic device or virtual. , murphy and rodríguezmanzanares (2008) found that to decrease the students’ sense of transactional distance, teachers needed to build rapport and community with their students. but they also found that the curriculum and teacher-centred tools (such as the learning management system) placed limitations on online teachers and that teachers needed to leverage their real-time interaction and engagement with students. 26 electronic devices are components for controlling the flow of electrical currents for information processing and system control. prominent examples include transistors and diodes. electronic devices are usually small and can be grouped into packages called integrated circuits. this miniaturization is central to the modern electronics boom. the identification of the electron in 1897, along with the invention of the vacuum tube, which could amplify and rectify small electrical signals. as of 2018 most electronic devices use semiconductor components to perform electron control. based on the explanation clearly about an electronic device, the line is one of million application support by the electronic device. the line is an application that works on multiple platforms and has access via multiple personal computers. the application provides the message, stickers, games, line friends, line pay, line taxi, line wow, lineman and the last but not lease to easy catching the information whole world with line today. this one is a news hub integrates into the line app. teaching news item by line today will help students to get more knowledge about news especially. the news item is part of the type of text known as part of writing skills. writing is an essential skill that must be mastered by students in learning english. according to bryne (1983), he defines that writing is more than the production of the graphic symbols; writing requires a conscious effort in which one can put ideas. another expert claimed that there are two kinds of writing activities. the first one is writing as a process in which students focus more on various classroom activities. next is writing as a product, students are engaged in imitating, copying, and transforming the model of correct language. a news item text is ordered systematically. the generic structure of the news item is different from another type of texts. news item text has its structure. news item text consists of newsworthy event, background events, and sources by eltis (1990). in the process of learning, many students encountered problems in writing a news item text. first, the students are lack of knowledge or view of news item text. second, the students are lack of ideas, and information news item consists of newsworthy events, background events and sources by eltis (1990). furthermore, hedge (2002) mention that was writing as a thinking process and a process of discovery. one of the genres which are learned by the students in writing is news item text. gerot and wignell (1994) mention news item is a text which is grouped into the text genre of narration. it is a text which contains about news is categorized as a news item. therefore, it needs a fact that should fulfil specific criteria based on the types of news. moreover, a news item is a text ordered systematically. 3. method this research is done by using descriptive qualitative research. qualitative research is the research that enables the researcher to conduct in-depth studies about a broad array topic, including everyday terms. (yin, 2011: 6). it means that qualitative research is the study about a broad array topic and describing social phenomena as they occurred naturally, involves studying the meaning of people’s lives, under realworld conditions, qualitative research takes place in the natural setting. the study is conducted on classroom during the subject news item. in this study, the research belongs to the interpretivism paradigm (related to the explaining or understanding the meaning of a sentence or passage), because it is designed to be consistent with the assumption of the qualitative study. in this case, qualitative research is defined to understand a particular social or human problem. according to creswell (2009), he mentions that “qualitative observations are those which the researcher takes field notes on the situation, behaviour, interaction and activities of individuals at the research site”. 4. findings following this activity, learning is a process of giving learners to have the ability or skills in learning english. it requires an innovative learning technique and creative so that learners have the competence to english, especially writing skill. virtual or electric devices is one of the right tools to support or helping teachers when teaching the students. and this one matches with conditions right now. that we called millennial or 4.0 era. many ways to support teachers when teaching students by using virtual, some applications easy to download to support the learning process, one of some familiar application that can support the learning system is line today. i doused line today as virtual to support learning system when teaching subject news item in senior high school. line today present one of the tools that can make students know well about the lesson and even they can be mastered about it. that tool, namely the english section, this one provide some news comes from the whole world belong indonesian. certainly, the english section as virtual will help and support the learning process. as we know, for now on all the students using the internet connection to communicate with each other or to know anything about the world. so, this virtual not hard to find out, and based on the survey; line as the application has been downloaded by all indonesian belongs to me. so that’s why i decide to the used line as the virtual to teach my students in senior high school level. 27 the implications of using electronic devices to teach students in subject writing a news item as follow: a good teacher is a well-prepared teacher. good preparation is needed to have the teaching and learning process run well. as the teacher, we should have some preparations before bringing the lesson to the class. in teaching a writing news item text by virtual, the preparation is related to the teaching material, media and exercise which are accommodated in the lesson plan. here the teacher plays the role as facilitator. while news item activity, students can easily give more examples of the news item. also with there is line today as virtual, especially on the english section, it can help students to find out the update news, what happening right now. so with this virtual, can also help the student to know what happens around their automatically increase their knowledge about something. if we go back with the way teacher teach their students only used handbook, i can imagine that students just know about news item with a general statement, like definitions, generic structure, and one example of the news item that usually used every semester and there is no upgrading. in this condition, students just follow what the teachers are talking about, but if using virtual, we help students to mind the gap. moreover, during the process of teaching news item by using line today, the teacher should control the students how to be the wise people on using the internet, there are a lot of advantages if we are as the teacher use virtually as the tools to help learning process. still, also there is a negative effect will we deserve if we cannot control the students to use that application. give them treatment or illustration during the process of learning by using virtual. besides, using line today, especially the english section, the help we are as the teacher to applying the rule of new curriculum about students’ centre. with using this application, they try to find out the subject and can show off the example based on their effort. 5. conclusion base on the previous discussion, it can be concluded that electronic devices are components for controlling the flow of electrical currents for information processing and system control. prominent examples include transistors and diodes. electronic devices are usually small and can be grouped into packages called integrated circuits. this miniaturization is central to the modern electronics boom. virtual assessment as the tool help students during the learning process. the line today is one of a million application can help students during the process learn about the subject news item. also, this electronic device support students to be self-sufficient as long as they learn about the news item. english section online today provide information come from the whole world, and the news updates every day. so with this virtual, can also help the student to know what happens around their automatically increase their knowledge about something. using virtual or electronic device not only could help students as a learner but the important things in the learning process, namely teachers also need virtual to support the teaching process. the last but not lease using line today, especially the english section, the help we are as the teacher to applying the rule of new curriculum about students centre. with using this application, they try to find out the subject and can show off the example based on their effort. media virtual as one of million way to support teacher make better learning process specifically not only for a news item, it also can apply to other subject. then, to have this activity runs well, therefore this study suggests for future researcher to looking for another virtual assessment that suitable for senior high school in all aspect learning and also should be able to encourage the students to be active and fully involved in this activity. references aswad, m., rahman, f., said, i. m., hamuddin, b., & nurchalis, n. f. (2019). a software to increase english learning outcomes: an acceleration model of english as the second language. the asian efl journal. 26. (6.2), 157-169. barbour, m. k. (2013). the landscape of k-12 online learning: examining what is known. in m. g. moore (ed.), handbook of distance education (3rd ed., pp. 574–593). new york: routledge. bose, b. k., & bose, b. k. (eds.). (1997). power electronics and variable frequency drives: technology and applications (vol. 996). piscataway, nj: ieee press. brubacher, j. s. (1969). modern philosophies of education, 1939. student edition, macgrawhill, 21. bryne, donn. (1983). teaching writing skill. london: four, strong, printing company. chang, m. s., & chang, c. y. (2019). line messenger forensics on windows 10. journal of computers, 30(1), 114-125. eltis, k. j., 1990. a genre-based approach to teaching writing book 3: factual writing. australia: common ground. gerot. floyd, t. l., & buchla, d. (2009). electronics fundamentals: circuits, devices & applications. prentice hall press. 28 gage, n.l. (ed) (1963). handbook of research on teaching: rand mcnally : chicago. guarneri, m. (2012) “the age of vacuum tubes: early devices and the rise of radio communication. “ guarneri, m. (2012) “the age of vacuum tubes: merging with digital computing “ guarneri, m. (2012) “the age of vacuum tubes: the conquest of analog communications.” hedge, tricia. (2002). teaching and learning in the language classroom. london: oxford university press. hedge, tricia. (2002). writing. london: oxford university press. linda and peter wighell. (1994). making sense of functional grammar: an introductory. workbook. australia morris, s. (2002). teaching and learning online: a stepby-step guide for designing an online k-12 school program. lanham, md: scarecrow press inc. murphy, e. (2009). online synchronous communication in the second-language classroom. canadian journal of learning and technology, 35(3). retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/539 nofita, n. s. g., yudar, r. s., & nursafira, m. s. (2019). exploring quantity and diversity of informal digital learning of english (idle): a review of selected paper. utamax: journal of ultimate research and trends in education, 1(1), 1-6. safhira, s., & hamuddin, b. (2019). online interactive communication via academic blogging activities among indonesian efl students. reila: journal of research and innovation in language, 1(2), 4654. susilo, n. (2019). kahoot apps in elt context: an alternative learning strategy. elsya: journal of english language studies, 1(1), 11-15. http://www.cjlt.ca/index.php/cjlt/article/view/539 instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 1, march 2020, pp. 12-18 persuasive communication: what do existing literature tells us about persuasive communication among students? tatum derin1, mutia s. nursafira2, ratih s. yudar3, nofita s. gowasa4, & budianto hamuddin5 1 universitas lancang kuning, pekanbaru, indonesia 2, 3 applied linguistics center, pekanbaru, indonesia 4 u-raise academy, pekanbaru, indonesia 5 universitas hasanuddin, makassar, indonesia budihamuddin@pasca.unhas.ac.id article history received : 2020-01-23 revised : 2020-03-13 accepted : 2020-03-25 keywords persuasive communication persuasiveness education students speaking skill abstract in comparison to studies on the improvement of students’ motivation to learn in class, there is a lack of studies on the improvement of students’ ability to motivate others to learn in class by persuasion. meanwhile, education department students who are future teachers are expected and evaluated on their ability to be persuasive. as a first step to address this gap, this present study aims to review the current literature on the persuasiveness of students. specifically, this study proposed the research question “what do existing literature tells us about persuasive communication among students?” using keyword-based search as a basis for the library research method, from 269,000 results from google scholar this qualitative study collected a total of 76 as raw data over 3 months from october to december 2019. with nvivo 12 software, this present study selected only the most relevant studies to the research question to be analyzed. analysis on the remaining 16 studies indicated that research interest in persuasive communication among students is increasing during the last five years. many of the students’ involved in such studies, however, are mainly english, business, or english business students. there is still room to explore and learn more about persuasive communication with other types of variable and demography. 1. introduction in the discourse of the improvement of students’ english speaking skills, public speaking as well as grammar improvement for intelligibility were the two most taught skills in classes. this is due to the “demand of the academic disciplines as well as the versatility and competitiveness in today's job market prompting scholars, educators and researchers to emphasise the importance of learners’ success in handling oral communication skills” (al-tamimi & shuib, 2016). not only will acquiring and mastering public speaking skills and fluency improve their professional lives, students are also more taken with the proven idea that the skills would help them improve their performance in presentation activities, small group discussions, negotiating and answering questions in class, as well as demonstrating ideas (gistituati, refnaldi, & syaifullah, 2018). on top of creativity in using language, public speaking and grammar correctness are particularly emphasized for english students who are majoring in education department (derin, deliani, fauziah, afifah, & hamuddin, 2019; rao, 2018), and almost emphasized more than writing skill (hamuddin, kurniawan, syaifullah, & herdi, 2018). as future teachers, these university students are ultimately judged on their ability to prove their competence to potentially be hired and work as teachers and educators. the studies on students’ public speaking and grammar correctness are certainly not lacking, there is a plethora of extra classes, seminars, or workshops to entice and train these skills for students, and there is no short of advices from teachers and lecturers on the importance of mastering both skills (yusuf & anwar, 2019). as a matter of fact, english education students are often graded on their ability to communicate with a decent level of fluency and a decent level of confidence in public (herlinawati, 2011; yunira, 2019). however, in the context of english language teaching (elt) for students who are future teachers, a frequently neglected aspect of teaching and improving english speaking skill in the classrooms is the persuasiveness of the communication. discourse elements such as syntax, lexicon, and meanings are frequently addressed, but something as specific such as the persuasiveness of a student’s speech are rarely taught, if spoken of, in class (derin, putri, nursafira, & hamuddin, 2020). yet it is simultaneously a significant factor for how english education students are perceived and judged by their lecturers and supervisors. education students are commonly tested through microteaching (williams, pickett, & mcgill, 2019). in essence a mock-teaching, this is where each student must teach a certain lesson unit to their https://journal.unilak.ac.id/index.php/utamax/ 13 classmates who will pretend to be kindergarteners, elementary schoolers, junior high school students, or senior high school students depending on the chosen lesson unit. the latter two demographic types are the levels that english education students are mainly trained to teach for. the lecturers who test the students must evaluate their teaching phases, which typically includes greeting, roll call, warming up, lesson, exercise, test, follow-up, feedback, and home assignment. these future teachers are also tested on their ability to motivate their students so that they will learn about the subject, at the very least in class and ideally even after class time is over (lee & davis, 2017). however, compared to the studies on increasing students’ motivation and motives to learn (lazowski & hulleman, 2016; hamuddin, syahdan, rahman, rianita, & derin, 2019), there is a dearth of studies on increasing students’ ability to persuade others to learn. while there are plenty of studies on persuasion in other communication contexts, mainly politics and marketing, there seems to be less in the context of education. therefore, this present study is highly interested to review existing studies on persuasive communication, especially ones that focused on students’ ability in employing persuasive strategies. the contribution this study offered is a recommendation of the most suitable ways to improve students’ persuasive communication. 2. review of persuasion theory persuasion is a communicative process of altering the beliefs, attitudes, intentions, or behaviour of another by the conscious and unconscious use of words and nonverbal messages (hamm & dunbar, 2006; stiff & mongeau, 2016). the concept of persuasion has been developed between the 1940s and 1950s after studies aimed at defining the optimal persuasive effectiveness of propaganda, being it political or an advertising campaign. in an ideal sense, however, persuasive speech is used to influence both individuals and groups to accept a particular position or belief. persuasive speech requires a clear understanding of the audience and an intense listener focus. the awareness stage of the persuasive speech is an introduction to the nature of the problem or situation. audience understanding of the problem requires a concise problem statement from the speaker’s point of view. it is important at this stage to show the relevancy of the problem to the audience: how the problem can or is affecting the audience. the speaker then describes the proposed solution or solutions to the problem and guides the audience into imagining how the proposed solution will be beneficial to them. finally, the speaker enlists the audience’s aid in implementing the proposed solution by indicating what actions, individually and collectively, must be taken. regarding the message, persuasion theory identified four factors that facilitate and reinforce the persuasion process: a) the credibility and reputation of the communicator. it implies the acceptance of the message by a receiver: the level of persuasion is low if the producer of the message is considered not credible or reliable. b) the order of statements. in this respect there are two different schools of thought: some consider it more effective to put opinions supporting a defined position at the beginning of the message transmitted (primacy effect); others sustain the opposite (regency effect). c) completeness of statements. if receivers are not in favor of a certain opinion, the persuasion increases when a message contains both supporting and contrasting statements regarding the opinion. if receivers agree on a certain opinion or are not knowledgeable or educated, it is better a message includes only pros of the opinion supported. in any case, it has negative effect in terms of persuasion if any relevant topic about an opinion is omitted in the content of the message. d) announcement of conclusions. if a receiver is interested in a message it is better to not state the conclusions of the message, but to leave them implicit. persuasion theory even has a scientific formula. it includes three key generators of people’s identities that are highly persuasive to change people’s attitudes and behaviors, which are values, beliefs, and motivations. value + beliefs + motives = attitudes → behavior people use this formula when they want to persuade another individual or an audience. to persuade other people or an audience, the speaker should take the audience through five stages of understanding in a persuasive speech: a) awareness of the problem, b) understanding the problem, c) understanding the proposed solution, d) visualization of the effects of the proposed solution, and e) understanding how they, the audience, must act. these five steps are necessary to maximize the use of persuasion theory, especially in certain settings such as: a) politics in order to promote certain candidates, persuade voters to switch their preference, convince masses about needed changes or about the validity of certain political commitment for society, b) business: in advertising and positioning products or services in consumers’ mind, to persuade prospects to switch supplier, to create a need for new products, to sustain sales of cash cows businesses, to change organizational structure or implement a project, and c) conflicts and negotiations, which are the bread and butter of diplomatic situations. 14 3. method the research question proposed by this study is “what do existing literature tells us about persuasive communication among students?” because this study focused on reviewing the literature, the design of this study is largely qualitative rather than quantitative (silverman, 2016). the data collection duration spanned across three months, from october 2019 to december 2019, to account for thoroughness of the relevant literature. the flow of this study’s research design is depicted on figure 2.1. figure 1. conceptual framework firstly, this study collected articles that discussed about persuasive communication. there are thousands of these studies that have been published over the years by researchers from different backgrounds. the problem lies on the limited access to review all the approaches, so this study collected data from google scholar. this repository is chosen because it indexes studies that are accessible and which documents are downloadable with free of charge. this study conducted a library research as a natural qualitative approach, using specific keywords such as ‘persuasive, ‘communication’, and ‘students’ to collect the raw data for this study. secondly, this study filtered the raw data to obtain only the relevant studies to answer the research question. this present study used the computer assisted qualitative data analysis software (caqdas) known as nvivo, which enables researchers to easily manage data analysis and synthesis, “from screening to synthesising” (houghton, murphy, meehan, thomas, brooker, & casey, 2017). its strength is its capacity to let researchers organize through a plethora of data, facilitating researchers with multiple textual and audio-visual-related functions (edhlund & mcdougall, 2019). with nvivo’s text query, this present study narrowed down the data to be analysed, excluding studies that were not included in the context of persuasive communication among students. thirdly, this study reviewed the selected relevant studies in order to recommend the most suitable ways to improve students’ persuasiveness. these recommended approaches may be used as methods for further study of researchers in the same field regarding students’ competence as future teachers. 4. results this present study considered persuasion as a communicative process of altering another’s beliefs, attitudes, and behavior by way of words and nonverbal messages. with the aim to collect studies that have relevance with persuasiveness in the classroom context, this current study chose certain keywords to aid the data collection. google scholars search on ‘persuasive’, ‘communication’, and ‘students’ resulted in roughly more 269,000 results. over the course of 3 months from october 2019 to december 2019, this study collected a raw data of 76 studies. these studies were collected out of convenience, for their open access feature to be downloaded in their entirety, and have not been selected for the specific research purpose of this study. to narrow it down, this study used nvivo software to analyse the contents of the raw data. in the end, the numerical results of the existing literature on persuasive communication involving students are 16 studies. table 1 shows the nvivo software’s word frequency analysis of the 16 studies. table 1. word frequency analysis word frequency students 565 speech 444 communication 437 speaking 394 persuasive 331 participants 303 course 298 use 278 facts 253 information 246 table 1 shows that the 16 studies were, in fact, quite relevant to answer the question of “what do existing literature tells us about persuasive communication among students?” with nvivo, researchers produced a cluster analysis to show the relationship of each words, shown on figure 2. 15 figure 2. cluster analysis this present study’s concern on the lack of preparation on training students’ persuasive communication is confirmed by al-tamimi & shuib (2016). the study identified the skills of public speaking that are frequently used by students in education department. eventually, the study found that certain types of speech including persuasive speech are less frequently practiced in the students’ academic discourse. consequently, majority of students experience moderate level of apprehensiveness when they communicate. furthermore, the apparent focus on speaking classes are mainly to promote students’ active stances in oral interactions, so there are less emphasis on other crucial skills (fauzan, 2017). it is a common 21st century understanding that critical thinking and debate are crucial skills that are demanded on the new and old generations. the practices in classrooms do prepare students in using the skills, but do not prepare students to use it in a competitive way. hahn (2015) brought light onto the issue of how students are not adequately prepared for “real situations when they must present a proposal and advocate it against competing proposals.” rather than replacing in-class debates, the study developed five biweekly 90-minute sessions where students finetune their rebuttal skills, comparative arguments, personal ethos, and simultaneously emphasize student interests and activisim as a way to include students who may not fully engage in the original classroom debates. the highlight of this study is the significant improvement on students’ persuasive skills as they are particularly interested in learning how to speak confidently when they were deliberating about how money should be spent when they present their proposals. to gain insight on the kind of persuasive tactics that are commonly used in the discourse of questioning and answering, adaji & vassileva (2016) tracked the persuasive principles or patterns that are authentically employed. the persuasive principles used to support and enhance dialogues include praises, rewards, reminders, suggestions, and similarities. cooperation, competition, and recognition are also some principles of persuasiveness that students can use to improve their communication. in a similar echo, youssei, ham, & okada (2016) studied persuasiveness in both educational and information and communication technological contexts. specifically, the study compared the effects of different persuasive sources (i.e. a persuasive text, instructions from an animated robot, and a persuasive speech from a human) in persuading students to continue answering questions rather than skipping the tests after they have failed previously. the uniqueness of this study is its emphasis on differentiating two typical types of thinking that students universally use, which are based on contemplation (thought-minded) and feeling (relational). not only does the study’s exploration determined that relational students are easier to be persuaded, it seems that both humans and robots help students overcome their timidity of prevailing after initial failure. students’ timidity in speaking is also not the only problem encountered in persuasive communication. delivering persuasive presentation is a challenging task and one of the difficult parts is grasping the attention of audiences during the critical situations, such as in the early morning or after the lunch break. students often do not pay significant attention to any speeches or presentations occurred in the classroom due to some lapses of attention span such as poor listening, yawns, blurred visual images, and noisy situations. for these reasons, luke & soraya (2017) explored some persuasive tactics that should be used. popularly known as scream rhetorical devices, these are simile, contrast, rhyme, echo, alliteration, and metaphor. investigating university students who are conducting presentations, the study found that echo is the most used device by a far margin, and the least used is alliteration. another study that identified persuasive tactics is fauzi & ilahi (2017), who focused on role models. role models are one of the most common ways to motivate students to learn. the study tried to see if a memorable speech by malala yousafzai, who is an icon among students and education activists around the globe, can be integrated as a material in english language teaching. the study found requests, suggestions, promises, and assertions from the video to be compatible with the syllabus of english subjects, and that students may prefer one or the other rather than force themselves to employ all of them in one performance. the difference of uses of persuasive tactics is not merely a question of preference, but also because people hold different mental states that may influence the core of their persuasion. lonigro, baiocco, baumgartner, & laghi (2017) surprisingly found that affective empathy play a very marginal role in students’ verbal ability of persuasion, whereas the theory of mind is a main predictor of persuasion ability. with the understanding that gestures are a significant and inseparable part of speech that makes or breaks how persuasive one can be, peters & 16 hoetjes (2017) addressed the gap of how there is not many studies on the effect that hand gestures have on the way people perceive a speech, particularly a persuasive speech. conducting a comparison of perceptions between a speech with gestures and a speech without gestures, the study enhanced the literature’s understanding as the study found that factual accuracy is also a significant variable in persuading people. this finding is interesting because there is a common sense that facts do not enhance persuasiveness. in fact, facts are often replaced with stories because they are known to be powerful persuasive devices. stories can capture attention, evoke emotion, and entrance listeners in a manner that reduces resistance to a message. given the powerful persuasive potential of stories, one might deduce that it is best to embed one’s facts within a story. in contrast to this perspective, krause & rucker (2019) suggested that coupling facts with stories can either enhance or undermine persuasion. specifically, to understand when facts benefit from the use of stories, this work provides a deeper examination of how counterargument reduction—a common explanation for the unique persuasive capabilities of stories— operates. the study reported that evidence is found for when it is more effective to embed facts within a story versus to use facts alone. in line with this study, mcgeough & rudick (2018) explored the other common sense of students who believe that facts do enhance persuasiveness. this common sense is often realized with the phrase that “it was at the library, therefore, it must be true.’ the study interviewed students enrolled in communication courses to ascertain their information literacy for vetting sources for their public speeches. from the data of responses, the study generated four patterns in students decision-making when they made appeals to justify or legitimize their selection of evidence within their persuasive public speech, which are appeals to authority, appeals to form, appeals to popularity, and appeals to ideology. other than classroom avenues, students learn to improve their communication in communication centres that offer tutoring. as the fundamental reasoning behind implementing tutoring, tutoring can supplement the material that students learn in their classes, enabling them to engage that material on a deeper level at any stage in their learning process. davis, jacobs, & linvill (2017) studied how these communication centres affect students’ expected speech outcomes and found that, indeed, they help students’ improve. however, assessing how certain techniques or activities affect or improve certain skills is already often explored. studies on these learning outcomes also tend to prioritize the perspective of the teachers and supervisors. thus, anderson, gardner, & wolvin (2017) sought to understand how students perceive their learning gains after taking communication courses. with a comprehensive sample of 2,500 students’ narrative accounts, the study found that they are evidence of students’ verbal and nonverbal improvement and mastery of course principles. a significant motivation students have in engaging communication courses and activities is their beliefs and apparent fact that persuasive communication is an integral qualification for skilled, verbal, and interactive jobs. in determining if this is true, stern, chobany, beam, hoover, hull, linsenbigler, makdad-light, & rubright (2017) tested to compare natural speech and speech generating devices in the context of applying for occupations using videos. the study found that the persuasive appeals were not typical of a hiring situation, however they were due to the video clip scenes being not equivalent to typical interpersonal interactions and do not necessarily depict how the speech generating device is used by people with complex communication needs. furthermore, the students in the study had neither the experiences nor motivations that interviewers have in bona fide hiring situations. a far more involved study would need to be designed to consider such factors as an organization’s hiring practices, history of granting accommodations, understanding of the rights of people with disabilities and appreciation of diversity. finally, a salient study on persuasive communication is orvell, kross, & gelman (2018) who focused on persuasiveness of pronouns in the norm of people’s social lives. the study suggested that a subtle linguistic cue, which is the generic usage of the word “you” for people in general than a specific individual actually carries a persuasive force. indeed, the study’s findings indicate that the genericyou functions as a linguistic nudge that carries persuasive force. broadly, they add to a growing body of literature on how subtle linguistic shifts can meaningfully influence the way people are affected with one’s speech. therefore, further studies in linguistic cues may be a new avenue to improve the persuasive communication among students. 5. conclusion from 269,000 results from google scholars, this present study managed to collect 76 studies that were accessible in their entirety as raw data, and selected 16 of the most relevant studies using nvivo 12 software. among the 16 selected studies, there are some concerns in teaching persuasive communication that educators must re-evaluate, and there are some excellent ways explored to enhance and improve students’ persuasiveness. it seems that the most suitable and practical solution this present study recommend is hahn’s (2015) persuasive proposal advocacy sessions. not only does the method would introduce and familiarize students to debate and public speaking, it also trains students to conduct the skills in a persuasive and competitive ways that are in line with the demands of the 21st century. 17 ultimately, this study revealed how education students perceive the ability to persuade someone else. at least among students, they are divided between the idea of whether a fact strengthens or weakens persuasiveness. students that do not find facts to be persuasive use stories and employ empathy when they try to persuade someone or audience. however, empathy has been proven to play a marginal role compared to theory of mind in students’ verbal ability of persuasion, so the students who do find facts to be persuasive often appeal to authority, form, popularity, and also ideology. finally, studying persuasive communication among education students also revealed that the generic usage of the word “you” rather than the usage of referencing a specific individual is a powerful, subtle linguistic cue or persuasive communication. 6. acknowledgement this research was supported by and the institute of research and community service. we thank our colleagues from unilak-research advancement for intellectual and scientific empowerment (u-raise) academy and applied linguistics center who provided insight and expertise that greatly assisted the research, although they may not agree with all of the interpretations of this study. references adaji, i., & vassileva, j. 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(2019). an article review on “the use of politeness strategies in the classroom context by english university students. elsya: journal of english language studies, 1(2), 32-36. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 2, july 2020, pp. 44-49 44 the effect of reward, punishment, interpersonal communication and discipline: economic course for social students context destri yaldi ¹ & jumerli ariati ² ¹ universitas negeri padang, padang, indonesia ² uin suska riau, pekanbaru, indonesia jumerliariati@gmail.com article history received : 2020-05-09 revised : 2020-05-30 accepted : 2020-07-13 keywords reward punishment interpersonal communication discipline abstract the purpose of this study was to determine the effect of reward, punishment, interpersonal communication and discipline to social student achievement in economic subject at senior high school rumbai pekanbaru. the population in this study as many as 744 students. the sampling technique used was random sampling thus obtained a sample of 261 student. the research instrument used in the form of a questionnaire. analysis of the data in this study using path aalysis using program spss 16.00 for windows. the results of this study show reward significant and positive impact on the discipline, punishment significant and positive impact on the discipline, interpersonal communication significant and positive impact on the discipline, reward significant and positive impact on the student achievement, punishment significant and positive impact on the student achievement, interpersonal communication significant and positive impact on the student achievement, and discipline significant and positive impact on the student achievement. 1. introduction studying process is leading the human who could develop and actualize all of themselves ability. it’s obtained in the education environment both in family, school and society (zeegers, 2004). basically, studying activities aim to bring out of the positive changes in order to people could lead a maturity (rahmi, 2005). that change is showing the positive effect that is a achievement be a core of studying process (graves, 2011). a lot of previous research explains the student achievement. for example, cassidy’s research (2012) classifies the studying methodology of students, ages, gender, studying priority, and academic control as the affecting factor of student achievement. the student achievement in indonesia particularly at pekanbaru city is still come under the level of student achievement. based on data from that school, as many 42,3% social student in senior high public school pekanbaru kecamatan rumbai, don’t graduate in daily examinations and must have attended the remedial examinations. in studying process, the student achievement can be affected by a few factor. davis (2006) explained that reward is the important factor in creating a motivation for children to learn and expert to do something new such as a new skill. arnold (2014) explained that the punishment has a positive result to increase a student achievement. besides reward and punishment, siburian (2013) explained that through a good interpersonal communication could affect a student achievement as well. barbour (1974) explained that focus interpersonal communication is on an attitude and will which is expanding an available choice to interpersonal communication, that is including on cognitive and affective fields. students discipline is the important things in a studying (jessop, 2016). stanley (2014) explained that there’s a discipline and then a student achievement will be increasing as well and the fact is a discipline affectivity will be supporting a student achievement. luiselli (2016) taking to heart the student discipline then will be mending the moral character students, increasing social abilities, decreasing anti-social behaved and increasing academic competitions. based on the above theory, subsequently that research is making a reward, punishment, interpersonal communication, and discipline as the affecting factor of student achievement. on this research, a reward, punishment, communication interpersonal will be an exogenous variable while a discipline will be an intervening variable and a student achievement will be an endogenous variable. this following is a conceptual framework. mailto:jumerliariati@gmail.com the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 2, july 2020, pp. 44-49 45 2. method the research is using quantitative method research and with descriptive type. this research sample is the social students in senior high public school pekanbaru kecamatan rumbai. the research population is 774 students and the sample is 261 which is using the random sampling technique. this research instrument is using the questionnaire. the research data analysis is using path analysis with spss 16.00 for windows program. 3. result this research is explaining about the affecting factor of student achievement using a path analysis. the first path analysis (table 1) is explaining the affecting of a reward, punishment, communication, interpersonal for a discipline. the second path analysis (table 3) is explaining the affecting of a reward, punishment, communication, interpersonal for a student achievement. from the regression of model 1 on the coefficient table is known that the significant grade of third variable that is x¬1 = 0,015, x2 = 0,000 and x3 = 0,042 smaller than 0,05. the result is giving a conclusion that the regression of model 1 that is x1, x2, and x3 taking significant effect for x4. to look the substantial contribution or the other variable path coefficients on the first path analysis could see on the table (2). the grade r2 on an above table is as big as 0,276. the thing is showing up that contribution or effect x1, x2, and x3 for x4 which is as big as 27,6% meanwhile the leftover 72,4% is the contributions from the others variables which don’t be input in this research. while for the grade to px4ε will be explain with formula: the calculation results using spss version 16.00 program is obtained results from a substructure 2 and path coefficient of a reward, punishment, communication interpersonal for a student achievement which could see this following table 3. from the regression of model 2 on table 3 could be known the significant grade from fourth variable that is x¬1 = 0,003, x2 = 0,000, x3 = 0,015, x4 = 0,038 smaller than 0,05. the result is giving a conclusion that the regression of model 2 that is x1, x2, x3 and x4 taking a significant effect for y. to look the substantial contribution or the other variable path coefficients on the first path analysis could see on the table 4 the grade r2 on a table 26 is as big as 0,243. the thing is showing up that contribution or effect x1, x2, x3, x4 for y which is as big as 24,3% meanwhile the leftover 75,7% is the contributions from the others variables which don’t be input in this research. while for the grade to pyε2 will be explain with formula: image 2: the structure of final path analysis the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 2, july 2020, pp. 44-49 46 4. discussion 4.1. the influence of reward on discipline based on the results of the path analysis that has been done, the coefficient value of the direct effect of reward on discipline is 1.83% and the value of the coefficient of indirect effect of reward on learning outcomes through student discipline is 0.31%. hypothesis testing shows that reward has a positive and significant effect on discipline. this means that the intensity in giving rewards will determine the level of student discipline. this research proves that giving rewards to children will improve behavior in accordance with applicable rules, and make children to avoid themselves from actions that are not in accordance with the rules and behave in discipline. this finding is in accordance with the opinion of faidy (2014), reward is an educational tool that is easy to implement and can please students, for that reward in an educational process requires its existence, because the role of reward in the teaching process can influence and direct student behavior. choirun (2013) which explains that rewards are one of the elements in discipline. 4.2. the effect of punishment based on the results of the path analysis that has been done, the coefficient of direct influence on discipline is 19.09% and the coefficient of indirect effect on learning outcomes through student discipline is 1.71%. hypothesis testing shows that punishment has a positive and significant effect on discipline. this means that the intensity of the punishment will determine the level of discipline of students. this research proves that the provision of punishment in the field of education can improve behavior that is not in accordance with the norms that are believed to be by weakening behavior, and as an educational tool that can shape the discipline of children in complying with applicable rules. this finding is in line with the opinion of choirun (2013) who explains that punishment is one of the elements in the discipline of having a short-term goal is to stop wrong behavior. while the long-term goal is to teach and encourage children to stop their own wrong behavior. punishment is an element of discipline that can be used to make children behave according to the standards set by their social groups. 4.3. interpersonal communication effect based on the results of the path analysis that has been done, the coefficient of direct influence of interpersonal communication on discipline is 1.23%. hypothesis testing shows that interpersonal communication has a positive and significant effect on discipline. this means that good or bad interpersonal communication that is established will determine the level of student discipline. this research proves that interpersonal communication can change attitudes, opinions, or behavior both directly and indirectly (by using the media). in the principle of communication, when the communicant receives a message or information, it means that the communicant has got an influence from the communication process. because basically, communication is a phenomenon, an experience. each experience will give meaning to the situation of human life, including giving certain meanings to the possibility of changes in children's disciplinary attitudes. this finding is in line with the opinion of derin, et al : 2020; marpaung et al: 2019; haryono : 2016) who explains that teachers must have effective communication skills in disciplining students. through effective communication skills the teacher is able to accept all feelings, and encourage compliance and reciprocity from students. hence, this kind of communication event is so called interpersonal communication (sapitri, et al: 2019). 4.4. the effect of reward based on the results of the path analysis that has been done, the coefficient value of the direct effect of reward on learning outcomes is 2.95% and the coefficient value of the indirect effect of reward on learning outcomes through student discipline is 0.31%. hypothesis testing shows that reward has a positive and significant effect on learning outcomes. this means that the intensity in giving rewards will determine the level of student learning outcomes. this research proves that reward as an educational tool is able to encourage children to improve their learning outcomes and become even more active in their efforts to improve the achievements they have achieved. this finding is in line with the opinion of jones (2016) which explains that reward is given in the form of material or social symbols that can influence attitudes and motivation in achieving certain learning goals. in an educational context, rewards are usually material offerings or social symbols of recognition intended to influence behavior and motivation can include the desire to reach subject goals. the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 2, july 2020, pp. 44-49 47 hamid (2006) added that rewards are given to children with the intention of appreciation and pride in the work and achievements of children, as well as with the intention that children do it continuously, increase their enthusiasm and motivation and interest in work and study. with a good encouragement in learning will show good results. in addition, through rewards will affect student discipline which will indirectly improve student learning outcomes. choirun (2013) which explains that rewards are one of the elements in discipline. onderi and odera (2012), added in their research entitled discipline as a tool for effective school management. this research shows that by applying discipline to every stakeholder in the school will be able to improve moral education, regulate attitudes and behavior, and improve the learning process and learning outcomes. 4.5. the effect of punishment based on the results of the path analysis that has been done, the coefficient of direct influence on learning outcomes obtained is 7.45% and the coefficient of indirect effect of punishment on learning outcomes through student discipline is 1.71%. hypothesis testing shows that punishment has a positive and significant effect on learning outcomes. this means that the intensity of the punishment will determine the level of student learning outcomes. this research proves that punishment as an educational tool can encourage children to improve their learning outcomes and become even more active in their efforts to improve the achievements they have achieved. this finding is in line with the opinion of ghersoff (2017) who explains that punishment can maintain the behavior of children in the school environment, besides that punishment can also be used to influence student learning and achievement. punishment was effective at maintaining appropriate student behavior, school punishment would be expected to predict better learning and achievement among students. punishment is an element of discipline that can be used to make children behave according to the standards set by their social groups. through discipline, student learning outcomes will indirectly increase. stanley (2014) which explains the existence of discipline, student academic performance will also increase and the fact that the effectiveness of the discipline will support the results of student learning achievement. 6. effect of interpersonal communication on social studies student learning outcomes in economic subjects in the state senior high school pekanbaru, rumbai district from the results of the study note that interpersonal communication has a significant effect on social studies student learning outcomes in economic subjects in the state senior high school pekanbaru, rumbai district. based on the results of the path analysis that has been done, the coefficient of the direct influence of interpersonal communication on learning outcomes is 1.87% and the coefficient of the indirect effect of interpersonal communication on learning outcomes through student discipline is 0.21%. hypothesis testing shows that interpersonal communication has a positive and significant effect on learning outcomes. this means that good or bad interpersonal communication that is established will determine the level of student learning outcomes. this finding is in line with the opinion of muflicah (2016) which explains that effective interpersonal communication in learning is a process of transforming messages in the form of science and technology from educators to students, where students are able to understand the purpose of the message in accordance with predetermined goals, thereby adding insight science and technology and lead to changes in behavior for the better. barbour (1974) explains that interpersonal communication focuses on attitudes and abilities which broadens the choices available for interpersonal communication, this includes the cognitive and affective domains. nurochim (2013, 14) explains that there are three domains in learning outcomes namely, the cognitive domain, the affective domain, and the psychomotor. haryono (2016) which explains that teachers must have effective communication skills in disciplining students, through discipline the learning outcomes of students will increase. onderi and odera (2012), added in their research entitled discipline as a tool for effective school management. this research shows that by applying discipline to every stakeholder in the school will be able to improve moral education, regulate attitudes and behavior, and improve the learning process and learning outcomes. 4.7. the effect of discipline based on the results of the path analysis that has been done, the coefficient of the direct influence of discipline on learning outcomes is 1.76%. hypothesis testing shows that discipline has a positive and significant effect on learning outcomes. this means that good or bad student discipline will determine the level of student learning outcomes. this research proves that the achievement of good learning outcomes is not only due to the presence of sufficient, good, and excellent intelligence, but also supported by strict and consistent discipline, individual discipline in learning, and also because of good behavior. the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 2, july 2020, pp. 44-49 48 this finding is in line with the opinion of stanley (2014) which explains that with discipline the student's academic performance will also increase and the fact that the effectiveness of the discipline will support the results of student learning achievement. if school is effectively disciplined, the academic performance on the part of students and teachers will be highly rated (stanley, 2014). the fact that effective discipline helps in the achievement of goals, expectation and responsibility in students (dunham, in stanley, 2014). 5. conclusion based on the results of the processing and discussion of this study produces the following conclusions: 1) reward has a significant influence on the discipline of social studies students in state high schools in pekanbaru, rumbai district. the form of the influence of the reward variable on discipline is positive. this means the better the reward given, the better the student's discipline. 2) punishment has a significant influence on the discipline of social studies students in state high schools in pekanbaru, rumbai district. the form of the influence of the punishment variable on discipline is positive. this means that the better the punishment given, the better the student's discipline will be. 3) interpersonal communication has a significant influence on the discipline of social studies students in state high schools in pekanbaru, rumbai district. the form of the influence of interpersonal communication variables on discipline is positive. this means that the more intense interpersonal communication is established, the better student discipline will be. 4) reward has a significant influence on the learning outcomes of social studies students in state high schools in pekanbaru, rumbai district. the form of the influence of the reward variable on learning outcomes is positive. this means the better the reward given, the better the student learning outcomes. this study also shows that the direct contribution of rewards to learning outcomes is greater than the indirect effect through discipline. 5) punishment has a significant influence on the learning outcomes of social studies students in state senior high schools in pekanbaru, rumbai district. the form of the influence of the punishment variable on learning outcomes is positive. this means that the better the punishment given, the better the student learning outcomes. this study also shows that the direct contribution of punishment to student learning outcomes is greater than the indirect effect through discipline. 6) interpersonal communication has a significant influence on the learning outcomes of social studies students in state senior high schools in pekanbaru, rumbai district. the form of the influence of interpersonal communication variables on learning outcomes is positive. this means that the more intense personal communication is established, the better student learning outcomes. this study also shows that the direct contribution of interpersonal communication to student learning outcomes is greater than the indirect effect through discipline. 7) kedisiplinan mempunyai pengaruh yang signifikan terhadap hasil belajar siswa ips di sekolah menengah atas negeri pekanbaru kecamatan rumbai. bentuk pengaruh variabel kedisiplinan terhadap hasil belajar adalah positif. hal ini berarti semakin baik kedisiplinan siswa maka akan semakin baik pula hasil belajar siswa. the student achievement is one of the important indicators to see a student studying activities in a certainly period of time. whether successful the studying student or not could see from their student achievement. hence, the substantial thing is for the teacher to pay attention the affecting factor of student achievement. the path analysis result explained that a reward, punishment, communication interpersonal have a circumstantial effects for a student achievement through a discipline. that’s mean giving a pedagogical reward and punishment and tying a good communication interpersonal will be pushing children to be discipline into a studying process. the children discipline into a studying process will be increasing a student achievement. a reward, punishment, communication interpersonal and discipline have a direct effect to form a student achievement. references arnold, m. m., chisholm, l. m., & prike, t. 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(2004). student learning in higher education: a path analysis of academic achievement in science. higher education research & development. vol. 23, no. 1 the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 1, march 2020, pp. 5-11 5 english as foreign language (efl) teacher’s questioning strategies in classroom interaction nashruddin nashruddin 1 & putri rahmawati ningtyas 2 1 stkip muhammadiyah barru. barru. indonesia 2 stkip dampal selatan. toli-toli. indonesia putrilantera@gmail.com article history received : 2020-02-27 revised : 2020-03-03 accepted : 2020-03-25 keywords questioning strategies types of the questions classroom interaction abstract the objectives of this research were to find out the teacher’s questioning strategies, types of the questions, and the reasons of using the questioning strategies in classroom interaction.. this qualitative research using discourse analysis approach. the sample of this study was a teacher of smpn 1 tanete riaja, barru regency data collection of this research was conducted through recording, observation, and interview. the data collected were analyzed through conversational analysis that was used in analyzing teacher's questioning strategies, types of the teacher's questions, and the reasons for using questioning strategies in efl classroom. the research findings showed that the teacher used questioning strategies by applying some types of questions. the open/ closed questions and knowledge questions were used dominantly by the teacher. it depends on the material that the teacher transferred to the students. otherwise, synthesis and evaluation questions were used only a few times by teacher. the teacher also applied some strategies, namely questioning in the opening session, questioning in the middle of teaching, prompting the questions, probing the question, and gave reinforcement to the students. the research finding indicated the positive effects of questioning strategies which were applied by the teachers toward efl classroom. it was proved by the students’ participation in learning. moreover, it was shown by the observation sheets that the teacher and all students did a good interaction teaching-learning process. 1. introduction classroom management is an important aspect of teacher’s competence to create teaching-learning effectively. it focuses on a teacher’s ability to plan and deliver the lessons, and to control the students’ behaviors. harmer (2007) states that the effectiveness of the teaching and the learning activities depends on how teacher directs, guides, inspires, facilitates and controls the student to participate in learning activities. if the management of classroom is not effective, it can disrupt the teaching-learning process in classroom. one of ways that can be used to direct, guide, inspire, and control the students’ participation in learning activities is asking or giving question, which is called questioning. questioning to students must be applied in questioning strategies. questioning strategies are the ways which are used to ask something to the students in gaining a purpose in teaching. in teaching learning process, the teachers need to know the ability of the students and how far the students understand the material which has been taught. questioning is a process that always occurs in a process of communication, including in learning process. questioning skill is an expression or question that is uttered by teacher as a stimulus to emerge the responds from learners (cotton, 1989). for teachers, questioning skill is a very important skill to master. it is because, through this skill, teacher can create the learning situation more meaningful. according to cotton (1989), the learning process will be very dull, if the teacher explains the materials in hours without interspaced with questions, either just provocation question, or analysis question. the success of tefl in the classroom refers to the application of questioning strategies by the teachers. according to halstead and mclaughlin (1999), question is one of the most important tools in guiding and extending students’ learning. it can help the teachers to develop their own strategy to enhance the students work and thinking. recent research on questioning in teaching english based on teacher’s questioning strategies in the classroom interaction. paule (2002) states the tendency for teachers to ask many questions has been observed in much investigation. https://journal.unilak.ac.id/index.php/utamax/ 6 questioning strategies used by teacher can stimulate students to be more involved in language learning process. teacher’s questioning strategies must be applied because it is one of the factors that can produce an effective process of teaching and learning. questioning must be applied in a good manner as a teaching device. it requires knowledge about types of question, questioning strategies, and reasons for questioning skill. therefore, the aims of this research are to investigate what types of questions that the teacher uses, how teacher applies questioning strategies, and the teacher’s reason in questioning. 2. review of literature question is a sentence, phrase, or gesture that seeks information through a reply. it means that questions are expressions said by a person which are needed to answer by the listener. some definition of this term is proposed by some experts. according to brown (2000) question is any statement which tests or creates knowledge in the learner. in the teachinglearning process, teacher asks question in order that students learn, it means that they get knowledge or information, and improve their thinking ability. paule (2002) argued that question is a sentence produced by a person to other person that involves command and interrogative expression to get any information or responses means a question. long and sato (1983) state that question is a linguistic expression used to make a request for information. so, the information requested maybe provided in the form of an answer. cotton (1989) defines question as any sentence which has an interrogative form or function. in classroom settings, teacher’s questions are defined as instructional cues or stimuli. teacher’s questions deliver the subjects that will be learned to students, give directions about what they are going to do and how to do it. questioning is a universally used activation technique in teaching, mainly within the initiation-response-feedback pattern. note that teacher questions are not always realized by interrogatives. for example, the question: “what can you see in this picture?” may be expressed by the statement: “we’ll describe what is going on in this picture.”, or by the command “tell me what you can see in this picture”. so perhaps a question, in the context of teaching, may be best defined as a teacher utterance which has the objective of eliciting an oral response from the learners. all educators, no matter what level, need to be able to craft and create at least the basic types of questions. there are some types of questions that teachers can use in teaching. based on the research conducted by bardovi-harlig, mossman, and vellenga (2014) it was found that, based on the grammatical form, there are two types of questions; closed questions and open questions. closed question is question that requires yes/ no answer. open question is a type of question that needs wider information or answers. this type uses question words, such as what, why, where, when, why, and how. based on the objective of the question, the major types of questions fall into four categories, namely managerial, rhetorical, closed, and open question (breen & candlin, 1987). managerial questions are questions which keep the classroom operations moving; rhetorical questions used to emphasize a point or to reinforce an idea or statement; closed questions used to check retention or to focus thinking on a particular point; and open questions used to promote discussion or student interaction. educators have traditionally classified questions according to bloom’s taxonomy (marzano, pickering, & pollock, 2001) covers six categories, namely: a) knowledge – recall data or information knowledge question or memory question is a question that wants students to know or remember again the material that had been learned. question words that can be used in this type of question are: who, what, where, when, and mention. b) comprehension – understand meaning or organization and selection of facts and ideas comprehension question is a question that asks students to evidence that they have got enough comprehension in organizing the materials they have learned. question words that can be used in this type of question are: elaborate, describe, compare or mention the difference, explain you’re your own words. c) application – use a concept in a new situation. this type of question does not simply require the ability to remember the theory, concept, or formula that has been learned, but needs more the ability to apply the theory, concept, or formula in solving a problem. example: write down the sentence below by using the correct capitalization! d) analysis – separate concepts into parts; distinguish between facts and inferences. analysis question is a question that wants students to think critically and deeply. in responding the analysis question, students consider the information to get a conclusion, and find evidences that can be used in conclusion. example: what is the character of the main figure in the story you had read? e) synthesis – combine parts to form new meaning synthesis question is a high level question. this question demands students to think creatively 7 from the teacher’s question. the correct answer demands students to solve a problem. example: what is the appropriate title for the passage below? f) evaluation – make judgments about the value of ideas or products as like the analysis and synthesis question, evaluation question seeks higher thinking process. evaluation question does not have only one correct answer. however, students are asked to give assessment or conception toward a problem. example: what do you think about …? according to gaither (2008) questioning strategy is one of the most important dimensions of teaching and learning. it gives tutors the chance to find out what students know and understand, and it allows students to seek clarification and help. it means that through questioning, teachers are able to know what the students know and what they do not know. questions help teachers and learners in teaching learning process. chang (2009) explained that questioning techniques cover: a) pausing after teacher gives a question, students are asked to be quite for a moment. it aims to:  give students chance to think the answer  get a complete answer  understand or analyze the question  make many students can answer b) prompting perhaps the teacher asks a difficult question, so no students can answer, or the question is unclear. furthermore, the teacher should do “prompting”. the ways are:  giving additional information in order that students can answer  changing the question in another form  breaking the former question become some subquestions, so that, finally all questions can be answered. c) probing probing is tracking, guiding, or directing. probing is conducted because the satisfying answer has not got yet. to find the complete answer, teacher appoints another student to answer. if the answer is still incomplete, teacher asks another else. finally, the complete answer can be found. there are many reasons why teachers should give some questions to their students, either the questions are addressed to individual student or the whole class in their classroom. according to winnie (1994), teachers used various questions and questioning types as their strategy in questioning not only to promote classroom interaction, but also to encourage the students to communicate in a real-life setting, to build a closer connection with the students, and to help the students deal with difficulty in expressing themselves because of their limited vocabulary. the questions are used frequently at the end of the lesson but sometime at the beginning and the middle of teaching and learning process. different researchers provide various reasons way teachers give questions to students in classroom interaction. for example, gaither (2008) proposes two reasons why teachers ask questions in their classrooms. first, questions require responses. therefore, they serve a means of obliging learners to contribute to the interactions. learner’s responses also provide the teachers with feedback which can be used to adjust content and expression in subsequent teacher-talk. second, questions serve a device for controlling the progress of the interaction through which a lesson is enacted. it has been found that questions can also be used to motivate students, to revise, control, test or assess, explore, explain, encourage students to focus on a particular topic, elicit information, and check understanding and to control behavior. it means that teacher’s questions are not only a means of obliging teacher-talk to guide the students’ attention but also adjudge students to be more active and focus on particular topic, so teachers can check and control the students’ understanding. the art of asking questions is an ancient part of good teaching and one of the rudimentary skills all teachers should be able to master. knowledge and awareness are intrinsic part of each learner. in their research, boopathiraj and chellamani (2013) found that teachers applies questioning in the beginning or opening session of lesson, the middle of the teaching, and in the final session. their research also indicated that teacher’s question is one of important tools to extend students’ knowledge. it can help teachers develop their own strategies to enhance the students’ work and thinking. according to nashruddin, ningtyas, and ekamurti (2018) from the result of their research, teachers ask questions for a variety of purposes, including:  to greet all students in the class  to actively involve students in the lesson  to find out something from the learners (facts, ideas, opinions)  to increase motivation or interest  to evaluate students’ preparation  to check on completion of work  to develop critical thinking skills 8  to review previous lessons  to assess comprehension or mastery of goals  to stimulate independent learning through a classroom action research, nashruddin and roslina (2019) found that teachers use the questioning strategies as: a) reinforcement the instructor should reinforce student responses and questions in a positive way in order to encourage future participation. the instructor can reinforce by making positive statements and using positive nonverbal communication. b) redirecting to another student when teacher asks a question to a student and the student cannot answer the question, or the question is incorrect, the teacher may ask the question to other students. the teacher can call the name of particular student, or ask the student who can answer to raise his or her hand. c) adjust/ refocus when a student provides a response that appears out of context, the instructor can refocus to encourage the student to tie her response to the content being discussed. this technique is also used to shift attention to a new topic. cambridge international dictionary of english defines the verb ‘to interact’ as ‘to communicate with or react to each other’. the oxford dictionary of english defines the noun ‘interaction’ as a ‘reciprocal action or influence’. therefore interaction is more than action followed by reaction (lewis & hill, 1992). according to smith (2012), classroom interaction is the patterns of verbal and non-verbal communication and the types of social relationship which occur within classroom. the study of classroom interaction may be a part of studies of classroom discourse, teacher talk and second language acquisition. unal and unal (2012) stated that classroom interaction covers classroom behaviors such as turn taking, questioning and answering, negotiating of meaning and feedback. 3. method this research applied qualitative method especially conversation analysis. strauss and corbin (1990) claimed that qualitative methods can be used to better understand any phenomenon about which little is yet known. in line with that opinion, bogdan and biklen (2007) stated that qualitative research uses a naturalistic approach that seeks to understand phenomena in context-specific settings. about the conversation analysis (ca), hyland and paltridge (2011) stated that it is the study of talk-in-interaction, and it is a theoretically and methodologically distinctive approach to understanding social life. the research subject was an english teacher of senior high school students at smpn 1 tanete riaja, barru. the teacher was chosen because she produces various kinds of questioning strategies in teaching and learning process. the data were collected in three steps namely knowing the schedule, observing the teaching and learning process, and interview. furthermore, the data were analized into three steps namely data reduction, data display, and draw conclusion based on the theory of miles and huberman (1994). the instruments that were used in collecting data are classroom observation list, audio recorder, and interview. to examine the questioning strategies distribution, the researcher took data recording by using recorder and followed the teaching learning process in the classroom. the data from recording was transcribed into written transform, and then been identified, selected, and also classified or extracted based on the analyzing needs which are relevant to the topic of this research. the transcription was analyzed by using questioning strategies analysis. interview was used in gaining the more information about questioning strategies which were used by the teachers. 4. findings and discussions in this research, researchers found that the teacher used some strategies in questioning to the students. the strategies are: 4.1 the teacher questioned the students in opening sessions of teaching the teacher questioned the students in the opening session or starting the class. in this situation, the teacher asked all students to greet them. it can be seen in the following extract and the analysis. table 1. the 1st extract: greeting students s: assalamualaikum warohmatullohiwabarokatuh! [peace be upon you, and allah’s mercy and blessings] t: waalaikumussalam warohmatullohiwabarokatuh. how are you? [may the peace, mercy, and blessings of allah be with you too] s: fine!!! t: fine! okay. analysis of the 1st extract: in the above extract, the teacher asked students in the opening session of teaching by saying “how are you?”.the teacher used open question. this question was used by the teacher to greet all students. that was the strategy to start the class. all students answered that they were fine at the time. 9 table 2. the 2nd extract: asking about students’ preparation analysis of the 2nd extract: this situation showed the teacher asked all students to get the class ready. table 2 shows the teacher asked students, “did you sleep well last night?”. all students answered by saying “yes”. after that, she questioned again by saying, “are you ready?”. the teacher asked those questions to evaluate students’ preparation to start the lesson. all students answered, “yes!!!”. it meant that they were ready to start the lesson. 4.2 the teacher questioned the students in the middle of the teaching the teacher used this strategy to know the students’ understanding about the materials that were learnt. examples can be seen in the following extract and the analysis. the teacher asked question to students to know whether they understand the lesson that had been explained before. table 3. the 3rd extract: asking about the lesson material t: well! descriptive text (pausing). in the last meeting we discussed about descriptive text. what is the function of descriptive text? (pausing) let’s first be back. in the last lesson, ee…. [in the last meeting] we talked about descriptive text, and …. you had learned about how we describe something. s: me, mam. descriptive text …. we describe things ….. and, person. t: excellent! descriptive text is a kind of text to describe a thing, an object, …. analysis of the 3rd extract: after one student answered that in previous meeting they learned about descriptive text, the teacher then asked to students what the function of descriptive text. because all students did not respond, the teacher then gave additional information. finally, one student answered the teacher’s question. in addition, because the student’s response is correct, the teacher then gave reinforcement by saying, “yup! excellent! descriptive text is a kind of text to describe a thing, an object, or a person”. table 4. the 4th extract: asking to find out facts or ideas from the students t: in this lesson, [in this meeting] i want you to be able to perform, yah, in front of the class, how to describe things. and the thing is the newspaper. yah! okay, ee….before we come in to the aa… lesson, i would like to invite some of you to come forward to write down some words related to newspaper. ok….. here…., this one, newspaper, (writing the word of newspaper in the whiteboard). please, come four students forward four students to write some words related to the newspaper! [please, four students come forward to write four words related to newspaper!]. yeah, one student in the back seat, could you try? (one boy student came forward and wrote ‘news stand’ in the whiteboard). analysis of the 4th extract: the teacher commanded students to write some words related to the topic of the lesson. table 4 shows that the teacher asked the students to find out facts, or ideas from them by saying, “i would like to invite some of you to come forward to write down some words related to newspaper”. it also shows that the teacher managed the circulation of question-answer, because she did not demand all students to answer together, but she started from a student who sat in the back seat. 4.3 the teacher used prompting strategy, repeated the question in different or the same sentence. when the teacher asked a question and no students could answer, she repeated her question or gave additional information to help students in answering her questions. table 5. the 5th extract: asking to assess students’ comprehension t: and, question for you. did you sleep well last night? s: yes!!! t: of course. if you slept well, then you are ready to begin our lesson. (smiling). are you ready? s: yes!!! t: yeah, thank you very much. so, we have got four words related to…., to newspaper. do you know the meaning of each word? s: yeees!!! t: okay. irma, what is the meaning of newspaper boy? a girl student who was appointed did not answer. t: newspaper boy is a person who delivers or sells newspaper. yaah, ee…. either boys or girls, then we can say, or we can call her a newspaper boy. s: penjual koran!!! t: ya….penjual koran, atau loper koran,……. tukang koran. 10 in this situation, the teacher asked students to evidence that they had got enough comprehension in organizing the material that was learned. analysis of the 5th extract: in above table, it is shown that the teacher asked one student what newspaper meant. because the student could not answer, the teacher then gave additional information by saying, “newspaper boy is a person who delivers or sells newspaper”. it was to help the student thinking about the meaning of the word asked. this strategy is called prompting strategy. finally, the student could answer that newspaper boy is penjual koran. table 6. the 6th extract: asking students to make sentence the teacher repeated her question to students by different sentence to make they can answer the question easily. analysis of the 6th extract: in the table 6, we can see the teacher repeated her question in different sentence. in the first time, she said, “is there still student to add using the word newspaper boy? somebody want to add?”.after that she asked again by saying, “who can make another sentence by using the word of newspaper boy?”. after a student answered, she gave reinforcement by a little joke, “ouyaah! newspaper boy delivers the newspaper by bike, not by taxi, because it is so expensive”. she also corrected the student’s ungrammatical sentence. 4.4 the teacher used probing strategy probing was conducted by the teacher because the satisfying answer had not got yet. to find the complete answer, the teacher appointed another student to answer. table 7. the 7th extract: asking students about word meaning t: hasan, what is the indonesian word for headline? s: headline is judul berita t: good….mmm…. hilda, do you agree with hasan? s: no, mam. headline itu …. berita utama. t: iyaa …. berita utama. very good. thank you. the teacher asked her question to one student. because the student could not respond or the respond was incorrect, the teacher then redirected her question to another student. analysis of the 7th extract: table 7 shows that firstly, the teacher asked to a student who was named hasan by saying, “what is the indonesian word for headline?”. the hasan’s respond was incorrect, the teacher then asked to another student, namely irma, and she answered correctly. that was the probing strategy. in addition, the teacher gave reinforcement. 4.5 the teacher gave reinforcement for students who answered the questions correctly table 8. the 8th extract: asking for students’ comprehension after a student responded incorrectly, the teacher then redirected her question to another student. analysis of the 8th extract: in the above table, we can see that the teacher used probing strategy in questioning for students. all students said that news stand only sells newspaper. the teacher then asked to one student, clarissa, to get satisfying response. she asked, “clarissa, do you think it's that simple? only newspaper?”. the mentioned student answered that news stand also sold magazine. after that, the teacher gave reinforcement to her by repeating the sentence and corrected the grammar of the sentence. 5. conclusion this research described the use of questioning strategies in classroom interaction. it was found that the teacher applied more than one type of questions. open/ closed questions were applied frequently in all session of teaching. based on the research findings, the teacher sometimes repeated her question to clarify the sense of the question when she found difficulties on students in understanding the question. it can be concluded that the aims of using questioning strategies as a teaching device can be reached by doing and applying the questioning strategies in a good and appropriate way. it makes the interaction and communication between teacher and students more valuable. t: is there still student to add using the word newspaper boy? somebody want to add? (all studentskept silent) t: who can make another sentence by using the word of newspaper boy? s: newspaper boy deliver the newspaper by bike. t: ouyaah! newspaper boy delivers the newspaper by bike. not by taxi, (all students laughed), because it is so expensive. (all students more laughed) t: what do people usually buy in a news stand? s: newspaper. t: okay. clarissa, do you think it's that simple? only newspaper? s: ee….anu mam. the news stand also sells magazines. t: okay, very good. news stand also sells magazine. very good! because in news stand, we don’t only buy, ee…. newspaper, but we can also buy magazine. 11 in this research, the researcher recommends to apply some questioning strategies in all section in teaching such as applied open/ close question, recall in the beginning, referential in the beginning or the final of teaching, or display after explaining the lesson or during task working, and other types of question in efl classroom. furthermore, the questioning strategies should be applied based on the lesson and the level of students to make the learning process run well. references bardovi-harlig, k., mossman, s., & vellenga, h. e. (2014). the effect of instruction on pragmatic routines in academic discussion. language teaching research, 19(3), 324-350. doi: 10.1177/1362168814541739 bogdan, r. c., & biklen, s. k. (2007). qualitative research for education: an introduction to theories and methods. boston: pearson allyn & bacon. boopathiraj, c., & chellamani, k. (2013). analysis of test items on difficulty level and discrimination index in the test for research in education. international journal of social science & interdisciplinary research, 2(2), 189193. breen, m., & candlin, c. (1987). which materials? a consumers’ and designers’ guide. in l. sheldon (ed.), elt textbooks and materials: problems in evaluation and development (elt documents). london: modern english publications. brown, h. d. (2000). principles of language learning and teaching. new york: longman. chang, m. (2009). learning culture and language through icts : methods for enhanced instruction. london: information science reference. cotton, k. (1989). classroom questioning. from http://www.nwrel.org/scpd/sirs/3/cu5.html gaither, j. f. (2008). questioning techniques: research-based strategies teachers. from http://thesecondprinciple.com/teachingessential/five-basic-types-questions halstead, j. m., & mclaughlin, t. h. (1999). education in morality. london: routledge. harmer, j. (2007). the practice of english language teaching (3rd ed.). new york: longman. hyland, k., & paltridge, b. (2011). continuum companion to discourse analysis. new york: continuum international publishing group. lewis, m., & hill, j. (1992). practical techniques for language teaching. cambridge: cambridge university press. long, m. h., & sato, c. j. (1983). classroom foreigner talk discourse: forms and functions of teachers’ questions. in h. w. selinger & m. h. long (eds.), classroom oriented research in second language acquisition. rowley, mass: newbury house. marzano, r., pickering, d., & pollock, j. (2001). classroom instruction that works: researchbased strategies for increasing student achievement. alexandria, va: association for supervision and curriculum development. miles, m. b., & huberman, a. m. (1994). qualitative data analysis: an expanded sourcebook (2nd ed.). thousand oaks ca: sage publication. nashruddin, n., ningtyas, p. r., & ekamurti, n. (2018). increasing the students’motivation in reading english materials through task-based learning (tbl) strategy (a classroom action research at the first year students of smp dirgantara makassar). scolae: journal of pedagogy, 1(1), 44-53. nashruddin, n., & roslina, r. (2019). pemberian tugas terstruktur untuk meningkatkan hasil belajar matematika siswa kelas xi smk. histogram: jurnal pendidikan matematika, 3(1), 1-13. paule, m. (2002). classroom questioning in english. teacher tools, 2(2), 127–131. smith, r. c. (2012). situational language teaching. elt journal, 2(4), 71-79. strauss, a., & corbin, j. (1990). basics of qualitative research: grounded theory procedures and techniques. newbury park: sage publications, inc. unal, z., & unal, a. (2012). the impact of years of teaching experience on the classroom management approaches of elementary school teacher. international journal of instruction, 5(2), 41-60. winnie, p. h. (1994). international encyclopedia of education, student cognition in learning from teaching. oxford: postlewaite t. (pergamon, uk). http://www.nwrel.org/scpd/sirs/3/cu5.html http://thesecondprinciple.com/teaching-essential/five-basic-types-questions http://thesecondprinciple.com/teaching-essential/five-basic-types-questions instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 50-56 50 updating status in facebook: the interference of english among users in academic context nurhayati nurhayati 1 and roslina roslina 2 stkip muhammadiyah barru, south sulawesi. indonesia nurhayati2812@gmail.com article history received : 2020-05-05 revised : 2020-06-01 accepted : 2020-07-22 keywords interfere facebook semantic grammatical interfere abstract this study investigates the interference of english use made by facebook users in writing status on their account. the purpose of this study is to discover the interferences and reveal the factors that cause interference on facebook status. this research uses the descriptive qualitative method to elaborate, describe, and disclose kinds of interference and also the elements of interference that facebook users produced in updating status. the research showed that the way of the facebook users in transferring their source language to target language tends to be negative transfer, or it is called language interference. the negative transfers made by facebook users are semantic and grammatical interference. the factors that cause the interference are bilingualism background, disloyalty target language, limited vocabularies of tl mastered by a learner, prestige, style, interlingual factor, overextension of analogy, and transfer of structure. 1. introduction in general, communication is the act of conveying information to create a shared understanding. communication requires a sender, a message, and a recipient. the communication process is complete if only the receiver has understood the message of the sender. thus, the message must be comprehensible, so converting information (encoding) will be perfect. communication is verbally divided into oral and written communication. oral communication refers to verbal spoken communication that includes the aspects of interpersonal communication. otherwise, written communication refers to verbal, written communication. nowadays, written communication has been rapidly developed along with the development of information and technology. written communication can be found in social media issues that cover social communication. it is necessary to create effective communication, so the message of the communication is received well by the recipient. the fact that surprisingly massive majority of the students engage in online aggression does not intend to hurt others' feelings in the wrong way (hamuddin et al., 2019). however, the idea of sending message sometimes make the communication process ineffective (rahman, 2017; nurmawati et al., 2017). the communication process is useful if only the receiver has understood the message of the sender. thus, the message is necessary to be comprehensible, so converting information will be complete. the communication will be useful if no interference affects the message that is created by the sender. interference is one of the topics discussed in sociolinguistics. it is one of the language phenomena that interferes with communication both in oral and written communication. the term interference comes from language transfer. according to the dictionary of language teaching and applied linguistics, transfer language is defined as the one language effect on the learning of another. in other words, language transfer is the effect of a language, usually the first language or mother tongue that the learner mastered, the process of learning another language or the target language. facebook is one of the social media that can be used to communicate in written form. facebook has become popular media to interact with others among social communities. the facebook features are specified to help people in communicating and gathering information instantly. facebook has been used extensively to convey information or express feelings. as a medium for delivering information, users should send information through their facebook accounts clearly and easily understood by readers. but in fact, many users made language interferences in writing status on their accounts. therefore, the researchers conducted a study entitled "the interferences of english use made by facebook users. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 50-56 51 according to holmes (2001), interference refers to a change in the target language system because of the bilingual speaker's elements of the source language. the definition of language transfer is also described by brown (2000) brown as a general term describing the transfer of performance or prior knowledge or from the first language into the next lesson: learning a second language or a foreign language. the phenomenon of language transfer can be classified into two kinds: positive transfer and negative transfer (wardhaugh, 2011). positive transfer occurs when there are similarities between the elements of the first language and the target language, so it is easier for someone to control the target language. the similarities can be divided into similarities in words, sentence structure, and pragmatics. the expression used in a language is the same as or similar to the phrase usage in the target language and certainly appropriate to the context. meanwhile, negative transfer or interference in the incident when the mother tongue elements interfere with the use of the target language is being learned, while in practice, the previous factor is assigned or misattributed to the target language that is being studied. hartman and strock (1973) stated that interference is a mistake caused by the tendency to pronounce (speech) of a language to another language, including pronunciation in a unit of sounds, grammar, and vocabulary. in other words, the mother tongue and insufficient ability of a person to adapt to a new language that differs in the level of pronunciation units of sound, grammar, and vocabulary are some factors that make different rules of the mother tongue and the target language into one rule. for example, because of the indonesian language, there are no specific phonemes in english as /æ/ or /a:/, it would be quite difficult for someone to say it. with only one different phoneme, words in english can have different meanings, like in the course of pronunciation, phonetics, or phonology. meanwhile, richard (1985) argues that the interference covers various aspects of language, can absorb in the field of sound structure (phonology), word formation (morphology), sentence structure (syntax), vocabulary (lexicon), and meaning structure (semantics). a similar opinion was also expressed by dyakov (2008) that the interference is barriers as habit result of mother tongue user (first language) in the mastery of the studied language (second language). consequently, according to crystal (2013), there is a transfer or removal of the mother tongue's harmful elements into the target language. weinreich (1970) divides language interference into three types, namely: phonological interference. it occurs when bilingual speakers re-translate or reproduce his/ her l1 by using the appropriate phonemes in his l2.; lexical interference occurs when a bilingual speaker uses two or more parts or structures of different languages in a single word or lexicon. grammatical interference occurs when a bilingual speaker identifies morphemes, class of morpheme in language chain in syntaxes, and uses it in the speech act. moreover, dyakov (2008) divides language interference into two classifications: linguistics and extra linguistics principle. from linguistics principle, he subdivides language interference into (1) graphic interference influences the development of writing system as well as the spelling principle of the national orthography in general and separate lexical elements in particular, (2) lexical interference influences the development of vocabulary as well as lexical modernization, (3) phonetic interference influences the phonetic structure of a language, and (4) grammar interference influences the grammar structure of a language. in general, wardhaugh and fuller (2015) classifies language interference into five types i.e., cultural interference can be expressed in the language used by someone bilingual or bilingual, at least the native language and the target language are being studied. directly or indirectly, a language closely related to culture because language itself is a part of the culture. someone's culture will be reflected in language use. as fluent as possible, the target language is used by someone. there will be cultural influences from the mother tongue. indonesian culture is classified as eastern culture and very different from the culture of native speakers of english who incidentally is a member of western culture. indonesian culture appreciates togetherness and kinship. this culture also values politeness and tolerance for others. as this also mentions in (sapitri, 2019: nurmawati: 2019) of course, politeness will be different very different from culture to culture and the culture of native speakers of english who tend to be individualistic and to the point and appreciate the discipline as the highest. semantic interference is interference that occurs in the use of words that have a variable in a language. semantic interference is where the selection of the indonesian lexicon affects the choice method for the use of a word and its placement in the english sentence. semantic interference arises from fundamental differences in meaning between the indonesian language and english. lexical interference should be distinguished from the loanwords (borrowings). borrowings or integration has fused with a second language, while the interference could not be accepted as part of a second language—the lexical entry of the first the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 50-56 52 language or a foreign language into a second language that is disturbing. phonological interference includes intonation, rhythm, and articulation, pausing. in the sound system of a foreign language, people get that there is an international language that sounds similar to the mother tongue that has the same structure and also has equal distribution. mastering looks like this happens enough to transfer without any difficulty. but otherwise, people also get sounds that are not part of the sound system of the language itself, whose structure is different or whose distribution is different. the process of mastering the sounds of this kind is slower, and more serious difficulties were encountered. learners who speak the indonesian language as a mother tongue and learn english as foreigners will likely transfer the sounds of their language into english sounds. grammatical interference involves morphological, phrase logical, and syntactical interference. syntactic interference occurs at different levels above the word level, for example, in the syntactical structure. it is included the structure of the english sentence that is still referring to the indonesian language structure. the english words in its structure sound or feels unnatural and strange. the usual case is that someone translated from the indonesian language to english word by word, which automatically only refers to the meaning of each word, is not the purpose of the sentence as a whole. there are many factors that cause interference. according to weinreich (1970), language interference is caused by factors. a) speaker bilingualism background bilingualism is one factor that may cause interference, where other language elements influence the speaker. in this case, the interference of english use is influenced by the indonesian language structure. some examples can be seen as follows: i want communication with you, to say ―saya ingin berkomunikasi dengan anda‖, the correct one is i want to communicate with you. two persons are just silent, saying "ada dua orang yang hanya diam‖, while the correct one is there are two persons who keep silent. b) disloyalty to target language (tl) one of the factors that may cause a negative attitude is because of disloyalty to the target language. disobedience may occur to target language structure and further force the learner to create ungrammatical words to target language both in oral or written. learners with limited language background of tl tend to write or speak with their first language structure and sense. for example, an indonesian user made a facebook status, namely, "so, i must spirit." in this case, the words are made from the indonesia language structure and sense. the correct form should be "i must keep my spirit." c) limited vocabularies of tl vocabularies of a language are mostly words connected to life. thus, to master another language, a learner will find new terms that differ from his first language words. vocabularies have a significant role in transferring source language to target language. learners should have more lexicon for mastering target language better. a learner will use his mother tongue words to refer to something that he cannot find in target language. for example, indonesians want to say 'kopiah', and they still say 'kopiah' when they use english because there is no particular word in english for 'kopiah‘. d) prestige and style unfamiliar words tend to be found in communication to get pride. interference occurs when the receiver cannot catch the real idea of the speech. the uncommon words will be used as a style of the user. in this case, the user sometimes does not understand the real meaning of the speech. one example is the use of derivational affix –ization, while it was known as word borrowing in english that refers to nouns. from their research, owu-ewie and lomotey (2016) found two other factors that may cause interference. a) interlingua factor interlingua transfer is an essential source for language learners. in the behaviorist school of learning, it is one concept of contrastive analysis. this concept emphasizes the harmful interference of the first language as the only source of errors. one example of hindi speakers in uttering the words 'i like to read' they utter 'i read to like'. in this case, hindi speakers pre-positioned the use of a verb while in english, it should be positioned. this kind of error results from the negative transfer of first language rules as source language to a second language system as the target language. b) the overextension of analogy learners tend to be wrong in using a vocabulary caused by the similarity of the first language and second language elements. for example, the word ‗month‘ is used to say ‗moon‘ in the space. facebook launched in february 2004 as one of the social media that is owned by facebook inc. in 2010, facebook had more than 500 million active users. facebook users may create a personal profile, add other users as friends, and exchange messages. the the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 50-56 53 users also get notifications when they update status automatically. besides, users can join or make groups that are organized by specific characteristics. facebook only allows someone at least 13 years old to be a registered user of the website. mark zuckerberg, with his friends as facebook founders, limit the website's membership was firstly limited by the founders for students at harvard university. it was expanded to other universities before opening to high school students, and the last is for 13 years old and over. indra and hamzah (2018) have researched language style found in the facebook status by indonesian users. the study found the types of language styles and the most common style used by facebook users in indonesia. on the analysis, the writer found that there are four language styles namely formal, consultative, casual, and intimate. the casual style is the most language style used by the speakers, with a percentage of about 70%. furthermore, the writer found that facebook users mostly use the causes of casualties. updating status is one of the major activities for facebook members. when the indonesian facebook users want to update their english status, they sometimes do not realize the errors of the language they have made. considering the issue above, the researcher was interested in conducting a study to discover the interference created by facebook users in writing statuses by using english. 2. method the method of this research is qualitative descriptive. this method is used to elaborate, describe, and disclose kinds of interference that facebook users produced in writing status and factors of those interferences following standard discourse analysis analysis. the data are indonesia's facebook users' status written on their facebook accounts. the researchers collect data through camera screenshot or computer print-screen. the next step is note-taking to write the data captured by the screenshot. the data are analyzed based on two research questions. the first is to analyze the types of interference made by the facebook user. the second is to analyze factors that cause interference on facebook status. the methods were carried out with the following steps: the first is the researcher made a transcription of all data from a screenshot of the facebook users' status. then, the researcher identified that the interference occurred. next, the kinds of interference in the data were recorded into the screenshot form. the researcher classified the collect data by tabulating them into a table and describes them. the researcher used descriptive qualitative terms in analyzing the data. the researcher explained the various kinds of interference and factors of interference source language toward english. the types of interference made by respondents would be classified. lastly, the researcher concludes the kinds of interference of source language toward english use that occurred by facebook users in updating status. finally, the factors made by respondents did those kinds of interference. 3. findings and discussion the study's findings and discussions were based on the objective of the study, namely interferences made by facebook users in updating status and the factors that cause the interferences. 3.1 interference made by facebook users in updating status the interferences made by facebook users in writing status are shown in the following screenshots (figure 3.1). figure 3.1 the first data from the above screenshot, it is seen that the facebook user used the phrase "young time‖ to explain his own experience when he was young. after that, he wrote ―over many of trouble" to tell that he got many troubles. then, he wrote, "that can make we cant hope a want" to explain that he could not hope what he wanted to. he also wrote, "are u agre?" to ask whether others agree or disagree with what he stated. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 50-56 54 the facebook user wrote a status by transferring his source language to the target language. in this case, the source language is the indonesian language, while the target language is english. those interferences involve semantic and grammatical interference. the semantic interference is shown from the selection of the indonesian lexicon affects the selection of words in the english sentence (young time, over many of troble). while the grammatical interference is shown from the use of english words in its structure sounds or feels unnatural (that can make we cant hope a want, are u agre). the correct one should be: i met love when i was young, through much trouble. it makes us unable to expect a desire. do you agree? figure 3.2a the second data from this data, it is seen that the facebook user wrote ―became dizzy" to explain that she was dizzy. she also uses the adverb "now‖ to show the time she was dizzy. after that, she wrote ―borring‖ to explain that she was bored. this facebook user updated her status by transferring his source language to the target language. in this case, the source language is the indonesian language, while the target language is english. the interference involved grammatical interference. the grammatical interference is shown from the use of english words in its structure sounds or feels unnatural and strange. the correct structure of the sentence should be: i am dizzy now boring figure 3.2b the second data the above screenshot showed that the facebook user wrote "don't choice me…!!!" to show that she did not want to be chosen. then, she wrote, "if you are not willing loyal" to explain a condition if someone is not loyal. she also stated, "you don't understanding me" to show that someone did not understand her. after that, she wrote, "myself, whoever broken heart" to explain that someone breaks her heart. the facebook user updated status by transferring his source language to the target language. in this case, the source language is the indonesian language, while the target language is english. those interferences involve semantic and grammatical interference. the semantic interference is shown from the selection of the indonesian lexicon affects the selection of words in the english sentence (choice, understanding, broken). the grammatical interference is shown from the use of english words in unnatural structures (if you are not willing to be loyal). the correct one should be: don‘t choose me if you will not be loyal you don‘t understand me i myself, whoever breaks my heart love the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 50-56 55 figure 3.3 the third data the data shows the facebook user wrote, "i am sicking!!!" to explain that he is sick. in this case, the user used a gerund for adjectives because he thought the word "sick" can be added with "-ing." the interference involves grammatical interference, where the use of english words in its structure is unnatural and strange. the correct one should be: i am sick. figure 3.4 the fourth data it is seen that the facebook user wrote, "i don't‖ to explain that he doesn‘t know. then, he wrote ―goodbye tomorrow‖ to say he will see someone tomorrow. the facebook user transferred his source language to the target language. in this case, the source language is the indonesian language, while the target language is english. that interference involves grammatical interference. the correct one should be: i don‘t know just ask him okay see you tomorrow 3.2 factors that cause language interference from the interferences made by facebook users above, it is found that facebook users tend to make semantic and grammatical interference. it caused their bilingualism background, disloyalty target language, limited vocabularies of tl, and prestige and style. a) speaker bilingualism background facebook users tend to make grammatical interference because of their bilingualism background. the data showed that users tend to use the indonesian language structure in writing status by using english. b) disloyalty to target language it is found that facebook users tend to be disloyalty to the target language in writing status. it is seen from facebook status made by an indonesian user in the 4 th data. instead of saying ―i am sick‖, the user said ―i am sicking‖. c) the limited vocabularies of tl the first screenshot shows that the facebook user uses inappropriate word to change the word he did not know. the user wrote 'young time' to explain when he was young. the user made semantic meaning because of the limited vocabulary of english. d) prestige and style from one of the screenshots, a facebook user stated, "goodbye tomorrow," while the correct one the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 50-56 56 should be "see you tomorrow." in this case, the user made grammatical interference with his style. e) the interlingua factor interlingua factor can be seen in the 3rd data construction, "if you will not be loyal" was written as "if you not willing loyal" by the facebook user, where 'not' is pre-positioned. in english structure, it should be post positioned after the modal. this type of error is grammatical interference made by the facebook user because of the different systems of the first language (indonesian) and the second language (english). f) the overextension of analogy indonesian learners may make a mistake by using a noun as a verb. the 3 rd data shows that the word "choice" in "don't choose me" is an incorrect form because it is a noun. the user should use a verb, namely "choose" to tell the expression. g) transfer of structure one of the screenshots found the words "i became dizzy now" that should be written as "i am dizzy now." it is a kind of negative transfer made by the facebook user because of old habits that are different from the new behavior that is learned. 4. conclusion in conclusion, it is found that the way facebook users transfer their source language to target language tends to be a negative transfer or is called language interference. the negative transfers made by facebook users are mostly semantic and grammatical interference. it should be said that language interference is directly related to the place attributed to the mother tongue in the foreign language system. the mother tongue has established the learners' language world and has acquainted students with the problems of language phenomena. therefore it is the mother tongue that will enable them to acquire a new language world. the interference is bilingualism background, disloyalty target language, limited vocabularies of tl, prestige, style, interlingua factor, overextension of analogy, and transfer of structure. references brown, h. d. (2000). principles of language learning and teaching. new york: longman. crystal, d. (2013). clinical linguistics. new york: springer-verlag wien. dyakov, a. (2008). types of language interference and principles of their classification. retrieved from: http://www.goecities.com/dykov_andry/dissert ation/chapter_1.html hamuddin, b., syahdan, s., rahman, f., rianita, d., & derin, t. (2019). do they truly intend to harm their friends?: the motives beyond cyberbullying among university students. international journal of cyber behavior, psychology, and learning (ijcbpl), 9(4), 3244. hartman, r. r. k., & strock, f. c. (1973). dictionary of language and linguistics. london: prentice hall international. (uk), ltd. holmes, j. (2001). an introduction to sociolinguistic (2 ed.). london: pearson education esl. indra, i., & hamzah, h. (2018). an analysis of language style of teenagers found in facebook status. e-journal english language and literature, 7(1), 98-105. nurmawati, n., atmowardoyo, h., & weda, s. (2019). an analysis of positive politeness strategies to promote effective interaction in the classroom. els journal on interdisciplinary studies in humanities, 2(2), 171-181. owu-ewie, c., & lomotey, c. f. (2016). l1 interference errors in l2 writing: the case of three junior high school students in ghana. 1.retrieved from http://www.asraresearch.org/ajll-vol-1-no-12016/ rahman, f. (2017). cyber literature: a reader–writer interactivity. international journal of social sciences & educational studies, 3(4), 156 richard, j. (1985). longman dictionary applied linguistics. hongkong: longman group ltd. sapitri, p. a., chasanah, a., putri, a. a., & paulima, j. (2019). exploring brown and levinson's politeness strategies: an explanation on the nature of the politeness phenomenon. reila: journal of research and innovation in language, 1(3), 111-117. wardhaugh, r. (2011). an introduction to sociolinguistics (6 ed.). new york blackwell publishing. wardhaugh, r., & fuller, j. m. (2015). an introduction to sociolinguistics (7 ed.). new york: blackwell publishing. weinreich, u. (1970). language in contact findings and problem. hague: mouton. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 3, november 2020, pp. 88 93 88 exploring role model, parenting and juvenile delinquents in the selected poems ayesha mohammed ibrahim bharathiar university, coimbatore. india ayeshaibrahimayeshu786@gmail.com article history received : 2020-10-16 revised : 2020-11-26 accepted : 2020-11-28 keywords juvenile delinquency role model antisocial behavior teaching and learning environment abstract “what children see, children do”, role modeling is a momentous progression in child’s life. all children have role model at some point in their lives. the point is whom they see as their model. this may seem trivial whereas it creates an enormous impression on the impending behaviour and resolutions of the child. it is important for a child to have a social life. peer and community may also affect the antisocial behaviour of a child. if a child is antisocial or excluded by the peer group, this may lead to stress, apprehension and downheartedness and may even shoddier psychological disturbances. this escalates the risk of crime among juveniles. there are various reasons for delinquency it can be psychological, economic, political and social. this paper tries to answer the questions, whether juvenile delinquency is a social issue and how it can be recognized in the teaching or learning environment and what are the implications of juvenile delinquency for teachers and students. it also analyses role modeling and parenting in the selected poems in the anthology titled teen poems from behind bars poems written by youth at denney justice center in everett, washington. 1. introduction family milieu plays an important role in the nurturing process of a child. there are many juvenile crime rates all over the world, the hub for all these crimes starts from poor family milieu (anwar & derin, 2019). parents and members in the house often consider the changes and domestic violence in the family has nothing to do with the psychological disturbances of a child. children are innocent beings who can easily be influenced. “a family may influence a person’s behaviour either negatively or positively both at childhood and adulthood. an intact family can be said to be a functioning union between a mother and a father, so when a break up exist, the turmoil may affect a child to a greater extent. a functioning family is beneficial to a child than a dysfunctional one,” (kimani, 2010). most of the children tend to be influenced by family members especially parents. among the major factors in the home, which are known to be related to crime, are the parent’s attitude towards their children, their methods of discipline and their attitude towards society. the people in the neighbourhood, teachers, peers, media icons and celebrities, may influence other few. role models may vary according to the tastes and level of expectation of a child. it is substantial for the child to take right choices. “for many young people today, traditional patterns guiding the relationships and transitions between family, school and work are being challenged. social relations that ensure a smooth process of socialization are collapsing; lifestyle trajectories are becoming more varied and less predictable. the restructuring of the labor market, the extension of the maturity gap (the period of dependence of young adults on the family) and, arguably, the more limited opportunities to become an independent adult are all changes influencing relationships with family and friends, educational opportunities and choices, labor market participation, leisure activities and lifestyles,” (world youth report, 2003). with the perennial chaos of politics dealing significant impact on people’s livelihood at large and the 21st century’s pandemic forcing rapid changes onto people’s daily activities, it is all the more important for parents and children to regain and maintain stability (anwar et al., 2020; rahman, 2019). the present study believes that family is important throughout the period of early adolescence. since the early 1980’s research has proven that, the area of adolescence and the family has become one of the rapidly growing fields in social science research. role model can influence a child to be aggressive and adapt antisocial behaviour, “whether youth learn positive and/or negative attitudes and behaviour depends on available models who they deem to be more worthy of imitation than others” (bandura, 1986). a role model is an individual who is perceived by others as worthy of emulation (pleiss & feldhusen, 1995). bad parenting is the main reason for delinquent behaviour, “in the criminogenic literature, http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 3, november 2020, pp. 88 93 89 “bad” parenting is typically called ineffective, inept or dysfunctional parenting, and it is regularly portrayed as a risk for unhealthy social development and, in turn, for antisocial behaviour, (loeber & farrington, 2000). 2. methodology a descriptive study shall be undertaken with reference to the anthology teen poems from behind bars written by youth at denney justice center in everett, washington. literature best illuminates the dark side of human life. drug addiction is strongly linked with juvenile crime cases (tanner-smith, lipsey, & wilson, 2016). drug is a sweet poison, it gives the heavenly pleasure to the addicted individual and it also equally plays its hand in crime by slaying, burglary, molestation etc. the root cause for all evil starts with addiction to drugs. this is a social issue which needs to be addressed in the present milieu. the anthology is unique in its own way because of its description. it describes the life of juvenile delinquents in another angle. this anthology focuses on different types of people from multiple eras facing various struggles and ultimately provide a humane approach to delinquency. the protagonists of this anthology are juveniles with delinquency. it provides a realistic account of the rationalizations and justifications people make as they gradually feel their lives slip out of their control. the juvenile protagonists of the anthology will be analysed on the basis of rolemodel and baumrind’s “four style of parenting. 3. findings of the study juvenile delinquency is a social problem that harms any segment of the population. it affects the government, community members and the economy. it puts strain on the government and economy because owners suffer huge losses and the government has to find facilities in order to promote the rehabilitation of the juveniles. world youth report states: the problem of juvenile delinquency is becoming more complicated and universal and crime prevention programs are either unequipped to deal with the present realities or do not exist. many developing countries have done little or nothing to deal with these problems, and international programs are obviously insufficient. developed countries are engaged in activities aimed at juvenile crime prevention, but the overall effect of these programs is rather weak because the mechanisms in place are often inadequate to address the existing situation. (web) in 2006, gleaner published an article titled “addressing juvenile delinquency”, it highlights the wounding of two teachers at st. thomas technical high and knowklva technical high in hanover. the implication on teachers may involve emotional implication and professional implication. in the emotional implication, the teacher may be threatened by students because of their social background. teachers may feel discouraged to teach still they have to be firm, brave, vigilant in handling students. in professional implication, teachers may feel frustrated and start conducting themselves in unprofessional ways like shouting at students, cursing and hitting. teachers have to help their students to give proper guidance. implications on students may vary they may feel discouraged to attend class. bullying students may be bullied by the delinquent students. it is necessary to conduct workshop and seminars with students, parents and guidance counsellors. the juvenile delinquents in the poem are usually school drop outs. delinquents have the willingness to reform, at last all they get is getting back to drug life. from the study it is also seen that the juvenile delinquents have a strong liking for drugs, they all try to change their imperfect lives better with no drug usage, whereas they are easily influenced by peers which is evident in one of the poems in the anthology titled “one last chance”, here the teen age boy needs a last chance to get over from this dull, gloomy drug life, whereas he gets easily influenced by his peer group, the teen boy says: in the past, i’ve said i’m going to change with no intention in my heart i say i want to stay sober yet all i want is to get high. every time i get out i run straight to the block thinking they can help me manage my life but all they do is corrupt me with the drugs that make me a slave. (4-11) the analysis with reference to the anthology teen poems from behind bars believes that hastened track towards juvenile delinquency and subsequent more serious offending may be the consequence of the following factors: a) antisocial tendencies of juveniles with tenacious early disruptive behaviours b) association of peers who already show deviant behaviour the study highlights the parental role in juvenile delinquency. this study was undertaken to analyse the mutual relationship between parents and the grown up child. adolescence is always viewed as a changing period from childhood to adulthood. the relationship between parent and child acts a building block for a child to be delinquent or non-delinquent. from the study it is known that in four parenting styles, children who have authoritative parents engage in less delinquent cases. http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 3, november 2020, pp. 88 93 90 in the anthology, parents those are authoritarian, indulgent and neglectful were visible whereas authoritative parents were not to be seen in the study and it is believed that authoritative parenting style is good when compared to other parenting styles. juvenile raised by authoritative parents are more likely to become independent, self-reliant, socially accepted and well behaved. they are less likely to engage in antisocial behaviour. 4. discussion in the anthology teen poems from behind bars, there is a poem titled “role model” in which the teen boy says: i’ve lived my life as a gangster but now it’s time for me to say good-bye. i don’t need this stuff in my life i’m going to be a dad. i don’t want this stuff for my son’s life. (1-5) the teen age boy is locked up behind the bars for being a gangster. he had always been influenced by wrong role model which later turned him into a gangster. he does not want his children to be influenced by the wrong role model like him. so, the boy seeks necessary ways to purify himself with good deeds so that the child can follow his good ways. according to psychology dictionary (2000) “juvenile delinquency” is illegal behaviour by a minor that would be considered criminal against the state (vandalism, petty theft, auto theft, arson, rape etc.) (web). parenting plays an important role in the development of a child. parenting is a boon. there are many parents who see parenting as a tiring or neglected job. only when the parents sow good deeds in a child, can they reap good results. when the parents are not concerned about the child, the mind of the child remains empty and bad deeds are easily sowed in them. this makes the child involve in delinquent activities. violence in the family environment is a crucial problem because it has huge impacts on the child. violence may be loud or silent. only the person traumatized can explain their violence. it is the duty of the parents to understand the changes in the psychological aspects of a child. when the negative signs that the children show are ignored, delinquency naturally falls in place. children are pure and innocent; it is the surrounding that usually transforms a child in a positive or in a negative way. diana blumerg baumrind, a well renowned psychologist has conducted a research on parenting styles which is an appreciative area of research among the researcher’s circle. according to baumrind, parenting style can be divided into four (see figure 1). figure 1: baumrind’s four style of parenting 4.1 authoritarian parenting “research has found that conflicting quality of parent-adolescent relationships leads to adolescent maladjustment. adolescent deviant behaviour from the social norms is also associated with parent’s relationship with adolescents. in a study conducted by (poduthase, 2012) three major factors of family process are identified. they are parental guidance, parental involvement and parental attachment that have effects on delinquent behaviour. parent’s attachment style is different in different parenting style. in the authoritarian style of parenting, the children are expected to follow the strict rules established by the parents. when children fail to digress from the framed rules usually results in punishment. authoritarian parents have a pride of doing this harsh treatment they fail to understand the psyche of the children which often results in violent crime. in the poem “powerless” the young teen girl is misled for which the parents give her punishment when they find her on the wrong path. instead of bringing the child on the right track, the parents ostracize her from the house. later she becomes a juvenile delinquent locked up behind the bars. she calls herself as “powerless” they think i’m powerful because i do whatever i want because i tell everyone to screw off because i don’t listen to anyone (1-4) authoritarian authoritative indulgent neglectful http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 3, november 2020, pp. 88 93 91 she was given all the liberty, whereas the girl was on the wrong track which was evident in her every day activity. the family members considered the girl as “powerful” whereas the teen girl considers herself as “powerless” because she did not have trustworthy friends, all turned out to be backstabbers. because i can’t trust anyone because i was raped because i was jumped because my mom doesn’t want me in her house because i cry everyday because i’m an addict because i miss my old, happy life. (8-14) the parents failed to understand the trauma and agony of the juvenile which resulted in a bad denouement. 4.2 authoritative parenting this parenting style is more democratic, because the parents establish rules and guidelines that their children are expected to follow. authoritative parents are often responsive and listen to the queries of their children. when children fail to meet their expectation they are nurturing and forgiving rather punishing. research suggests that having at least one authoritative parent can make a big difference (fletcher et al, 1999). alfonso osario and his colleagues recently tested this idea, and found support for it. once spanish adolescents were evaluated with the same questionnaire used in the united states, authoritative care-giving was linked with the best child outcomes. (osario et al, 2016). in the anthology, authoritative parenting style is not seen. it is believed that, among the four parenting styles, authoritative parenting style has proven positive and good way of parenting. in this parenting, crime rate among the children is less seen. 4.3 indulgent parenting: indulgent parenting can otherwise be called as permissive parenting. they make very few demands on their children. parents rarely discipline their children. permissive parents are generally nurturing and communicative with their children. they often take status of a friend more than that of a parent. in the poem “i always wanted to tell you”, the teen boy had enjoyed the privileges of good parenting where he says: mom, i always wanted to tell you… simply i love you. but i never had the guts and i don’t know why when i love you very much. i always wanted to tell you i appreciate what you do. (1-7) in this style of parenting, parents are like friends, they demand very little from the child. these kind of children are not under the constant supervision of the parents. they get easily influenced by the peer group. in this case, the teen boy is influenced and affected by his wrong peer group. researchers have found that the relaxed approach in indulgent parents can always bring negative outcome in an individual. children under this parent style often tend to lack self-discipline, possess poor social skills and they often tend to make poor decisions. “susie lamborn and colleagues surveyed over 4000 american families and found that adolescents with permissive parents achieved less at school, and were likely to engage in selfdestructive activities, like drug or alcohol use.” (lamborn et al, 1991.) another study focusing on american children under the age of 8, found that permissive parents were more likely to have kids showing deficits in self control. (piotrowski et al, 2013). 4.4 neglectful parenting low demand, low responsiveness and little communication. the parents only fulfill the child’s basic needs. they are detached from their child’s personal life. these parents often ignore or reject the needs of the children. in the anthology of teen poems from behind bars written by youth at denney justice centre in everett washington, in the poem “poetic justice” the teen boon quotes. my momma told me to stay home but boy, oh, boy did i want to roam hated the thought to be alone so i hit the streets that i call home. (1-4) in this poem, the juvenile delinquent reveals about his neglectful parents. they were able to provide basic needs, but the parents did not strongly impose their care and rules on the child. even staying at home with his family, the child always felt lonely and alone so he chose street as his home and started committing crimes and later ended up in juvenile prison. for a child to become a delinquent, family parenting acts as a foundation. in the poem “choices” the delinquent child expresses her agony where she says: i was just a little girl i didn’t know what was going on. my mom’s boyfriend sneaked into my room every night… she chose her boyfriend over her kid. i felt sorry for the man who raped me (1-6) http://ojs.journal.unilak.ac.id/index.php/elsya the journal of ultimate research and trends in education available online at: http://ojs.journal.unilak.ac.id/index.php/elsya vol. 2, no. 3, november 2020, pp. 88 93 92 when the parents fulfill their desires not listening to the likes and dislikes of a child, the child often undergoes traumatic experience. behind any delinquency there is a violent behaviour of a parent or a stranger. from the study it is seen that in authoritative parenting style, crimes are less to be seen. addiction to drugs is a common problem which each juvenile delinquent in the poem faces. addiction to drugs is strongly linked with delinquency. the juvenile delinquent in the poems struggle hard to get over it, but each time they fail because of their strong addictive nature for drugs. there comes a crisis in the life of juvenile delinquents that it is better to die for drugs than live a life without drugs. 5. conclusion childhood experiences are important in the development of criminality. delinquency is not an intentional crime; juveniles often involve in antisocial activities when triggered by the environment in which they live. blindly accusing them will not fetch good solutions. in order, solve this problem, it is necessary to understand the situations and traumatic experiences that made a non-delinquent, a delinquent. from here on, choosing the role model of parenting which is expose in this study teaches us many lessons and consequences. 6. acknowledgement i thank my guide dr. v. david arputha raj, assistant professor at bharathiar university, coimbatore for assisting me throughout the research. i also thank almighty and my friend rajan r. for providing the necessary insights for my research. references abrams, d.e. 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(1986). social foundations of thought and action: a social cognitive theory. upper saddle river, nj: prentice hall. baumrind, d. (1985). familial antecedents of adolescent drug use: a developmentalperspective. nida research monograph series, 56, 13-44. baumrind, d. (1991). the influence of parenting style on adolescent competence and substance use. journal of early adolescence, 11(1), 56-95. bernard, t.j. (1992). the cycle of juvenile justice. new york: oxford university press. butts, j.a., and evans, d.n. (2011, september). resolution, reinvestment, and realignment: three strategies for changing juvenile justice. new york: research and evaluation center. doherty, b. (1998, may 31). when kids kill: blame those who pull trigger. milwaukee journal sentinel. fernandez, r. and rainey, h.g. (2006). managing successful organizational change in the publicsector: an agenda for research practice. public administration review, 66(2),168-176. fletcher a, steinberg l, and sellers e. (1999). adolescents well-being as a function of perceived inter-parent inconsistency. journal of marriage and the family, 61, 300-310 grindle, m.s., and hilderbrand, m.e. (1995). building sustainable capacity in the public sector: what can be done? public administration & development, 15, 5. harbert, a., finnegan, d., and tyler, n. (1997). collaboration: a study of a children’s initiative. administration in social work, 21(3-4), 83-107. hayes, c. (2002). thinking broadly: financing strategies for comprehensive child and family initiatives. washington, dc: the finance project. howell, j.c. (1997). juvenile justice and youth violence. thousand oaks, ca: sage. kimani, a. 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(2013). investigating correlates of self regulation in early childhood with a representative sample of english speaking american families. j child family studies, 22(3), 423436. pleiss, m.k., & feldhusen, j.f. (1995). mentors, and heroes in the lives of gifted children. educational psychologist, 30, 159-169. poduthase, h. (2012). adolescent relationship and juvenile delinquency in kerala, india: a qualitative study, 5-22. rahman, f. (2019, february). save the world versus man-made disaster: a cultural perspective. in iop conference series: earth and environmental science (vol. 235, p. 012071). robertson, a. (2005). including parents, foster parents and parenting caregivers in the assessments and interventions of young children placed in the foster care system. children and youth services review, 28, 180-192. shoemaker, d. j. (2013). juvenile delinquency. second edition. lanham: rowman & littlefield publishers, inc. siegel, l.j., & welsh, b. (2014). juvenile delinquency: the core. steinberg, l., and monahan, k.c. (2007). age differences in resistance to peer influence. developmental psychology, 43(6), 1531-1543. steinberg, l., and scott, e.s. (2003). less guilty by reason of adolescence: developmental immaturity, diminished responsibility, and the juvenile death penalty. american psychologist, 58(12), 1009-1018. tanner-smith, e. e., lipsey, m. w., & wilson, d. b. (2016). juvenile drug court effects on recidivism and drug use: a systematic review and metaanalysis. journal of experimental criminology, 12(4), 477-513. weitzer, k.r. (2002). are effective teachers like good parents? teaching styles and student adjustment in early adolescence. child development, 73(1), 287-301. http://ojs.journal.unilak.ac.id/index.php/elsya instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 127 132 127 the present tense usage in speaking skill: an analysis of students' short speech texts hafni hafsah amik tri dharma, pekanbaru, indonesia hafniedu@gmail.com article history received : 2020-10-26 revised : 2020-11-28 accepted : 2020-11-30 keywords error analysis simple present tense speaking speech texts abstract the result of this paper is based on the data taken from triskanedi (2007). the study result showed that 80% of students made mistakes in the use of simple present tense, which was the highest compared to the other two tenses, namely simple past and simple future tense. due to these interesting findings, the writer intended to carry out further analysis by using the data of the research to find out the kinds of errors produced by the students focusing on simple present tense usage in the short speech texts. the analysis of the data uses a specific type of errors, i.e., omission, addition, missed formation and missed ordering/improper ordering in accordance to taxonomy strategy. the result shows the percentage of the omission of 'be and s/es' is 41.08%. while the addition of 'be and s/es' is 6,21%, and missed formation is 51,94%, and improper ordering is only 0,77%. the omission and addition seem related to the use of 'be' before an adjective or nominal sentence and's' in subject-verb agreement. in addition, the study also found few other errors in using of article 'the', verb inflexion 'ed', and of auxiliary in small numbers. these seems contributed to the students' errors production despite the fact that simple present tense considered as the easiest one to formulate compared to others, another thing that needs to underlie from this study is the understanding of english grammar seems necessary to avoid the same errors in the future. 1. introduction english is essential for everyone in the era of globalization and internationally used as a communication tool. in indonesia, it is one of the subjects learnt by students at school for several years before entering university. the english language comprises four skills; they are speaking, writing, listening and reading. none of these skills is considered better than the others when it comes to language proficiency and polite usage (harianja, et al., 2020). all of them are very important and interrelated. it provides rules in term of grammar as one of an important issue to study. grammatical competence helps the speaker to use and understand english language structures accurately and immediately, which facilitates their fluency. it was also stated that accuracy is the fluency basis and fluency is an improvement of one's linguistic competence (abbaspour, 2016) and also the grammatical categories of words and meanings (nisa, b., 2020) subsequently, as english program students, it is required, willy-nilly, to comprehend and master english language skills, which in this case is focusing on speaking. therefore, the writer intended to find out more in-depth of students' comprehension in speaking through their short speech texts. speaking can be defined as the action of conveying information or expressing one's thoughts and feelings in spoken language. quirk (1987) as quoted by jhon triskanedi that speaking expresses thoughts aloud using voice. speaking is used as a means of communication between two persons or more to convey the purpose of messages through sound. speaking is a productive skill aside from writing in the english language ever since we use it to produce a message in speech, and it is also known as an active skill. when someone speaks normally, it requires correct grammar and structure in order to be clearly and easily understood by others. though some people may think that it does not matter how many errors or mistakes ones make when they speak so long as people understand the messages conveyed, which by this means given that a message seems more important than the structure itself. the occurrence of this thought might be triggered by ones' capability to speak naturally when they were little without paying attention to the grammar in their native language where an interlocutor still can understand the message. consequently, people still can speak their language. however, for the students, especially english program students, to meet the requirement of grammatically and structurally correct, they need to find out the errors made while they speak. it is, therefore, necessary to learn about grammar mailto:hafniedu@gmail.com the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 127 132 128 component which one of it is tenses, where they are the basic components of speaking. this paper only focuses on simple present tense errors by making further analysis on students' short speech texts in speaking transcripted in the previous research which was written by jhon triskanedi (2007) entitled 'a study on the tenses mistakes by the third year students of english study program of faculty of teacher training and education of university of riau'. the result of the study showed that 80% of students made mistakes in the use of simple present tense, which is the highest compared to other two tenses, namely simple past tense and simple future tense. brewton et al. (1962:263) quoted by m. arif muhsin (2016) stated that the present tense expresses an action or a state of being in the present. the simple present tense is one of the main tenses and the first tense to introduce to students when they start to get engaged with the english language. so, by this judgment, students should not produce a lot of errors, especially for english students program. rina listia and emma rosana f. (2020) wrote an article entitled, efl learners' problems in using tenses: an insight for grammar teaching examined the students' perception on the level of difficulty in learning l2 english tenses on likert scale 1-5. the result showed that the most straightforward tenses to remember the formula chosen by the university students were and present continuous tense. further, she mentioned that the students' perception of how the tenses used in the context, still simple present and present continuous tense were the easiest ones compared to others. shahin vaezi and mehrasa alizadeh. (2011) wrote an article entitled, how learners cope with english tenses: evidence from think aloud-protocols stated that correct use of the tense-aspect system of an l2 is a problematic area for most learners especially in a spontaneous oral production they may have a good knowledge base of the l2 temporal system but may find it difficult to implement their declarative knowledge when it comes to practice. that is what makes this area open to research. the researchers also concluded after studied 26 participants of university students that learners with lower language abilities have attended to tense more than aspect while completing the task. among learners with higher knowledge of english, aspect, as well as tense, was paid attention to. furthermore, this research is also aimed at finding out kinds of errors made by the students by using short speech texts in speaking which were delivered and transcribed in the study. it also describes the number and percentage of error in each kind as well as the frequency of occurrence. while learning language, particularly tenses in english, mistakes and errors can occur during the process of practising. brown (1980:163) says that a mistake refers to a performance error that is either a random guess or a slip in that is a failure to utilize an available system correctly. while error brown (1980:165) refers to a noticeable deviation from the adult grammar of a native speaker, which reflects the inter-language communications of the learners. usually, learners do not recognize the error due to the gap of language knowledge and unable to correct it. herawati br. bukit and dila fitria. (2018) concluded that the students were still lack of knowledge of present tense dramatically, which showed by the errors-occurrence frequency by 50%, which was higher compared to past tense and future tense. and omission was also the highest number which was written in an article entitled an error analysis in tenses usage by the students of management informatics at intistut deli kesehatan deli husada, deli tua. in fact, there are two sources of errors; they are interlingual errors and intralingual errors. richard (1990) mentioned that interlingual errors are errors caused by the interference of the learner's mother tongue. as an example 'i go to market, i alone do the work', so there is an interference of language pattern of bahasa indonesia, and it's different from the use of the english language. while intralingual error as richard (1990) states that intralingual interference refers to items produced by the learner, which reflect not the structure of mother tongue, but generalization based on partial exposure of the target language, for instance: 'she likes to draw many buildings.' in this sentence, the word 'like' should use –s at the end of it since pronoun 'she' is the third singular person of subject pronoun. the other one is buildings is a plural countable noun which grammatically fits with quantifier 'many' not much. maryana pandawa (2015) wrote a thesis entitled, an error analysis of speaking present tense on english conversation program of pro2 radio bandar lampung, and he concluded that the announcers still committed all the four error types of surface strategy taxonomy. it means that although the announcers had used english in daily activities, they still had a problem with english grammar. in other words, students' seems frequently; they still made many errors in terms of english grammar in pronouns (syahdan, s., & putri, e. u., 2020). for english program students, to be perfect in english is necessary or excellent. however, in the process of learning, an error can occur a lot of time, and it is unavoidable but still can be minimized. broughton (1980:139) says that the learners must make errors as an unavoidable and necessary part of the learning process. to do so, this paper analyzes the errors by using error analyzes on which produced from short speech texts in students speaking. in order to analyze the errors, the writer uses a surface structure, which is part of the taxonomy. the classification of grammatical errors based on surface strategy taxonomy can be classified into (1) the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 127 132 129 omission, (2) additions, (3) misinformation, (4) misordering (dulay, et al., 1982:150). 2. method this paper is based on the previous research result written by jhon triskanedi showed that 80% of students made mistakes in their short speech texts in speaking, and other tenses like past tense and future tense were only 6.7% each. the texts use mainly; it is how the large occurrence of mistakes of the tense. however, it is significant to make further analysis of the errors made on the tense in order to provide deeper comprehension on the english language, which in this case is speaking skill. there are 30 third-year students of english study program as a sample for the research, which means there are 30 short speech texts produced in speaking. the list of the text topics that provided as the main instrument of the research are: a) the riau province's major election 2006 b) the school operational fund c) the civil servant test d) the effect of the camera built up the cellular phone for students e) the campaign against drugs f) the reinforcement of the traffic regulations in pekanbaru g) the regulation for pornography and porn action. this research applies qualitative research that emphasizes the significance of it. in order to analyze the errors made by the students, the writer uses some steps as mentioned by theo van els, et al., in an article written by maryana pandawa (2015), as below: 1) collecting the data from recording the students' short speech. 2) transcribing the recording into written or text form. 3) identifying the errors. the errors are specified by underlining and assigning numerical codes, eg. 1 for misformation, 2 for addition errors, 3 for misformation errors, and 4 for misordering errors. 4) classifying the errors to find out their frequencies. the errors classified on the surface strategy taxonomy, into categories of omission, addition, misformation, and missed ordering. 5) calculating the percentage of errors using the following formula: the first and the second steps have already completed in the previous research, which are collecting the data from recording the students' short speech and transcribing the recording into written or text form. the texts were rated by three raters whose professions were lecturers with unquestionable capability on the analytical process. they showed the findings were the same in error percentage, which was 80%. 3. result and discussion the result of the data analysis is based on the student's short speech texts used in speaking. the type of errors can be explained as follows; 3.1 identifying the errors made by the students. the errors are specified by underlining and assigning numerical codes, e.g. 1 for omission errors, 2 for addition errors, 3 for missed formation errors, and 4 for improper ordering errors. soetikno (1996:181) suggests how the learners may omit necessary items or add unnecessary ones and may misfire an item or miss order them. it is how the surface structure altered as explained below; a. the error of omission is the absence of an item that must appear in a well-formed utterance. although any morpheme or word in a sentence is a potential candidate for the omission, some types of morphemes are omitted more than others. b. the error of addition presences in a specific item must not appear in a well-formed utterance. c. missed formation. the wrong form of morpheme or structure, while in omission errors the items are not supplied at all, in missed formation errors the learners supplied something, but it is incorrect. d. improper ordering is incorrect placement of a morpheme or group morphemes in an utterance. based on table 1, the dominant error is missed formation, which is 67 (sixty-seven) errors, and the lowest one is improper ordering which is only 1 error. at the second place is the error of omission, and the third one is the error of addition lies in the third place with 8 (eight) errors. table 1. type of errors in simple present tense no kinds of errors number of error 1 error of omission 53 2 error of addition 8 3 missed formation 67 4 improper ordering 1 3.2. classifying the errors they were classified based on the surface strategy taxonomy, divided into categories of omission, total errors in each category x 100 total errors in four categories (nation, 1981:58) the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 127 132 130 addition, missed formation, and missed ordering/improper ordering. based on the analysis, the result shows as follows; a. omission after making an analysis on the data, there are 53 (fifty-three) errors in omissions found, namely; a. omission of –s/es in this category of omission, it was identified 46 (forty-six) of errors, for example: because people or teenager don't just because anybody use it it is no payment for who….whoever pass the test or not technology has become our close friend that always work together the correct sentences should be; because people or teenagers don't just because anybody uses it there is no payment for who…...whoever passes the test or not technology has become our close friend that always works together b. omission of be there are 6 (six) errors of omission of be, they are: this the beginning of problem there must no discrimination because the size, very the small size we proud of our country the correct sentences should be: this is the beginning of the problem there must be no discrimination because the size is very small we are proud of our country b. errors of addition errors of addition are characterized by the presence of one or more items that must appear in well-formed sentences. a. addition of -s/es parents who gives this facility to their children and also student uses hand pone people who disagree with this rules says that the correct sentences should be: parents who give this facility to their children and students also use hand phone people who disagree with these rules say that b. addition of –be for instance; it is not necessary to be explained this is become the mighty case so they are forget to study sometimes they are lie that they need the correct sentences should be: it is not necessary to explain this becomes the mighty case so they forget to study sometimes they lie that they need c. missed formation error in missed formation is the biggest numbers found in the students' short speech texts. the civil servant entrance is done one time a year there are many profession that is included it is no payment for who….whoever pass the test or not they can transfer or send the pictures to the friend to the phone so they are forget to study, to library there is so much film that relate to pornography this regulation should be made or arranged of local government i am not agree because the correct sentences should be: the civil servant entrance is done once in a year or one time in a year there are many professions that are included there is no payment for who…..…. whoever passes the test or not they can transfer or send the pictures to their friends' phone so they forget to study, to go to library there are so many films that relate to pornography this regulation should be made or arranged by local government i do not agree because d. improper ordering it is characterized by the incorrect placement of a morpheme or sequence. for example: and also it can the students can copy the book something sacred that poses by other the correct sentence should be: and also the students can copy the book which is something sacred that posed by others the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 127 132 131 based on the error type, the percentage of errors as showed on table 2. the highest percentage showed by error of formation which is 51.93 %. table 2. percentage of each types of error types of error total error percentage of error error of omission 53 41.09 error of addition 8 6.20 missed formation 67 51.93 improper ordering 1 0.78 total of error 129 100% the number of the errors of each type are also clearly drawn on graph 1. graph 1. number of each error while on table 3, it describes the frequency of occurrence of each error. the highest one is the error in missed formation which is 51, 94%, followed by the error of omission 41.08%, and error of addition, the last on is improper ordering. table 3. frequency of occurrence of each error type types of error number of error percentag e of errors total error omission s/es 47 36,43% 41,08% be 6 4,65% addition s/es 3 2,33% 6,21% be 5 3,88% missed formation 67 51,94% 51,94% improper ordering 1 0,77% 0,77% total of error 100% based on the findings mentioned above on table 1, the dominant error lies on the missed formation which is 67 (sixty-seven) errors and the lowest one is improper ordering which is only 1 (one) error. this situation means that the students found it hard to form good sentence structure with the right-words arrangement but seemed to have better understanding of making proper placement of words in sentences. while the second is an error of omission, which the students failed to add -'s/es or -be' in order to complete the verb or nominal sentences in simple present tense form. the error of addition lies in the third place with 8 errors where the students failed to omit 's/es' or 'be' in the sentences, which they have to understand the correct use of both in nominal and adjective-related sentences. while table 2 shows the percentage of each type of error which is gained from the data on table 1 by using a calculation. based on the frequency of occurrence of each error type, the highest error is missed formation which is 51.94%, while improper ordering by 0.77% which hardly occur or only once, which can be seen on the sentence stated in errors classification on point d. in general, the kinds of the error made by the students is in word forms such as noun and adverb, quantifier, improper 'be ' use in a subjectverb agreement, the omission of article 'the and a', preposition and to infinitive, which all of these issues would make a contribution to the well-formed sentence structure. as an addition to the findings, the writer also found a few other errors in using the article 'the', verb inflection'-ed', and auxiliary. 4. conclusion the highest error in missed formation explains that the students of the third year of the english program still find it challenging to fit the words into a sentence by using the correct structure. students also failed to add the use of 's/es' in sentences which existed in quite large numbers. though some research papers stated that simple present tense is easier to understand compared to other tenses, somehow, the errors are still taken place. hence, it is necessary for everyone who studies tenses, precisely simple present tense, to practice more to construct correct sentences structurally and grammatically. references bukit, b.h (2018). an error analysis in tenses usage by the students of management informatics at institute of deli kesehatan deli husada deli tua. [unpublished thesis. amik tridarma]. brown, h. d, 1980. principles of language and teaching. prentice hall, inc. new jersey. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 127 132 132 dulay, h., marina, b., & krashen, s. (1982). language two. new york oxford university press. harianja, r., yudar, r. s., deliani, s., nursafira, m. s., & hamuddin, b. (2020). an analysis of pronouns used in selected international journal articles: exploring authors' flexibility and consistency. reila : journal of research and innovation in language, 1(3), 83-88. https://doi.org/10.31849/reila.v1i3.3839 herring, p. (2016). the farlex grammar book. complete english grammar rules. farlex international james, c. (1998). error in language learning and use: exploring error analysis. longman group ltd. london. listia r. and febriyanti e. (2020) "efl learners' problems in using tenses: an insight for grammar teaching", ijet (indonesian journal of english teaching), 9(1), 86-95. https://doi.org/10.15642/ijet2.2020.9.1.86-95. muhsin, m. a. (2016). analyzing the students' errors in using simple present (a case study at junior high school in makassar). pacific science review b: humanities and social sciences, 2(3), 81-87. nisa, b. (2020). a morphological process of derivational affixes in popular line webtoon: the annarasumanara. reila : journal of research and innovation in language, 2(2), 8592. https://doi.org/10.31849/reila.v2i2.4656 pandawa, m. (2015, july). an error analysis of speaking present tense on english conversation program of pro 2 radio bandar lampung. in proceeding international multidisciplinary conference on social sciences (imcoss) (vol. 1, p. 5). richards, j.c. (1990). error analysis. perspectives on second language acquisition. routledge. setiyadi, b. 2006. metode penelitian untuk pengajaran bahasa asing pendekatan kualitatif dan kuantitatif. yogyakarta: penerbit graha ilmu. soetikno, l. (1996). analysis wacana. grameda pustaka utama. jakarta. tarigan, h.g., & tarigan, d. (1990). pelajaran analissi kesalahan berbahasa. bandung: tarsito. triskanedi. jhon. (2007). a study on the tenses mistakes by the third year students of english study program of fkip unri in speaking. [unpublished thesis. universitas riau]. vaezi, s., & alizadeh, m. (2011). how learners cope with english tenses: evidence from think-aloud protocols. procedia-social and behavioral sciences, 29, 986-993. quirk, r, (1987). longman dictionary of contemporary english-new edition. london. longman inc. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 121 126 121 students' perceptions towards learning english on earthquake mitigation education through animation video natalia manuhutu & felisitas kirikirop ulian universitas musamus, merauke. indonesia manuhutu_fkip@unmus.ac.id article history received : 2020-09-30 revised : 2020-11-11 accepted : 2020-11-21 keywords students' perceptions learning english earthquake mitigation animation video abstract this study purposed to improve students' soft skills, knowledge and interest in learning english through animation videos of earthquake mitigation learning. then the significances of this study were to improve learning interest-based on students' skill in organizing material and method into the game gradually by manipulating causes of earthquake, picture, and object into the text. the methods used in this research is a combination of conventional lecturing and games; also, several selected animation videos about earthquake mitigation. the sample of this research is 45 students who come from several tribes in papua, but they study and live together at the boarding school in smtk ggrip merauke. the result of this research was most of the students have good ability in catching the material of learning fast and proactive also, good intention to participate in learning english actively by simulating causes of the earthquake, picture, and object into a text. they were confident to answer quiz both individual or in a group session. it can be concluded that the students can improve their skills, especially for english and teacher can use this alternative model to encourage students in learning english through many things around them in papua. 1. introduction based on the article in the website of the government of papua province, harjadi (2006) said that indonesia is an earthquake-prone area because it is traversed by the meeting point of three tectonic plates, namely: the indo-australian plate, the eurasian plate and the pacific plate. the consequence of the meeting of these three plates has made almost all parts of indonesia a regular area for micro and macro earthquakes above seven on the richter scale, including the indonesian region in the eastern part of papua and its surroundings. this causes disaster mitigation to be very important, especially for children from elementary to senior high school, where disaster mitigation education does not get enough attention from the school. therefore, learning media are needed to provide information about disaster mitigation for the students. disaster mitigation education can be implemented through various types of education, both formal and non-formal. this disaster mitigation education can be integrated with both physics and english subjects. however, in this study, disaster mitigation education, especially earthquakes, can be integrated into formal english learning in the classroom as well, which is customized to the characteristics and needs of schools and regions. in its implementation, the researchers collaborate with the school so that the objectives of this education can be achieved optimally. technological advances have changed learning media. animated video media is known to have the most significant influence on students, among other media types. this is because the moving visual media has the most significant composition in terms of the average amount of information a person gets (surasmi, 2016). information obtained through vision is easier for a person's memory to grasp and remember. this media, if supported by appropriate learning methods, can also lead students to an active and fun learning environment (arifin, 2013). also, utami (2011) added the usage of the animation shows various results of the effectiveness of animation as learning aids, depending on which level of learning and who the learner is. this study aims to teach students specific learning, develop concepts and understanding and guide them in exercising their abilities and motivating them. in this digital era, the use of technology in the field of learning has several beneficial aspects compared to conventional learning methods. one of the significant advantages of using animated media is that it can improve children's memory so that they can memorize the subject matter for a long time compared to conventional teaching methods. this animation learning media is interesting, interactive, and can the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 121 126 122 improve students' understanding of disaster preparedness. learning english for senior high school children based on animation and relating to the current environment is not yet fully considered important, even it is considered that the use of animation media is not suitable for the age and level of senior high school students. in fact, learning media such as the use of animated video media will improve children's language skills which will be very useful for their future lives. unfortunately, this seems to be constrained by the many assumptions in papuan society that mastering english will make them forget their local culture and language. however, this is a bit contrary to the education system in indonesia, which is very aware of the importance of english. in line with this reasoning, according to rahman (2018), that study of the english language is strongly encouraged, and a certain level of proficiency has become one of the basic requirements to pursue higher education as well as to apply for many jobs in both government and corporate sectors. if this continues to be a guideline for whether or not english is important for children, their awareness of the environment will also be formed because it connects their learning with the surrounding environment and of course automatically the soft skills that will help them in the future will be realized. in addition, rosen (2009) states that students with low educational background and knowledge tend to need help, one of which is animation, to capture the concept of the material presented. according to xu (2007), as a manager is one of the teachers' roles in promoting learners' learning autonomy. this role is played when the teacher should manage the teaching and learning strategies and effective ways of learning english autonomously. besides that, the teacher is also can be an organizer in the class. this role is played when the teacher is organizing some communicative activities to get learners to have more chances to practice english and using media to support the learning process (ja, 2017). in papua, especially in merauke regency, people are not aware of the impact of the earthquake, so they are less motivated to prepare for disasters. this is a challenge for researchers to provide sufficient knowledge before a disaster occurs so that people can prepare themselves (shaw, 2004). through collaborations carried out by english teacher and physics teacher, the use of earthquake disaster preparedness animation videos is a useful learning medium to increase children's insight, knowledge and understanding in earthquake disaster preparedness. based on the introduction, the problem of the research was stated as follows how is the students' perceptions towards the implementation of animation video in learning english at smtk ggrip merauke. 2. method the study was mainly quantitative in design. in a quantitative approach, numerical data was sought and was also gained through an administered questionnaire. the method used to carry out the study was survey research. in order to survey the students' perceptions, a questionnaire was the instrument used to gather data from the subject about their perceptions regarding the implementation of animation video in learning english based on earthquake mitigation education. this study applies the implementation of video animation as a medium for simulation and english learning which aims to improve the cognitive development of students and introduced earthquake disaster mitigation education to high school students in papua. the research was conducted at smtk ggrip merauke. even though this school can be categorized as still in the city, the exams held here are not the computer standard national examination (unbk) but manually using a pencil and computer answer sheets. this is because it is still constrained by the availability of infrastructure, both internet networks and computer equipment. in addition, students who go to school in this place are children from the bomakia area, boven digoel regency, then from mappi regency and asmat regency who have not been able to operate computers properly and correctly which computer operating language also uses english. in addition, although this school is a special school to study theology, 50% of the lessons given to students are general subjects while the other 50% are theology with the hope that after graduation, students can continue to pastor school. however, there are also those who continue to public universities after graduating from school. therefore, to fulfil and prepare students before entering the world of lectures or work, researchers carry out this service activity, as a form of responsibility to provide a proper and equitable education for all students so that they can acquire soft skills and hard skills that can be utilized by them to be able to compete both nationally and internationally. in this study, to collect the samples, the researchers used saturated sampling. this is the technique of the determination of the sample if all members of the population are used as samples. therefore, there were 45 students as respondents of this study. in calculating the data, a percentage formula was used in which the number of frequency was divided 45, as the total number of the students and then multiplied to 100%. the students' responses were analyzed per statement and represented through the table. moreover, due to its purpose is to describe something, i.e., a phenomenon of teaching and the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 121 126 123 learning grammar, and then descriptive research will also be used for analyzing data. johnson and christensen (2008) affirmed that descriptive research focuses on describing the characteristics of a situation or phenomenon accurately. thus, the result of this research will be elaborated descriptively. finally, some conclusions were drawn to prove a more meaningful way to use animation video in the classroom around the world. 3. findings the result of this research question is concerning the students' perceptions on the use of animation video in learning english based on earthquake mitigation education would be explained in the analysis below. questionnaire is the second instrument that is used by the researchers to conduct this research. according to thomas (2003), questionnaire is any printed set questions that participant in a survey are asked to answer, either (a) by checking one choice from among several possible answer listed beneath a question or (b) by writing out an answer. in this research, the researchers make 10 items. the questionnaire focused on 2 main points, they are about the implementation of animation video in learning english. by using likert scale, the students were asked to respond whether they are strongly agree (sa), agree (a), undecided (u), disagree (d), or strongly disagree (sa) with the statements. also, to getting know how the students perceived the use of animation video in learning english. 1) statement number 1: by using an animation video, i become more motivated to learn english. table 1. the students' responses of statement 1 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 40 (88.88) 5 (11.11) 0 (0) 0 (0) 0 (0) the table 1 shows that the majority of the students strongly agree with the statement in which they become more motivated to learn english through animation video. out of the total 45 students, 40 students (88.88%) claimed that they strongly agree and 5 students (11.11%) agree. 2) statement number 2: the use of animation video makes me easier to learn english. table 2. the students' responses of statement 2 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 3 (6.6) 42 (93.33) 0 (0) 0 (0) 0 (0) it is shown in the table above that there were 3 students (6.66%) claimed that they strongly agree and 42 students (93.33%) agree. it can be said that mostly students agree with the statement that the use of animation video makes them easier to learn english. 3) statement number 3: the activities in english class by using animation video makes me understand the material easily. table 3. the students' responses of statement 3 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 35 (77.77) 10 (22.22) 0 (0) 0 (0) 0 (0) the above table represents the number of 35 (77.77%) who confirmed strongly agree and 10 students (22.22%) confirmed agree that the activities in english class by using animation video help them understand the material easily. 4) statement number 4: the use of animation video makes me enjoy learning english. table 4. the students' responses of statement 4 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 37 (82.22) 8 (17.77) 0 (0) 0 (0) 0 (0) to respond the statement 4, there were 37 students (82.22%) confirmed strongly agree, 8 students (17.77%) claimed agree. it is clearly seen in the table that majority of the students claimed strongly agree that the used of animation video makes them enjoy learning english. 5) statement number 5: by using animation video, provide me with more knowledge of the danger of an earthquake. table 5. the students' responses of statement 5 responses the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 121 126 124 sa a u d sd f(%) f(%) f(%) f(%) (f%) 45 (100) 0 (0) 0 (0) 0 (0) 0 (0) the table indicates that 45 students (100%) strongly agree. in other words, all of students strongly agree that they get more knowledge about the danger of an earthquake by using animation video. 6) statement number 6: the use animation video of earthquake mitigation provides me with more knowledge what to do before and after the earthquake happen. table 6. the students' responses of statement 6 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 39 (86.66) 6 (13.33) 0 (0) 0 (0) 0 (0) it is indicated in the table that out of 17 students, 39 students (86.66%) confirmed strongly agree, 6 students (13.33%) claimed agree. it is concluded that mostly students strongly agree that the use of animation video of earthquake mitigation in english class by using animation video provides them with more knowledge about what they should do before and after the earthquake happen. 7) statement number 7: the use of animation video helps me answer the questions of the task individually or in a group. table 7. the students' responses of statement 7 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 41 (91.11) 4 (8.88) 0 (0) 0 (0) 0 (0) the table presents that mostly students strongly agree with statement 7 that by using animation video helps them to answer the questions of the task individually or in a group. it can be seen from the percentage where 41 students (91.11%) stated strongly agree, and 4 (8.88%) confirmed agree. 8) statement number 8: by using animation video, i can practice my english in outside the classroom. table 8. the students' responses of statement 8 the students' responses to statement 8 consist of agree with 32 students (71.11%), and undecided with 13 students (28.88%). it is clearly justified that mostly students claimed to agree that by using animation video, they can practice their english in outside the classroom. 9) statement number 9: learning english by using animation video makes the atmosphere of class more fun. table 9. the students' responses of statement 9 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 45 (100) 0 (0) 0 (0) 0 (0) 0 (0) the table above shows that all of the students strongly agree that learning english by using of animation video makes the atmosphere of class more fun. it can be seen from the percentage where 45 students (100%) stated strongly agree. 10) statement number 10: the use of animation video in english class helps me to get new vocabularies. table 10. the students' responses of statement 10 responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 30 (66.66) 15 (33.33) 0 (0) 0 (0) 0 (0) from the table above, it can be concluded that majority of the students strongly agree that the use of animation video helps them to get new vocabularies. it is supported by the students' options where 30 students (66.66%) claimed strongly agree, and 15 students (33.33%) agree. 4. discussion this section is as a description of the research question of this current research. the positive result from the questionnaire indicated that the students are most likely supporting the use of animation video in english class. with respect to their preference, all students claimed that they prefer learning english responses sa a u d sd f(%) f(%) f(%) f(%) (f%) 0 (0) 32 (71.11) 13 (28.88) 0 (0) 0 (0) the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 121 126 125 through animation videos. they found this approach is interesting and good and that activities employed during the treatment was helpful for them. furthermore, they argue that they have high motivation to learn english due to the implementation of animation video. in this study, the researchers provided some activities namely group and individual task. group task provided group discussion while individual task provided writing activity, where the students were asked to write the steps of earthquake preparedness. it means that, the english teacher has the important role in designing class activity based on the students' needs. it is argued also by stange (2008) it is important to recognize the significant role teachers play in literacy learning and addressing students' needs. furthermore, they maintain that teachers do more than teaching and their roles educators may change as student need arise. the questionnaire also showed the students agreed that the use of animation video helped to catch material fast and be proactive in the class. besides, they were enjoyable in their class. in addition, it is also shows that most of them were agree that the theme or topic about earthquake mitigation had been discussed was interested and was relevant to the purpose of learning goals. based on the results of this study, researchers can state that language teachers can integrate global issues in the creative english classroom because addressing natural disaster is not just the responsibility of our government but it is also our collective responsibility. to sum up, the researchers concluded that the findings indicate that implementation of animation videos in english class positively responded by the students, give motivation to improve their english more better and for that animation video is highly recommended. moreover, it is also supported by peters in erizar et.al (2019) with the ideas of teaching disasters in language lessons. according to him, when integrating the use information content such as teaching natural disaster and language in the classroom, it can increase motivation in the language course and thus promotes learning for the learner. 5. conclusion since the concern of this research was to identify the students' perceptions towards the use animation video in learning english based on earthquake mitigation education, this study has presented empirical evidence reflecting learners' responses about english language teaching can help students think critically about natural disaster especially an earthquake stories in personal, social, and moral contexts. in relation to the result of the study, this informs that disaster literacy needs to be developed through a variety of technological media in order to increase natural disaster preparedness for the indonesian people, especially for students in the papua province. indirectly, language teachers also support the government encouraged the authorities in the education sector to integrate subject matter into english language learning and teaching (diknas, 2003). in addition, the use animation media in english class for earthquake mitigation learning for high schools has been able to increase the knowledge of students at smtk ggrip merauke about the importance of being alert when facing an earthquake disaster. furthermore, the result of this study is also supported by paterson in erizar et al. (2019) who says that the integration of subject matter content (for example, environmental issues, social problems, and disaster issues) has generated broad interest in learning english. disaster education has been used by many immersion schools in the world (for example, japan, india and bangladesh). thus, it is hoped that the next researchers will research integrating theme of topic about other natural disasters education or even global issues in the creative english language classroom by using animation video. references arifin, a. z. (2013). pemanfaatan media animasi dalam peningkatan hasil belajar pada pembelajaran shalat kelas v di sdn 2 semangkak klaten tengah jawa tengah. [skripsi. univ. islam negeri sunan kalijaga]. https://digilib.uin-suka.ac.id/id/eprint/11422/ diknas, (2003). the system of national education of indonesia. jakarta: depdikbud. erizar, azmi, m. n. l. , indiatmoko, b., syahputra, a. (2019). the teaching of natural disaster module at english class in west aceh. international journal of advanced science and technology, 28(8s), 789-794. harjadi, p. j. (2006). papua daerah rawan gempa. website: pemerintah provinsi papua. johnson, b., & christensen, l. (2008). educational research: quantitative, qualitative and mixed approaches. third edition. university of michigan. sage. rafael j.a. (2017). english teachers' roles in promoting learners' learning autonomy in efl the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 121 126 126 class of public senior high schools of enderegency in academic year 2016 / 2017. journal of education and human development, 6 (2), 105-112. rahman, f. (2018). the constraints of foreign learners in reading english literary works: a case study at hasanuddin university. journal of arts and humanities, 7(2), 01-12. . http://dx.doi.org/10.18533/journal.v7i2.1327 rosen yigal. (2009). the effects of an animationbased on-linelearning environment on transfer ofknowledge and on motivation for scienceand technology learning. journal of educational computing research, 40(4) 451467. shaw, r., shiwaku, k., kobayashi, h., and kobayashi, m. (2004). linking experience, education, perception and earthquake preparedness, disaster prev. manage., 13, 39–49. stange, t. v., & wyant, s. l. (2008). poetry proves to be positive in the primary grades. reading horizons: a journal of literacy and language arts, 48(3), 201-211 . surasmi, w. a. (2016). pemanfaatan multimedia untuk mendukung kualitas pembelajaran. prosiding temu ilmiah nasional guru (ting) viii. 593-607. thomas, r. m. (2003). blending qualitative and quantitative research method in thesis and dissertations. california: corwin press, inc. utami, d. (2011). animasi dalam pembelajaran. majalah ilmiah pembelajaran, 1(7), 44-52. xu, j. (2007) autonomy in college foreign language learning from theory to practice. beijing: china social sciences press. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp. 94 100 94 the influence of extroversion personality towards efl learners' writing skills wira kafryawan universitas pohuwato, gorontalo, indonesia wira.kafryawan@gmail.com article history received : 2020-11-01 revised : 2020-11-25 accepted :2020-11-27 keywords extroversion personality writing skills efl learners abstract this study aims at finding out whether or not there is a significant correlation between efl learners' extroversion personality and their writing skills. correlational research is used as a type of research method used in the study involving observing two variables consisting of extroversion personality and writing skills to establish a statistically corresponding relationship of them. to collect the samples, the sampling technique used is saturated sampling which means the technique of determining the sample when all members of the population are used as samples. therefore, the samples are 50 efl learners as respondents. the study was employed at pohuwato university, faculty of teacher training and education, english education department. by using epi questionnaire, it is clear to find out the personality of the respondents whether the learner is introvert or extrovert. furthermore, writing skills are assessed by using criteria of writing test by heaton. both extroversion data and writing skills data are quantifiable data. the data were then analyzed by pearson product-moment. the findings showed that there was a medium correlation between efl learners' extroversion personality and their writing skills. it can be concluded that extroversion personality gives a medium influence to efl learners writing skills. in other words, extrovert learners' tent to show good writing skills. further studies are expected to elaborate more specifically about extroversion personality and writing skills. 1. introduction writing is one of the most important skills in english that has a significant role. through writing, learners know everything, express their ideas, especially their feeling to other people without being ashamed. if learners cannot express their opinion, ideas, or feeling oral, they can express them through writing. by expressing ideas through writing, learners can improve the way of delivering ideas, opinions, and feeling more appropriately and can revise the writing before being read by other people. furthermore, writing boosts thinking and learning. it motivates communication and lets thought available for reflection. on a basic level, writing can refer to forming or producing graphic symbols on the surface of some flat thing. according to baron & byrne (1987), on the upper level, writing is not merely arranging those graphic symbols without any rule. it should be based on the certain convention to form words and then sentences, to form them into a particular order and linked together. brown (2000) mentions personality has several features, they are: 'self-esteem' which is the way a person sees himself, 'inhibition' which is to adapt the language ego, 'risk-taking' which is how to gamble in learning new language, 'anxiety' which is associated with uneasiness, frustration, or worry, 'empathy' which is relation between language and society, and 'extraversion'. however, people are familiar with the terms of extroversion or introversion. brown (2000) also states that extroversion is the extent to which a person has a deep-seated to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. extrovert is not always talkative and they need other people to position themselves in society. introvert is described as the extent to which a person derives a sense of wholeness and fulfillment apart from reflection of this self from other people. in contrary to our current perception, introvert may have internal potential power that we perhaps do not notice. the term of extrovert and introvert is also defined by yan zhang (2008) that extrovert means a person more interested in what is happening around him than in his own thoughts and emotions. that is to say, the extrovert experiences the world more through contact with others and shared experience than through selfexamination or study. while its counterpart, introvert is a person who is more interested in his own thoughts and feelings than in things outside himself, and is often shy and unwilling to speak or join in activities with others. extrovert people need other people to get energy, and become the last person who want to leave parties. introvert, on the other hand, need time for being alone, spending time for individual activities and have few but intimate friends (adamopoulos, 1982). https://journal.unilak.ac.id/index.php/utamax/ 95 bonner (2000) in the study found that learners with the highest level of extroversion in their group were more influential than other group members under certain conditions. three factors were found to suppress the influence of extroverts: the existence of a dominant faction within the group, a lack of relevant task information, and an excess of task ambiguity. these results indicate that examining groups at a social permutation level may improve our knowledge of the group decision-making process. abali (2006) focused on finding the effect of extroversion and introversion toward verbal and interactive behaviors of learners. hajimohammadi & makundan (2011) in the study of one extroverted and one introverted enjoyed self-correction, the teacher corrected the writings of the other two groups. the obtained results showed that personality type had no significant effect on learners' progress in writing. nevertheless, selfcorrection method showed to be significantly effective. the result of the study shows that the subjects are aware of the fact that their personality somehow determines their language behavior. muharrami (2013) showed in the study that personality factor influences learners' achievement in listening skill. there is a difference between the introvert and extrovert learners' personality in listening achievement and the introvert learners had better achievement in listening than the extrovert ones. ahour & haradasht (2014) revealed the results that while learners generally outperformed in the competitive setting compared to the cooperative one, the extrovert was better off receiving cooperative instruction. moreover, introverts excelled extroverts in the competitive group. however, there was no difference between the two personality groups in the cooperative situation. baradan & alavi (2015) found that introvert learners significantly outperformed extrovert learners. the results indicated that despite the fact that iranian learners are mostly individualistic, some cooperative learning methods could be helpful and accepted by them. also, teacher training centers need familiarize teachers with cl techniques and syllabus designers use more exercises and tasks include cl models like circ. zainuddin (2016) in his findings indicated that there was a significant difference in the scores for syntax between extrovert and introvert learners. in this study, introvert efl learners did better than extrovert efl learners in constructing sentences (syntax). thus, both groups still have an equal chance to improve their ability in a learning foreign language particularly in writing skills but extrovert efl learners must pay more attention to using good syntax because they tend to be careless and less correct in constructing their phrases when doing a writing task. zafar, khan, & meenakshiit (2017) found that extroversion-introversion had a significant relationship with different language learning skills. learners who scored high on extroversion were likely to score better in speaking skills and reading skills, whereas introverts tended to perform better in listening skills. writing skills did not correlate strongly with either of the personality traits. samand, sailan, & lio (2019) found that there is no significant correlation between extrovert personality and speaking performance and neither is introvert personality. then, other result shows that introvert learners have better achievement in speaking than extrovert learners. jain & singh (2019) found that there is a positive relationship between extroversion and general relationship satisfaction. this may be due to the fact that extraverts are high on positive effect, are effective communicators and enthusiastic. whereas, introverts are quiet, reserved and introspective. they are not very communicative. from the previous findings, it will be elaborated the influence of extroversion personality towards efl learners' writing skills. so, the objective of the research is to find out whether or not there is a significant correlation between extroversion personality and efl learners' writing skills. 2. method correlational research is a type of research method that used in the study involving observing two variables consisting of extroversion personality and writing skills in order to establish a statistically corresponding relationship of them. the aim of correlational research is to find out variables that have some sort of relationship do the extent that a change in one creates some change in the other. the study was employed in pohuwato university, faculty of teacher training and education, english education department in gorontalo, indonesia. to collect the samples, the sampling technique used is saturated sampling which means the technique of determining the sample when all members of the population are used as samples. therefore, the samples are 50 efl learners as respondents. eysenck personality inventory (epi) is used for questionnaire as the instrument. one of instruments frequently used in various researches on individual difference factors in second language acquisition is eysenck personality inventory created by h.j. eysenck and s. eysenck. by using epi questionnaire, it is clear to find out the personality of the respondents whether learner is introvert or extrovert. furthermore, writing skills are assessed by using criteria of writing test by heaton. both extroversion data and writing skills data are quantifiable data. extroversion data were collected by giving questionnaires to efl learners and writing skills data were collected by giving test to efl learners. to find the answer of the problem, alternative hypothesis (hα) and null hypothesis (ho) are used. the hypothesis of the research is formulated: (hα) there is a correlation between extroversion personality and efl learners' writing skills and (ho) there is no correlation between extroversion personality and efl learners' writing skills. pearson product moment was 96 used to analyze data of extroversion and writing skills. the results within a certain range on first variable are associated with the results within a certain range on the second variable. therefore, the pearson product moment was used to analyze the significant correlation data between efl learners' extroversion personality and their writing skills. r = correlational coefficient n = number of respondents x = distribution of efl learners' extroversion y = distribution of efl learners' writing skills ∑x = total score of efl learners' extroversion ∑y = total score of efl learners' writing skills ∑x2 = the sum of the square from variable x ∑y2 = the sum of the square from variable y (gay, mills, & airasian., 1992) 3. findings table 1. the students result no. x y x2 y2 xy 1 80 88 6400 7744 7040 2 76 73 5776 5329 5548 3 80 85 6400 7225 6800 4 90 85 8100 7225 7650 5 85 90 7225 8100 7650 6 85 95 7225 9025 8075 7 82 87 6724 7569 7134 8 87 84 7569 7056 7308 9 85 83 7225 6889 7055 10 86 80 7396 6400 6880 11 75 75 5625 5625 5625 12 84 80 7056 6400 6720 13 82 83 6724 6889 6806 14 88 92 7744 8464 8096 15 83 91 6889 8281 7553 16 85 90 7225 8100 7650 17 89 95 7921 9025 8455 18 88 92 7744 8464 8096 19 92 87 8464 7569 8004 20 95 92 9025 8464 8740 21 90 94 8100 8836 8460 22 81 90 6561 8100 7290 23 76 86 5776 7396 6536 24 85 86 7225 7396 7310 25 75 70 5625 4900 5250 26 80 88 6400 7744 7040 27 86 85 7396 7225 7310 28 76 95 5776 9025 7220 29 84 95 7056 9025 7980 30 75 80 5625 6400 6000 31 75 85 5625 7225 6375 32 78 95 6084 9025 7410 33 85 95 7225 9025 8075 34 94 95 8836 9025 8930 35 82 95 6724 9025 7790 36 85 90 7225 8100 7650 37 85 85 7225 7225 7225 38 77 80 5929 6400 6160 39 90 94 8100 8836 8460 40 80 85 6400 7225 6800 41 83 90 6889 8100 7470 42 82 91 6724 8281 7462 43 85 90 7225 8100 7650 44 75 85 5625 7225 6375 45 90 95 8100 9025 8550 46 92 93 8464 8649 8556 47 77 80 5929 6400 6160 48 88 92 7744 8464 8096 49 89 93 7921 8649 8277 50 76 82 5776 6724 6232 n= ∑x ∑y ∑x2 ∑y2 ∑xy 50 4173 4386 349767 386618 366984 objective of the study aims to find out whether or not there is a significant correlation of two quantifiable variables. data of efl learners' extroversion personality and their writing skills were correlated by using formula of pearson product moment. after being calculated, result of the table 1 showed that n (50), σx (4173), σy (4386), σx2 (349767), σy2 (386618), σxy (366984). finally, it was found that the correlation coefficient (ro) represents 0.55 value. 97 table 2. standard correlation 'r' value interpretation 0.00 – 0.20 considered as no correlation 0.20 – 0.40 low correlation 0.40 – 0.70 medium correlation 0.70 – 0.90 high correlation 0.90 –1.00 very high/ perfect correlation (anas sudijono, 2005) the result of the calculation has shown that the correlation index (ro = 0.55) is shown in the interval of 0.40 – 0.70, it means that the correlation refers to "medium correlation". in other words, there is a correlation in the degree of medium correlation between efl learners' extroversion personality and efl learners' writing skills. to prove it, degree of freedom and its significant critical value was tested to the data. the value of ro is 0.55; df is 50. moreover, the scores were associated with the rt at the degree of significance 5% (0.2732) and 1% (0.3541). it is a prove that the correlation between efl learners’ extroversion personality and their writing skills is in medium level based on the hypothesis (ro: rt = 0.5500 > 0.2732; ro: rt = 0.5500 > 0.3541). therefore, the null hypothesis (ho) of the research is rejected and alternative hypothesis (hα) is accepted. the meaning of this hypothesis is that there is a medium correlation between efl learners' extroversion personality and their writing skills. 4. discussions eysenck (1975) divides personality into two types, they are extroversion and introversion. each type has its own characteristics, such as sociality, activity, expansiveness, etc. the extroverts and the introverts are classified into stable-unstable extroverts and stable-unstable introverts which have its own characteristics. it is divided based on the emotional stability-instability. the stable extroverts have sanguine qualities whereas the unstable extroverts have choleric qualities. then, the stable introverts have phlegmatic qualities, in the other hands unstable introverts have melancholic qualities. actually, the stable-unstable extroverts and the stable-unstable introverts have almost the same characteristics, it only differs by the emotionally stability. but, based on the emotionally stability the stable extroverts and introverts have more positive and dominant characteristics than the unstable extroverts and introverts. these two factors of personality affect the learners' language achievement. writing is one of the language skills learned by these two categories of the learners. when it is compared between introvert and extrovert efl learners, the introvert efl learners look better than the extrovert ones. among all of the aspects, the aspect of specific information has the highest score. in writing activity, what the learners have to do is to pay attention or focus to write and to other people speak so that they can get the information which was brought by the speaker. in relation to the introvert characteristics who were careful and thoughtful, of course, they will be better in this aspect. with their characteristics, they were easier to pay attention and concentration of what other people said so they can write better. in other way, the extroverts were not used to put so much attention and concentration of what the other said. the extrovert learners were easy to socialize, very comfortable in groups, do not like to read or study alone, and may be even happier as the center of attention. in contrast, the introvert ones like solitary activities such as reading, writing, listening music, watching movies, drawing, tinkering, and love monotonous work. this was might be the reason why the introverts were better than the extroverts. the question of whether introversion, in the present case the perceived introversion of the learners, helped or hindered in learning a second language has been a matter of debate for psychologists and linguists for many years. many psychologists were in the opinion that extroversion is rather a drawback when it comes to learning a language. this assumption is based on a strong biological foundation. according to eysenck's theory of personality (eysenck et al., 1981), extraverts have a lower level of cortical arousal and are more easily inhibited, which causes them to be more susceptible to mental distraction. they also have a limited long-term memory compared with introverts who benefit from possessing long-term memory. these biological differences cause both groups to have different behavioral tendencies. linguists in general, on the other hand, have regarded extroversion as the preferred and helpful trait for language learning. in the 1970s it was hypothesized by some applied linguists that extraverts in comparison with introverts were better language learners. for many in applied linguistic research "the desirable end of the extroversion-introversion continuum has been taken to be extroversion" (skehan, 1989). moreover, many investigators have suggested that more sociable learners would be more inclined to talk and more likely to participate in practice activities and accordingly, more likely to increase language-use opportunities through which they gain input. zafar and meenakshi (2012) also suggested that an extrovert with an outgoing personality and higher tolerance for risk would be a better language learner than the more introverted personality who was more conservative and more self-conscious. the result of this study showed that there was a medium correlation between efl learners' extroversion personality and their writing achievement. this shows a contrast distinction with the previous studies. the first possible answer to why 98 this could occur in the research might because the respondents of the previous research was not sufficient to represent the whole learners. despite of the previous studies, the result of this research shows that the learners' level of extroversion did influence efl learners' writing achievement. brown (2000) states that extroversion may be a factor in the development of general oral communicative achievement, which requires face to face interaction, but not in listening, reading, and writing. this indicates that the theory contrasts the finding of this study but it is not contrasted extremely because the findings of the study is only in medium correlation. however, writing is a skill that requires the mastery of linguistic forms and grammars where the introvert learners are said to be better than the extrovert ones. meanwhile, extroverted learners are known for their ability to master skills that require face to face interaction. it has been understood that in affective factors actually not only about personality in this case extrovert-introvert personality, but also affective factors also include many things except personality. according to brown (2000) in his book said that affective factors consists of self-esteem, self-efficacy, willingness to communicate, risk taking, anxiety, and empathy and extrovert-introvert personality. therefore, it is also possible that efl learners' writing performance has only a medium correlation with extroversion personality but has higher correlation with those other factors. like brown (2000) stated that risk-taking variation seems to be a factor in a number of issues in second language acquisition and pedagogy. the silent learner in the classroom is one who is unwilling to appear foolish when mistakes are made. some of the previous research said that extrovert learners have a good ability and better ability in writing performance since extrovert learners was a talk active person, have good self-confidence, and like to talk with many people while introvert learners is well-known as the stolid person; introvert person is estimated to be a person who passive, less ability in writing performance and do not like to talk with many people. so, based on those opinion people tend to think that extrovert is better that introvert personality. it was stated by brown (2000) that we are prone to think of an extroverted learner as a humble, talk active, and optimist person. while, introvert learners are thought of as quiet and reserved, with tendencies toward reclusiveness. on the other hand, introvert learners are sometimes thought of as not being as bright as extroverts. such a view of extroversion is misleading. extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. extrovert learners actually, need other people in order to feel good. but extrovert learners are not necessarily loudmouthed and talk active. they may be relatively shy or nervous but still need the affirmation of others. introversion, on the other hand, is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people. contrary to our stereotypes, introvert learners can have an inner strength of character that extrovert learners do not have. so, both personalities certainly have the same chance to be better in writing skills. brown (2000) explored the relationship of introversion and extroversion to english proficiency in adult japanese learners of english in japan, it has been hypothesized that extroverted learners as measured by a standard personality inventory would be more proficient than introvert learners. the hypothesis was not supported by the findings, in fact, introvert learners were significantly better than extrovert ones in their fluency and pronunciation (two of four factors which were measured in an oral interview). this latter result clouded our stereotype of the extroverted language learner as a frequent and willing participant in class activities. but more appropriately, it suggested that introvert learners may have the patience and focus to attend to clear articulation in a foreign language. based on the previous study of the researcher related to the psychological factors and productive skills. kafryawan (2018) in his study found out high correlation that there is a significant correlation between intelligence and speaking skills in english. the higher intelligence belongs to an efl learners the better they speak. then, kafryawan (2018) in his study found out there is a high influence from motivation to the ability to speak in english. the higher motivation belongs to an efl learners the better they speak. related to the previous findings of psychological factors and productive skills. the findings of this study revealed that there is a medium relationship exists between extrovert personality and writing skills. besides, for efl learners' writing performance, introvert learners got better achievement in writing than extrovert ones, so that; this conclusion has some implication for teaching. first of all, besides being a teacher in the classroom a teacher also has to take over the responsibility of a researcher as well as in order to identify not only their learners' personality but also how to cater the needs of their learners based in learners' personality. in this case, as a teacher we should choose the right way to teach the learners by remembering the difference of personality those learners have. different personality means teacher should apply different approach for the efl learners. moreover, as the result said that personalities including extrovert or introvert personality have a medium correlation with writing skills. so that, teacher can try to figure out other factors that may influence efl learners' writing skills in order learners can improve their ability in writing. 99 in addition, teacher should be equipped with all of the teaching strategies that they will be able to propose to efl learners so that they can deal with difficult academic tasks in this case how to write better. based on the observation when giving writing test, efl learners commonly show characteristics like: interacting with others increases energy, prefers people and things over thoughts and ideas, needs external stimulation to recharge, speaks before thinking, likes to know a little about a lot of subjects, knows lots of people and considers them all friends, files what they learn and move on, prefers doing things with others, talks more than listens, appears peppy, energetic, involved, will speak extensively whether they know the subject or not, have no trouble coming up with words, speak quickly or talk through their thoughts out loud, get energized in the midst of multiple simultaneous conversations, are often a party organizer, get agitated and seek out others during extreme stress. furthermore, every learner has his own characteristics which is influence the way they learn a language. so, what the teacher should do is to assist the efl learners who face the difficulty in learning some skills without differentiate the learners. efl teacher should give more attention to the extrovert learners in teaching writing. when teaching writing, the efl teacher should interact more to the extrovert learners. it trains them to have more concentration, so their achievement will be better. 5. conclusions there is a medium correlation between efl learners' extroversion personality and their writing skills at pohuwato university, faculty of teacher training and education, english education department. it can be concluded that extroversion personality gives a medium influence to efl learners writing skills. in other words, extrovert learners' tent to show good writing skills. further studies are expected to elaborate more specifically about extroversion personality and writing skills. it is suggested for efl learners to increase their writing activities whether they are in the classroom or outside the classroom as one way to increase their writing achievement and for the teachers or educators to increase their understanding about factors that can affect efl learners' writing skills so they can pay more attention to what really influence in developing their writing skills. references abalı, f. (2006). the effect of personality traits extroversion/introversion on verbal and interactive behaviors of learners (doctoral dissertation, bilkent university). ahour, t., & haradasht, p. n. (2014). the comparative effect of using competitive and cooperative learning on the reading comprehension of introvert and extrovert efl learners. advances in language and literary studies, 5(4), 206-215. adamopoulos, j. (1982). the perception of interpersonal behavior: dimensionality and importance of the social environment. environment and behavior, 14(1), 29-44. baradaran, a., & alavi, m. (2015). the difference between extrovert/introvert efl learners" cooperative writing. international journal of language learning and applied linguistics world, 8, 13-24. baron, r. a., & byrne, d. (1987). social psychology: understanding human interaction. allyn & bacon. bonner, b. l. (2000). the effects of extroversion on influence in ambiguous group tasks. small group research, 31(2), 225-244. brown, h. d. (2000). principles of language learning and teaching (vol. 4). new york: longman. eysenck, h. j. (1975). psychological types: the inequality of man. new york: harcourt brace. eysenck, h. j., eysenck, m. w., fulker, d. w., gray, j., levey, a. b., martin, i., … wilson, g. (1981). a model for personality. berlin: springer-verlag. gay, l. r., mills, g. e., & airasian, p. w. (1992). educational research: competencies for analysis and application. new jersey: pearson education, inc. hajimohammadi, r., & makundan, j. (2011). impact of self-correction on extrovert and introvert students in efl writing progress. english language teaching, 4(2), 161-168. jain, a., & singh, s. (2019). relationship between extraversion and relationship satisfaction. international journal of research and review, 6(6), 94-96. kafryawan, w., yassi, a. h., & nasmilah, n. (2018). the influence of intelligence on student's speaking skills. els journal on interdisciplinary studies in humanities, 1(2), 145-152. kafryawan, w. (2019). the influence of motivation on efl learners' speaking skills. els journal on interdisciplinary studies in humanities, 2(4), 612-619. muharrami, m. l., setiyadi, a. b., & hasan, h. (2013). a comparative study between introvert and extrovert students personality in listening achievement. u-jet, 2(8). 100 samand, s. m., sailan, z., & lio, a. (2019). analysis on the relationship of extrovert-introvert personality and students' speaking performance in english study program of halu oleo university. journal of language education and educational technology (jleet), 4(1). skehan, p. (1989). individual differences in second language learning. london: edward arnold. sudijono, a. (2005). pengantar statistik pendidikan. jakarta: pt raja grafindo persada. zafar, s., & meenakshi, k. (2012). a study on the relationship between extroversion-introversion and risk-taking in the context of second language acquisition. international journal of research studies in language learning, 1(1), 33-40. zafar, s., khan, z. a., & meenakshi, k. (2017). extraversion-introversion tendencies and their relationship with esl proficiency: a study of chinese students in vellore, india. pertanika journal of social sciences & humanities, 25(2), 687-704. zainuddin, z. (2016). the impact of personality: extrovert vs. introvert on the ability in syntax in essay writing. studies in english language and education, 3(2), 158-169. zhang, y. (2008). the role of personality in second language acquisition. asian social science, 4(5), 58-59. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp. 101 107 101 administration of english language programme in nigerian higher institutions: problem, issues and suggestion ogunode niyi jacob federal university wukari, taraba state. nigeria ogunodejacob@gmail.com article history received : 2020-11-16 revised : 2020-11-26 accepted : 2020-11-27 keywords administration challenges english language programme abstract the article discussed the problems facing the administration of english language programme in the nigerian higher institutions. secondary data was used to support the points raised in the article. the secondary data were sourced from print material and online publication by recognized institutions and individual author. the problems facing the administration of english language programme in nigerian higher institution include; inadequate funding, inadequate english language lecturers, inadequate english language laboratories, poor research in english language programme, brain-drain, strike actions, poor capacity development of english language programme lecturers and institutional corruption. for effective administration of english language programme in the nigerian higher institutions, the paper hereby recommends: that the government should increase the funding of english language programme, employment of more english language lecturers, provision of adequate infrastructural facilities, implementation of agreement with unions, effective staff development programme, effective motivation policy to prevent brain-drain and fight all the institutional corruption in the higher institutions. 1. introduction higher education is the post-secondary school education designed for the production of manpower. higher education is an education that awards certificates after the completion of the programme. higher education is the education that deals with teaching programme, research programme and community service programme. higher education is the peak of educational institutions and it is an organized educational system that is meant to support the social, economic and political development of the country. obanya (1999) observed that higher education includes post-secondary institutions such as the polytechnics and colleges of education. “higher education” includes all forms of professional institutions drawing from the available pool of persons who have completed a various forms of secondary school education: institution of the military, the police, nurses, agriculture, forestry, veterinary workers, catering services, tourism, secretarial services and other possible combinations of programmes. the goals and objectives of higher education include the following: production of manpower for the country, to stimulate the development sound value orientation for the individual and the societies; to ensure critical thinking that stimulate the development of the capacities of individuals and skills to able him/her contribute to the development of the country, and to provide higher education for secondary school graduates. higher education deals teaching, researching and providing community services. higher education in nigeria include colleges of education, polytechnics, mono-technics, advance professional institutions and the universities. english language programme is one of the programme offer in the nigerian higher institutions especially in the universities. other programme offers in the nigerian universities include: (1) administration which include management and management technology; (2)agricultureforestry, fisheries, and home economics; (3) arts, (4)basic medical and health sciences, (5 ) education and other education related programme; (6) engineering programme and programme in technology; (7) programme in environmental sciences; (8) law programme; (9) programme in pharmaceutical sciences (10) medicine and dentistry programme; (11) science programme; (12) social sciences programme; (13) veterinary medicine programme. english language programme in recent times in the nigerian higher institutions is facing many challenges which ranges from poor supervision to poor administration. this article is aimed to discuss the challenges facing the administration of english language programme in the nigerian higher institutions. 1.1 concept of administration administration is the application of human and materials resources in an effective and efficient manners to realize the objective of an institution. administration is the utilization of institutional https://journal.unilak.ac.id/index.php/utamax/ mailto:ogunodejacob@gmail.com 102 resources to actualize the institutional objectives. administration is the application of organization human and material resources to realize the organizational goals within a set time. administration deals with arrangement of institutional resources to coordinate and actualize the institutional goals. administration in its totality as a process which entails the utilization of human, financial and material resources in maximizing the realization of goals and objectives (ogbonnaya 2003). school administration is the process of arrange all educational resources, putting each resources where it ought to be used and coordinating both the human and materials resources for purpose of realizing the objectives of the school. school administration also deals with the effective and efficient utilization of school resources to actualizing the school programmes. school administration look at the effective allocation, supervision and organization of school resources to realize the objectives of the educational institutions. the objectives of school administration include; to plan the educational programme, to design policies to direct the implementation of educational programme, to organize curriculum for the school, to eliminate educational waste, to ensure effective allocation of education resources, to ensure effective supervision of educational resources and to ensure deliver of quality education. the others objectives of school administration include: (a) to realize the objectives of educational system (b) to ensure proper coordination of human resources (c) to ensure effective and efficient application of both human and materials resources in the management of education (d) to eliminate wastages in the management of education (e) to promote accountability in the management of education (f) to ensure effective plan action for the implementation of educational programme (g) to ensure quality policies that will aid the management of educational programme. higher institutions administration in nigeria takes two dimension. the external and internal administration. the external administration deals with supervision of the institutions through the agencies established by the government such as the national universities commission (nuc) for universities, colleges of education national commission for colleges of education (ncce) while the national board for technical education for the polytechniques (nbte). these agencies ensure quality, standard, effective programme accreditation and supervision in all the higher institutions in the country. the internal administration is handled by the school administrators who are appointed by the government to coordinate the activities of the institutions with support from management team and governing councils. english language programme administration is the systematic ways of arranging resources to implement english programme with the objectives of actualizing the objective of english programme in the educational institutions. the administration of english language programme include plan to implementation of the programme, allocation of human and materials resources for the implementation of the programme, supervision of the human resources and organize the curriculum and instructional materials for the implementation of the programme. 1.2 concept of english language programme english language programme is an art programme. english language programme is one of the prominent programme offer in the nigerian higher institutions. english language is among the programme offer in the nigerian higher institutions. it is offered at both the first degree, master and phd level with different specializations. the objectives of english language programme in the higher institutions include: to help students learn and acquire communicative competence in writing and speaking of english language; to help students master english language in term of usage to enable him/her achieve self -actualization and self-expression; to train the students in different aspect of english language which include such as business communication, legal communication, electronic broadcast media, print journalism, advertising and sports commentaries, book publishing, and biography writing. the others objectives also include; to prepare the students to pursue postgraduate studies in english language, linguistics, and to take up teaching and research at the appropriate level of education; to help the student to be equip with linguistic knowledge of the english language, study of its sound system, its lexicon, its syntax, semantics and application. english is an irascible language according to owolabi & nnaji (2013) as far as development is concerned because “for any nation particularly in the 3rd world to be relevant and derive the maximum benefit from the opportunities that abound in every area of human need, for personal advancement and national development, english is a sine qua non”. this is why english continues to hold sway as the language of development in most developing nations of the world, and even in some developed nations of asia, where it is learnt and used as a foreign language (owolabi & nnaji,2013. olusoji (2012) observed that english language contributes immensely to the rapid growth and development experienced in nigeria. danladi (2013) submitted that english language plays a crucial role in the social, political and economic life support of the people in a given geographic entity. in spite of all perceived roles of english language to humankind, an all-embracing interpretation of its’ continues to elude us due to the complexity of its structure and the functions it performs. 103 1.3 problems facing administration of english language programme in nigerian higher institutions there are many problems facing the administration of english language programme in nigerian higher institutions and some of the problems include; inadequate funding, inadequate english language lecturers, inadequate english language laboratories, poor research in english language programm, braindrain, strike actions, poor capacity development of english language programme lecturers and institutional corruption. 1.4 inadequate funding inadequate funding is a major problem facing the administration of english language programme in the nigerian higher institutions. the annual budgetary allocation for the administration and management of english language programme in the faculties and departments of english language across the various higher institutions in the country is not adequate. inadequate funding of higher institution’s programme is not only affecting the department of english language but common to all the programme in the higher institutions. generally, the higher institutions in nigeria are underfunded and this is directly and indirectly affecting the various programme they are offering. ogbondah & ewor,(2016) also submitted that one of the major challenges facing the management of this sector of education is inadequate funding. the budgetary allocation devoted to education has been considered to be grossly inadequate considering the phenomenon increase in students’ enrolment and increasing cost, which have been aggravated by inflation. a serious problem confronting nigerian public university education today is that of scarcity of fund. government financial policies on education have therefore been subjected to constant review with the intention of allocating more resources to university education., okoli, ogbondah, & ewor, (2016), ogbondah (2010) and uzoka, (2007) all are in agreement that inadequate funding is a major problem facing the university education in nigeria. 1.5 inadequate english language lecturers academic staff are very strong member of the higher institutions. academic staff are found everywhere department in the higher institutions. the roles of the academic staff cannot be underestimated in the development of the higher education in nigeria. it is unfortunate that there are shortage of academic staff in many nigerian higher institutions. this inadequacies is common in the department of english language and other departments. inadequate lecturers in most department of english language is one of the major problem preventing the effective administration of english language programme. the needs, (2014) on the assessment of higher institutions in nigeria revealed that majorities of the higher institutions are facing problem of staff shortage. the report indicated that there were 37,504 academic staff in the 74 public universities in the country. the number compare to the student population is inadequate. the shortage of the academic staff resulted to the high students-teacher ratio in most of the universities in the country. for instance, university of abuja had staff to student ratio 1:122, lagos state university had a ratio 1:144 and national open university had a ratio 1:363.the report also showed that 43% of the lecturers in the nigerian universities had phd while other have less qualification. the reported also revealed that only 50% of the academic staff have required skills and pedagogical skills, counselling and ict competencies required for efficient service delivery in tertiary institutions. the report indicated that the shortage of lecturers in majorities of the higher institutions are in the area of sciences, engineering, medicine and surgery, law, early child education, special education etc. the inadequate lecturers in majorities of the higher institutions in the country is responsible for the falling standard of higher education. there are many reasons responsible for shortage of academic staff in the nigerian public schools, some of the reasons include; low salaries and poor motivation compare to other institutions in the country where they pay high salaries and allowances. teaching of large classes and rising workload in the universities are also some of the reasons. brain-drain and poor working environment and lack of manpower planning for higher institutions in the country. the nigerian higher institutions need about 22,496 teachers to improve the quality of teaching and academic service delivery in the higher institutions (needs, 2014). no any meaningful administration can take place in the absent of adequate professional teachers. the lack of adequate professional teachers in the nigerian public schools is a major challenge to effective administration of administration in the country. 1.6 inadequate infrastructural facilities inadequate infrastructural facilities is another challenges facing the faculties and departments of english language and is affecting the administration of the english language programme. according to the national universities commission (2007), a department should have the following have resources: personnel, physical facilities (space and equipment) and library and information resources. inadequate infrastructural facilities is one of the problem facing the department of english language in many higher institutions in nigeria. okebukola, (2005) reported the need assessment survey of national universities commission and identified the following: (a) only about 30% of nigerian students’ population has adequate access to classrooms, workshop, lecture halls, laboratories and libraries. (b) deficient libraries in terms of currency and number of books, journals, and electronic support facilities. (c) inadequate academic calendar resulting 104 from staff unions’ industrial action premised on low salary, wages/welfare and students strikes often time related to inadequate facilities. (d) lack of practical experience, often times resulting from deficient facilities. the above listed factors are all challenges to full implementation of higher education policies in nigeria. ojo (2018), john, (2016), udida , bassey, & udofia, (2009) also agreed that inadequate infrastructural facilities is a problem facing the universities. 1.7 poor research in english language programm poor research is another major problem affecting the department of english language programme in the nigerian higher institutions. the funding of research programme in the nigerian higher institutions is poor and this is affecting many programme including the english language programme. the government have not been funding the research programme of the higher institutions adequate. saint, harnett and strassner (2003) submitted that nigeria‟s low research output is probably a reflection of the low priority accorded research and development by government decisionmakers and that nigeria‟s federal university system spends only 1.3% of its budget on research. okujagu (1998) disclosed that research programme is not well founded so as to have the impact it should have. funding of research programme in the universities generally is inadequate. fatunde (2007), donwa, (2006) and okebukola, (2004) all agreed that inadequate funding is a major problem facing research development in nigerian universities. there are many factors responsible for the poor research development in nigerian higher institutions and some of the factors include; poor participation of private sectors in the research programme of the universities, inadequate funding from the government, diversion of research funding, lack of infrastructural facilities and brain-drain. 2. brain-drain brain-drain is another challenge facing the administration of english language programme in the nigerian higher institutions. many experienced and qualified academic staff are leaving the country to abroad for a better job offers. the migration of the academic staff especially in the english language departments is affecting the implementation of teaching programme in the various higher institutions across the country. oni (2000) observed that many experienced and young lecturers are fleeing from the frustration of university life into more rewarding and more challenging sectors of the economy and even migrate to over-sea countries. the result of the faculty exodus is observed in the quality of graduates that our universities produce. 2.1 strike actions the strike action embarked upon by the different union groups in the higher institutions in the country is affecting the administration of many programmes specially the english language programme. okoli, ogbondah & ewor,(2016) observed that it has become a known fact that students across various universities in nigeria are constantly faced with industrial actions embarked upon by the academic and non-academic staff unions of various institutions. the disagreement or lack of understanding between government and unions arising from non-implementation of agreement reached, often results in deadlock that usually disrupts academic calendar. as academic activities are suspended for a long period, the students reading abilities fell. even the previous knowledge acquired is even forgotten by some students. this mostly turns some students into certificates seekers than knowledge seekers. english language programme needs a stable and conducive environment for effective administration to take place. asiyai (2005a) , asiyai (2006b) ahunanya and ubabudu (2006) established that strike actions is one of the major problem facing the university system in nigeria 2.2 poor capacity development of english language programme lecturers poor capacity development of english language programme lecturers is another big problem facing the administration of the english language programme in many higher institutions in the country. lecturers needs training and retraining programme to be on top of their fields. lecturers employed in the universities are expected to enjoy training benefits. bernadette& ukaegbu, (2017) did study on impact of poor implementation of welfare policies on training and development on the performance of academic staff in selected federal universities in south-south nigeria was carried out to examine the extent to which poor implementation of welfare policies on training and development impacts on the performance of workers in the selected federal universities in southsouth nigeria. the equity theory was used to explain the variables. interviews were conducted among 51 workers and the reports were analysed qualitatively. the study discovered that, whereas there are good welfare policy statements in the study area, the level of implementation of these policies were poor. furthermore, over 90% of the respondents insisted that full implementation of welfare policies would have positive impact on workers‟ performance to a very large extent. the results further indicated that there have been very few in-house and outside training programmes in the study area. a total of 87% of respondents agreed that poor level of implementation of welfare policies on training and development is a source of discouragement which have negatively affected academic performance of both teaching and non-teaching staff and have led to poor service delivery in our universities. as part of this study, fifteen (15) 105 laboratory technologists from the five selected federal universities under study were interviewed and the following are the list of the basic issues that affected their performances as gathered from them: lack of regular internal training and external training which are necessary to constantly and regularly updates their skills, knowledge and technology to enhance research; lack of sponsorship for international conferences even when they sponsor themselves, the funds were not remitted thus, the interest in attending conferences are gradually reducing in some of the federal universities under study whereas there is an available welfare package for conferences and research development domiciled in the federal university but not implemented appropriately (bernadette& ukaegbu, 2017). 3. institutional corruption institutional corruption is not new to the public institutions in the country. corruption have penetrated all most all the public institutions in the country in including education. corruption is one of the major problem facing the programme development in the nigerian higher institutions. institutional corruption is the problem preventing effective administration of programme like english language programme in nigerian higher institutions because funds allocated for provision of infrastructural facilities and services in the management and implementation of educational programme are been diverted by officers or political office holder within the institutions. the common forms of corrupting in the nigerian educational institutions is fund diversion. corruption on fund diversion have been reported in all the forms of education in nigeria. ogunode, & abubakar, (2020), ogbondah (2010) and dare (2008) also submitted in their respective papers that corruption is a challenge facing the higher institutions in nigeria. 4. way forward to solve this challenges, this article recommends: that the government should increase the funding of english language programme, employment of more english language lecturers, provision of adequate infrastructural facilities, implementation of agreement with unions, effective staff development programme and effective motivation policy to prevent brain-drain. 4.1. increase the funding of english language programme for effective administration of the english language programme in the nigerian higher institutions, the government should increase the funding of higher education to enable the higher institutions administrators to also increase the funding of the english language programme in the various institutions. 4.2. employment of more english language lecturers to achieve the objectives of the english language programme in the nigerian higher institutions, there is need for the government to direct the various higher institutions to employ more academic staff especially in the departments of english language. 4.3. adequate infrastructural facilities the government should provide more infrastructural facilities in all the higher institutions in the country. this will enable the school administrators to allocate more classrooms, halls, offices, tables and chairs etc to the various faculties and departments in the schools. 4.4. implement union agreement the government should implement all the agreement signed with various union groups in the various higher institutions. this will help to maintain stable academic programme in all the higher institutions. 4.5. effective staff development programme the government should ensure effective staff development programme for english language teachers in the nigerian higher institutions. this will enable department of english language to have adequate lecturers. 4.6. motivation of lecturers the government should motivate the academic staff and increase their welfare packages. this will prevent barin-drain problem facing the higher institutions in the country. 4.7. fight institutional corruption institutional corruption in the educational institutions is one of the major factor responsible for the poor quality of education in nigeria. the government should use all it anticorruption institutions in the country to fight corruption in the ministry of education so that funds budgeted for capital and recurrent services can be effectively used for the implementation of the projects and programme in the educational sectors. 5. conclusion the article discussed the problems facing the administration of english language programme in nigerian higher institutions. secondary data was used to support the points raised in the article. the secondary data were sourced from print material and online publication by recognized institutions and individual author. there are many problems facing the administration of english language programme in nigerian higher institutions and some of the problems include; inadequate funding, inadequate english language lecturers, inadequate english language laboratories, poor research in english language programm, brain-drain, strike actions, poor capacity 106 development of english language programme lecturers and institutional corruption. to solve this challenges, this article recommends: that the government should increase the funding of english language programme, employment of more english language lecturers, provision of adequate infrastructural facilities, implementation of agreement with unions, effective staff development programme, effective motivation policy to prevent brain-drain and fight all the institutional corruption in the higher institutions. acknowledgement i appreciate all the respondents, my family and my colleagues that supported me in the course of carrying out this project. i want to appreciate the editor team of reila journal for their kindness and support to publish this paper. references akpan b.b. 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(2004). improving tertiary education in subsaharan africa: things that work. world bank. http://www.nigeria-deltacongress.com/sarticle/state-of-higher-education http://www.nigeria-deltacongress.com/sarticle/state-of-higher-education http://www.nigeria-deltacongress.com/sarticle/state-of-higher-education journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 9 – 13 doi: https://doi.org/10.31849/utamax.v3i1.5701 9 the use of gesture in improving students’ vocabulary mastery in selected indonesian junior high school indrayani simpuruh & syamsinar syamsinar stie tri dharma nusantara, makassar. indonesia indrayanisimpuruh@gmail.com article history received : 2020-12-13 revised : 2021-01-13 accepted : 2021-01-17 keywords gesture vocabulary mastery effective technique students interest abstract this presents research explore on the use of–gesture to improve students’ vocabulary mastery at the second grade students of indonesian junior high school. this quantitative research involved 60 students as its sample. the pretest, treatments, and posttest were used in this study. the data obtained through test were analyzed to find its mean score and the score of t-test. the result of the study shown that there was a significant improvement of the students’ achievement after giving the treatment. the data shows that the t-test obtained by the students (16.28) is greater than t-table (2.045). this is means that h0 is rejected and h1 is acceptable. the data of students’ interest which were taken by using questionnaire shows that 25 students (83.33%) are in the very high category and left only five students (16.67%) in the high category. it means that the students were interested and this technique is suitable in teaching english vocabulary. 1. introduction language is mean of communication that people used to convey their ideas, opinions, thoughts, and feelings to each other. english is the first foreign language in indonesia which is important to transfer and gain knowledge, science and technology, art and culture, and establish international relationships. for many years english in indonesia has become a compulsory at schools (aswad, et.al, 2019) including in junior high schools. the students need to learn language skills: reading, writing, speaking and listening. in addition, they also have learnt language components: vocabulary, pronunciation, and grammar to help them develop their language skills for example, by having vocabulary and knowing tenses, it is easy for the students to comprehend reading or to write paragraphs. there are four language skills that students have to be acquired: listening, speaking, reading, and writing. to achieve these skills, the students have to master the language components: grammar, vocabulary, and pronunciation. in other words, these language components must go hand in hand to successfully achieve the language skills. the lack mastery of one component can affect the students’ performance of the language skills. for example, if the students have limited english words or vocabularies, for instance, the students will find a serious problem when speaking english. he/she cannot speak fluently because they do not have a lot of words. the more words or vocabularies he or she has the easier she minds, ideas, opinions or intentions through speaking or writing. vocabulary is one of the language components that have an important role to support the four basics language skills. vocabulary is very important in order to make people easier to express their opinions and ideas in their communication with other people. having limited vocabulary, the students will find many difficulties in mastering language skills. (pieter a, 1991) states,” the fact that vocabulary is the component of language and there is no language exists without words. words are signs or symbols for ideas. they are the means by which people exchange their language. the more words we can learn, the more ideas we should have, so we can communicate the ideas more effectively”. (harmer, 1991) states,” we must have something to say, we have meaning that we wish to express and need to have stock of word that can describe how you feel at this moment, 10 you have to be able to find a word which reflects the complexity of your feeling”. (birley & lubis, 1988) state” effective communication is not about how many words you use, but about which words you select to use. you can only select the best words for the best occasions if you have a large vocabulary to draw from.” both states mean by having large vocabulary in the students’ mind, they can choose which words they will use in their communication or in their ideas with various ways. having more vocabularies is one of the ways to master english in producing words. we will be constraint in all aspects of language that very important to know. it has an important role in mastering listening, speaking, reading, and writing. a linguist david wilkins in (thornburry & harmer, 2002) summed up the importance of vocabulary learning in a statement that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. there are a lot of vocabulary problems in teaching and learning process. the factor can be caused by the individualized teacher, by the method that is used, by the less of motivation and interest of the students in learning english, or perhaps the students have difficulties in mastering vocabulary. however, the students’ in that level still have a little vocabulary while before, the students have learnt basic of english or just about the simple noun, etc. the teachers need good materials and well preparation to solve these problems. they should provide some new alternative ways or strategies to stimulate the students to improve their own vocabulary. the teacher should be creative in the way of teaching vocabulary to make students can build up their vocabulary and make students’ interest and enjoy in class. one way to make students’ interest in teaching vocabulary is by using gesture. in fact, students in second year at junior high school have lack of vocabulary. they must have motivation to increase their vocabulary mastery. it is a task for the teacher of english to solve their problem. the teacher is required to have an appropriate technique of teaching. one of the technique to make students’ interest in teaching vocabulary is by using gesture.gestures are an integral part of any communication where people listen and speak to each other. nevertheless, they help us get across what we want to say. for example, when we give directions in the street to a stranger, we not only use our voice to give special emphasis to the important points, we often use our hands to make things clear as well. if we are deprived of what the body can express, for example when we talk on the telephone or listen to the radio, we are forced to use our imaginations and try and extract all the meaning from the inflexions of the voice or the words themselves. with direct contact we often look at the other person’s face to gauge what their real feelings or attitudes (beattie, 2016) echoing the previous studies highlight the researcher used gesture because it can be a very useful learning for the effective and enjoyful learning. gesture can be used also as one of the interesting and enjoy learning to improve students' vocabulary achievement. gesture helped students’ associate common words and phrases with certain actions, which would accelerate their learning and give them more confidence. furwther, hen people do some activities such as studying or other activities, they have to have a good reason to make them sure that the activities can be successful. it concludes that they are interested in that activity. talking about interest, it refers to about the positive response or attitude to something the people like, enjoy, and appreciate which make them having a desire to do. attempts to define interest are numerous, and a great variety of definitions have been developed, here are only a few of them. based on the definitions explained, interest is the internal power as sources of motivation in teaching-learning process. it makes students easier to involve in the subject because they will pay attention fully on that subject in this case is english language. the definitions from many experts above show that students’ interest will be shown by some aspect, they are: curiosity, attention and enjoyment (muhammad, 2014). 2. method the method of the research was quantitative method. before applying gesture, the researcher gave pretest, treatment, and then posttest. the posttest gave to know the achievement of the students after doing treatment. there were two variables in this research, namely independent and dependent variable. the dependent variables were students’ vocabulary achievement and students’ interest. the independent variable was gesture. the population of this research was second grade students of indonesian junior high school from two different classes (60 students). the classes were namely second grade a and second grade b. this research, the researcher applied cluster sampling, to determine the sample because the object to be studied very spacious which was in second grade a consist of thirty students. the instrument consisted of two instruments, they were vocabulary test and questionnaire. in vocabulary test, there were two tests in vocabulary test, they were pre-test and posttest. pretest was given to the students at the first meeting to measure students’ vocabulary skill, the test is consisted of thirteen number in multiple choice. post-test was given at the last meeting to measure the students’ achievement after getting treatment. the test in pre-test was as same as in post-test. questionnaire was given to get information about students’ interest in vocabulary skill by using gesture. questionnaire was given some 11 questions about students’ interest in vocabulary skill by gesture. the procedure of data collecting of the research followed the procedure as follows; pretest, treatment, posttest, questionnaire. technique of data analysis by scoring the students’ correct answer female and male, classifying the score of the students’ male and female, computing the frequency and the rate percentage of the students’ scores, calculating the mean score of the students, to find out the standard deviation of the students’ pre-test and post-test, to find out the significant difference between pre-test and post-test, the data from questionnaire was analysed by using likert scale. 3. findings and discussion the researcher has stated that the data of students’ vocabulary achievement were collected by using test (pretest and posttest) and questionnaire. the tests, pretest and post-test were given to measure the students’ vocabulary achievement before and after treatment. the questionnaire was given in order to know students interested on treatment by using gesture of the second grade students of indonesian junior high school. 3.1 the raw, the frequency distribution and percentage of the students’ score in the pretest and posttest. based on the table at the research, it can be seen clearly that in pre-test 7 student got grade very poor, 21 students got grade poor, and 2 students got grade fairly good. it means that the students' vocabulary achievement at second year students of indonesian junior high school before giving treatment, it was will low because there was not student got good excellent grade. in post-test, it can be seen clearly that 4 students got grade fair, 10 students got grade fairly good, 12 students got grade good and 4 students got very good. it means that after giving treatment the students' vocabulary achievement at second year students of indonesian junior high school. table 1. the frequency distribution and percentage of students’ score on vocabulary achievement no classification pre-test post-test f % f % 1 excellent 0 0 0 0 2 very good 0 0 4 13,33 3 good 0 0 12 40 4 fairly good 2 6,67 10 33,33 5 fair 0 0 4 13,33 6 poor 21 70,00 0 0 7 very poor 7 23,33 0 0 total 30 100% 30 100% based on the table above, it can be seen that in the pre-test consisted of 30 students; most of them were in good to average category. 2 (6.67%) students got fairly good, 21 (70.00%) students got poor, and 7 (23.33%) students got very poor. in the post-test, the number of students who got very good had improved to (13.33%) or 4 students. meanwhile, the number of students who got good (40%) or 12 students, the number of students got fairly good (33.33%) or 10 students and number of students got fair (13.33%) or 4 students, and not students gets poor and very poor. 3.2 mean score and standard deviation after classifying the vocabulary achievement, the next are the mean score and the standard deviation in the pre-test and post-test which can be shown in the following table: table 2. mean score standard deviation of the students in pre-test and post-test pre-test post-test mean score 41,77 75,44 standard deviation 11,02 8,5 3.3 significant test in other to know whether or not the mean score was different from the two test (pre-test and post-test), the researcher used the t-table. the following table shows the result of the t-test calculating below: table 3. the t-test of students’ achievement variable t-test t-table x2-x1 16,28 2,045 the table above shows that the level of significance (p) 0.05 and df 16, the value of the t-test (16.28) is higher than t-table 2.045. it means that there is significant difference between the result of the students’ pre-test and post-test achievement after giving the treatment by using gesture. 3.4 test the hypothesis to find out the degree of freedom (df), the researcher used the following formula: df = n-1 (n = number of students) df =30 – 1 df =29 12 for the level of significance (p) 0.05 and df 29, the value of the t-test (16,28) was higher than t-table (2.045). it means that h0 is rejected and h1 is accepted. so, the researcher concludes that there is significant difference between the result of the students’ pre-test and pos-test achievement after using gesture. 3.5 students’ interest the questionnaire was used to measure the students’ interested in vocabulary by gesture. the questionnaire consisted of some questions that related to students interested to the strategy which had 5 choices: strongly agree, agree, neutral, disagree, and strongly disagree. the questionnaire is given after the post-test given. the percentage in the questionnaire could be seen on the table below: table 4. the percentage of students’ interest no interval score category frequency percentage 1 81 – 100 very high 25 83,33% 2 61– 80 high 5 16,67% 3 41 – 60 moderate 0 0 4 21 – 40 low 0 0 5 0 – 20 very low 0 0 total 30 100% 𝑃 = 𝐹 𝑁 𝑥100 p= 𝐹 𝑁 𝑥100 p= 25 30 𝑥100 p= 5 30 𝑥100 p= 83.33% p= 16.67% in this section, the discussion deals with the interpretation of the findings derived from the result of statistical analysis through vocabulary test by using gesture both pre-test and post-test. the description of the data that collected in the pretest and post-test as explained that the students’ achievement in vocabulary improved significantly. it was supported by the mean score rate of students’ pretest and posttest of the experimental group. the mean score of the students’ pretest and posttest of experimental group were 41.77 and 75.44. the data in the previous section also showed that the used of gesture in teaching vocabulary was more effective in improving students’ vocabulary achievement. the mean score gesture improved after they were given treatments. the improvement of students’ vocabulary was marked by the result of the post-test. in pre-test, there were students got fairly good 2, poor 21, very poor 7 and there is not student got excellent, very good, good, and poor. after giving treatment at the experimental group, the result there were students that got very good (4), good (12) fairly good (10), and fair (4). the data indicated that using gesture in teaching vocabulary were influenced the students’ vocabulary achievement. based on the data analysis and discussion, the researcher can assume that gesture can improved the students’ vocabulary after the treatment was conducted. it can be seen in the result of the students’ mean score and standard deviation after treatment of posttest. the mean score of the students’ score improved after they were given treatments. the students were taught vocabulary by using gesture. after analyzing questionnaire, the researcher found that the data above indicated that the students were very high interested in studying vocabulary by using gesture. 4. conclusion and suggestion based on the result of the research, the researcher concludes that using gesture in teaching english vocabulary improve the students’ vocabulary achievement. it was proved by the data of students score in pre-test and post-test before and after doing gesture activity. the table of both scores showed that students’ mean score in the post-test (75.44) was higher than the mean score of the students in pre-test (41.77). the students’ vocabulary mastery improved after doing some treatments by using gesture. so, it concluded that the used of gesture was effective to improved students’ vocabulary achievement to the second grade students of indonesian junior high school. gesture activity was very high interesting to the second grade students of indonesian junior high school. it showed by the table that most of students got high score at the mean score in questionnaire was 8064.52 which stayed on very high interesting. in view of fact that the used gesture in teaching english vocabulary achievement, has been proved being more effective in improving the students’ vocabulary achievement and the students’ interested in learning english vocabulary. yet, the researcher would like to give suggestions that the english teacher should be more creative to manage the material and the classroom for teaching english vocabulary such as using gesture, the english teacher should apply gesture as one of the effective ways to stimulate the students’ ability in extending their vocabulary achievement, the teacher should pay much attention to the students’ weaknesses in studying english in order the students felt to be 13 motivated. therefore, this motivation will indirectly their interests in studying english vocabulary. if they are interested in the subject, they will have more concentration and gain successful. references andrén, m. 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(2014). increasing vocabulary mastery of the seventh grade students through snowball throwing. e-journal of elts (english language teaching society), 1(2), 1-15 wishon, g. e & burks. julia m. 1980. let‘s write english. newyork: litton e. publishing, instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 125-129 125 do simplified text can improve students’ reading comprehension in narrative text?: a classroom action research perspective suwondo suwondo & syaifullah syaifullah universitas lancang kuning. pekanbaru. indonesia syaifullah@unilak.ac.id article history received : 2019-07-01 revised : 2019-07-11 accepted : 2019-10-18 keywords reading simplified text narrative text students' reading skill abstract this research was based on the researcher's preliminary study which found that the students could not comprehend the meaning of texts in their textbook. this classroom action research (car) aims to improve the students’ reading comprehension in narrative text through simplified text at grade viii of smp budhi luhur pekanbaru. the research was administered to the second year students of smp budhi luhur pekanbaru. the total population was 34 students. after analyzing the data, the researcher found a significant effect of simplified text toward reading at the second-year smp budhi luhur pekanbaru students, where the average score from the based score was 58. it increased to 66 at the end of the cycle i. finally, the average score of cycle ii was 75. so it can be concluded that simplified text can increase the students' reading skill at grade viii smp budhi luhur pekanbaru 1. introduction english is one of the subjects in junior high school and it is taught in every class for at least four hours a week. at the end of the english teaching and learning process, it is hoped that the students will perform english in both spoken and written effectively. in speaking, the students are hoped to be able to communicate with other people in english. meanwhile, in writing, they can convey their ideas or messages through various kinds of writing products. in english subject, four skills should be taught. one of them is reading, a crucial skill for english as a second language (esl) and english as a foreign language (efl). in terms of teaching reading, the students are expected to develop their comprehension, which enables them to grasp the message provided by the writer. students need to comprehend reading in order to get knowledge and information. in other words, the aim of reading is to comprehend the messages. based on the researcher's teaching practice experience in february to april 2015 at class viii smp budhi luhur most students did not have adequate reading comprehension. when the teacher asked them to read a text and then answer the questions that followed, most were challenging to answer the questions correctly. there are several potential causes of this condition: the learners themselves, the teacher's strategy, teaching material, and the classroom's atmosphere. from the researcher's teaching practice experience, the students of class viii were passive during reading class. they spent too much time finding the meaning of words in the dictionary and asked their friends. consequently, they did not have enough time to do reading comprehension exercises. having enough vocabularies determine a student's success in comprehending reading material. another problem has found in the student's passiveness. they just listened to the teacher and seldom asked questions. although the teacher is good and teaches in a good strategy, teaching and learning cannot be achieved if the students were passive in learning reading text. further, this condition will be supported by the teacher herself, who teaches friendly and communicatively. in this research, the researcher focused on narrative texts, which the teacher had simplified. this kind of text was taught from the first grade until the third, but grade eight students still have low reading comprehension. derived from the identification of the problems described above, the students are hoped to comprehend reading text. therefore, the researcher focuses on improving students' reading comprehension in narrative text through simplified text by formulation two major questions in this presents research; (1) to what extent can simplified text improve the students’ reading comprehension of narrative texts at class viii smp budhi luhur pekanbaru?, and (2) what factors influence the changes in students' reading comprehension of narrative text of class viii of smp budhi luhur pekanbaru? 2. literature review reading is a fluent reader process combining information from a text and their background knowledge to build meaning (nunan. 2003). he https://journal.unilak.ac.id/index.php/utamax/ 126 divides reading into two: 1) strategic reading; and 2) fluent reading. strategic reading is defined as the reader's ability to use a wide variety of reading strategies to accomplish a purpose for reading, while fluent reading is defined as reading at an appropriate rate with adequate comprehension. so we can infer that reading can be divided into two, but it is strategic reading for the use of academic. moreover, according to abraham (1987), reading is the most valuable skill. he also considers that: 1) reading is essentially deriving or getting meaning from written or printed form of language, 2) reading is a two-way process because, in order to derive meaning from what he/she reads, the reader must bring meaning to what he reads, 3) reading involves associating the shape of a word or sentence with its meaning, 4) reading is a complexity of the skill. based on these statements, it is clear that the reading process involves the activities to get the meaning, mainly it can be applied to the students. furthermore, scovel (2001) also says that reading is not 'simple' or 'passive' activities because it requires much complex and active mental processing as it more physically involves speaking and writing. this statement is compatible with pakhare (2007). she says that a person having good comprehension skills is considered an active reader, with an ability to interact with the words by understanding their whole meaning and the concept behind them. so, by comprehending reading, the reader can have good comprehension skills it enhances their active mental processing skills. narratives construct a pattern of events with a problematic and unexpected outcome that entertains and instructs the reader or listener. narratives entertain because they deal with the unusual and unexpected development of events. they instruct because they teach readers and listeners that problems should be confronted and attempts to resolve them. (english k-6 modules, 1998). a narrative is a piece of writing that tells a story. the story may be either fiction or non-fiction. examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths. non-fiction is fact-based text such as reports, factual stories, and biographies. the primary purpose of the narrative is to entertain, to gain and hold a readers' interest. however, narratives can also be written to teach or inform, change attitudes/social opinions, e.g. soap operas and television dramas used to raise topical issues (features of text forms). a narrative text can have as many paragraphs as the writer wants. however, it mainly consists of three parts: orientation, sequence of events/complications and resolution (narrative texts strategies). the narrative text has five standard components. most test questions refer to one of these five-story elements (narrative text strategies): 1) setting: a story can be set in the present, past, or future. some stories are set in faraway lands or imaginary places, others set in familiar places. authors may tell the reader the exact time or place of the story, but often these must be inferred by the reader. 2) characters: people or animals in the stories. 3) plot: the plot of the story is the sequence of events. the story's plot takes the reader through events that build to a climax or turning point in the story. the author then brings the story to a resolution. at times, an author may allow the reader to draw his conclusion about resolution. 4) theme: the theme is the central idea of the story. a theme can be directly stated or through the use of story elements. 5) vocabulary: the author uses vocabulary to enhance the reader's understanding of characters and events in the story. the author's choice of vocabulary produces the mood and tone of the story. these five components can be used to read narrative text indicators because the students will be given several questions such as setting questions, character questions, plot questions, theme questions, and vocabulary questions. simplified text is text that has been modified, enhanced, and classified. it can reduce ambiguity, improve reading comprehension for people whose first language is not english, and facilitate computerassisted translation and machine translation. it is also expected to be used by people with language disabilities like aphasic because aphasic, in general, has trouble with long sentences, few words and complicated grammatical constructs and passive voice; users of limited channel devices because the devices have a small screen with limited space to display the text. researchers has revealed that input to non-native speakers is adjusted or modified. there are two types of modifications: (a) simplification and (2) elaboration. simplification has widely been used in many commercially published l2 reading materials under the belief that the use of controlled vocabularies and short, simple sentences will facilitate l2 reading comprehension (urano,, 1998). 3. method this research was action research because this research tried to improve students' reading comprehension. as gay (2000) says that action research is a type of practitioner's practice; action implies doing or changing something. action research is a process in which individuals or several teachers collect evidence and make decisions about their knowledge, performance, beliefs, and effects to understand and improve them. the researcher analyzed the data by using quantitative and qualitative data analysis. 127 3.1 quantitative data from the quantitative data that was gain through the test, the researcher made a test based on indicators of scoring in reading. to assess the students' reading ability, the researcher used the pattern as below: p= scoremaximum scoremean x 100 % the categories were as follows (harris, 1969, p.134) table 1. the score categories score level of ability 80 – 100 good to excellent 60 – 79 average to good 50 – 59 poor to average 0 – 49 poor 3.2 qualitative data in order to analyze the observation checklist, field note, and interview researcher used the qualitative data as follows : a) data managing: data got from the observation and interviewed managed to get a good result and easy to analyze. b) reading the note: here, the researcher read all fields notes found out during the researcher sincerely. c) description: it aimed to provide an accurate picture of the setting, and that took place on it. so, the researcher and reader had an understanding of the result. d) classifying: the data is categorized into a smaller unit based on the data and field note found during the research. interpreting: in this step, the data was interpreted into a general conclusion or general understanding. 4. findings comparing the reading based score and cycle i, there was an improvement in cycle i did not pass the passing score (kkm). also, in cycle ii, it could be seen that simplified test could improve the students reading ability. the comparison of the test results in every cycle as follow: table 2. students' level in comprehending narrative text no test poor poor average average good good excellent 1. base scor e 14,70 % 47,06% 38,24% 0% 2. cycl e i 0% 11,76% 64,71% 23,53% 3. cycl e ii 0% 17,64% 44,12% 38,24% figure 1. students’ score the students' base score in comprehending narrative text was dominated by poor-average level of ability, there were 47,06% of the students, but at the second test, the percentage decreased. it becomes 11,76%, and at the end of the test, the poor-average level became 17,64%. the poor level percentage was about 14,70% at the first test and became 0% at the second and the third test. then, the average-good level percentage was increased from 38,24% in the first test to 64,71% in the second test, and it becomes 44,12% in the third test. the good-excellent level was 0% in the first. it was increased from 23,53% at the second test and 38,24% at the third test. the improvement reached by the students was also influenced by the students' ability in applying the strategy that the researcher had taught by using simplified text. the students' successes in applying this strategy had been mention in chapter ii. the students could also understand the researcher explains about the materials. besides, the researcher also helped the students solve their problems in comprehending narrative text by using simplified text. all of the students have worked together. they could follow all of the steps of simplified text. 4.1 the factors influenced the improving students’ reading ability in this step, the researcher would like to discuss some factors in students’ reading ability using simplified text. during the teaching and learning process, when the researcher researched, some factors were found in using simplified text in comprehending narrative text at grade viii smp budhi luhur pekanbaru. the factors that influenced the improving students' reading ability could be concluded from internal and external factors. it could be drawn as in the following statements. 4.1.1 internal factors this present research during the time frame of the research could figure out some factors that can trigger the student's ability in reading narrative text lies from internal factor: a) motivation. it could be seen during research time, researcher and students gain an improvement because they were found motivated to learn english by using simplified text. in the end, the students achieved a 128 good result. the fact of motivation exists proved existed as the factor as being recorded in the interview session two that revealed that "the students were easy to understand the story of narrative text by using simplified text". the interview took place at smp budhi luhur grade viii on saturday, june 6, 2015, at 10 am. the researcher interviewed the students. it proved that the students got better learning that could increase the positive result by improving the teaching technique, which the researcher then conducted. b) interest. the exciting material designed also became a factor that supported the learning process of students in the class. the students' interest increased while studying reading using simplified text because the researcher already simplified the text. it proved that the students were enthusiastic about learning reading. c) the material. the students were enjoyed and fun learning english because they got a new strategy to improve their reading ability, especially narrative text. it could be proved that students were excited to learn reading by using simplified text because they did not get a new strategy before. 4.1.2 external factors form the external factors which influenced the improvement of students’ reading ability: a) first was the researcher's attitude also giving an impact improvement of students' reading ability because the researcher was willing to help and explain to the students about narrative text by using simplified text. the researcher also gave a reward for students who were active in class. it made the students were happy and enjoyed learning reading, and they were more excited to learn and active in class. b) second, in comprehending narrative text, it could be inferred that simplified text made the students had enjoyable and fun learning with the researcher's reading material. it could be seen that the students were active to answer questions from the teacher. they were fun to learn to read. c) third, the students were enthusiastic about learning reading because the researcher already simplified the text. it could be proved the students were easy to understand the text hence they would like to learn new reading material. 5. conclusion this present study sees that, simplified text can improve students' reading comprehension in the narrative text at grade viii smp budhi luhur pekanbaru. it could be seen from the average score from the base score was 58. it increased cycle i and cycle ii 66 and 75. while, the factors which influence the changing of students’ reading comprehension of narrative text by using simplified text are followed by : 1) the students can improve their reading ability by applying the teacher's technique in teaching narrative text. it could be seen from the observation done by the collaborator, 2) from field notes, we can see that the students are actively discussing in their group since it could allow them to share their ideas because the reading material which the researcher gave was interesting, so they were not bored and active in learning narrative text because the text had already been simplified. 3) the students had a good interaction with the researcher, and it could enhance their willingness to speak bravely by using english with the teachers' help. so the students were more enjoyable and fun in learning to read narrative text. it could be concluded from the interview conducted by the researcher. references abraham, d. (1990). planning and teaching, practical suggestion for english in the classroom. penerbit fajar bakti sdn. bhd. kuala lumpur. carroll, j., minnen, g., canning, y., devlin, s., & tait, j. (1998, july). practical simplification of english newspaper text to assist aphasic readers. in proceedings of the aaai-98 workshop on integrating artificial intelligence and assistive technology (pp. 7-10). creswell, j. (2005). educational research (second edition): planning, conducting and evaluating quantitative and qualitative research. new jersey: pearson education gay, l. r., & airasian, p. w. (2000). instructor's manual to accompany educational research: competencies for analysis and application. merill. hadley, g. (ed.). (2003). action research in action. seameo regional language centre. harris, d. p. (1993). testing for language teachers. cambridge, university press. inui, k., fujita, a., takahashi, t., iida, r., & iwakura, t. (2003, july). text simplification for reading assistance: a project note. in proceedings of the second international workshop on paraphrasing (pp. 9-16). newmark, p. (1988). a textbook of translation (vol. 66). new york: prentice hall. nunan, d. (2003). practical english. language teaching. new york: mc graw hill. pakhare, j. (2007). effective teaching: reading comprehension strategies. retrieved july, 20, 2013. rosa lini, d. r. (2011). the use of information gap activity to increase speaking ability of second 129 year students at sma n 3 pekanbaru. the university of riau. scovel, t. (2001). learning new languages: a guide to second language acquisition. boston, ma: heinle & heinle. siddharthan, a., nenkova, a., & mckeown, k. (2004). syntactic simplification for improving content selection in multi-document summarization. urano, k. (1998). negative pragmatic transfer in compliment responses by japanese learners of english. unpublished manuscript, university of hawai'i at manoa, honolulu. retrieved may, 1, 2006. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 66 the effect of using pattern guide strategy on the students’ reading comprehension in narrative text syahreza andika gunawan balai bahasa, universitas lancang kuning, pekanbaru. indonesia syahreza.andikag@gmail.com article history received : 2020-06-30 revised : 2020-06-30 accepted : 2020-07-20 keywords pattern guide strategy reading comprehension narrative text mts imam ibnu katsir abstract the students in the eighth grade of mts imam ibnu katsir pekanbaru had some phenomena in reading. first, the students got difficult in understanding the social function. the second, the students got difficult in understanding the grammar in narrative text. concerning the syllabus of mts imam ibnu katsir pekanbaru, the students’ comprehension of social function, generic structure, and language features in narrative writing. this research aims to identify the effect of pattern guide strategy on the students' reading comprehension in narrative text. this research was conducted at the eighth-grade students of mts imam ibnu katsir pekanbaru in january 2018. the research design used quasiexperimental research. the samples of this research were the students of class viiia consisting of 25 students and class viiib composed of 22 students. the data were collected by pre-test and post-test. then, it was analyzed statistically by using spss verse 16.0. then, the data were calculated by using n-gain between pre-test and post-test in the experimental class. after conducting this research, the result of this research was that the post-test score of the experimental class was getting higher than the pre-test score. it can be seen from the average post-test score of the experimental class was 71.40, which improved from the pre-test score 56.80. the average post-test on the control class was 66.36 was lower than the experimental class. in conclusion, it can be stated that the students who are taught using pattern guide strategy achieve better than those who are not taught using pattern guide strategy. 1. introduction derived from the school-based curriculum, reading comprehension in mts imam ibnu katsir pekanbaru, especially for the eighth-grade students, there are several texts for the junior high school that should be taught by the teacher, they were descriptive text, narrative text, recount text, etc. in this research, the researcher focused on the narrative text. the narrative text is kind of the text that retells the story in past tenses such us legend, fable, fairy tale, myths, folktale, etc. here, the students should understand the social function, the structure of the text, and the linguistic elements of the narrative text. besides, the students must grasp meaning simple narrative text in the form of oral and written form. the narrative text consists of three parts; there are orientation, complication, and resolution. first, orientation: it sets the scene and introduces the participants and characters. second, complexity is a series of complications or crisis points that arise in the story. third, resolution: the crisis is resolved for better or for worse. based on the researcher's observation, during practice teaching at mts imam ibnu katsirn pekanbaru, there were some phenomena in their reading comprehension. first, the students got difficult in understanding the social function. the second, the students got difficult in understanding the grammar in narrative text. based on the phenomena above, the researcher needs to try out the strategy to determine the effect on the students' understanding in reading narrative texts, namely, pattern guide strategy. a pattern guide is a strategy for teaching reading. pattern guide is crucial for readers to use and identify text patterns while reading to comprehend text thoroughly. text patterns offer the readers cues about how the information is organized. incorporating a pattern guide is an excellent way for the teacher to assist students to recognize patterns and relationships in texts of any format. wood (2008:137) states that understanding the organizational pattern facilitates learning within and across categories. in learning theories further explain how learning takes places but not to identify particular strategies and practices that achieve the objectives outcomes of mailto:syahreza.andikag@gmail.com the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 67 learning (armayanti, 2018). thus in language teaching particularly in reading activities, there are differ strategies and method to gain the objectives (marpaung, yanti & marzuki, 2019). teaching reading by pattern guide strategy can give many advantages. generally, it helps the teacher measure the students' reading comprehension and helps students become responsive to the various ways of textbook selection that can be organized (e.g., cause and effect, compare and contrast, sequence, enumeration). this type of strategy guide is developed to coordinate with the predominant pattern of a given text by abid (2014:4). so, the researcher hopes the students can comprehend the narrative text with a pattern guide strategy, and not caused students do not concern in the conventional method in a learning activity (putri et al., 2020) according to presetyo and abbas (2017:103), reading is a process to get meaning from words, phrases, clauses, sentences, and texts. reading is one of the crucial skills that students must master in learning english after listening, speaking, and writing. indonesia's education system is well aware of the importance of english (rahman, 2018). as it is known that english is a foreign language that is rarely or not even used in day to day communication, particularly in countries that do not consider english as their official language (nursafira, 2020). for teachers and learners, it is a challenge that always exist in teaching foreign language including teaching reading. the result of the reading process is comprehension. it means that the reader understands, gets the information needed, and can retell to others. according to mikulecky and jeffries (2007:74), comprehending what you read is more than just recognizing and understanding words. it means that comprehension is making sense of what readers read and connecting the ideas in the text to what the reader already knows and remember what the reader has read. in other words, comprehending means thinking while you read. several types of text are learned in junior high school, such as descriptive text, recount text, narrative text, etc. from some of the text, the researcher focused on the narrative text. this text is one of the text types learned by students at every education level, starting from high schools until university. according to syafi’i (2007:53) at al narrative tells a story to make a point or explain an idea or event. the narrative is the kind of text that has purposes of entertaining and engaging the reader in an imaginative experience. furthermore, narrative text is organized by using story grammar. story grammar is the knowledge of how stories are assembled with the beginning of the story containing the setting, the characters, and the characters' problem(s). a writer usually starts a story by introducing characters and challenges that they face. the middle of the narrative is organized around a plot. the plot includes a series of episodes written by the writer to hold the reader's attention and build excitement as the story progresses. the narrative text has five standard components. setting: a story can be set in the present, past, or future. some stories are set in faraway lands or imaginary places, others set in familiar places. authors may tell the reader the exact time or place of the story, but often these must be inferred by the reader. characters: people or animals in the stories. plot: the plot of the story is the sequence of events. the plot of the story takes the reader through events built to a climax or turning point in the story. the author then brings the story to a resolution. at times, an author may allow the reader to draw his conclusion about resolution. theme: the theme is the central idea of the story. a theme can be directly stated or through the use of story elements. vocabulary: the author uses vocabulary to enhance the reader's understanding of characters and events in the story. the author's choice of vocabulary produces the mood and tone of the story. therefore, this study would like to set a selected strategy widely known as pattern strategy. the quality of language learning is affected by the techniques used by learners (rustam, hamra & weda, 2016) and as a facilitator in learning, teachers and educators should be creative in creating learning strategies. in order to achieve the required learning objectives, a special treatment should be provided to help students improve their learning outcomes (aswad et al., 2019). pattern guide strategy is a reading comprehension/ critical thinking activity for building knowledge in a reading lesson. pattern guide strategy is a type of strategy guide. wood (2008:4) stated that the strategy guide is also known as a reading guide are developing a graphic and questioning guide used to help students organize information as a means to comprehend what they are reading. it means that students can arrange information into categories visually and succinctly that support their learning and studying. herber in judy's book (2009:119) pattern guides is most useful in helping students recognize a governing structure such as for cause and effect or comparison and contrast. to construct them, the teacher locates the pattern, chooses the major ideas to be stressed, and designs the pattern-oriented guide. it means that the teacher helps the students to understand the text by giving the pattern to the students. pattern guides can help readers recognize causal relationships as well as patterns of organization. it should be chosen or created by the teacher to match the text to help students know the relationship the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 68 between main ideas and details and to facilitate notetaking while reading. teaching reading by using a pattern guide strategy can give many advantages. generally, it helps students' become responsive to various textbooks. while individually, it is to help students recognize the relationship between main ideas and details as well as to facilitate note-taking while reading. on the other hand, pattern guide is useful in teaching reading comprehension. to make it more transparent, here are the procedures of a pattern guide strategy by wood (2008:137-138): a) before implementing the pattern guide, examine the text selection to determine the most common pattern. keep in mind that patterns of text can vary throughout a book and that students are frequently unable to determine these patterns without sufficient teacher guidance. b) advise students on the pattern of the text; explain to students that their content area book contains various text patterns and that recognizing and using them can further their understanding of the material. c) model and guide students when introducing a text format or if they are having difficulty. in whole or small groups, discuss the text pattern under study using everyday examples before asking students to transfer their knowledge to their reading assignment. for example, if you are talking about the compare and contrast pattern, you might want to draw students' attention to words that signal this pattern. next, model how these signal words are used in everyday speaking and reading to indicate that items, events, or people are being compared or contrasted. consider the following example: "deserts may look desolate, but they are home to many species." d) assist students, and be sure that whole-class and small-group discussions are used frequently throughout the lesson to solidify understanding further and to correct possible misconceptions. 2. method this study was experimental research. according to creswell (2005:282), the experiment tests an idea (or practice or procedure) to determine whether it influences an outcome or dependent variable. although all experiments have common characteristics, the most current research, the researcher was going to find in educational research was quasi-experiment. in this type of experimental research, the researcher chooses quasi-experimental (pre-test, post-test) in between-group research. according to creswell (2005:295), between the group, research was the most frequently used designs in education are those where the researcher compares two or more groups. participant of this research was divided into two classes, namely one experimental class and one as control class. this study determined of control and experimental class based on the score mid semester. in the experimental class, the researcher taught pattern guide strategy, and in the control class, the researcher taught the usual technique. the research has two variables, the implementation of the pattern guide strategy as the independent variable and the reading narrative text as the dependent variable. 3. findings and discussion 3.1 the result of the research 3.1.1 pre – test in the experimental research, the pre-test score is done by students who needed to be taken into account as the data. the students did the pre-test before the researcher gave treatment to the experimental group. the purpose of administering the pre-test was to find out the students' abilities before the treatment begins. as the researcher explained in the previous chapter, the test was reading test in a narrative text that should be done by students in the experimental group and control group, and the result of the pre-test can be seen in table 3.1. table 3.1 descriptive statistics of pre-test score value class test mastery concept average ideal score min score max score pre-test experiment 100 3 0 8 0 56.80 control 100 3 5 7 5 57.50 concerning table 3.1 above, it shows the minimum score on the experimental test class was 30, and control class 35. the maximum score on the experimental class was 80, and the control class was 75. it concluded that the experimental class had the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 69 58 57.5 57 56.5 56 55.5 55 experi ment cont rol knowledge that was lower than the control class that was having 57.50 as the average score. the pre-test of the pre-test experimental and control class can be seen in the following bar diagram below. based on the bar diagram above shows that the average experimental lower than the control class. the mean diagram can be seen experimental class achieved average 56.80 and control class achieved 57.50. after got the data comparison of pre-test experimental and control class, the researcher continued to calculate the normality test, homogeneity test, and continuity test of pre-test data by using parametric statistics, namely t-test or u-mann whitney test. the t-test can be used if the data normal and homogenous. at the same time, data is not reasonable or homogeneous. then the data is calculated using non-parametric, namely u-mann whitney. the normality test was done to see the data distribution was normal or not. it was the requirement for establishing the next step in parametric or nonparametric. here the researcher used kolmogorovsmirnov (ks-21) as a formula to get the result or normality test of pre-test of both classes can be seen in the following table. table 3.2 normality test of pre-test class asymp.sig (2-tailed a (significant level) hypothesis distribution experiment 0.800 0.05 accept ho normal control 0.852 0.05 accept ho normal table 3.2 above shows the normality test done of pre-test on experiment and control class in the distribution of data was normal. experiment class in asymp.sig. (2-tailed) was 0.800 with a significant level was 0.05 if the data value of was normal asymp.sig. (2tailed) was 0.396 ˃ 0.05. it means that the distribution of data was normal, and the control class value of asymp.sig. (2-tailed) 0.852 ˃ 0.05. it means that the data distribution also was normal. the next calculation of the pre-test of both classes was the homogeneity test. it was done to determine the sample's homogeneity, so it was gotten by comparing the value of based on trimmed mean with the level 0.05. and analyzing the data, this homogeneity test was calculated by levene formula. best on the result of pre-test, both experiment, and control class got a homogeneity test: table 3.3 homogeneity test of pre-test data trimmed mean a (significant level) hypothesis distribution post-test 0.455 0.05 accept ho homogenous regarding table 3.3, the pre-test homogeneity gained the value of based on trimmed mean that 0.455 with significant level 0.05. that was why said that the pre-test on experiment class was coming from homogenous variance when based on mean 0.437 ˃ 0.05. it means that pre-test data both the classes were from the homogeneous variance. the t-test was the next testing because the data distribution of the pre-test was normal and homogenous; the test that considered was asyp.sig. (2-tailed) that was compared with a significant level of 0.05 when the data value of asymp.sig. (2-tailed) ˂ 0.05 so that the data differ significantly, but if the data value of asymp.sig. (2-tailed) ˃ 0.05. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 70 table 3.4 t-test result of pre-test data asymp.sig. (2-tailed) a (significant level) hypothesis significance pretest 0.000 0.05 reject ho differ significantly as table 3.4 above, the t-test of both classes, experimental and control class differed significantly. it occurred since the value of asymp. sih (2-tailed) was 0.00. it means that asymp.sig. (2-tailed) 0.00 ˂ significant level 0.05. here the researcher concluded that the students' ability experimental and control class did not differ significantly. 3.1.2 post-test based on the data that had been collecting, experimental and control class were getting the posttest data in the following table: table 3.5 descriptive statistics of post-test score value class test mastery concept average ideal score minimum score maximum score posttest experiment 100 40 90 71,40 control 100 30 80 66,36 table 3.5 shows the maximum score, minimum score, and the average score of the post-test on experimental and control classes. the minimum score for the experimental class was 40, were the control class was 30. the maximum score on the control class was 80. it was lower than the score gained by experimental class 90. moreover, the average of posttest class on the experimental class was 71.40, and the control class for the proportion of post-test class on the control class was 66.36. therefore, ability is the strength to do physical or mental things. it means that the student can write anything correctly and effectively (ramadhan, 2019). the conclusion of the table above is it can be seen that for the post-test score, the experimental class was higher than the control class after giving some treatment. the comparison of the post-test score of experimental and control class can be seen on the bar diagram below: from the diagram above, the result of the average post-test of both class that was the average experimental class was seen higher 71.40, and the lower one got 66.36 on control class. of the data above, the next calculation was done normality test, homogeneity test, those tests were one of qualification for the continuing test. the data had normal and homogenous distribution; it was continued by using a t-test while data is not normal or not homogenous. the data is calculated using nonparametric, namely u-mann whitney. the normality test was done to see the data distribute normally or not. it was the requirement forestablishing the next step in parametric or nonparametric. here the researcher used kolmogorovsmirnov (ks-21) as the formula to get the result of the normality test of post-test of both classes can be seen in the following table: diagram 3.2 comparison score post-test of experimental and control class the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 71 table 3.6 normality test of post-test class asymp.sig (2-tailed) a (significant level) hypothesis distribution experiment 0.249 0.05 accept ho normal control 0.021 0.05 reject ho normal table 3.6 shows that the normality test of the post-test on experiment and control class had the normal distribution. here experiment class had the column asymp.sig. (2-tailed) 0.249, it compared with a significant level. 0.05 asymp.sig. (2-tailed) ˃ 0.05, it means that data was normal. while the control class got asymp.sig. (2-tailed) 0.021 with a significant level of 0.05. a homogeneity test is done to know the homogeneity of the sample. if the conclusion shows homogenous, so could be continued by using the parametric statistic. compare the value of the base on trimmed mean with appropriate level 0.05. the analysis of the homogeneity test, it used levine test. based on the result of post-test gain by both classes, the result of the homogeneity test as follows: table 3.7 homogeneity test of post-test data trimmed mean a (significant level) hypothesis distribution post-test 0.718 0.05 accept ho homogenous of the table 3.7 the value of the trimmed mean was 0.718, with level significant 0.05. based on trimmed mean was higher than level significant 0.05. it could be said post-test data on experiment and control. the class was homogenous variance because the trimmed mean 0.718 ˃ 0.05. it implies that homogenous. since data was normal and homogenous, so then the data could be calculated by using parametric. here data calculated by t-test, ttest was asymp.sig. (2-tailed) that compared with significant level 0.05, when the data value of asymp.sig. (2-tailed) ˂ 0.05, so the data differ significantly, but if the data value asymp.sig. (2-tailed) ˃ 0.05. it does not vary significantly. the result of t-test on post-test can be seen in the table below: table 3.8 t-test result of post-test data asymp.sig. (2-tailed) a (significant level) hypothesis significant post-test 0.00 0.05 reject ho differ significantly the table provided above shows that the t-test of the post-test on the experiment and control class was differed considerably because of asymp.sig. (2tailed) 0.00 ˂ 0.05. it concluded that both classes differed significantly. 3.1.3 n-gain n-gain was used to know the effect size of the treatment that was given to the experimental class. the calculation was performed based on the n gain formula. it was then compared with the criteria of achievement n-gain. from the result of the n-gain average value of the experimental class. it correlated with the criteria of success of n-gain value. the result of n-gain can be seen as follow: the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 72 table 3.9 n-gain score of experimental class test n n-gain average ideal score minimum score maximum score pre-test 25 100 15 80 0.34 post-test 22 100 40 90 based on the table provided above, the average ngain was 0.60. it means that the critical strategy used in the experimental class was middle because the average of n-gain was 0.34. in the criteria of achievement, the n-gain score could be said middle if the score in 0.3 ˂ g ˂ 0.7. and the average of n-gain was 0.3 ˂ 0.34 ˂ 0.7. so it was middle. it can be concluded that there was a positive effect of the implementation of pattern guide strategy in teaching reading the narrative text in the eighth grade of mts imam ibnu katsir pekanbaru. 4. discussion this research was done in the eighth grade of mts imam ibnu katsir pekanbaru. the sample of the study was viiia as the experiment class and viii b as the control class. based on the result, it was proven that applying the pattern guide strategy could increase the students reading comprehension in narrative text. there are some indicators in narrative text. the first indicator was to find specific information in the narrative text. as the teacher in learning activities, the researcher gives more explanation about particular information in narrative text and the students more active in the learning process. the second indicator of reading comprehension in the narrative text is to find general understanding. for the students, general knowledge in narrative text scores from the post-test was higher than the pre-test. because the teacher applies pattern guide strategy in the learning process in the experimental class, the next indicator was to get social function in the narrative text to improve the students' reading comprehension because the students had understood the social function in the text. this indicator also scores from the post-test was higher than the pre-test. the last t indicator of reading comprehension in the narrative text is found in the text's generic structure. the indicator of orientation could improve the teacher taught narrative text used pattern guide strategy. the students had known and familiar with the story, especially the characters' place and time of the story. next, the indicator of reading, namely complication, could improve because the students had been understood about the difficulty of the text and followed step. the next indicator was a resolution. the student's decision was enhanced because the teacher gave more explanation about the story and guided the students to apply the pattern guide strategy. the students always practice reading the narrative text by using the pattern guide strategy. after giving treatment in the experimental class, there were 15 students got a higher score. it means that the pattern guide strategy was made the students enjoy, interesting to answer the question during the learning process. but on the other hand, ten students could not answer all the questions well after the researcher gave a treatment. it meant, the mistake could come from the researcher as the teacher that explains the strategy, and the explanation was not apparent to the students. the last, even the pattern guide strategy, was one effective strategy in teaching reading but could not improve all aspects of teaching reading. as clarified previously, there was the positive effect of using pattern guide strategy on reading comprehension of narrative text in the eighth grade of mts imam ibnu katsir pekanbaru. this strategy helped the students read the narrative text correctly. using this strategy could optimize the use of all potential of the students and keep the attention of students to remain focused on the learning process. in addition to the positive effects, there was also the weakness in using the pattern guide strategy that was limited time in the classroom made some students not optimal to absorb learning. this research also related to the research done by abid (2014) conducted the research entitled "the effect of using pattern guide strategy on students' reading comprehension at state senior high school 12 pekanbaru" on this research he found in conclusion, there was a significant difference in the students' mean score in reading comprehension on analytical exposition text between pre-test and posttest after the treatment. sastiyanti (2009) researched "the effect of using pattern guide strategy on students' reading comprehension in exposition text at the second year students of sma negri 1 bantul yogyakarta". in her research, she found that the mean score of the experimental group, which was taught using a pattern guide, was categorized into a proper category while the mean score of the control group, which was the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 2, july 2020, pp. 66-74 73 taught by using conventional strategy, was categorized into enough category. so, the score of t0 was higher than the table. therefore, h0 was rejected, and he was accepted. it means that there was a significant effect of using read, rate, and reread strategy on students' reading comprehension. in conclusion, for teaching reading narrative text, this is one way for the teacher to make the learning more attractive to their students. 5. conclusion based on the purpose of this research to identify whether the students who received in-class instruction of pattern guide strategy had different reading narrative text abilities than students who did not receive the direction of the strategy in the eighth grade of mts imam ibnu katsir pekanbaru. it has been successfully showing the students who receive in-class instruction using pattern guide strategy in reading narrative text achieve better than those who do not receive the instruction strategy. there was a significant difference in the students' ability in reading narrative text between pre-test and post-test in the experimental class of using pattern guide strategy at the eighth grade of mts imam ibnu katsir pekanbaru, post-test score getting the higher score than pre-test score. it can be seen from the average post-test score of the experimental class was 71.40, and the pre-test score 39.60. 6. acknowledgment this research was partially supported by balai bahasa unilak. we thank our colleagues from pbig fkip unilak who provided insight and expertise that greatly assisted the research, although they may not agree with all of the interpretations/conclusions of this paper. references abid, m., (2014). the effect using pattern guide strategy on students’ reading comprehension at state senior high school 12 pekanbaru. s1 thesis, uin suska riau. armayanti, r. 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(2009). using narrative texts to teach reading. วารสาร าส ร ร รร (manutsat paritat: journal of humanities), 29(1), 06-20 instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, march 2019, pp. 89-97 89 improving reading insights on web contents based: a survey on the strategies used by efl students risa lestari & syahdan syahdan universitas lancang kuning, pekanbaru. indonesia risalestari021@gmail.com article history received : 2019-01-18 revised : 2019-06-28 accepted : 2019-07-18 keywords students strategies reading web content global reading strategies problem solving strategies support reading strategies abstract implementing strategies of content chosen on the internet is a core aspect of achieving goals in expanding reading material. this study aims to investigate what are the strategies used by students on extending reading web content. this research is in the form of a survey at the english department, faculty of teacher training and education, universitas lancang kuning. there were 95 out of 126 efl students selected randomly as participants from reading class. a set of likert-scale questionnaires, adopted from mokhtari and reichard (2002), was used to collect the data. it consisted of 30 questions divided into three strategies: global reading strategies, problem solving strategies, and support reading strategies. to answer the research questions, descriptive statistics (spss 16) were used to analyze efl students’ strategies on extending reading web content questionnaires. the findings reveal that students' dominant strategy is the problem solving strategies got from the mean score of 4.11 and a standard deviation of 0.98. it can be categorized into a high level. it means that the majority of students have a homogenous strategy for extending reading web content. the study also reveals that students believe that the content on the internet somehow is the right source of learning. therefore this study highlighted that students have implemented a reading strategy to make them easier to understand a text's contents. 1. introduction there are four skills in english education, speaking, writing, listening, and reading. reading is one of the skills that students need in achieving learning targets. the purpose of reading is to see students' abilities in developing insight, seeking information, the meaning of reading for interest and pleasure. the advantage of reading, we will get much information, both online and offline. one of the benefits of reading we will find a new vocabulary, the meaning of reading in the text. therefore, we must understand the meaning of vocabulary in the reading to get valid information. reading can be defined as a process to understand the meaning of the written text (richards and schmidt, 2010). in understanding online reading skills, research is conducted on reading strategies among english learners when conducting teaching and learning in the classroom (corio, 2003). online reading is becoming more common for students in recent years. students often turn to the internet before reading a book to gather information, read online for fun and study, and use online material to complete the task. based on studies, the efl reading strategy consists of three categories: global, problem solving, and support. the global strategy functions to manage student understanding based on determined planning when reading text. then, problem-solving strategies are events that involve a helpful strategy when reading parts of the text that are considered problematic. supporting strategies is a reading event that uses dictionaries, images, videos to understand the text's contents while reading. (poole, 2010). further, sophisticated technology makes it easier for us to get or reach information available throughout the world. one of these technologies is the internet. technological developments have changed the human way of thinking. the internet has entered almost every educational institution in every world (jusoh and abdullah, 2015). the internet is a form of wireless network that we can use to find the information needed. moreover, we can connect remotely with everyone worldwide and be easily accessed by all included students. however, the teacher should sort out the appropriate information, including articles provided in it. it is because some articles widespread on the internet are not worth reading, especially for students. the development of web-based english instructional materials to promote independent learning is practical and responded positively to lecturers and students. with the various supported activities and the relaxed https://journal.unilak.ac.id/index.php/utamax/ mailto:risalestari021@gmail.com 90 learning atmosphere and delivery methods, the webbased english instructional materials effectively promote students' independent learning (rahman & noni, 2018). also, the internet is a powerful medium to upgrade students' literacy in which the indonesian literacy rate is in a low category. nofita, yudar and nursafira (2019) stated that digital technology is advancing, and the increasing sophistication of digital technology makes it easier to learn other languages using a variety of methods. to improve this, all parties should make indonesian literacy better, like facilitating students to read content easily accessed on the web to emerge students' interest in reading content that they need. because the world is developing rapidly into the digital era and indonesia is also significantly affected by technological developments. in indonesia, the number of internet users has reached 73 million people, or 295 of the population (the jakarta post, 2015). in everyday life in society, we find many uses and importance of the internet in supporting our daily lives. the information we get is also widely obtained through the internet and is one of the sciences. what is more, the internet can exist as a modern library for students. with the increasing importance of the internet, more and more surfing to get information from different web content available and most importantly is the need for students to learn independently and access knowledge that is not dependent on the teacher. there are many ways to access content that is widespread on the internet in this century. we can use google or other information search engines that tare used to look for increasingly extensive references. it is very closely related to the development and use of internet technology for various needs, including educational needs among students who need web content provided on the internet and need broad insight to support competence. technological processes and development over the years have significantly shaped the way languages are taught and learned (tabatabaei & gui, 2011). moreover, students who need web content available on the internet require broad insights and support students' competencies. for that reason, the activities require many references to support their learning and learning process and insights in reading material among students. (fountas & pinnell, 2012a ; leu & reinking, 2010 ; guo, 2012). fountas & pinnell (2012a) claim they can grow as readers as they encounter challenging texts such as those found on the internet. also, leu & reinking's (2010) research in online reading comprehension instruction has demonstrated the effectiveness of modified. moreover, guo (2012) contended that authentic materials from the internet are precious because they can generate greater interest among teachers and students than traditionally structured materials. technology and web content that is widespread on the internet will add interest and development of student reading materials by the interests of their respective reading material, such as humorous reading material. we can read articles related to comedy. sometimes, improving abilities, such as english language skills, tend to use their references and interests in a particular field. for example, someone who likes humor articles, then he will search many sites and read articles related to humor. as prospective teachers, students of english education study programs should have broader insights on material related to their science and include the ability to use internet network technology to support them in facing the 21st century where students increasingly use internet-based technology in their daily needs. hamuddin (2016) added that since almost everyone nowadays uses technology to interact, play, and learn on a daily basis, no one can deny that ict tools of education provide significant significance and ease the process of teaching and learning. as prospective teachers, especially for english language study program students, they should have an appropriate strategy to improve reading insights. therefore, echoing the discussion above, the researcher will investigate the strategy used by students on extending their reading material outside the web-based class faculty of education and teachers training universitas lancang kuning with highlighted the research questions “what are the strategies used by efl students on extending reading web content faculty of education and teachers training universitas lancang kuning?” 2. method 2.1 research design the study in this research was quantitative research. creswell (2014) states that quantitative research is an approach for testing objective theories by examining the variables' relationship. this quantitative research was designed as a survey study. survey research provides a quantitative or numeric description of trends, attitudes, or opinions of a population by studying that population sample. it is categorized as cross-sectional studies using questionnaires for data collection—with the intent of generalizing from a sample to a population (creswell 2014). 2.2 research setting and participants this research was conducted from 6th april until 28th june 2020 in english department, faculty of education and teachers training universitas lancang kuning in academic year 2019/2020. this campus is located at yos sudarso st. km. 8, rumbai pesisir, pekanbaru, riau. this research population was the english department, faculty of education and teachers training in universitas lancang kuning in academic year 2019/2020. the sample consists of 95 students from six classes which were from the second and fourth semesters. 91 2.3 the technique of data collection in order to collect the data, the researcher used an online questionnaire that was google from. the questionnaire consisted of 30 questions for students, divided into global reading strategies, problemsolving strategies, and support reading strategies. also, the researcher used the likert scale for collecting the data. it means, every item in the questionnaires consists of 5 choices, that is, “always," "often," "sometimes," "seldom," and "never." 2.4 data analysis the data collected were analyzed using the spss statistical package. a descriptive statistics analysis was carried out in order to see the mean score of students’ answers. it can be seen on the chart below (creswell 2012): measures of central tendency: central tendency indicates one number that summarizes the entire set of data/measurements central to the complete set. it describes the center position of any distribution for a given data set. the researcher analyzes the frequency of the data point in the distribution, describing it using a mean, median, and mode that measures the analyzed data set's most common patterns. it is the most informative description of the characteristics of any population (sharma, 2019). there are three central tendency measures: a) mean: the sum of the variables' values/the total number of values; b) median: the middle value; c) mode: the most often occurring value. measures of dispersion or variation: this provides information about the range or spread of the values described for a variable. it analyzes the spread out of distribution that is set for a data set. for example, the measures of central tendency can give the average of a given data set. however, it cannot describe how the distribution of the data set was done. the key measures of dispersion are as follows: a) variance indicates the dispersion of scores around the mean. to calculate the score is easy, find the difference between the mean and the raw score for each individual, square the value for each individual, sum the squared for all individuals, and divide by the total number of individuals. b) range: it is defined as the difference between the smallest and the immense value of the complete data set; c) standard deviation: it measures the average distance between each quantity and means, which is how the set of data spreads out from the mean. a high standard deviation means that the data points are spread at more comprehensive values, whereas a low standard deviation means that the data points are close to the mean. the measure of relative standing is statistics that describe one score relative to a group of the score. two frequently used statistics are the percentile rank and z score. a percentile range of a particular score is the percentage of participants in the distribution with scores at or below a particular score. another measure of relative standing is the standard score. a standard score (z score) is a calculated score that enables a researcher to compare scores from a different scale. it involves the transformation of a raw score into a score with relative meaning. after analyzed the data by using descriptive statistics, the researcher continued to analyse it by categorized them into katz and kahn range likertscale (1978) as follows: table 1. the range of likert scale this range level is importantly used to identify the category of the scores, whether in "low" or "moderate," or "high," in order to know the homogeny or heterogeneous of the students' strategies on extending reading web content. 3. findings 3.1 what strategies are used by students to extend their reading on efl students' web content at the department of english education universitas lancang kuning 3.1.1 students reviewing reading strategies for purposes there are three strategies subscales or factors: global reading strategies, problem-solving strategies, and support reading strategies. no range category 1 1.00 – 2.49 low 2 2.50 – 3.99 moderate 3 4.00 – 5.49 high 92 table 2. global reading strategies number of questions statements n m sd 1 i have a purpose in mind when i read the online text on extending reading material. 4.44 0.71 4 i review the online text, looking at length and organization. 4.14 0.76 5 i use the text's typographical features (bold, italics, headings, colors, and fonts) to identify relevant information. 3.91 1.00 8 when choosing online content, i decide what to read carefully and what i can choose to ignore. 4.00 0.91 11 i use the pictures and other graphics on the sites to help increase my understanding. 3.78 0.88 13 i use context clues to help me better understand what i am reading online. 3.85 0.95 14 i critically analyze and evaluate the information i find in online texts 95 3.72 1.01 16 i check to see if i understand when i find new information. 4.06 0.90 17 i use context clues to help me better understand what i am reading. 4.11 0.96 23 i think about whether the online text fits with my purpose text. 3.96 0.83 24 i think about what i already know to help me understand what i am reading online. 4.02 0.71 25 i try to guess what the content of the text is about when i read it. 3.49 1.08 26 i take an overall view of the content to see about what before reading it. 3.93 0.93 table 6 shows the data that potrays global reading strategies. it shows that “i have a purpose in mind when i read the online text on extending reading material” (m=4.44) is the top of global reading strategies. on the contrary, statement “i try to guess what the content of the text is about when i read” (m=3.49) is the lowest global reading strategies. in addition, the researcher used spss 16.0 to analyze the data to get the scores of descriptive statistics. the scores of it can be seen as follow: based on the result of descriptive statistics above, it can be seen that generally, the strategies of students in the english department, universitas lancang kuning, global reading strategies are categorized into the moderate level. in addition, the table above shows that the total of global reading strategies 376.00, mode of students’ score is 4.00, a median of students' score 3.72, the variance of students' score is 0.166, and for standard deviation is 0.407 the score of standard deviation means that all of the answers from respondents is same or homogenous. the average student's score is 3.95, which means that global reading strategies are categorized into moderate. 93 therefore, it can be said that most of the students had answered all of the items in a range of often. table 3. problem solving strategies number of questions statements n m sd 2 i read slowly and carefully to be sure i understand what i am reading. 4.31 0.73 3 i try to get back on track or see the other content when i lose concentration. 4.17 0.82 12 when text challenging to get, i pay closer attention to what i am reading 95 4.03 0.92 15 i adjust my reading speed according to what i am choosing online. 4.09 0.90 18 i try to guess the meaning of unknown words or phrases. 4.11 0.85 19 i try to picture or visualize information to help me remember what i am reading. 4.01 0.91 21 when text becomes difficult, i re-read it to increase my understanding. 4.16 0.85 29 i stop from time to time and think about what content i choose. 4.04 0.98 table 7 shows the data that portrays problemsolving strategies. it shows that “i read slowly and carefully to be sure i understand what i am reading” (m=4.31) is the top of students get the main ideas and conclusion in a passage with scanning and skimming. on the contrary, the statement “i try to picture or visualize information to help me remember what i am reading.” (m=4.01) is the lowest problem-solving strategy. also, the researcher used spss 16.0 to analyze the data to get the scores of descriptive statistics. the scores of it can be seen as follow: based on the result of descriptive statistics above, it can be seen that generally, the strategies of students in the english department, universitas lancang kuning, problem-solving strategies are categorized into a moderate level. in addition, the table above shows that the total of problem-solving strategies 348.00, mode of students’ score is 4.00, the median of students' score 4.11, the variance of students' score is 0.311, and for standard deviation is 0.558 the score of standard deviation means that all of the answers from respondents is same or homogenous. the average student's score is 3.66, which means that problem-solving strategies are categorized into moderate. therefore, it can be said that most of the students had answered all of the items in a range of often. table 4. support reading strategies number of questions statements n m sd 6 i print a copy of the online text that i choose to write on it and make notes. 3.65 0.98 7 i use the link to reference materials (like dictionaries) to help me when i do not understand what i choose. 4.08 0.90 9 i scroll up and down in the online text to remember and connect information. 4.13 0.85 10 i paraphrase (say in my own words) what i read online 95 3.92 0.87 94 20 when choosing content, i translate from english into my native language. 3.94 0.88 22 i take notes while reading to help me understand what i choose. 3.75 0.92 27 i write summaries to reflect on key ideas in the text. 4.21 0.78 28 i underline or circle information in the content to help me remember it. 4.04 0.83 30 i ask myself questions i like to have answered in the text. 4.05 0.98 table 4 shows the data that portrays support reading strategies. it shows that “i write summaries to reflect on key ideas in the text.” (m=4.21) is the top of support reading strategies. on the contrary, the statement “i take notes while reading to help me understand what i choose” (m=3.75) is the lowest support reading strategy. also, the researcher used spss 16.0 to analyze the data to get the scores of descriptive statistics. the scores of it can be seen as follow: based on the result of descriptive statistics above, it can be seen that generally, the strategies of students in the english department, universitas lancang kuning, support reading strategies are categorized into a moderate level. also, the table above shows that the total of support reading strategies 341.00, mode of students’ score is 4.00, the median of students' score 4.00, the variance of students' score is 0.308, and for standard deviation is 0.555 the score of standard deviation means that all of the answers from respondents is same or homogenous. also, the average student's score is 3.59, which means that support reading strategies are categorized into moderate. therefore, it can be said that most of the students had answered the items in a range of often. table 5. the score of mean, standard deviation and grand mean of all the questions number of questions statements n m sd grand mean global reading strategies 1 i have a purpose in mind when i read the online text on extending reading material. 4.44 0.71 4 i review the online text, looking at length and organization. 4.14 0.76 5 i use the typographical features of the text (bold, italics, headings, colors, and fonts) to identify relevant information 95 3.91 1.00 3,95 8 when choosing online content, i decide what to read carefully and what i can choose to ignore. 4.00 0.91 11 i use the pictures and other graphics on the sites to help increase my understanding. 3.78 0.88 13 i use context clues to help me better understand what i am reading online. 3.85 0.95 14 i critically analyze and evaluate the information i find in online texts. 3.72 1.01 16 i check to see if i understand when i find new information. 4.06 0.90 17 i use context clues to help me better understand what i am reading. 4.11 0.96 95 23 i think about whether the online text fits with my purpose text. 3.96 0.83 24 i think about what i already know to help me understand what i am reading online. 4.02 0.71 25 i try to guess what the content of the text is about when i read it. 3.49 1.08 26 i take an overall view of the content to see about what before reading it. 3.93 0.93 problem solving strategies 2 i read slowly and carefully to be sure i understand what i am reading. 4.31 0.73 3 i try to get back on track or see the other content when i lose concentration. 4.17 0.82 12 when text challenging to get, i pay closer attention to what i am reading. 4.03 0.92 15 i adjust my reading speed according to what i am choosing online. 4.09 0.90 4,11 18 i try to guess the meaning of unknown words or phrases. 95 4.11 0.85 19 i try to picture or visualize information to help me remember what i am reading. 4.01 0.91 21 when text becomes difficult, i re-read it to increase my understanding. 4.16 0.85 29 i stop from time to time and think about what content i choose. 4.04 0.98 support reading strategies 6 i print a copy of the online text that i choose to write on it and make notes. 3.65 0.98 7 i use the link to reference materials (like dictionaries) to help me when i do not understand what i choose. 4.08 0.90 9 i scroll up and down in the online text to remember and connect information 95 4.13 0.85 3,97 10 i paraphrase (say in my own words) what i read online. 3.92 0.87 20 when choosing content, i translate from english into my native language. 3.94 0.88 22 i take notes while reading to help me understand what i choose. 3.75 0.92 27 i write summaries to reflect on key ideas in the text. 4.21 0.78 28 i underline or circle information in the content to help me remember it. 4.04 0.83 30 i ask myself questions i like to have answered in the text. 4.05 0.98 based on the table above, it can be seen that generally, the strategies of students in the english department, universitas lancang kuning, problem solving strategies got the highest score (4.11). based on data obtained by several kinds of strategies that students often use are “i read slowly and carefully to be sure i understand what i am reading (m=4.31) (sd=0.73), “i try to get back on track or see the other content when i lose concentration” (m=4.17) (sd=0.82), “when text becomes difficult, i re-read it to increase my understanding” (m=4.16) (sd=85). besides, the standard deviation score means that all of the respondents' answers are the same or homogenous. it means that problem solving strategies is categorized into high. therefore, it can be said that most of the students had answered the items in a range of often. 4. conclusion the result shows that efl students at the department of english education universitas 96 lancang kuning already have a strategy to use web content to extend their reading. it can be seen they always and often apply strategies to search for something on the web. students have a purpose in mind when they want to read online to extend their reading. besides, the internet has many sources it can help students to get information about reading material. trung ngoc dao (2014) claims with the impact of modern technology and the internet, educators and students have more opportunities to use online reading resources. besides, most students also answered frequently using and utilizing enhancements to find needed references such as dictionaries, marking titles, and underlining or circling important information. that means students quickly get the references needed by utilizing strategies. support by park & kim (2011) found that students employ diverse hypermedia resources (e.g., videos, pictures) and computer applications and functions (e.g., a spell checker, highlighting texts) to facilitate their online reading. based on the results obtained, students often use a strategy to find the content needed by entering keywords to connect related information, scroll up down the screen, looking for other content when losing concentration. support by elizabeth schmar dobler (2003) claims that internet readers have great potential to gather information and almost unlimited as via a link, or an internet connection, readers can access many sites related to the original idea or search topic needed. conducted by guo s (2012) argues that the material available from the internet is precious because it can increase greater interest among teachers and students than the material provided manually. another reason to use internet resources in choosing web sites internet can give readers easy access to a large amount of reading material and the sites provided are also very large, so if we do not find what we need, then sites that are available related to the material we are looking for. besides, to make it easier found the content, students often use strategies to change the text contents from a foreign language into a native language to comprehend the text's contents, making it easy to interpret the content needed. huang et al. (2010) reported that second language online readers predominantly used such support strategies as translation, dictionary consultation, and highlighting. then, to understand the text's contents, students must understand the sentence by sentence in a text. the easiest way we have to do is re-read aloud a text to get the text's meaning. chun (2010) assumes that few studies have investigated language learners' online resources to activate background knowledge during reading. it means, when online content becomes difficult, students should enter the correct keywords and so that online resources available on the web can provide the appropriate content. new vocabulary is found when reading online on various resources to increase knowledge. juan pinosilva (2006) assumes that reading to get the vast vocabulary and other skills needed to read fluently. ebner and ehri (2013) assume that those who used aloud thinking protocols in their research to maintain online reader involvement in increasing their vocabulary on the internet found that participatory and independent learning strengthened flexibility when they learned the meaning of words from various online resources. it is a commonly held belief in the twenty-first century that critical thinking and debate are important skills expected by both young and old generations. (marpaung et al. 2019). also, critically reading and evaluating information found can increase intelligence in thinking. leu et al. (2011) state that evaluating information critically in reading material is an essential aspect of online reading, which involves students' ability to determine a text's accuracy and recognize new information. overall, it can be concluded that students use three strategies subscales or factors in reading online. based on the results obtained, several studies and previous experts support the strategy in this study. among others, global reading strategies, problem-solving strategies, and support reading strategies. the result, problem-solving strategies dominant efl students used got from the grand mean score of 4.11 and a standard deviation of 0.98. the majority of students have a homogenous strategy on extending reading web content. reading strategies has more significant potential to obtain information and make it easier for students and teachers because online information makes it easier to understand than manual learning. 5. recommendation based on data obtained, reading online to develop reading material and the impact of technological development has an excellent opportunity for students to utilize the resources available on the internet. for future researchers, it is recommended to identify the use of strategies in choosing web content in getting reading material”. references chun, d. 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(2013). vocabulary learning on the internet: using a structured think-aloud procedure. journal of adolescent & adult literacy, 56(6), 480–489. fountas, i. & pinnell, g. (2012). comprehension clubs. new york: scholastic. guo, s. (2012). using authentic materials for extensive reading to promote english proficiency. in english language teaching. retrieved november 25, 2012, fromhttp://www.ccsenet.org/journal/index.php/el t/article/view/18851/12442 huang, h., chern, c., & lin, c. (2010). efl learners’ use of online reading strategies and comprehension of texts: an exploratory study. computers & education, 52(1), 13–26. budianto hamuddin, b. (2016). using blog to promote english skills for efl students: the students’ perception. jurnal elt-lectura, 3(2), 22-27. jusoh and abdullah (2015), online survey of reading strategies (osors): students’ online reading in academic context. malaysian journal of distance education 17(2), 67-81 leu, d. j., & reinking, d. (2010). final report: developing internet comprehension strategies among adolescent students at risk to become dropouts. u.s. department of education, institute of education sciences research grant. leu, d. j., mcverry, j. g., o’byrne, w. i., kiili, c., zawilinski, l., everettcacopardo, h., kennedy, c., & forzani, e. (2011). the new literacies of online reading comprehension: expanding the literacy and learning curriculum. journal of adolescent & adult literacy, 55(1), 5–14. nofita, n. s. g., yudar, r. s., & nursafira, m. s. (2019). exploring quantity and diversity of informal digital learning of english (idle): a review of selected paper. utamax: journal of ultimate research and trends in education, 1(1), 1-6. park, h.-r., & kim, d. (2011). reading-strategy use by english as a second language learners in online reading tasks, computers & education, 57, 2156– 2166. poole, a., & mokhtari, k. (in press). esl students' use of reading strategies when reading texts online and in print. in k. mokhtari & r. sheorey, r. (eds.). studies in first and second language reading strategies. christophergordon publishers. richards, j. s., and schmidt, r. (2010). longman dictionary of language and teaching applied linguistics (4th ed.). great britain: pearson education limited silva, j. p. (2006). extensive reading through the internet: is it worth the while? international journal of english studies, 9(2), 81-92. tabatabaei, m., & gui, y. (2011). the impact of technology on teaching and learning languages. in a. méndez-vilas (ed.) education in a technological world: communicating current and emerging research and technological efforts (pp. 513517). retrieved from http://www.formatex.info/ict/bo ok/isbncontents.pdf. the jakarta post, (2015). in indonesia, the number of internet users has reached 73 million people, or 295 of the population. retrieved from: https://www.thejakartapost.com/news/2015/03/1 0/internet-users-indonesia-reach-73-million.html trung ngoc dao (dao, t. n. (2014): using internet resources for extensive reading in an efl context: hawaii pacific university tesol: working paper series, 12, 72-95. (p.72) https://doi.org/10.31849/reila.v1i1.2775 98 instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, march 2019, pp. 84-88 84 human rights for women's development in multidimensional: a step towards gender equality in education andrey shastri university of lucknow, uttar pradesh. india shastriandrey59@gmail.com article history received : 2019-03-09 revised : 2019-06-29 accepted : 2019-07-09 keywords women gender equality human right education abstract women's educational human rights and gender equality is one of the burning topics nowadays. following the gender equality framework proposed by united nations in its millennium summit in 2000 declared "gender equality and women empowerment". this present study tries to review gender equality for women in many aspects, including the major concern in this review, i.e., education and human right. after analyzing several documents in the net during the collection period, this study sees that women have achieved a lot. however, yes still they are lagging in terms of equality in education and human right. the fact showed women are far lagging and leave alone on the question of gender equality. the present paper explores and highlighted these issues as the central questions related to women's rights and also attempts to wrestle with the few challenges that faced by the women education system in india as a specific example. at last, this paper also try to highlight some strategy as to upgrade the status of women in society, ever since this study believes that educating a woman will uplifts her life as well as the quality of the nation. 1. introduction will rogers beautifully stated that "we will never have true civilization until we have learned to recognize the rights of others". further, lyn beth neylon stated that ‘you are a human being. you have rights inherent in that reality.....'. these two famous quotes from these two human right activists inspired this present study. in reality, many of us don't actually know what our human rights are, and why do we actually need them and how we can have them, and so on. in this new, modern, and globalized era, actually, the time comes where it needs of the hour to make realize and make the most of our human rights for our security and successful lives. in short, all human beings are born free and equal in dignity and rights. nowadays, human rights are an emerging concept and has assumed eminence and special significance in order to ensure the success of democracy, socialism, and secularism throughout the world. it is now going to be the way of life. the main aim of human rights to confer social justice and also to develop a desirable social temper among the citizens. through the right kind of education, all-round development of individuals personality and universal peace and harmony can also be promoted. oxfam believes that the right to education is social and economic. education can help to overcome constraints on capabilities partly through developing the knowledge, understanding, and skills that all girls and boys, women and men, need in order to achieve what they value for their lives. this means ensuring an education system that allows all individuals, irrespective of gender, to develop their capabilities and freedoms. some aspects of this equality are the freedom to attend school, to learn and participate there in safety and security, to develop identities that tolerate others, and to enjoy a range of economic, political, and cultural opportunities and valued outcomes. education is one of the points of interest in context to women empowerment and development since it encourages them to react to the difficulties, to stand up to their standard appearance, and upset their living. with the goal that we can't disregard the significance of education and development about women empowerment, india is ready to be a superpower, a created nation by 2020. for most of the people in india the concept of vasud haibe kutumbakan and nara narayan in classical indian story contained the spirit of human rights in the indian constitution human rights education is the only guarantee of human dignity. it also led towards the promotion of world peace and prospects for all. human rights education guarantees fundamental human rights and freedom to all. further, basic principles of human rights have gained universal acceptance against all deprivations. in this democratic country like india, it is an inalienable right to live in freedom, to enjoy equality, to be treated justly equally, and to live in peace. however, through universally accepted, human rights still to be realized in the daily lives because human beings are found in chains everywhere. for some reason, they are denied their basic human rights. for the equality and empowerment of deprived section, minorities, women, it is, therefore, essential that society recognizes their https://journal.unilak.ac.id/index.php/utamax/ 85 basic human rights towards everyone and learns to respect and enforce them. hence, the key towards equality and women's empowerment is all about recognize and the enforcement of women's human rights. however, the universal declaration of human rights 1948 has unequivocally included all these rights as basic rights of human beings. and everyone is entitled to enjoy equally all basic rights of human beings, without any kind of discrimination in race, color, sex, language, religion, or any other kind of status. a reiteration of women's human rights was made at the 1993 world conference on human rights. the full and equal participation of women in political, civil, economic, and cultural life at the national, regional and international level and eradication of all forms of discrimination on the grounds of sex are the priority objectives of the international community". 2. method this is a descriptive research paper based on primary and secondary data from the net and local manuscripts. it is descriptive and analytical. in this paper, an endeavor has been taken to examine the woman human rights in the different field especially in education area and also their status overall in india. data have been found out from different website, books, research papers and e-journals collectively. 3. women's educational empowerment since colonial days women emerged out to be an interest group. during the pre-independence era, they were mostly excluded from the concept of equality. there was a distinction between male and female. but later, they had waged a struggle for the recognition of their rights as human being. although women execute distinctive in the society from breadwinner till daughter-in-law. it is a well-known fact that women's contribution to the country's development is equal to that of their male counterparts, still they are facing several difficulties. a popular saying goes ‘while educating a man benefits him alone, educating a woman benefits the whole family and society. it is a proven fact that children of educated women enjoy high education standards and fare better than illiterate mothers. educated women manage their homes better as they support their families economically, financially, and emotionally. women's education in india assumes an essential part in the general development of the nation. it does not just make a difference in the advancement of half of the human capital, however in enhancing the standard of living. women as a core group of concern in any themes related to development. united nations in its millennium summit in 2000 declared 'gender equality and women empowerment' as one among the eight 'millennium development goal' to be achieved by the year 2015. even thesdg4 focuses on education around the world. ensure inclusive and equitable quality education and promote lifelong learning for all. education is a human right and a force for sustainable development and peace. ... ambitions for education are essentially captured and given more importance in sustainable development goal 4 (sdg 4) of the 2030 agenda, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. further, the term women's empowerment implies the ability of the women take all the important decisions independently related to her throughout her life span definitely that ensure her success in all fields. however, these goals are meant for the development of all human beings. in fact, often, women not only in india but across globally are deprived of their basic rights. among the social rights, the declaration mentions in article 25 that everyone has a right to a standard of living adequate for the health and well-being of himself or herself. article 26 proclaims that everyone has the right to education. education shall be free, at least in the elementary stage. later on, the international covenants on civil rights and political rights and on economic, social and cultural rights of 1996 also meant in this declaration. 4. discrimination against women the relationship between gender and violence is complex and even goes hand in hand. several evidences suggest, that existing various gender inequalities increase the risk of violence by men against women. there are many forms of violence against women; this briefing focuses on intimate partners' violence, the most common form. although further research is needed, evidence shows that school, community, and media interventions can promote gender equality and prevent violence against women by challenging stereotypes that give men power over women. there is a denial of human rights. however, gender equality can be defined as: equal treatment of women and men in laws and policies and equal access to resources and services within families, communities, and society at large. the historical nature of women’s rights and the status of women in modern society show the way in which the context of the rights of women is a determined phenomenon of discrimination against women. therefore, the discussion about the conceptualization of the notion of women’s rights should be focused on the very notion of discrimination against women and the ways in which it manifests. gender equality is not only a fundamental human right but a necessary foundation for a peaceful and sustainable world. the exclusion of women at different workplaces, at home makes their less involved in every spheres. equal access to education, 86 decent work, and representation in political and economic decision-making processes are not only rights women should have, but they are even going to benefit humanity a large scale. by investing in women's empowerment, we not only make progress on goal 5 of the sustainable development goals, we also procure on sustainable growth. historically and traditionally, women have been eliminated on the basis of discrimination, and they face many types of violence in everyday life. regarding this, the emphasis has to be on elimination of discrimination. that is why women’s human rights have been set out in a document entitled " the convention on the elimination of all forms of discrimination of against women " violates the principles of equality of rights and respect for human dignity, is an obstacle to the participation of women on equal terms with mean in every sector like political, social, and economical life. article 5 of the convention has prescribed that state parties must take measures to modify the social and cultural patterns of conduct of men and women. article 10 focuses on equal right to education. empowerment of women thus only enhances after the elimination of all kinds of discrimination in every arena of society. though india has ratified cedaw, it needs to take many more appropriate initiatives before it can fulfill its obligations under cedaw. 5. different factsheets on violence on women literally, the meaning of discrimination can be explained as an unfavorable treatment to anyone based on sex, race and so on. it is considered as an obstacle to the achievement of the objectives of equality, development, and peace. india is a religious and male-dominated society where women are considered as secondary to men. very less examples are seen where women are considered as equal to men. still preference of son birth is more common and celebrates with great joy almost in every community. gender-based discrimination in different forms starts right after the birth, and it continues throughout the life cycle. again, the numbers of people are very few who treat girls equal to sons. girls are treated as liabilities that parents had to fulfill as soon as possible. the next part basically sets out a span of areas related to the human rights abuse of women in india. 5.1 missing of girl child: for the first time " missing women" term was used by prof. amartya sen. usually for the sake of money small girl child and even married sold to another man. an average of 200 children goes missing in india every day. girls made up 52,049 missing cases in 2019, while boys accounted for 21,074 cases. as compared to 2018, the total number of cases of missing children increased by almost 9%. 5.2 dowry death cases: disputes related to dowry death are one of the major concerns related to women's human rights. india reports the highest total number of dowry deaths, with 8,391 such deaths reported in 2010, meaning there are 1.4 deaths per 100,000 women. female dowry deaths resulted around 40 to 50 percent of all female homicides recorded annually in india and representing a stable trend over the period 1999 to 2016. the killing of women just for the sake of few money resulted in the horrible crime and up to the death of women. even though section 498a of the indian penal code strongly deals with the person responsible for marital cruelty and has declared that giving and taking money in the form of dowry is a crime but then also still frequently practiced in india. 5.3 child marriage: india has the largest number of brides in the world – one-third of the global total. although in india there is strict laws related to it, but still, it is more prevalent in different parts of india. child marriage is driven by gender inequality and the belief that girls are somehow inferior to boys. patriarchal social norms considered to be major reason behind this crime. child marriage is more common among poorer household with many families as they married off their daughters to reduce their perceived economic burden. girls are often married off at a very young age because in return, less dowry is expected for younger brides. 5.4 education: education is one of the most critical areas related to women empowerment. it is the need of hour. the education of women, in particular, is seen as providing the key to securing the intergenerational transfer of knowledge from one generation to another and will help in reducing gender gaps. thus, gender equality in every arena and especially in the education sector, upholds the central place in the global policy discourse on human and social development. achievements are particularly visible in education sector, but still, there are huge gaps. education is a critical component of the fundamental and universal rights of everyone. efforts have been made at global level, and global consensus have been generated on how to address gender inequalities in education. undoubtedly, women's education guarantees better advancement of human progress. education is the point of interest in context to women empowerment since it encourages them to react towards the difficulties and also stand up to their standard appearance. women education in india has additionally been a noteworthy distraction of both the administration and common society as taught women can assume an essential part in the improvement of the nation. education is the point of reference of women's empowerment since it empowers them to reacts to the difficulties, to go up against their conventional part, and change their life. 87 in india, according to 2011 census, over all literacy rate is 74.04% whereas the male and female literacy rate is 82.14% and 65.46% respectively. the literacy rate in northern states of india is very low as compared to others. rajasthan over all literacy rate is 66.11% male literacy rate is 79.11% and female literacy rate is 52.12% respectively. on the whole, a huge gap of gender inequality exists in most of the state. from the different statistical reports and census 2011, reveals that the male female literacy gap is approximately 16%. the major problem in terms of women is illiteracy and discrimination which they face since from childhood. it is a major issue of concern for whole india and even across the world. a huge disparity can be seen in economical, educational and social level. according to the article 21 of the indian constitution which made provision for compulsory for the government to provide free education to everybody. in spite of this effort still it is a distant dream to achieve full literacy rate in terms of women. efforts of sarva skisha abhiyan has been successful in bringing the girl child again back to schools, yet their retention rate in the school is very less as compared to boys. several studies and researches have shown the data that there is a gradual drop out of girls as soon they move up towards the higher section. this data is excess in rural areas. it happens because parents still treat girls as liabilities and boys as economic assets which will look after them till the old ages. not only in rural areas but in modern society still it is believed that girls should help mothers in domestic works. the parents take more interest in boys’ education as compared to girl’s education. parents did not want to spend so much money in terms of girls' education. thus, the universalization of primary education in india remains a remote daydream as related to girl's education. 5.5 rape: again, it is one of the very critical issue related to women and girls. according to the latest ncrb report, 2019 saw over 4 lakh reported cases of crimes committed against women, up from 3.78 lakh in 2018 and 3.59 lakh cases in 2017. ncrb reported 32,033 rape cases which translate to a shocking 88 rape cases a day -and this is just 10% of all crimes against women. all these data show the horrible effect of crime related to girls and women. according to ncrb 2019 statistics, rajasthan reported the highest number of rapes among indian states. the criminal law (amendment) act 2013 made to deal with the rape cases in india, it came into force after the brutal gang-rape case in delhi. 6. a step towards gender equality in education on global level first of all, women must be treated as a person in the society rather than just a puppet of the male hands. they should be given a primary position rather than the secondary one. although there are many women in every field of life sometimes even as a bread earner, but still, they are not on equal footing as men. yet they experience helplessness in eliminating gender inequalities from society. the national commission for women has been set up for the welfare of women. a multi-layered strategy needs to be developed to assess the core causes of violence against women. the idea of selfreliant, independent women taking independent decisions of their life can be achieved only by educating women which is going to help them in achieving economic independence as well as knowledge and awareness about their rights. different women's organizations must try to empower women by changing the attitudes of the society towards the harmful traditional practices which is prevailing in society. various women organizations and several ngos are aimed to rebuild the lives and confidence among women and also to lower the several cruel practices. violence against women can be controlled only when societal norms and attitudes change their perspective regarding women and should treat them as a human being with full respect. 7. conclusion thus, in brief, the millennium development goal on gender equality and women empowerment can only be realized truly in india in all over the world when several cruel practices like female infanticide, child marriage, dowry death, sexual abuse and many more is eliminated from society, and people should change their mind set regarding women. then only gender quality and women's right will make true meaning in reality. as today women empowerment and women's rights are major concerns of the 21t century. women's education in india plays a key role in the social and economic development of the country. educating a woman uplifts her life as well as the quality of her life and her entire family. it is a fact that any educated woman will definitely support the education of her children, especially a girl child and provide better guidance to her children. an educated woman will easily imbibe an independent and progressive outlook in her children. more importantly, an educated woman in a society like india will assist in reducing the infant mortality rate and control the blossoming of the population. empowerment. the education of women in india plays a significant and very important role in improving living standards in the country. definitely, a much higher women's literacy rate improves the quality of life both home and outside of home, and it also help in encouraging and promoting education of children, especially female children, and in reducing the infant mortality rate. society is more biased towards the male child in respect of education, nutrition, and other opportunities. the root cause of this type of attitude lies in the belief that male child inherits the clan in india and girl are 88 still considered to be a burden on the family. the main purpose of this research paper is to acquire understanding of the human rights of women. the main reason that the rights of women have been undermined is due to the extent of patriarchal society and male dominance in the family. in this so-called male dominant society, preference was given to male children. there were practices of female feticide and female infanticide. females were considered as liabilities, which would lead to expenditure, whereas males were regarded to be the assets, which would generate wealth for their families in the future and will take care of their parents in old age. the decisionmaking and other powers and authorities were vested in the hands of males. the responsibilities of the females were limited to performing the household chores, child development and looking after the family members. proper education enables a person to differentiate between appropriate and inappropriate, learn to make wise decisions, work towards the welfare of the community and for the nation. government activities alone would not be adequate to accomplish this objective. society must step up with regards to make an atmosphere in which there is no sexual orientation segregation, and women should have full chances of self-basic leadership and taking an interest in social, political, and monetary existence of the nation with a feeling of equity then only in true sense we can have an educated society. at last, hillary clinton stated that -" human rights are women's rights, and women's rights are human rights". references bhandari, s. (2014). an analysis of women education in india. educationia confab, 3(2), 15. bhat,r.a. (2015). role of education in the empowernment of women in india, journal of education and practice, 6(10), 188-191. census of india (2011). government of india. retrieved from http://www.census2011.co.in/ das, b., khawas. v (2009) gender issues in development concerns for the 21st century, rawat publication , new delhi. dey, p. (2015). gender gap in education-an indian human capital formation concern. global journal of human-social science research, 5(1).1-11 ghose, m. (2011). gender bias in education in india. journal of economic and social development, 7(2), 118-28. john, m.e. (2008) women's studies in india: a reader, penguin, new delhi. kapur, p. (2001) empowering the indian woman, publication division, new delhi. kingdom, g.g. (2002) the gender gap in edicational attainment in india: how much can be expalined, journal of development studies,39(2), 25-23. khatri,rita. (2016) the role of education towards women empowernmen in india, international journal of advanced reserach, 4(11), 550-555. khan, n.a. (2021) educational strategies for youth empowernment in conflict zones: transforming trauma, palgrave macmillain, new york. mishra , r.c. (2010) women in india towards gender equality, author press, delhi. muralidharan. k., seth. k. (2013) bridging educating gender gaps in developing countries: the role of female teachers, nber working paper no. 19341. pant, s.k. (2016) gender bias in girl child education, kanishka publishers, new delhi. reily, n. (2009) women's human rights; seeking gender justice in a globalizing age, wiley publishers. ross, d. s. (2008) women's human rights, the international and comparative law casebook, university of pennsylvania press. saryal, s. (2014) women's rights in india: problems and prospects, international research journal of social sciences, 3(7), 49-53 the world survey, role of women in development (2014), gender equality and sustainable development, united nation. watkins, k. (2000), oxfam education report, oxfam gb, u.k. http://www.census2011.co.in/ journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 21 – 28 doi: https://doi.org/10.31849/utamax.v3i1.5629 21 text-based character in teaching reading: do students can achieve significant result in reading test? hasan hasan 1, andi sadapotto 2, muhammad hanafi 3 & usman usman 4 1 universitas muhammadiyah enrekang, sulawesi selatan, indonesia 2, 3, 4 universitas muhammadiyah sidenreng rappang, sulawesi selatan. indonesia achank.hasan80@gmail.com article history received : 2020-12-03 revised : 2021-02-17 accepted : 2021-02-21 keywords text-based character reading teaching and learning quasi-experimental abstract this quasi-experimental study involves the experimental and control group which consist of 60 students in first year of sma muhammadiyah sidenreng rappang 2019/2020 academic year. the reading test is used to collect data to find out do the students can achieve significant result in reading test using text-based character. based on the result the mean score of the experimental group pre-test was 72.67 and classified into good classification, while the control group was 69.63 classified into good. the mean score of the post-test after treatment for the experimental group was 82.43 (very good) while the control group was 76.53, (good) classification still. the researcher found that the t-table is higher than the t-test (α) (1.659<2.021). it means that there is a significant difference in the pre-test of the control and experimental group, while in post-test of an experimental and control group, the researcher finds that the t-test is higher than the alpha and previous score in the the pre-test (α) (3.089>2.021). the degree of freedom is 58. this study reveals that the alternative hypothesis (h1) was accepted, and the null hypothesis (h0) was rejected. this is means that the use of text-based characters can improves students' reading skills in significant way. 1. introduction reading is a very important skill that students must master. if students can read well and get a good understanding, they can succeed and understand the entire section or paragraph given. without understanding, the reader does not really read. students can read a lot of material that is suitable and interesting in it. the act of reading cannot be separated from understanding. students cannot achieve academic success without understanding what they are reading. in understanding the text, students must be monitored by the teacher, so the way to teach understanding must be well understood by the teacher. teaching understanding is an activity through several steps: selecting texts, explaining strategies, modeling strategies, supporting guidance, practicing independently, and reflecting. therefore, it can be concluded that reading comprehension is a long process. reading was an important activity for expanding knowledge of a language. by reading, students are able to master and know knowledge about certain subjects. they can catch what texts tell about. also, they can learn the language because the texts provide the structures of the language to learn (rahman, f., & amir, p.,2019). hong-nam and leavell (2011) provided university students enrolled in developmental reading courses with strategy repertoires (e.g., paraphrasing, summarizing, questioning), noting gains in students' appropriate use of evidence-based reading strategies as well as their metacognitive awareness about their reading processes. this type of instruction is often provided within the context of developmental reading courses or supplemental sessions provided by professional staff versus faculty, thus removing instruction from academic lecture and minimizing the likelihood that students will transfer this instruction across their university studies. in addition, through reading, students can recognize text. they can analyze detailed text information. they can also analyze structures related to the text. in this learning, students and teachers learn together. the teacher can teach the contents and structure of the text to students, and on the other hand, they pay attention to analyzing the text together with the teacher. the process of identifying written words is especially a concern of the teacher in early reading. therefore, reading is an activity to get information in written language. readers can get information for their needs. this can support their learning to master the language, so reading is a useful activity to expand knowledge. 22 one of the challenges for educators today is that children continue to be confronted with violence, sarcasm, and neglect of human dignity by watching too much television and other media (lickona, 1991). it's easy to see where their negative behavior is coming from. students need social skills to participate in the most commonly used learning activities in the classroom (mcarthur, 2002). one problem faced by alternative school educators is that many students come to these programs with little socially acceptable values and morals and a lack of imperfect social skills (gathercoal, & crowell, 2000). marwin, (2007), bhatti, m. s., & mukhtar, r. (2020), quite similar in seeing that character education is a national movement that creates schools that foster ethical, responsible, and caring young people by modeling and teaching character through an emphasis on universal values that we all share. this is a deliberate proactive effort by schools, districts, and states to instill ethical values in their core students, such as caring, honesty, fairness, responsibility, and respect for themselves and others using text-based character education can also emphasize improving students' communicative abilities, namely the ability to get good achievements for english subjects. students need perseverance and patience in learning them because most students find difficulties in these subjects, especially in learning to read with communicative. approach. in this case, students are expected to have a hobby of reading and communicative practice. that is why teacher assistance is needed to improve their performance. based on the curriculum center of the national education ministry's research and development body in the title guidelines for the implementation of character education (2011), it was identified that 18 characters make up the following values: 1) religious: attitudes and behaviors that are obedient in carrying out the teachings of their religion, are tolerant of the implementation of worship of other religions, and live in harmony with other religions' followers. 2) honest: behavior that is based on efforts to make himself a person who can always be trusted in words, actions, and work. 3) tolerance: attitudes and actions that respect differences in religion, ethnicity, ethnicity, opinions, attitudes, and actions of others are different from those of themselves. 4) discipline: actions that show orderly behavior and adhere to various rules and regulations. 5) hard work: behavior that shows genuine effort in overcoming various obstacles and completing tasks as well as possible. 6) creative: thinking and doing something to produce new ways or results from something that already has. 7) independent: attitudes and behaviors that are not easily dependent on others in completing tasks and various other activities. 8) democratic: how to think, behave, and act that assesses the rights and obligations of himself and others. 9) curiosity: attitudes and actions that always strive to know more deeply and extensively from something they learn, see, and hear. 10) spirit of nationality: the way to think, act, and be insightful that places the interests of the nation and the state above the interests of themselves and their groups. 11) love the motherland: how to think, behave, and behave that shows a sense of loyalty, caring, and high appreciation for the language, physical, social, cultural, economic, and political environment of the nation. 12) it appreciated achievements: attitudes and actions that encourage him to produce something useful for the community and recognize and respect the success of others. 13) friendly / communicative: attitudes and actions that encourage themselves to produce something useful for the community and recognize and respect the success of others. 14) love of peace: attitudes and actions that encourage themselves to produce something useful for the community and recognize and respect the success of others. 15) like to read: habits provide time to read various readings that provide virtue for him. 16) care for the environment: attitudes and actions that always strive to prevent damage to the surrounding natural environment and develop efforts to repair natural damage that has occurred. 17) social care: attitudes and actions that always want to assist other people and the people in need. 18) responsibility: the attitude and behavior of a person to carry out their duties and obligations, which he must do, towards oneself, society, environment (natural, social, and cultural), the state, and god almighty. there are some relevant previous related to this study. some of their findings we as follow: the first research was done by mohammed al-mamun abd al-magid (2006) is entitled effects of teacher attitudes on effective implementation of communicative approaches in esl classes. the findings show that effective implementation of the 23 communicative approach is highly dependent on the teacher's positive attitude towards this approach in the five categories covered by his research. next, noer doddy irmawati entitled alternative methods used in improving student academic reading achievement (2012). the results of his study showed that the application of the communicative approach effectively improved students' ability to read academic students at the faculty of literature, uad yogyakarta. it can be seen from the improvement of several aspects, (1) aspects of reading ability, (2) aspects of english: vocabulary, grammar, pronunciation, communication, and ability to work together, collaboration, socialization, sharing ideas, opinions, and suggestions. teaching objectives, syllabus models, forms of teaching and learning activities, and learning materials used by teachers are consistent with those recommended by communicative approaches. in addition, rudiyanto (2011), in entitled teaching reading comprehension using communicative approach through songs and games to the eighth year students of smp. state that communicative approach through songs and games has an important role in teaching reading achievement, but the researcher still pays attention to the role of the other important manner, such as library and students creation. it was clear that the communicative approach teaching method, reading, and practice communication will grow learners' interest in the success in learning the reading achievements process. in similar works, tessema (2012) is entitled the role of instructors in implementing communicative language teaching methodology concluded that research results gathered through three tools reveal that because there is a lack of up-to-date teaching materials, the lack of experience on the part of the instructor and the problem of using different active learning methods to apply communicative approaches effectively and efficiently in their teaching-learning process. moreover, reading comprehension in the english context as a second language becomes a very important lesson and much needed by students and therefore recommended teacher to prepare reading summarizing to help them improve their reading comprehension (nasrin khaki:2014) is entitled "improving reading comprehension in a foreign language: strategic reader.". further, from the cited research findings above, researchers are interested in knowing the communicative approach in learning to read in common with all the researchers above who use communicative as an approach. furthermore, this approach supports and assists students in understanding their reading because students sometimes have difficulty reading and understanding the contents of the text. 2. method 2.1. research design the method used was in this research, the researcher applied a quasi-experimental method using two groups, namely an experimental and a control group. the experimental group received treatment by using text-based characters. in contrast, the control group received a conventional technique where the students were asked to do exercises and some reading activities based on the teacher's topic. both groups were given pre-test and post-test. there-test was given to find out the students'’ basic achievement in writing, and the post-test was given to find out the effectiveness of using the text-based character in teaching reading comprehension. 2.2. variable of the research there are two variables in this research, the names, the independent variable (x) and the dependent variable (y). the independent variable is the use of text-based character education, and the dependent variable is the student's reading comprehension. 2.3. population and sample according to (creswell:2012), a population is a group of individuals who have the same characteristic. the population of this research is the tenth-grade students of the sma muhammadiyah strap. there are three classes, where x mipa.1 to x mipa 3. in addition, the total population is 90 students. table 1. the students population of x grade of sma muhammadiyah sidrap no class students 1 x mipa 1 32 2 x mipa 2 30 3 x mipa 3 30 total 92 according to ary (2009) stated that this type of probability sampling is referred to as cluster sampling, systematic sampling, stratified sampling, random sampling. the researcher chooses cluster sampling because the selected unit is not an individual but a group of individuals who are naturally together. the researcher used a cluster sampling technique to select classes, where one whole class will be sampled. this research used narrative text, so the researcher choose class x because the narrative text included in the learning material of class x. used cluster random sampling technique that two class would be the samples. where x mipa 3 was an experimental class that consists of 30 students and x mipa 2 was a controlled class that consists of 30 students, so the total numbers of the sample are 60 students. 24 2.4. the instrument of the research the instrument that would use in this study is the instrument shape test reading comprehension according (heaton:1990). reading comprehension test form: 1. word/sentence matching, 2. multiple choice, 3. true/false test, 4. completion items, 5. cloze procedure, 6. open-ended and miscellaneous items, 7. cursory reading. 2.5. the procedure of collecting data the procedure of the research involves the following steps: 1) pre-test before conducting the treatment, this research administered the pre-test to the students. it aims to identify the students' reading comprehension. in the class, the researcher gives some text to read. in this type of reading, the test is the researcher provided a narrative text and asked to choose the correct answer from the given option. the total amount of questions is 30 items. 2) treatment a. the researcher explained how the learning process would go on. b. the researcher prepares a text and distributes them to students. c. giving a time (5-8 seconds) or as needed to students to do an observation. d. asking indicator questions or competency to the students that would be achieved. e. asking student some answers related to the topic f. giving a time (3-5 seconds) to provide an opportunity to students to search for answers. g. asking last questions to students to further confirm that the target of basic competencies already achieves and how they influence their character. h. providing additional information for students to answer. i. after all the process, the researcher will give the students comprehension about the activity and ask their suggestions and comments about the learning process so that each meeting can be more effective and fun between the researcher and the students, which is related to treatment. 3) post-test after giving treatment, this research would give the students a post-test to find out the students' comprehension in reading through text-based character education. the kind of reading test is the researcher give a narrative text and asked to choose the correct answer from the given option to consist of 15 numbers, completion the items consist of 5 numbers and true/false consist of 5 numbers and essay 5 numbers. the total amount of questions is 30 items. 2.6. the technique of data analysis to analyze the data that collected from the pre-test and post-test, the following formula used in this research, they are: points for students' answer the researcher use the following formulas: table 2. multiple choice test, true false, and completion items indicator score correct 1 incorrect 0 (dirjen pendidikan dasar dan menengah 2005) scoring the students’ answer: score : the students′gained scores maximun scores x 100 (dirjen pendidikan dasar dan menengah 2007) to measure the quality of the students' writing score on five components observed, the data are classified into five classifications by referring to the classification of system score used at sma muhammadiyah rappang as follows: 80 to 100 (4) is classified as "very good" or "a". 70 to 79 (3) is classified as "good" or "b". 60 to 69 (2) is classified as "average" or "c". 50 to 59 (1) is classified as "poor" or "d". 0 to 49 (0) is classified as "very poor" or "e". (depdiknas, 2006) calculating the mean score, standard derivation, frequency table, and the value of p-value to identify the difference between pre-test and post-test by using inferential analysis in spss program for windows evaluation version. criteria of testing hypothesis 1) if p. value>0,05 = ho would be accepted, h1would be rejected. it means that there was no significant difference between the pre-test and post-test. 25 2) if p. value<0,05, h1would be accepted,ho would be rejected. it means that there was a significant difference between the pre-test and post-test. 3. result and discussion scoring classification of the students' pre-test in experimental and control group. students' scores of pre-test are classified into five classifications based on the classification system that was used at sma muhammadiyah sidrap. these classifications are very good (80-100), good (70-79), average (60-69), poor (50-59), and very poor (0-49). the frequency and the rate percentage of the students' score of pre-test in the experimental and control group are presented in the following: table 3. the rate percentage and frequency of students' scores of pre-test in experimental and control group classification score experimental group control group f % f % very good 80-100 3 10 1 3 good 70-79 18 60 14 47 average 60-69 8 27 12 40 poor 50-59 1 3 3 10 very poor 0-49 0 0 0 0 total 30 100 30 100 this table shows that the pre-test result of the experimental group is 3 students (10%) were classified into very good classification, 18 students (60%) were classified into good classification, 8 students (27%) classified into average classification, 1 student (3%) was classified into poor classification and none of the students ( 0% ) classified into very poor classification. the pre-test result of the control group is 1 student (3%) classified into very good classification, 14 students (47%) classified into good classification, 12students (40%) were classified into average classification, 3 students (10%) were classified into poor classification and none of the students (0%) classified into very poor classification. table 4. the rate percentage and frequency of students' scores of posttest in experimental and control group. classification score experimental group control group f % f % very good 80-100 18 60 15 50 good 70-79 12 40 11 37 average 60-69 0 0 3 10 poor 50-59 0 0 1 3 very poor 0-49 0 0 0 0 total 30 100 30 100 this table shows that after giving the treatments, the experimental group showed improvement in the post-test. it can be seen in the data which was presented in table 3. it shows that 12 students (40%) were categorized into the good category, 18 students (60.0%) were categorized into a good category and none of the students (0%) got average, poor, and very poor classification. the result of students’ post-test can show the improvement of the control group. 1 student (3%) got poor score classification, 3 students (10.0%) got average score classification, 11 students (37%) got good score classification and 15 students (50%) got very good score classification. the comparison between the students' scores of pre-test in the experimental and control group. 26 table 5. the mean score and standard deviation of the students' pretest score. group sample mean score standard deviation experimental 30 72.67 6.172 control 30 69.63 7.889 this table shows that the mean score of students' pre-test of the experimental group was 72.69, and the mean score of students' pre-test of the control group was 69.63. both groups were classified into good classification in the range 70-79. table 6. the mean score and standard deviation of the students' post-test score. group sample mean score standard deviation experimental 30 82.43 6.140 control 30 76.53 8.472 this table shows that the mean score of students' post-test in the experimental group was 82.43, which was classified into very good classification and the mean score of students' post-test control group was 76.53, which was classified into good classification. test of significance (t-test) of reading achievement on control and experimental group. the hypotheses were tested by using inferential analysis. in this case, the researcher used a t-test (test of significance) for an independent sample test. it is a test to know the significant difference between the result of students' scores in pre-test and post-tests in the control group and experimental group. the level of significance (0.05) with degrees of freedom df = n1+n2-2, where n = number of subjects (30). the following table shows the result of the calculation. table 7. t-test of reading achievement on control group and experimental group. variable t-test t-table pre-test of experiment and control group posttest of experiment and control group 1.659 3.089 2.021 2.021 this table shows that the t-table was higher than the t-test (α) (1.659<2.021). it indicated that there was no significant difference in the pre-test, while in posttest of control and experimental group, the researcher found that the t-test was higher than t-table (α) and the result of post-test (3.089>2.021) and the degree of freedom 58. it showed that there was a significant difference in post-test. it can be concluded that the null hypothesis (h1) was accepted, and the alternative hypothesis (h0) was rejected. it means that the use of text-based character improves students' reading comprehension skill. based on previous findings, the researcher analyzed that before treatment, the mean score of pre-test of experimental group was 72.67. it was classified into good classification, and the mean score of students' pre-test of control group was 69.63. it was classified into good classification. gay (2006:124) states that the difference between close scores is essentially the same for the students. the mean score between the experimental and control groups was relatively the same. both experimental and control groups have the same baseline knowledge in reading skills before the treatment. they were at good classification. after doing treatments, the result shows that the mean scores of both the experimental and control groups were different. the mean score of the post-test for the experimental group was 82.43, which was classified into very good classification, and the mean score of the control group was 76.53, which was classified into good classification. furthermore, the standard deviation for the experimental group was 6.140, and the control group was 8.472. the experimental group was in the "very good," and the control group was still in the "good" category. sainu (1998:22) states that short story reading is useful to encourage students to write intensively. it means that using literature in the classroom can improve students' reading achievement. 27 to know whether or not the means are significantly different, the researcher used a t-test in inferential statistics through the spss version 21.0 program to test the hypothesis. in the pre-test between the experimental and control group, the researcher found that the t-able is higher than the t-table (α) (1.659<2.021). it means that there is a significant difference in the pre-test of the control and experimental group. nevertheless, it was a little bit significant, while in the post-test of the experimental and control group, the researcher finds that the t-test is higher than the alpha and previous score in the pretest (α) (3.089> 2.021). the degree of freedom is 58. it means that there is a significant difference in the post-test. it indicates that the alternative hypothesis (h1) was accepted, and the null hypothesis (h0) was rejected. it can be concluded that the use of text-based characters improves students' reading skills. 4. conclusion the researcher found that the mean score of the pre-test of the experimental group was 72.67. it was classified into good classification, and the mean score of students' pre-test of the control group was 69.63. it was classified into good classification. after doing treatments, the result shows that the mean scores of both the experimental and control groups were different. the mean score of the post-test for the experimental group was 82.43, which was classified into very good classification. the mean score of the control group was 76.53, which was classified into good classification. furthermore, the standard deviation for the experimental group was 6.140, and the control group was 8.472. the experimental group was in the "very good," and the control group was still in the "good" category. on the other hand, the researcher found that the ttable is higher than the t-test (α) (1.659 < 2.021). it means that there is a significant difference in the pretest of the control and experimental group, while in the post-test of the experimental and control groups, the researcher finds that the t-test is higher than the alpha and previous scores in the pre-test (α) (3.089 > 2.021). the degree of freedom is 58. it means that there is a significant difference in the post-test. it indicates that the alternative hypothesis (h1) was accepted, and the null hypothesis (h0) was rejected. it can be concluded that the use of text-based characters improves students' reading skills. in line with the results of this research, karim (2014) defines that the implementation of task-based language teaching (tblt) improved the students' ability to write narrative text. it means there was a significant difference between the experimental group and the control group after the treatment. the mean score in the post-test of the experimental groups was 58.97, and the mean score in the post-test of the control group was 38.51. it means that the experimental group's score was higher than the control group's score. based on the data analysis, it was found that there was an improvement in the students' ability in writing narrative text in the experimental group. references al-magid, a., & al-mamun, m. 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(2019). trends in reading literary fiction in print and cyber media by undergraduate students of hasanuddin university. international journal of education and practice, 7(2), 66-77. raka joni, t. 1998. penelitian tindakan kelas: beberapa permasalahannya. jakarta: pcp pgsm dirjen dikti. rudiyanto. 2011. teaching reading comprehension using communicative approach through songs and games to the eigth year students of smp. jakarta: uin syarif hidayatullah. tessema, m., ready, k., & malone, c. (2012). effect of gender on college students' satisfaction and achievement: the case of a midsized midwestern public university. international journal of business and social science, 3(10). the national education ministry's research and development. 2011. guidelines for the implementation of character education. jakarta: ministry of national education https://doi.org/10.31849/utamax.v2i2.4272 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 14 – 20 doi: https://doi.org/10.31849/utamax.v3i1.5899 14 studying the role of positive reinforcement for motivation to learn the english language at secondary level in pakistan muhammad safdar bhatti 1, asif iqbal 2, rafia mukhtar 3, shaista noreen 4, zahida javed 5 1, 4 the islamia university of bahawalpur. pakistan 2 university of education lahore, faisalabad campus. pakistan 3 workers welfare school (girls), bahawalpur. pakistan 5 university of education lahore, joharabad campus. pakistan safdarbhatti2001@gmail.com article history received : 2021-01-13 revised : 2021-02-15 accepted : 2021-02-18 keywords motivation reinforcement classroom spotlighted lingua franca abstract english is being used all over the world as an international language. it is a lingua franca that enjoys a supreme status in society. learners have to wrestle with new vocabulary, rules of grammar, pronunciation, and more. so, the current study explores the students’ motivation and the perceptions of english teachers about positive reinforcement in an english language classroom. motivation and attitudes in learning a language in the classroom are very important and may make language courses more stimulating. the study contained a quantitative paradigm of control and experimental group as the research design. one hundred students and thirty teachers were selected using a simple random sampling technique. the data were collected using a closeended self-developed questionnaire of 30 items with five main indicators subdivided into six indicators. the collected data was analysed in spss. the results demonstrated that pakistani students were motivated in learning the english language and have shown a positive attitude towards using reinforcement in the classrooms. the study also spotlighted that if the motivation is used efficiently in the classroom, it will be a high-ranking tool for language learning. the recommendations and findings of this study should be taken into careful consideration, and steps should be taken to implement them in pakistani english language classrooms. 1. introduction reinforcement is the most effective strategy that the majority of teachers familiar with in managing english classrooms. among all strategies, reinforcement of praise is best suited in social interaction. praise is the tool for instructions and increases the academic and social behavior of learners. the students view the care provided via praise as a motivational and teaching technique (rachman & nur, 2017). language is the medium to transform our thoughts and feelings into another human beings. through language, we can get and transfer the knowledge of culture, religion, values, traditions, and science. motivation, attitudes, and set of beliefs about learning the language are among the determining factors that can influence the efficiency of the students in language classes (oroujlou & vahedi, 2011). therefore, the instructors and educators should be careful in taking these factors into account. there are many languages globally, but a few have specific and international recognition in the world. the english language is one of them, and it is the need of the present day. it is an advanced and international language. all the scientific, mathematical & and industrial knowledge is in it. it is necessary to acquire and learn this language. according to studies, reinforcement helps as motivational forces in english language learning (khaliq, douna, & ahsan, 2016). there are many types of reinforcement like contact, gestures, verbal, and proximity. positive reinforcements are when teachers use very good, good, friendly, well done, smiling, thumb up, applauding students, and sitting close to pupils (pratiwi, sudirman, & adnyani, 2018). one cannot get knowledge about the world without acquiring the command of the english language. now the question is that how can one acquire the english language easily? a teacher must make learning the language very easy. there are many techniques to make this process practical. first of all, to learn anything or perform any task, reinforcement plays an important role. according to dornyei (1998), mailto:safdarbhatti2001@gmail.com 15 positive reinforcement with the help of motivational tools plays a constructive role and helps students in setting beliefs, cognition, and values in the achievement process. according to sahana (2012), some students find some subjects difficult and require frequent rewards, and if the school subject or project does not provide them any reward, they show low performance. as henderlang and lepper (2000) described, at the same time, praise not only motives the student but also enhances self-confidence in the students because students like to remain engaged in those works in which they are appreciated. so through this research study, the researchers want to know the role of positive reinforcement for learning the english language at the primary level. it is an insight into the positive reinforcement for learning the english language at the secondary level. it was found that pupils show positive responses after implementing reinforcement in classrooms in the form of teachers’ praise (rachman & nur, 2017). the researchers also want to know how positive reinforcement enhances the learning ability of the students and how positive reinforcement stimulates the learner for learning. the current study attempts to search for the most appropriate, fruitful, and inspirational way to teach the english language in secondary schools. it finds out positive reinforcement for improving english language skills and the teachers' perceptions regarding motivation. the hypotheses of the study were: the students perform well through positive reinforcement by using motivational tools (reward, praise, competition, a star, some other interesting activities compared to those who are taught). 1) positive reinforcement enhances students’ performance in learning the english language. 2) there is a difference between the scores of the control & experimental groups. any learning cannot be acquired without motivation. motivation works as a lubricant for learning. much work has been done on this topic, but, indeed, there is always room for improvement in every field. this study throws light on the importance of positive reinforcement and motivation for learning. in this study, the researchers point out the different reinforcement techniques and set recommendations for language teachers. this study showed the importance of positive reinforcement for learning the english language at the primary level. 2. literature review during the 20th century, much work has been done on motivation in the educational field. an educational psychologist suggests many ways to motivate students for learning. many researchers have also researched "the role of positive reinforcement. according to evans and tragant (2020), there is a positive relationship between dropout and demotivation among adult learners. the students are demotivated by external issues like poor speaking skills, teaching practice, and a low level of fluency in learning a language. this notion leads to a justification that learners with demotivation may lose their grades in exams (vibulphol, 2016). on the other hand, positive motivation influences learners’ performance rapidly (ng & ng, 2015). the teachers should use more motivational techniques to make their students attentive in the class". for this research, the working researcher observed and evaluated the common behavior of the language teachers and the casual environment of language classrooms. researchers observed that language teachers often teach the grammar or rules of language in a typical style without creating interest or motivating the learners. according to christir and afzaal (2005), in pakistan, the dependency of old tradition methods and minimal use of modern techniques are the parts of the education system. students take these rules as a burden, and they feel bore. such teachings of language rules badly fail to catch their attention. the factor of positive reinforcement in learning a language increases lessons (krishna & pathan, 2013). the learners who got vocabulary learning strategies negatively (tanaka, 2017). this situation may lead them to lose both integrative and instrumental motivational techniques (bahramy & araghi, 2013). further, as ahmed and mahmood (2010) say, traditional instructions are less effective in a teaching-learning atmosphere than cooperative learning. as a result, students do not show good performance at the end. if some students acquire the rules of grammar of the english language, but they cannot communicate or (interact) transfer their ideas with others. oxford and shearin (1994) explored an important impact of motivation in students’ achievement scores. motivation determined the learners’ level of engagement in learning a language. motivation has many special effects on the learning behavior of students. it directs specific goals to increase motivation among students, which affects their achievement and improves the cognitive process. dörnyei and ushioda (2013) have expressively defined motivation. they claimed that motivation originates from the latin verb “mover,” which means to move. motivation impacts performing actions and make choices. the word motivation has two terms: magnitude and direction. dörnyei (2001) projected that learners' learning is based on teachers who motivate students by employing pleasant approaches. this is done by making the classroom atmosphere of classrooms friendly and relaxed. 2.1 types of motivation according to iqbal (2011), there are two types of motivation. intrinsic and extrinsic motivation. the most basic distinction is between intrinsic motivation, 16 which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation refers to doing something because it leads to a separable outcome. 2.2 sources of motivation this observation compels the researcher to inquire why students are not competent in the english language. the researcher wants to know that is there any role of motivation or positive reinforcement here? as larasati (2018) described, student-centered approach results in the superior performance of slow learners. the correlation between communication and student-centered approaches positive. these approaches create learning by doing situations. the scholars may improve their speaking skills through tasks that are devised with their needs. it was developed in integrating the multiple dispositional, content, and need theories in the single workable motivational model (leonard, beauvais, & scholl,1955). there are five sources of motivation. 2.3 intrinsic process motivation individuals primarily motivated intrinsic process to engage in activities which they consider enjoyable of fun. it is the performance of the tasks itself, rather than outcomes or results of the task that provide satisfaction" (leonard, beauvais, & scholl, 1999). 2.4 external or self-concept motivation it the attitude maintained by the use of external rewards or incentives like fame, praise, and money (cherry, 2021). self-concept motivation is extremely based on when the individual is primarily otherdirected. the concept of this kind of motivation is resulting from accepting the expectations of the reference group. while the idea of self-concept motivation is based on inner directions of the mind (leonard, beauvais, & scholl,1999). 3. method the current study was experimental with experimental and control group designs. also, a questionnaire was filled up by the teachers showing their experiences about the impact of positive reinforcement impact on learners’ performance. secondary level learners of bahawalpur city were part of this study. the data were collected from 9thgrade learners in the academic year 2019-20. in this study, fifty students and thirty teachers from govt. s. d. high school, bahawalpur, and workers welfare high school (girls), bahawalpur participated. grade-9 learners were selected randomly. among them, fifty students belonged to the control group, and fifty students’ belonged to the experimental group. each group had equal participation of male and female students. following tools were used to collect the data from the respondents: 1: questionnaire for teachers.2: pretest and post-test for students. the data were collected using a close-ended selfdeveloped questionnaire of 30 items with five main indicators subdivided into six indicators. the questionnaires were delivered to teachers about their teaching experiences. the test was used to collect the data to find out the impact of reinforcement from the respondents who were students. there were both open-ended and close-ended questions. test and questionnaires were the research tools used for this study. 4. findings 4.1. is there an apparent distinction in male and female students’ achievement scores under reinforcement and motivational tools in experimental and control groups? table 1. comparison of achievement scores of experimental and control groups respondents n mean sd t control group 50 50.35 10.21 -1.258* experimental group 50 55.62 11.35 *p<0.05 table 1 discovered an apparent distinction in students’ achievement scores between control and experimental groups under reinforcement and motivational tools. the two groups had an apparent distinction between them. the mean achievement score of the control group (m= 50.35, sd= 10.21) and experimental group (m=55.62, sd=11.35) with (p value<0.05) shows that the experimental group had a better achievement score as compared with the control group under reinforcement techniques. so the research question, “is there an apparent distinction in control and experimental groups about students’ performance under motivational tools?” answered positively. 4.2. is there an apparent distinction in male and female students’ achievement scores under reinforcement and motivational tools in the experimental group? table 2. students’ performance in experimental group through motivational tools students n mean sd t 17 male 25 54.57 10.25 -1.342** female 25 61.34 11.31 **p<0.01 in table 2, there was an apparent distinction in students’ achievement scores between males and female. there is an apparent difference between the two types of groups. the achievement of male students (m= 54.57, sd= 10.25) and female students (m=61.34, sd=11.31) with (p value<0.01) showed that female respondents achieved higher as compared with male respondents. so the research question, “is there an apparent distinction in male and female students’ achievement scores under reinforcement and motivational tools in the experimental group?” answered positive. 4.3. frequency analysis of reinforcement techniques in the english language classroom, overall mean achievement score, and standard deviation of motivational tools table 3. mean score of overall learning through motivational tools among the learners praise reward stickers star thumbs up mean 3.40 3.47 3.54 3.61 3.86 std. d. 1.26 1.07 .58 1.79 1.02 n=50 it is evident from table 3 that the most useful motivational tool among the learners was the thumbsup technique. the second learning technique was a star for the students. the third learning technique was using stickers. a reward was the fourth important indicator for the learners at the school level. the last technique that was used for the students was praise. 4.4. frequency analysis of reinforcement techniques for male students in an english language classroom, overall mean achievement score, and standard deviation of motivational tools table 4. mean score of male students learning through motivational tools tests praise reward stickers star thumbs up mean 3.28 3.54 3.38 3.80 3.45 std. d. 1.15 1.53 .52 .59 1.21 n=25 table 4 illustrates that the most useful motivational technique among male learners was the star technique. the second learning technique was a reward for the students. the third learning technique was thumbs up. the fourth technique was using stickers. the last technique that the male students used was praise. it is evident from the bar graph below: 4.5. frequency analysis of reinforcement techniques for female students in the english language classroom, overall mean achievement score, and standard deviation of motivational tools table 5. mean score of female students through motivational tools praise reward stickers star thumbs up mean 4.42 3.80 4.31 3.90 4.55 sd 1.05 .52 .37 .48 .14 n=25 table 5 demonstrates that the most useful learning technique among female learners was thumbs up. the second technique used by the female students was praise. the third technique was stickers. the fourth one was the star technique. the last technique used by female esl students was a reward. it is evident from the bar graph below. 4.6. the perceptions of the teachers regarding the use of motivational techniques the perceptions of teachers revealed that when they provided their students' different techniques of 18 reinforcement, their students engage more in learning the english language. these activities make them enthusiastic about language learning. according to the teacher, praise is the best technique for their encouragement. the second technique was stickers. the third technique was stars. in the last, they perceived that reward is also an incentive for improving their academic performance. it is evident in graph below. 5. discussion a significant difference in students’ performance between the control and experimental group under motivational tools was found. it was concluded that when motivational tools were applied in the form of reinforcement, the attitude of students towards language learning improved. the attitude developed in response to motivational techniques. the study is supported by the previous studies conducted by oroujlou and vahedi (2011). the mean achievement score of the control and experimental group shows that the experimental group had a better achievement score as compared with the control group. the study supported the prior studies, as suggested by kim and kim (2016), that demotivation is influenced by external factors related to learners. there was an apparent distinction in students’ performance between males and females. the achievement score of male students and female students shows that female students have performed better than male students. meara and fitzpatrick (2000) and jimenez (2010) showed that females perform higher than males. scarcella & zimmerman, 1998) showed that males are dominant over females' incomprehension. many other studies conducted by lin and wu (2003), lynn et al. (2005), and edelenbos and vinje (2000) investigated the superiority of males over females in getting knowledge of the foreign language. male students incorporate more new words into lexicons than female students (llach & gallego, 2012). the overall most useful learning technique among the learners was the thumbs-up technique. the second learning technique was the star for the students. the third learning technique was using stickers. the reward was the fourth important indicator for the learners at the school level. according to adara study (2018), missing intrinsic motivation is the prominent de-motivational factor among the learners. the last technique that was used for the students was praise. the most useful motivational technique among male learners was the star technique. the second learning technique was a reward for the students. the third learning technique was thumbs up. the fourth technique was using stickers. the last technique that the male students used was praise. on the other hand, the most useful learning technique among female learners was thumbs up. the second technique used by the female students was praise. the third technique was stickers. the fourth one was the star technique. the last technique used by female esl students was the reward. 6. conclusions the use of positive reinforcement through motivational tools is necessary for our english language classes. with the use of this technique, a positive change can be created among the students. a positive and healthy motivational environment is very necessary for long-term learning and achievement for the learners. with positive reinforcement, lesson plans can be improved, and students show more willingness and interest in their studies. with it, learning can be made more interesting and useful even for those students who are not good at their studies. moreover, from the analysis and interpretation of the data, the researchers had found that: 1) the old and traditional ways of teaching were still applied in schools. 2) teachers were not trained enough, and they were not ready to use new learning techniques in their classes. 3) positive reinforcement is necessary for classrooms. 4) motivational tools can bring desirable positive change among students. 5) lack of positive reinforcement is visible from the lesson plans of teachers. 7. suggestions following suggestions and recommendations were made: 1) english is an interesting subject so it should be taught with different activities and some motivational tools so that the students may develop their interest in it. 2) the behavior of the teachers should be positive and friendly with their students. 3) teacher training workshops should be conducted. 4) in teaching english, four skills must be included with interesting activities. 19 5) use motivational tools should be used in the class appropriately. 6) more target language should be used during the lecture. 7) teachers should use and adopt new and innovative learning strategies full of positive reinforcement in their classes. 8) the teacher should motivate the students to participate in the class on an equal basis. references adara, r. a. 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(2016). students’ motivation and learning and teachers’ motivational strategies in english classrooms in thailand. english language teaching, 9(4), 64-75. http://www.jstor.org/stable/44486382 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 1 – 8 doi: https://doi.org/10.31849/utamax.v3i1.5715 1 an internal analysis of e-learning implementation readiness: present evaluation and future planning ana rosida 1, sri adrianti muin 2, wahyuni sakka 3 1, 2 fajar university, makassar, indonesia, 90231 3 stie yapman majene, west sulawesi, indonesia, 90000 ann.rosyed@gmail.com article history received : 2020-12-15 revised : 2021-03-21 accepted : 2021-03-24 keywords e-learning e-learning readiness aydin and tasci model lecturers and students abstract this study aims to see and analyze the readiness of economic and social sciences faculty of fajar university to implement e-learning based on the four factors by using aydin & tasci’s elr model, namely; people, technology, self-development, and innovation factor. this quantitative study used questionnaire was given to lecturers, and students with the total sample were 185. the average score of 3.41 is the minimum score for the level of readiness to implement e-learning. based on the data, it found that lecturers obtained a total score �̅� = 3.60 and students was �̅� = 3.40. from four factors for lecturers, self-development factor was the only factor considered unprepared for implementing e-learning which needs some of the work to reach ready category. however, the rest of the factors are in the ready category in the teaching process. on the other hand, students score result indicated not ready to implement e-learning in the learning process. even though in technology and innovation factors were showing un-readiness, in people factors and selfdevelopment indicated that students are ready to implement e-learning even though it requires a few improvements. from the final score result for both lecturers and students, the data show that economic and social sciences faculty fajar university is ready to implement e-learning in teaching and learning process even needs a few improvements. 1. introduction since 2008, fajar university has an organizational strategic plan to become one of the leading private universities in eastern indonesia even at the national level. the form of effort is to follow each year of education development. one of the efforts of this university in the 21st century is the plan to implement elearning in the teaching and learning process. the institution realizes that the growing development of information technologies has had a significant impact on peoples in various fields, especially in education. through the use of information technology, it offers unlimited access. one of the uses of information technology is learning called e-learning (angraini & suryadi, 2015). e-learning will impact the effectiveness of learning in terms of time, place and facilitate interaction between students and lecturers and fellow students. also, students can share information, can be used as a support for discussion and can access the teaching material at any time, so that students can further strengthen their mastery of the learning material (rahamma & nadjib, 2015). through information technology-based learning, students are more active in learning activities and make learning more varied (al fajri, 2018). another reason to conduct e-learning is a significant increase in the number of university students, the generational change of student population, and the up-to-date nature of online sources that cannot possibly be ignored (putri, hamuddin, nursafira, & derin, 2020). therefore, online learning and teaching system should be conducted in the university and should get the measurement of readiness for the university to implement e-learning in the classroom. learning systems that use e-learning are different from previous learning systems, learning using e-learning requires preparation both in terms of infrastructure and technical capabilities of potential users (aydin & tasci, 2005). therefore, every university that wants to mailto:ann.rosyed@gmail.com 2 implement a learning system using e-learning should pay attention to preparation before implementing it. the readiness to implement e-learning is known as elearning readiness (elr). elr is an analysis conducted on the e-learning system at the university. the e-learning readiness measurement is implemented so that the organization can quantitatively determine its readiness level so that institutions can determine what policies or strategies will be determined. the measurement of e-learning readiness is based on the model used, so selecting the e-learning readiness component as the basis for building the model becomes the benchmark for measuring e-learning readiness. the e-learning readiness model is not just limited to preimplementation preparation, but can also be used for organizations that have implemented e-learning. so, the results of this assessment can be used as a basis for making improvements during the next development period. several factors can be used as benchmarks for the preparation for the implementation of e-learning, namely people factors, self-development factors, technological factors and innovation factors of the e-learning model by aydin & tasci (aydin & tasci, 2005). this research should be carried out so that the research results can be considered by institutions in the implementation of e-learning as a form of evaluation. these considerations aim to ensure that e-learning can be applied correctly and can be used as a basis for making improvements for future planning. seeing the current pandemic corona virus 19 phenomena starting in 2020 makes all the institutions conduct the learning and teaching process online. this pandemic also affected educational institution, which leads to online classes, webinars etc. (p & shahid, 2020). it does not only happen in the education sector, but some sectors are also suggested to work from home (wfh). it is a new concept that emerging to all sectors to work from home for the first time. in line with this condition, the research on seeing the readiness economic and social sciences faculty of fajar university to apply e-learning in the learning and teaching process should be conducted whether this institution is ready or not. based on the above issues, the researcher wants to research how the preparation level of economic and social sciences faculty of fajar university in the implementation of e-learning and what factors are still low and need to be improved in the implementation of elearning 2. literature review 2.1 e-learning according to (koohang & harman, 2005), e-learning is a means of providing all learning activities relevant to teaching and learning through various electronic media such as the internet, intranet, extranet, satellite tv, video or audio. according to rusman (2012), e-learning is the process and activities of implementing e-learning, computer-based learning, virtual classrooms and digital classrooms. the materials for these e-learning activities are mostly provided through the internet, intranet, videotapes or audio, satellite broadcast, interactive television and cd-rom. from the above definition, it can be concluded that elearning is a media to deliver learning process electronically that can be used by anyone, whether lecturers, students or the general public, and can be used anytime and anywhere using an internet network. 2.2 e-learning component generally, there are three main components to build e-learning, namely: a. e-learning system. it is software that visualizes the process of conventional teaching and learning process, class management, lesson or content creation, discussion forum, evaluating students score system, online examination, and all kinds that connected to the teaching and learning process management. this software system is well known as the learning management system (lms). b. e-learning content. the content of a class is delivered by using internet networking and other technology media. e-learning can cover formal and informal class. c. infrastructure e-learning. it is a personal computer (pc), computer network, and multimedia tools. 2.3 e-learning readiness (elr) according to borotis & poulymenakou, e-learning readiness (elr) is the mental or physical preparation of an organization to lead, act and create an online learning experience. according to kaur and abas, e-learning readiness is defined as a student's ability to use e-learning and multimedia systems to improve the quality of learning (priyanto, 2009). according to (saekow & samson, 2011), e-learning readiness is defined as the readiness of an organization to implement e-learning. this preparation includes mental preparation and physical preparation, namely preparation in terms of acceptance and infrastructure availability. so it can be concluded that e-learning readiness is the readiness in implementing e-learning from both sides which includes the physical and mental readiness of an organization for implementing e-learning, namely readiness from the side of acceptance and the side of infrastructure availability. e-learning readiness describes the extent of an organization's readiness in several aspects to implement e-learning. readiness is 3 meant not only in terms of lecturers or students but also the readiness of the organization itself. 2.4 e-learning readiness (elr) method to measure elr, it needs a method. there are some methods from previous researchers such as haney elr method, seakow and samson elr method, and aydin & tasci elr method. 1. haney elr method. this method used seven questionnaire instruments in elr evaluation: human source, learning management system, students, content, information technology, fund and vendor (haney, 2002). 2. seakow and samson elr method. this method aims to learn about the success in implementing e-learning in several universities in america. this method uses five factors before implementing e-learning, such as policy, technology, financial, human resources, and infrastructure(saekow & samson, 2011). 3. aydin & tasci elr method. aydin & tasci developed an elr model with four factors that can measure e-learning readiness. these factors are as follows: a. technological factor technology is one of the important factors in implementing e-learning in an organization to make it more effective. according to rogers, technology has two components, namely hardware (hardware) and software (software). hardware is the physical component of technology such as computers, printers, networks, scanners and servers. furthermore, the software is a software component in the form of information that helps carry out specific tasks. b. innovation factor according to rogers, that past experiences can affect readiness in using e-learning (mailany, 2015). the innovation factor involves an examination of the user's past e-learning experiences. furthermore, how the students and lecturers could face and defeat the obstacle to adapt the renewal changing. c. people factor people factors in the elr aydin & tasci model include experienced human resources (hr), elearning users, e-learning service providers, and the human ability to learn using technology. hr is a special energy that functions as a work input. this shows that hr plays an important role because hr will be both the subject and the object of e-learning based learning. d. selfdevelopment factor self-development factor in aydin & tasci deals with e-learning budgets and managing time and confidence in personal development. according to aydin & tasci, self-development factors can identify the willingness to implement e-learning in an organization. on the budget side, compared to conventional classes, the costs incurred for conducting e-learning are higher because the infrastructure necessary for the continuity of elearning also requires a significant investment. the budget for implementing e-learning in an organization requires good planning (hendrastomo, 2008). on managing time, e-learning can overcome the limitations of space and time between lecturers and students. the ability to manage time is needed so that elearning could run optimally. the learning process is not only done by campus but also outside the campus environment (kusmana, 2011). each factor above must be formed from three sides, namely resources, skills, and attitudes as the table below. aydin & tasci elr model used thirty questions formed from these factors and sides (aydin & tasci, 2005). table 1. elr factor of aydin & tasci model resources skills attitude technology access to computers and the internet ability to use computers and the internet positive attitude toward the use of technology innovation barriers ability to adopt innovation openness to innovation people • educated employee • experienced hr specialists • an elearning champion • vendors and external parties ability to learn via/ with technology selfdevelopment budget ability to manage time belief in selfdevelopment 3. method the approach used in this research is a descriptive quantitative approach. descriptive research aims to describe or define existing phenomena, both in natural phenomena or human engineering (sukmadinata, 2006). this research model uses the aydin & tasci 2005 elr method of four factors, namely peoples, selfdevelopment, technology and innovation, that to measure e-learning implementation readiness. this template will provide a rating of the level of readiness to implement e4 learning at any institutions. the aydin & tasci elr model was developed and adapted for use in this study. this model can be applied before and after the application of e-learning. if it is before implementation, it gives a readiness score result. if applied after implementation, it provides results in an evaluation form for further application of e-learning. then the e-learning readiness score, which is already known will be assessed which factors are still low or which are ready for elearning application. the population used in this study was all the lecturers and students at fajar university. the sample would be only for the permanent lecturers and active students in economic and social sciences faculty of fajar university. the sample took 10.8% of all populations. moreover, the sample taking technique was accidental sampling due to ease to get the research sample which the researcher could take any sample at any time. this technique could fasten the process of researching (sugiono, 2009). accidental sampling is a technique to determine the sample based on the accidental. it means a sample accidentally meets with the researcher that perhaps fit to be a sample which matches to the source of data. this research was conducted at the economic and social sciences faculty of fajar university from june 2020 to august 2020. the researcher had 185 samples that 31 from lecturers and 154 from students. 3.1 the instrument of the research 3.1.1 questionnaire this study uses a questionnaire. the development of the researcher questionnaire was based on previous research namely the aydin & tasci elr model using 36 statements for lecturers and 19 questions for students which were formed from four factors namely peoples, personal development, technology and innovation. this study uses the checklist method by checking (√) the appropriate answer choices on the assessment sheet. each question was rated using a likert scale 1-5. the following scales are given: 1 = strongly disagree 2 = disagree 3 = neutral 4 = ok 5 = strongly agree 3.1.2 spss 24.0 to measure the validity and reliability test, spss 24.0 was used to comprehend the data. this instrument allows the researcher to avoid routine mathematical mistakes and produce accurate figures if input correctly. after all, data were analyzed, the researcher tabulated the scores into the level of readiness based on the readiness measurement scale of aydin & tasci model as figure 1 below. the rating scale consists of four categories, namely: • not ready, needs much work, is the lowest level of readiness, so more effort is needed to increase readiness. • not ready, needs some work, is a level of preparation which is a level below ready. at this level, a university needs a little more effort to be at the ready level. • ready, but needs a few improvements, is a level of preparation which is already classified as ready, but which still needs to be slightly improved. a university could develop an e-learning system, but it can be disrupted if there are unexpected problems. • ready, go ahead, is a level of preparation that is already classified as ready and quick to develop an elearning system. figure 1. elr readiness measurement scale source: (aydin & tasci, 2005) the average score of 3.41 is the minimum score for the readiness level to implement e-learning, so a score with an average value below 3.41 is considered unprepared for implementing e-learning. table 2. score range and categories of the elr aydin & tasci models score range category 1≤ x ≤ 2,6 not ready, needs a lot of work 2,6 < x ≤ 3,4 not ready, needs some of work 3,4 < x ≤ 4,2 ready, but needs a few improvements 4,2 < x ≤ 5 ready, go ahead! source (aydin & tasci, 2005) 4. findings 4.1 validity test the validity and reliability test in analyzing the data used the spss 24.0 program with a significance level of 5%, and 31 respondents (lecturers) obtained the value of 5 rtable = 0.355. the respondent (student) 154 people, obtained a value of rtable = 0.133. the decision making criteria to determine the validity of the test if rcount> rtabel with a significance level of 5%, it can be stated that the instrument item is valid, and vice versa if rcount> rtable with a significant level of 5% then the item is invalid. after looking for the validity results with the testing criteria, if rcount is greater than rtable with a significance level of 5%, it can be stated that the instrument item is valid, and vice versa if rcount is less than rtable with a significant level of 5% then the instrument item is invalid. moreover, from the test results, the results show that 37 instrument items for lecturers and 19 instruments for students have a value of rresults> rtable. it is proven that the research instrument items are declared valid. for more details, see the table below. table 3. case processing summary n % cases valid 31 100.0 excludeda 0 .0 total 31 100.0 a. listwise deletion based on all variables in the procedure. tabel 4. case processing summary n % cases valid 154 100.0 excludeda 0 .0 total 154 100.0 4.2 reliability test several valid items then test the level of reliability. reliability would show the reliability level if the instrument used can produce almost the same data at different times and places. the criteria for testing the reliability test is if rcount is greater than rtable with a significance level of 5% (0.05) it can be stated that the measuring instrument is reliable. vice versa if rcount is less than rtable then the measuring instrument is not reliable. and the results of testing the reliability test can be seen in tables 5 and 6: table 5. results of the validity test of the lecturers' questionnaire rtable rcount (cronbach’s alpha) description 0.300 0.751 reliable based on table 5, the reliability test result for lecturers’ questionnaire shows reliable due to rcount is 0.751 that is greater than rtable that is 0.300. if rcount is greater than rtable, it can be stated that the measuring instrument is reliable. table 6. results of the validity test of the students’ questionnaire rtable rcount (cronbach’s alpha) description 0.158 0.751 reliable based on table 6, the reliability test result for lecturers’ questionnaire shows reliable due to rcount is 0.751 that is greater than rtable that is 0.158. if rcount is greater than rtable, it can be stated that the measuring instrument is reliable. this finding research is a form of internal evaluation and future planning for this institution that aims to know the preparation level of economic and social sciences faculty of fajar university in the implementation of e-learning and factors are still low and need to be improved in the implementation of e-learning. the questionnaire results of the questionnaire distribution for economic and social sciences faculty of fajar university are presented in the table below. the questionnaire for this study consists of 37 questions for lecturers and 19 questions for students with alternative responses “strongly agree” with a score of 5, “agree” with a score of 4, “neutral” with a score of 3, “disagree” with a score of 2 and “strongly disagree” with a score of 1. table 7. results of the questionnaire distribution study program rcount total english literature international relations accounting d3 s1 accounting communication studies management tourism development lecturers 31 students 154 total 185 based on table 7, the number of samples is 185 that have filled distributed questionnaires. respondents who filled out the questionnaire were 31 lecturers and 154 6 students. the recapitulation of the results of filling out the lecturer questionnaire can be seen in table 8 below. table 8. erl score results for each factor (lecturer) erl factor erl score description people factor 3.70 ready, but needs a few improvements technology factor 3.70 ready, but needs a few improvements selfdevelopment factor 3.20 not ready, needs some of work innovation factor 3.70 ready, but needs a few improvements total erl 3.60 ready, but needs a few improvements in table 8, it shows an elr score result for lecturers. 31 lecturers from 7 program studies have answered the given questionnaires and result showing the readiness of lecturers to implement e-learning in teaching process because a score of elr < �̅� = 3.60 > 3.41. if erl score is greater than 3.41, it means showing the readiness and vice versa. self-development factor is the only factor indicates not ready and needs some of the work. however, the rest of the factors like people, technology, and innovation factors designate readiness but needs a few improvements. table 9. erl score results for each factor (students) erl factor erl score description people factor 3.80 ready, but needs a few improvements technology factor 3.20 not ready, needs some of work selfdevelopment factor 3.50 ready, but needs a few improvements innovation factor 3.20 not ready, needs some of work erl total 3.40 not ready, needs some of work based on table 9 above, the elr total score for students is �̅� = 3.40 < 3.41. this score means the students are not ready and need some work to implement elearning in the learning process. even though in technology and innovation, factors display un-readiness, but in the factor of people and self-development show the readiness even needs a few improvements. tabel 10. erl final score result erl factor skor erl keterangan lecturer 3.60 ready, but needs a few improvements students 3.40 not ready, needs some of work erl total 3.50 ready, but needs a few improvements based on table 10 above, it indicates that the faculty of economic and social sciences of fajar university is ready to implement e-learning in teaching and learning process. 5. discussion 5.1 the readiness level the score of elr obtained from lecturers in table 8 is �̅� = 3.60 > 3.41. if 3.60 is greater than 3.41, it means lecturers from economic and social sciences faculty fajar university belongs to the ready category to implement e-learning in teaching process even though it needs a few improvements. improvements were made to the elr factors that had low scores, for example, the self-development factors that had an elr score of 3.20 < 3.40, which was not ready factors that needed some of the work. although there is a self-development factor that is not ready, in people factors, technology, and innovation have a score of elr �̅� < 3.70, which means belongs to ready category even requires a few improvements. in table 9, students have a score of elr < �̅� = 3.40 < 3.41. the score on the people factor is �̅� 3.41 < 3.80 and self-development has a value of 3.41 < 3.50, this shows that in these factors peoples and student selfdevelopment are ready to implement e-learning in the learning process even though it requires a little improvement. in contrast to people factors and selfdevelopment, technology and innovation factors have a score of elr< �̅� = 3.20 < 3.41, which means that these factors are not ready and need a little improvement to reach the ready level. from overall score for elr both lecturers and student in table 10, it has �̅� = 3.50 < 3.41. this final score is to see how the readiness of this institution to implement e-learning in teaching and learning process. the score obtained indicated that the readiness in implementing elearning is in a ready category but needs a few improvements. based on this discussion, it can be seen that the level of readiness for implementing e-learning according to the scores obtained from the lecturers and students of economic and social sciences faculty fajar university as follows: a. the results obtained from the lecturers are in the ready category and require a few improvements in people factors, technology, and innovation. in contrast, the self-development factor shows that the factors are not ready and need a few improvements. 7 b. the score obtained from students is that they are not ready for e-learning implementation and need a few improvements. however, the people factor and selfdevelopment are showing ready results but need a few improvements. c. based on the final results of the elr assessment score in aydin & tasci model in table 10, it can be seen that overall ( lecturers and students) the economic and social sciences faculty fajar university has an elr score �̅� = 3.50 which means that the elr score is 3.41 < �̅� < 3.50. this shows that the faculty of economic and social sciences fajar university is ready to implement e-learning but still needs a few improvements on each of its factors, and pays more attention to the elr factors with the low score. improvement was also made to increase the low elr score to improve the quality of using elearning in the teaching and learning process. 5.2 future planning based on the final score in table 10, this institution is ready to implement e-learning in teaching and learning process even though it needs a few improvements. to achieve ready category, it needs some future planning as follow; a. people factors for lecturers and students ▪ provide e-learning training and socialization so that teachers and students have the expertise and experience in using e-learning. moreover, teachers who already have the expertise and experience should take advantage of online learning in the learning process. ▪ increase the relationship between students and students so that they can work together to complete homework using e-learning. b. technology factor toward lecturers and students ▪ there is a need for improvement in the relationship between students and lecturers to work together during the learning process with e-learning so that elearning can be appropriately utilised. ▪ there is a need to improve the relationship between lecturers and institutional operators as administrators to work together so that e-learning can be appropriately managed. c. self-development factor toward lecturers and students. ▪ there is a need to increase the allocation of time, which means that the time spent learning to accept changes in the learning process still needs to be improved. ▪ the funds for implementing e-learning at the faculty should be discussed on increasing budget planning and the implementation of e-learning during meetings. budget planning can show that the funding source of the faculty itself is sufficient or insufficient. ▪ careful budget planning will deliver the results of implementing good e-learning with maximum funds. faculties are encouraged to provide financial support and establish budget details to implement, inter alia, the provision of internet network infrastructure, development of e-learning applications, maintenance or repair of e-learning and fund allocation for managers or administrators who manage e-learning so that it can be implemented properly d. innovation factor towards lecturer and students there is a need to develop resources capable of facing and overcoming obstacles and the capacity of teachers and students to adapt to renewal changes through training and sharing sessions. based on the explanation above, the researcher could predict the future of this institution to face significant data era to become leading university to conduct teaching and learning process online without any obstacles from both lecturers and students if those future planning components accomplished. 6. conclusion based on the results of the research and discussion on the level of readiness for the implementation of elearning at the economic and social sciences faculty fajar university, it can be concluded that: 1) the level of preparation for the implementation of e-learning to lecturers at the economic and social sciences faculty fajar university obtained �̅�= 3.60. this shows that lecturers are ready to implement e-learning, but still need a few improvements on each of its factors. furthermore, pay more attention to the elr factors with the least value, namely the self-development factors. 2) while the results obtained for students at the economic and social sciences faculty fajar university are �̅�= 3.40. these results show if the students are not ready to implement e-learning in the learning process. even if there are technological and innovation factors that results are not ready, in terms of people and self-development factors, students are ready to implement e-learning even if it needs a few improvements. 8 3) final score result both lecturers and students indicated that this institution is ready to implement e-learning in teaching and learning process even. 7. suggestion the suggestions that can be given based on the research carried out are as follows: i am adding factors as a component of aydin & tasci elr model questionnaire to provide more optimal measurement results depending on the research location. determination of categories for more specified factors to provide a more precise evaluation result. it is expected that the economic and social sciences faculty fajar university can make improvements and assessments to increase the readiness to implement e-learning and pay more attention to the factors that are still low or least valuable, especially on student final results. references al fajri, syaifudin. (2018). pengukuran tingkat kesiapan penerapan e-learning di smkn 1 banyumas. undergraduate thesis, universitas negeri yogyakarta. angraini, & suryadi, d. (2015). pengukuran tingkat kesiapan penerapan e-learning menggunakan tri (technology readiness index), studi kasus: uin suska riau. jurnal sistem informasi, 5(3), 237–241. aydın, c. h., & tasci, d. (2005). measuring readiness for e-learning: reflections from an emerging country. journal of educational technology & society, 8(4), 244-257. arikunto. (2010). prosedur penelitian: suatu pendekatan praktik edisi revisi. jakarta: rineka cipta. dinata, nana syaodih sukma. (2006). metode penelitian pendidikan. bandung: pt remaja rosdakarya. haney, d. (2002). assessing organizational readiness for e-learning: 70 questions to ask. performance improvement, 41(4), 8-13. hendrastomo, g. (2008). dilema dan tantangan pembelajaran e-learning. majalah ilmiah pembelajaran, 4(1), 24–38. koohang, a., & harman, k. (2005). open source : a metaphor for e-learning. informing science journal, 8, 75–86. kusmana, a. (2011). e-learning dalam pembelajaran. lentera pendidikan, 14(1), 35–51. mailany, masrura. (2015). analisis faktor-faktor pengukuran tingkat kesiapan implementasi elearning di perguruan tinggi fakultas ilmu komputer program studi magister teknologi informasi. universitas indonesia. 27-28. shareena, p., & shahid, m. (2020). work from home during covid-19: employees perception and experiences. global journal for research analysis, 9(5).7–10. putri, s. e., hamuddin, b., nursafira, m. s., & derin, t. (2020). discourse analysis in e-learning-based course using moodle platform : an experimental design. journal of research and innovation in language, 2(1), 19–26. priyanto. (2009). model e-learning readiness sebagai strategi pengembangan elearning” international seminar proceedings, information and communication technology (ict) in education. graduate school. 267-275. rahamma, t., & nadjib, m. (2015). intensitas penggunaan e-learning dalam menunjang pembelajaran mahasiswa program sarjana (s1) di universitas hasanuddin. jurnal komunikasi kareba, 4(4), 387–398. rusman, deni kurniawan, dan cepi riyana. (2012). pembelajaran berbasis teknologi informasi dan komunikasi mengembangkan profesionalitas guru. jakarta: penerbit rajawali pers. saekow, a., & samson, d. (2011). a study of e-learning readiness of thailand’s higher education comparing to the united states of america (usa)’s case. international conference on computer research and development (iccrd), shanghai, 287–291. https://doi.org/10.1109/iccrd.2011.5764134 setyosari, punaji. (2013). metodelogi penelitian pendidikan dan pengembangan edisi iv. jakarta: prenadamedia group. sugiyono. (2009). metodologi penelitian petunjuk praktis untuk peneliti pemula. yogyakarta: ugm press. sugiyono. (2019). metodologi penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 133 139 133 exploring the correlation between students’ interest in listening and listening comprehension in english context widia yunita & jumiyanti jumiyanti stai hubbulwathan, duri. indonesia widiayunita136@gmail.com article history received : 2020-09-07 revised : 2020-10-27 accepted : 2020-11-09 keywords students’ interest listening comprehension language acquisition correlational study abstract the beginning of our learning is from hearing. because of that, many educational experts and educational theories claim that the first learning activity is auditory. the influence of students’ listening comprehension, such as cognitive factors and psychological aspects also involved. one of the psychological problems is students’ interest. the purpose of this research is to find out a significant correlation between students’ interest in listening and their listening comprehension on the eleventh-grade students of smkn 3 tanah putih, rokan hilir. the sample of this research was 26 students. the technique used in this research was correlational. in collecting the data, this research was distributing questionnaires to the respondents to assess students’ interests. besides, in assessing students’ listening comprehension, this research conducted a listening test for the students. in analyzing the data, the questionnaires were assessed by likert’s scale rating. the result of this research showed that the score of sig. (2-tailed) gathered from spss 22, it was found that sig. (2-tailed) the result was 0.001. because of sig. (2-tailed) was smaller than 0.05, it can be concluded that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted, which is states there is a significant correlation between students’ interest in listening and their listening comprehension. in conclusion, there is a positive correlation between students’ interest in listening and their listening comprehension. it means that students with higher interest will get better listening comprehension than the lower one. in other words, the higher interested students, the better listening comprehension can be achieved. 1. introduction english is a language used in all aspects of communication, science, and technology. all of them can be actualized through speaking and other basic skill such as listening, reading, and writing. english is an international language (richards, 2008, p.2). karagöz et al. (2017) added that the most pivotal tool of effective communication among people has been the language all the time. one of the four skills which play a significant role in mastering english language is listening. the first experience that students acquired by the time they were born were much influenced by listening. listening is a very active process means that when we listen not only we deal with what is heard but also we combine it that are already familiar (ulum, 2015). the beginning of our learning is from hearing, because of that many educational experts and educational theories claim that the first learning activity is auditory (through the listening process). listening plays a vital role in daily lives. saville (2012, p. 169) stated listening is a critically important activity. people listen for different purposes such as entertainment, academic purposes or obtaining necessary information. without listening, no communication can be achieved. sa’diyah (2016, p.58) based on the research reveals that listening comprehension is difficult. students in indonesia think that listening is difficult because many aspects should be considered such as the cognitive process and psychological aspects involved within. because of these aspects, listening comprehension is difficult to be mastered to the students. meanwhile, listening is an important skill for students especially in teaching and learning process. through listening they get knowledge whether electronic media or people. most of their time is used to sitting in the class and listening to their teacher or friend. some phenomenon faced by students in listening is the students could not get the specific information from the native speaker’s conversations, the students could not get the general and specific information from the spoken text, the students failed to determine the meaning of the word based on context, the specific information, the dialog take place, and the students mailto:widiayunita136@gmail.com the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 133 139 134 cannot interpret the meaning of the speaker in comprehending the native speaker’s dialog. from the problems mentioned above, it can be seen that not only teaching method and strategies which influence students’ listening comprehension but other factors such as cognitive factor and psychological aspects also involved. one of the psychological problems is students’ interest. in general, the interest can be interpreted as a tendency that causes a person trying to look for or try activities in a specific field. interest is a positive attitude towards environmental aspects. further syah (2006) defines interest as a high inclination and excitement or a great desire for something. interest implies a desire attention or doing anything. interest also means something you like without any associated or unwillingly. according to djali (2011), interest is pleasure or continuous attention to an object for their hope of gain emergence. in this research, the interest means the students’ interest in listening. from the quotation above, it shows that students’ interest will drive people to do something. for example, a person who likes singing will sing more and more. besides, they might be eager to learn how to sing. the case is same as in listening. if students like to listen, they will try to listen more and more. from the example above, the researcher assumes that students with higher interest in listening comprehension are supposed to listen more and learn how to listen more than those with lower interest. as a result, students with higher interest will get a better score in listening comprehension than those with lower interest. the previous research about interest has done by the other researcher. the finding of the study shows the students’ interest could influence their achievement. students who have high interest try to pursue knowledge more than who have the low one. they tend to be more attentive in learning the lesson. they enjoy and ready to do any task given by teacher. they learn english in school and also out of the school. they are motivated to enrich their vocabulary, to practice their english and do a lot of exercises to make them more skillful in using english. on the other side, students who have low interest look bored while studying, disturbing their friends. in other words, they are looking for attention (firmani, 2009; chasanah, 2017). this research investigated the correlation between students’ interest and listening comprehension. the study results can be a consideration for teachers in designing appropriate learning process in listening comprehension. this is of course very important in achieving the goal learning. 2. method this study used a quantitative research. the study's design was correlational research— quantitative research is concerned with the collection and analysis of data in numeric form. creswell (2008, p.356) states that this research is a quantitative method of research in which investigators measure the degree of association or relation between two or more variables using the statistical procedure of correlation analysis. the researcher has researched from july until september 2020. the research was carried out at smkn 3 tanah putih, rokan hilir, riau in the academic year of 2020/2021. this research population was the eleventh-grade of smkn 3 tanah putih in the academic year of 2020/2021. the number of population was 26. gay (2012, p.139) also added, for smaller populations, say, n = 100 or fewer, there is little point in sampling; survey the entire population. because the total population is 26 fewer than 100, the researcher took all of the entire population. in collecting the data, the researcher used questionnaire. the questionnaire used in this research was the standard questionnaires which consist of students’ interest. this questionnaire is adopted from suhadi (2018). the questionnaire consisted of 20 question items. it assessed the indicators of interest such as pleasure, willingness, consciousness, and attention. to find the scores of the students’ interest, score five was given to the answer of absolutely agree and score one was given to the answer of absolutely disagree. a likert scale rating assessed the questionnaire. this scale rating had five options. they are: strongly agree, agree, undecided, disagree and strongly disagree. in order to know the students listening comprehension, the measurement could be given in test form. according to brown (2004, p.3), a test is a method of measuring a person’s ability or knowledge in a given area. in this test, the students were given 15 questions in written form. the researcher gave 40 minutes to finish listening test. the researcher made calculation of the score obtained by student from the listening comprehension test in order to measure how much they have master listening skill. after collecting the data, the next step was to analyze them to know whether there is significant correlation between students’ interest in listening and their listening comprehension. in this step, the researcher used the correlation technique by using product moment formula. the researcher compared the score of students’ interest in listening and their the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 133 139 135 listening comprehension. this technique is useful to prove statistically whether there is any significant correlation between two variables. to find the correlation between students’ interest in listening and their listening comprehension on the eleventh-grade students of smkn 3 tanah putih, the researcher used spss 22.0. 3. findings 3.1 the data presentation of the students’ interest the data of the students’ interest in listening at the eleventh-grade students of smkn 3 tanah putih were collected by using questionnaire. after collecting the students’ interest in listening to the eleventh-grade students of smkn 3 tanah putih, the researcher then came to the data presented. it is presented in the form of mean, mode, standard deviation, the highest and the lowest score which is completed with the variable description in the form of histogram. the computation of mean, median, mode, etc. the researcher used spss 20.00. table 1. the frequency distribution of the students’ interest in listening no score interpretation level frequency percentage 1 81 – 100 very good 1 4% 2 61 – 80 good 23 88% 3 41 – 60 enough 2 8% 4 21 – 40 less 0 0% 5 < 21 fail 0 0% total 26 100% from table above, it can be concluded that a good score dominated the students’ interest in listening. then, the researcher examined the data presentation from the test by using spss version 22. based on the calculation of the data about the students’ interest in listening, the researcher got the result as follow: table 2. the data calculation of the students’ interest in listening statistics interest n valid 26 missing 0 mean 70.5000 std. error of mean 1.47518 median 69.5000 mode 71.00 std. deviation 7.52197 variance 56.580 range 34.00 minimum 52.00 maximum 86.00 sum 1833.00 3.2 the data presentation of the students’ listening comprehension the data of the students’ listening comprehension at the eleventh-grade students of smkn 3 tanah putih were collected by using listening the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 133 139 136 comprehension test. having done collecting the data about the students’ listening comprehension at the eleventh grade students of smkn 3 tanah putih, the researcher then comes to the data presentation. the students have good ability in listening comprehension. the mean score of students’ interest in listening is 74. the frequency distribution of the students’ listening comprehension at the eleventhgrade students of smkn 3 tanah putih were presented in the table as follow: table 3. the frequency distribution of the students’ listening comprehension at the eleventh grade students of smkn 3 tanah putih no score interpretation level frequency percentage 1 81 – 100 very good 4 15% 2 61 – 80 good 20 77% 3 41 – 60 enough 2 8% 4 21 – 40 less 0 0% 5 < 21 fail 0 0% total 26 100% in data analysis of the students’ listening comprehension at the eleventh-grade students of smkn 3 tanah putih, the researcher examined the data presentation from the test by using spss version 22. based on the calculation of the data about the students’ listening comprehension at the eleventhgrade students of smkn 3 tanah putih, the researcher got the result as follow: table 4. the data calculation of the students’ listening comprehension at the eleventh grade students of smkn 3 tanah putih statistics listening n valid 26 missing 0 mean 73.8465 std. error of mean 1.65065 median 73.3300 mode 73.33 std. deviation 8.41670 variance 70.841 range 26.67 minimum 60.00 3.3 the data analysis of the correlation of the students’ interest in listening and their listening comprehension the researcher’s main goal was to find out whether there is a significant correlation between students’ interest in listening and their listening comprehension on the eleventh-grade students of the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 133 139 137 smkn 3 tanah putih. to carry out the statistical analysis, the working hypothesis was changed into the null hypothesis to know about the correlation between students’ interest in listening and their listening comprehension on the eleventh-grade students of smkn 3 tanah putih. after getting the scores of the students’ interest in listening and their listening comprehension on the eleventh grade students of smkn 3 tanah putih, the data were statistically computed to find out the correlation between the variables using spss version 22, where: x = the students’ interest. y = the students’ listening comprehension in correlating those two variables, a statistical analysis that was used was pearson product moment formula. the data, then, was calculated using spss version 22. table 5. analysis result of pearson correlation correlations interest listening interest pearson correlation 1 .598** sig. (2-tailed) .001 n 26 26 listening pearson correlation .598** 1 sig. (2-tailed) .001 n 26 26 **. correlation is significant at the 0.01 level (2-tailed). based on the table above, the value of sig. (2tailed) was 0.001. according to the agreed rule, if the sig. (2-tailed) value was less than 0.05 then the correlation is accepted to be significant, while on the contrary, if the sig. (2-tailed) value is more than 0.05 so the correlation is refused to be significant. since the sig. (2-tailed) value was 0.001 (less than 0.05), it mean that the correlation between students’ interest in listening and their listening comprehension on the eleventh grade students of smkn 3 tanah putih was significant. based on the presentation and data analysis above, the researcher found the finding. the findings are: a. the result of the students’ interest in listening at the eleventh grade students of smkn 3 tanah putih scores is 71. it was a good interest. b. the result of the students’ listening comprehension at the eleventh grade students of smkn 3 tanah putih is 74. it was a good score. c. sig. (2-tailed) result was 0.001. criteria of the test: ho is accepted if probability (sig.) > 0.05. ha is accepted if probability (sig.) < 0.05 because of sig. (2-tailed) 0.001 was smaller than 0.05, it can be concluded that null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. in other word, the result of this research was there is significant correlatison between students’ interest in listening and their listening comprehension on the eleventh grade students of smkn 3 tanah putih. the result of the study is in accordance with presented by crow (2007: 248) that said interest may refer to the motivating force that impels students to attend to a person, a thing, or an activity. in other words, interest is as a power to force students to learn. someone who has interest in listening will be forced to learn and practice it. but, someone who has no interest in listening will have no motivated to learn moreover have no motivated to practice it. interest is something which drives the person to participate in some activities. interest can motivate students to enjoy the lesson. besides that, high interest in listening comprehension makes the students possible concentrate on learning listening. the more the students’ concentration on the lesson, the better the score they obtain, because concentration can increase the interesting. high-interesting students can arise a feeling and emotional connection to the lesson. the students who have a feeling and emotional connection to the material, they are easier to activate previous experience, and then the retention can be enhanced. therefore their listening score is better. harackiewicz (2016) said the factors that can be used as a reflection of students who have an interest are pleasure, willingness, consciousness, and attention. pleasure seems to be derived from simply watching the movements of people and objects. at the first, this activity is primarily biological, then perceptions occur and concepts begin to form. listening is a psychological phenomenon, which the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 133 139 138 takes place on a cognitive level inside people’s heads, and a social phenomenon, which develops interactively between people and the environment surrounding them (karagöz, 2017). in this case, the psychological components become more important. the child learns to avoid those activities as unsatisfying and to repeat those that have proved to be worthwhile. in other words, pleasure will emerge one’s interest to objects or people that satisfy him. willingness means a motivational desire that is directed to the purpose of life controlled by thought. this motivational desire will produce a will, attention and concentration to a given object, and then the interest of the individual will appear. then, a student can be said to be interested in something if student has consciousness. student is conscious that he is doing the learning activity. consciousness can exist in an individual when he has a will. when a student observes an object, he perceives only what he pays attention to or is interested in. by seeing the students’ attention, it can be known whether he is interested in the object or not. 4. conclusion interest does not exist itself. interest cannot be possessed by anybody just that way, but it is something that can be developed and trained. a child’s experience interferes whether he or she is going to be interested in something or not. the teachers have to know the factors in rising students’ interest. the stimulus which is come from the environment related to someone’s desires and needs is easier for him/her to build the interest. someone’s interest in one object or something not only caused by something come from inside of him or herself but also caused by social motive. finally, the factor of feeling and emotion have effects to the object. such as someone’s experience in getting success in his/her life, it can raise enjoyment and spirit or have more interest in that activity. references brown douglas, h. 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(2015). listening: the ignored skill in efl context. online submission, 2(5), 72-76. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2020, pp. 112-116 112 learning wisdom beyond ma’tammu tedong of toraja people: using semiotic approach to understand myths and ideology rita tanduk indonesian christian university, toraja, indonesia. tandukrita@gmail.com article history received : 2019-06-28 revised : 2019-07-08 accepted : 2019-11-08 keywords ritual speech rambu solo’ myth ideology abstract this paper discusses the meaning beyond ma’tammu tedong of toraja people using semiotic approach to reveal wisdom beyond it. participant observation methods used with field notes, recording, and interview techniques completed the data collection. the ritual text of the ma’tammu tedong or buffalo meeting ceremony in rambu solo’ ceremony is a symbolic form, parallelism, and metaphor which also constructs the meaning of customary ritual myth. through the ritual remarks on the seven types of buffalo in the ceremony of rambu solo’ indicating views, concepts, and motivations are used as guidelines for life for toraja people. the result of the research shows that, (1) the customary ritual text of buffalo meeting is symbolic, parallelism, and metaphor characteristics that represent myth meaning, (2) customary ritual text of buffalo meeting is to construct myth and ideology about toraja character value. the value of the characters is represented by the seven types of buffalo in the customary ritual ma'tammu tedong namely, (a) balian buffalo represented as a leader figure or role model; (b) bonga buffalo as torch in human life of toraja; (c) pudu’ buffalo as guardians in maintaining the life of the toraja; (d) todi’ buffalo as a unifier that strengthens kinship ties; (e) sokko’ buffalo describes a polite and humble person; (f) tekken langi’ buffalo as a safeguard that reconciles the toraja over the conflict; (g) sambao’ buffalo as customary guardians for customary offenses. those values indicate the existence of the relation between man and almighty and man with others. also, they strengthen the character of human life of the toraja and nation character. 1. introduction the ritual rhymes are delivered in the form of toraja oral literature or with other expressions that toraja people often call kada-kada tominaa or kada tantanan. rituals are remarked by a tominaa. in toraja language dictionary (2016) tominaa is a man who is good at praying and being an advocate in offerings. the rituals are typically different from the daily language. ritual rhymes are used to express individual prayers and expectations (duranti, 2004: 436). furthermore, procession of ma'pasa tedong ceremony (buffalo meeting) in the ceremony of rambu solo’ (funeral ceremony) is followed by ritual utterances as complementary. this is committed as a sign of respect and sanctification of buffaloes that will be slaughtered in rambu solo’ ceremony. enough knowledge and understanding are needed to learn and interpret the meaning of rituals appropriately. the ritual text as homage to the buffalo in rambu solo’ ceremony illustrates various meanings that affect the life pattern and character of toraja people. the meaning of the myths which arae cast through the traditional ceremony is a mental concept used by toraja people to divide reality and categorize it, so that others can understand the reality. thus, the procession of rambu solo’ ceremony is not merely a spectacle and complement of traditional ceremonies but also used as a source of inspiration and innovation in the preservation of the noble values of the nation's culture. 2. literature review 2.1 the concept of myth myth of the greek word means,” the word, the story of the gods, and can be defined as a story or collection of elements of the story considered to be a disclosure, and therefore implicitly symbolizes certain aspects within human existence and trans-human". myth is the basic phenomenon of human culture. according to lévi strauss (in nöth, 1990), myth becomes a special object of semiotic text. beginning with barthes, myth has been https://journal.unilak.ac.id/index.php/utamax/ 113 113 interpreted as a semiotic phenomenon of everyday culture. in addition, he defines myth as a metaphysical narrative, a text that must be interpreted on two levels. first is birth level, which refers to the action of the agent or the perpetrator of the myth (called the practical level of myth). the second is inner level, which refers to the questions of human existence and the cosmos (elements of nature). 2.2 myth as a semiology system semiotics (semiology) of roland barthes refers to de saussure investigating the relationship between signifier and signified on a sign. the relationship of signifier and signified is not the equality, but the equivalent, that is, the two are correlated. barthes develops two staggered systems that allow for creating some levels of meaning, which are also the level of denotation and connotation. denotation is the level of signification that describes the relationship between the signifier and the signified or between its sign and reference to reality, which is explicit, direct and definite. the denotative meaning in this case is the meaning in what appears. denotation is a sign whose signature has a high convention or agreement level. besides, connotation is a level of signification that explains the relationship between signifier and signified, in which operate meaning that is not explicit, indirect and uncertain (means open to possibilities). it creates the meaning of the second layer, which is formed when the signifier is associated with various psychological aspects such as feelings, emotions or beliefs. the connotation develops more broadly than it does in linguistics. barthes, (1957) presents the concept of connotation as a "second meaning" based on a cultural, political, or ideological view of meaning. the meaning we see is deeper, conventional, that is, the meanings associated with myth. the myth of barthes's understanding of semiotics is the coding of social meanings and values (which are either arbitrary or connotative) as natural. the level of sign and meaning of barthes can be described as follows. first level second level reality sign culture form content figure 1. two staggered systems of barthes. in the second level, sign system from first level is inserted in the cultureal system (fiske, 1990) according to barthes (1957: 152), myth is a communication system, that is a message; myth is the meaning of a form. besides, myth is not determined by the object of its message, but by the way the myths express the message itself. in myth there are three patterns of dimensions just mentioned earlier: signifier, signified and signs. myth is a special system built from a series of semiological chains that have existed before. myth is a second level semiological system. the sign (ie, the total mix between concept and image) in the first system, becomes a signifier on the second system. similarly, myth is the meaning of a form as well as myth is formed by associating it with social-cultural aspects in society outside itself and at the same time as system of referent system. furthermore, myths create a new object backed by a certain (ideological) view. through mythological analysis in the semiology of roland barthes, the sign system is as a totality in forming meaning. 2.3 ideology study of ideology leads to semiotic interdisciplinary relationships with philosophy and various social sciences. as a science, ideology relates to modern semiotics because of its early history. at present, semiotic analysis of ideology is a topic repeatedly discussed in semiotic theoretical and semiotic of texts, especially in semiotic studies critically on various types of texts. further, a new concept of ideology by stuart hall (in van dijk, 1998: 9), connotation denotation signifier signified myth 114 114 by ideologi i mean the mental frameworksthe languages, the concepts, categories imagery of thought, anda the system of representation – wich different classes and social groups deploy in order to make sense of, figure out and render intelligible the way society works. the definition explains that ideology is not limited to making sense to society, but also to functioning to regulate social practices. this refers to the role of ideology in the stabilization of certain forms of power and domination. concerned with new concepts and ideas, ideology serves as an encounter between social structure and social cognition. in this sense, ideology can be briefly defined as the basis of social representation shared by members of the group. this means that ideology allows people, as members of a group, to organize many social beliefs about what is going on, good or bad, right or wrong, for them to act accordingly. 2.4 customary ritual of rambu solo' in the practice of toraja life, custom and aluk become one unity which is applied from generation to generation which eventually becomes habit (ada’/custom). this is reflected in existing custom ceremonies such as aluk rambu solo' or ceremony of death. the death-related ceremonies are classified in aluk rambu solo' or aluk rampe matampu'. this phrase consists of two words: rambu’, which means smoke; and solo’ means down or go down. so, rambu solo’ literally means smoke went down, while aluk rampe matampu' means west. it is called rambu solo’ because the offering rituals begin to take place as the sun begins to set, and is called rampe matampu' because it is carried out in the west of tongkonan house and when the sun is in the west. according to the toraja community philosophy, smoke is a symbol of the ceremony (a gathering activity followed by a joint meal activity), and descending is a symbol of grief (manta, 2004). death is discerned as a 'ceremony' not because of its festive mood, but mainly because of its free acceptance of the fate of death itself. death is a transition of life from this world to a new world called puya, a world of the dead. this is the spirit of the dead man who lives his life. but to get to puya, the dead needs enough facilities and supplies for travel. the means or capital of the dead journey to the world of puya is symbolized in sacrifice of sacrificial animals; pig and buffalo. this sacrifice becomes the 'vehicle' to gate of puya. the large number of animals sacrificed usually indicates the social position or social status in the community. those who have the highest status in society are obliged to be fully solemnized (dipasundun aluk atau dirapa’i), even the type of animal sacrificed must be complete, otherwise it is usually a barrier for them to enter the world of the dead (puya). the rituals through customs that have been inherited by torajan society from generation to generation in the form of rambu solo’ require the living family to hold a feast or ceremony as the last sign of honor to the deceased (aluk rampe matampu or mamarran mata). the expression of mamaran mata by the toraja ethnicity is stated: " to na indanriki’ lino, to na pake sangattu’ kunbai lau’ri puyo, pa’tondokkan marendeng ", meaning we are only a world loan and used temporarily, because, in puya (hereafter) is our eternal land (palembangan, 2007). 3. method this type of qualitative-interpretative research is a method used in producing descriptive research data. the research data were obtained from verbal texts that were ritual utterances by a tominaa as protocol in ceremony of rambu solo’, and nonverbal text that was in the form of description of context as supporting verbal text. data collection was obtained by direct participant observation method which aimed to observe social activities, buffalo, and physical aspect of social situation. data were analyzed and interpreted through direct interviews with cultural sources to obtain data validity. 4. findings and discussion the sacrifice of a buffalo in a customary ceremony ma’tammu tedong creates myth. through the honor of the buffalo in the ceremonies, this does not only convey the identity or the advantages possessed but also makes the buffalo mean something human (social and cultural meaning) for toraja people. in this context, toraja people naturalize by conveying two objects (signs) on rambu solo’ ceremony, ie the first object (sign) conveys identity as a material function (denotation) and the second object (signifier) is the element of social-cultural value that its meaning is transferred to the first object, for example the wishes, hopes, ideals that serve as guidelines for the life of toraja people. the analysis of the data presented shows the significance of denotation, connotation, and myth through the symbolization of the seven types of buffaloes at the traditional ceremony ma'tammu tedong'. [1]. ritual text to balian buffalo on text segment, 1) iko balian, ‘you, balian’ 2) tedong ma’buluk aluk’; karambau ma’songgo bisara ‘buffalo with customary fur’ 115 115 the text states that balian buffalo is referred as a traditional buffalo in rambu solo’ ceremony ritual. in terms of meaning, myth-connotation explains that balian buffalo is seen as the 'main or forefront' buffalo which means to describe the figure of an exemplary leader. this is supported by the following verbal texts, 3) iko ianna poparandangan dandanan sangka; ‘’you become a pillar of customary ceremony’ 4) iko ianna dipa’pallidanian penanda bisara ‘you become a foundation in customary ceremony’ based on the context, balian buffalo occupies the first row among other buffalo types in rambu solo’ ceremony. the balian buffalo is represented as a leader or role model who will show the way for salvation for the life of toraja people. [2]. bonga buffalo on some segments of the ritual text mentioning the name and character, this can be shown in the text segment form (5) iko bonga’ batu saleko (you, stripe buffalo) which means bonga buffalo is a type of buffalo which has striped skin (blackwhite). in terms of meaning, myth-connotations explain that the color of stripes (black and white spots) on bonga buffalo is described as light. like humans, the word ‘light’ is associated with a figure that gives torches or guidance to family and community clusters. it is shown through the verbal text (6) iko bonga’ batu saleko (you, bonga, the symbol of customary stakeholders in the village). the meaning shows bonga buffalo is represented as counselor or guide. [3]. pudu’ buffalo through the ritual text described as form of identity with the mention of name and its characteristics and superiority. as can be seen on the verbal texts (7-8) iko pudu’, lolosu kandaurena pongki kumorrok (you, black hair, the descendant of aristocracy of pongki kumorrok) described that pudu’ buffalo is a buffalo with thick black furry which is strong and stocky that is derived from the noble descendant of pantilang luwu named pongki kumorrok. based on the meaning of myth-connotation, the existence of pudu’ buffalo symbolized as the basis of strength or pedestal in customary ceremonies for nobility. therefore, the term protector which is represented by pudu’ buffalo from its power can undoubtedly maintain and guard the life of toraja people. the function of ritual text meaning of pudu’ buffalo becomes the basic understanding of toraja people to cultural value through the symbol attached to self of pudu’ buffalo. pudu’ buffalo represents the value that describes toraja's human self-character. [4]. todi’ buffalo through the ritual text has several forms of text segments that state the mention of identity of name and attributes attached to it. like verbal text: 9) iko todi’, ‘you, a white sign on head’ 10) toding kalua’na rara makamban, ‘a sign of kinship greatness’ 11) tanda tasikna buku tangsipeaderan ‘a sign of family cluster of tongkonan’ the meaning of the text states todi’ buffalo has a white mark on the head that signifies the meaning of kinship of tongkonan family. in terms of meaning, mythconnotation, todi’ buffalo symbolized as tongkonan, means the place of family group cluster that is started from one grandmother. tongkonan meaning is associated with peace between relatives in one family, so todi’ buffalo is represented as the unifier of family clusters. so, the inherent symbols of todi’ buffalo form the value of toraja character as a figure that can unite the family of tongkonan family clusters. [5]. fifth, the text segment form of sokko’ buffalo denotes the mention of identity as its name and character. this appears on the verbal text (12-14) iko sokko’, tanduk tuo rokko/tama, ma’tannun-tannun papatui inaa (you, the thorns grow down, horns grow down symbolizes humility). this means sokko’ buffalo with its horn form symbolizing humility. the meaning of mythconnotation, the humble figure is associated with a polite attitude. this is related to verbal texts (15) tangla situlak ia kada lan tammuan mali’ (hopefully, in the family meeting there is no dispute), meaning the presence of sokko' buffalo is described as a polite figure in making decisions so that deliberations in the family can run well. thus, the meaning of sokko’ buffalo symbols in traditional ceremonies of rambu solo’ represents the cultural values that shape the life character of toraja people. [6]. tekken langi' buffalo with verbal texts (16-18) describes his identity as iko tekken langi’, unnindo’ basse kasalle, unnambe’ panda dipamaro’son (you, animal with the feet of iron, the sign of the great covenant with oath, the symbol of peace). the verbal text states that tekken langi’ buffalo has the power to hold an oath or customary agreement over the dispute that occurs within the community. if viewed from the meaning of mythconnotation, tekken langi’ buffalo symbolizes the figure for peace that will secure the dispute or customary violations that occurr in the community. the inherent symbol of tekken langi’ buffalo represents toraja's human self-character about value of peace. [7]. the ritual text of sambao’ buffalo declares selfnaming through the characteristics and advantages possessed in customary ceremonies. as in the verbal text (19-21) which states iko sambao’, tedong ma’kuli’ 116 116 pindan, umpokuli’ bulo bangko (you, gray animal, white or clean, thick and smooth skin buffalo) means sambao’ buffalo skin is clean, thick, and also smooth. the meaning of myth-connotation, skin color of sambao’ buffalo is a reflection of a clean light. the customary cleansing symbol attached to sambao’ buffalo gives the indication of traditional restoration of customary abuses committed, it is seen in the text (22-23) kemakambanmi dandanan sangka’ dilenda pesalu, kemanimpa’i penanda bisara dilenda sumallan (many who violate customary rules, many who keep the customary rules will get rewards). the meaning of symbols given to sambao’ buffalo serves as the basis of customary rules for customary violations or conflicts, therefore sambao’ buffalo is referred to as customary restorer. on the basis of the inherent symbolism of sambao’ buffalo represents a cultural value that describes the value of toraja people character. the sacrifice of a buffalo in a rambu solo’ ceremony 'creates a myth. through the honor of the buffalo in the ceremonies, it does not only convey the identity or the advantages possessed but also makes the buffalo mean something human (social and cultural meaning) for toraja people. 5. conclusion the text of buffalo ritual is a form of homage to the buffalo in rambu solo’ ceremony. it is as a sacred expression spoken by tominaa that contains hope, prayer, admonition, and customary rules for life of toraja people. it can be noted that the symbolization of seven types of buffalo characterizes toraja people by understanding the life values. the symbolization of the seven species of buffalo in rambu solo’ ceremony expresses the values of exemplary and life view for toraja people. those values are, (a) balian buffalo is represented as a leader figure or role model; (b) bonga buffalo as torch or light in life of toraja people; (c) pudu’ buffalo is as guardian in maintaining the life of toraja people; (d) todi’ buffalo is as a unifier that strengthens kinship ties; (e) sokko’ buffalo describes a polite and humble person; (f) tekken langi’ buffalo is as a safeguard that reconciles toraja people over the conflict; (g) sambao’ buffalo is as customary guardians for customary offenses. denotation meaning of the ritual text explains the forms of reverence of the buffalo in rambu solo’ solemn rituals which mention names and characteristics of the buffaloes. furthermore, connotation meaning relates to the meaning of buffaloes based on various views of toraja people that are conventional. it can be identified that connotation meaning is what shapes the concepts and views of toraja people to create myths. toraja people through their customary rituals naturalize their concepts and views from the buffalo ritual text into an acceptable and reasonable idea or opinion in society. the ritual text as one form of toraja oral literature that still shows its existence in the defense of the cultural character of the nation through its customary ceremony. references barthes, roland. (1972). membedah mitos-mitos budaya massa. jakarta: jalasutra. barthes, roland. (1973). elements of semiology. new york. hill and wang barthes, roland. (1957). mythologies. paris: edition de suil bell, c. (1992). ritual theory ritual practice. new york oxford: oxford university press daniels, h. (2015). mediation: an expansion of the socio-cultural gaze. history of the human sciences, 28(2), 34-50. de saussure, f. (2011). course in general linguistics. columbia university press. duranti, a. (1997). linguistics anthropology. new york: cambridge universitypress. duranti, a. (2004). a companion to linguistics anthropology. usa: blackwell publishing ltd. feng, d. (2016). promoting moral values through entertainment: a social semiotic analysis of the spring festival gala on china central television. critical arts, 30(1), 87-101. fiske, john. (1990). cultural and communication studies. london: routledge. j. tammu, dan h.van deer veen (2016). kamus torajaindonesia. rantepao: sulo noth, winfried. (1990). handbook of semiotics. usa :the association of american university press. palembangan, frans. b. (2007). aluk, adat, dan adat istiadat toraja. rantepao: sulo van dijk, teun a. (1998). ideology a multidisciplinary approach. london: thousand dark. van dijk, teun a. (1998). language ideologies (practice anda theory). new york: oxfort university press. zittoun, t., & gillespie, a. (2015). internalization: how culture becomes mind. culture & psychology, 21(4), 477-491. instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 106 – 114 doi: https://doi.org/10.31849/utamax.v3i2.5934 106 the effect of using social media on academic performance of faculty members during covid-19 pandemic mohammad naim rahim 1, & mohamad bilal ali 2 1 kunduz university, kunduz, afghanistan 2 universiti teknologi malaysia, johor bahru, malaysia mnaim.rahim@gmail.com article history received : 2021-01-19 revised : 2021-05-21 accepted : 2021-07-29 keywords academic performance covid-19 pandemic faculty members paradigm-shift social media abstract the use of social media has increased in schools and universities due to the new norms of teaching and learning during the covid-19 pandemic. however, this educational paradigm shift requires further surveys to explore the potentials and restrictions, particularly in the context of afghanistan. therefore, a quantitative method and descriptive survey design are adopted to examine the effect of using social media (facebook, whatsapp, and telegram) on the academic performance (mean scores of gpa) of afghanistan faculty members who are pursuing their postgraduate studies at universiti teknologi malaysia (utm). the participants are (n=103 male and female) who are randomly selected. the data is collected through a structured survey google form. frequency and percentage statistical analysis, independent-samples t-test, and independentmeasures anova are performed as data analysis techniques. the results show a large number of whatsapp users in terms of frequency and percentage among faculty members of afghanistan who are using social media. the findings also examine that there is no significant difference between the mean scores of gpa in the academic performance of faculty members using different types of social media. in conclusion, the study contributes to establishing an in-depth understanding of the effect of using social media on the academic performance among faculty members based on the new policies of e-learning implementation by the ministry of higher education during the covid-19 pandemic. 1. introduction one of the main missions of faculty members is to develop their educational capacities besides conducting research and teaching. this issue has received high attention, especially during the covid19 pandemic and reformation of the universities based on national and international standards. however, universities in afghanistan have faced a lack of professionals due to limited resources during few decades of civil war in the country, but the emergence of social media, along with facilitating international academic platforms, have also promoted academic performances among faculty members at universities. indeed, 21st century is the age of intelligence where ict has restructured educational instructions globally (rahim, 2019). on the other hand, these limitations are not only the lack of infrastructure in afghanistan but also the lack of motivation for the proper use of social media to enhance capacity-building programs at universities. whereas, traditional approaches of teaching and learning are also intensively substituted with the new technology-integrated teaching and learning schemas in the country, particularly during the covid-19 pandemic. therefore, teachers and students are required to fulfill this gap with the potential knowledge and skills of technology. in the meantime, social media integration is accelerated not only in the educational contexts but also in every aspect of humans’ life. as a result, social media can also be assorted as one of the factors effecting faculty members’ academic performances in afghanistan universities. currently, social media have functioned as alternative e-learning platforms due to limited access to standard e-learning platforms in afghanistan and have also provided higher education institutions with barriers and opportunities. in addition, it is ultimately difficult for a faculty member to be offline and not to update the status on social media, especially on facebook. however, these virtual realities have intended the faculty members to keep in touch and update on certain subjects, but the issue is how these social media effect their academic performances. therefore, if these social interactions are unrelated to the academic activities of the users, it will limit their https://doi.org/10.31849/utamax.v3i2.5934 mailto:mnaim.rahim@gmail.com journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 1 – 9 doi: https://doi.org/10.31849/utamax.vxxx 107 educational performances. as a result, it is important to explore the effect of using social media on the academic performance of faculty members in afghanistan universities. according to kolan and dzandza (2018), many schools and universities have restricted the use of social media platforms such as facebook and youtube within academic campuses. since social media is expected to be an obstacle to the teaching and learning circumstances (rahim, 2021). however, studies have also suggested that using blended learning approaches such as e-learning, 21st-century learning, and the use of online platforms as effective modules for efl education in afghanistan. hashemi and kew (2020) stated that blended learning affects each of the integrated skill of the english language positively and it is suggested that using blended learning as one of the 21st-century skills need to be taken into consideration for the teaching and learning the english language in afghanistan. recently, the mission of education is changed, and everything is just a click away. hence, there is an urgent need for redefining the national educational objectives and establishing new goals that are aligned with the new norms of covid-19. in addition, musawi and baktash (2021) have added that during the covid-19 lockdown, while faceto-face learning has been limited and e-learning started, the ministry of higher education of afghanistan has begun e-learning in public and private universities. afghanistan’s universities used cloud-based applications in e-learning, but these applications are not identified and ranked in the elearning of afghanistan. in terms of the pedagogical potentials of these applications, social media are revolutionizing education and paving the way for effective esl and efl practices in afghanistan. blended learning approaches also offer students a wide range of interactive learning activities since it is a double component, integrating face-to-face teaching and learning with technology-generated learning (rahim, 2019). therefore, the current study is aimed to examine the effect of using social media on the academic performance of afghanistan faculty members during the covid-19 pandemic and to explore the challenges and potentials of using social media in the context of teaching and learning. this provides an in-depth understanding of the effect of using social media on the academic performance of the faculty members in the higher education of afghanistan. in addition, it fulfills the research gaps in terms of context and content since there are few studies in the context of afghanistan (rahim, 2019; rahim & sandaran, 2020; rahim, 2021; hashemi & kew, 2020; musawi & baktash 2021), which are not relating to the focus of this particular study and have been conducted in a different context using different research methods and samples. the study also enriches the body of existing literature by conducting quantitative research and using statistical analysis to achieve the objectives in afghanistan. it also addresses the following research questions and tests the stated hypothesis at the alpha (α = 0.05) level of significance. rq1: what are the percentage of facebook and whatsapp users among faculty members of afghanistan? rq2: is there a significant difference between the academic performance of faculty members who use facebook and those who use whatsapp? rq3: which social media users, namely facebook, whatsapp, and telegram, have better academic performance? h0a: there is no significant difference between the academic performance of faculty members who use facebook and those who use whatsapp. h1a: there is a significant difference between the academic performance of faculty members who use facebook and those who use whatsapp. h0b: there is no significant difference in academic performance of faculty members who use facebook, who use whatsapp, and those who use telegram. h1b: at least, one group of social media users (facebook, whatsapp, or telegram) has a significant difference in academic performance among faculty members. 2. literature review 2.1 the effect of using social media on the academic performance the covid-19 pandemic and the advancement of social media such as facebook, whatsapp, and telegram have divided personal and professional life into two different parts of offline and online. in the context of teaching and learning, however, the use of social media is a paradigm shift. in terms of the directions that they are used, the performance of the practitioners might result differently. as east (2016) stated that social media are destructive tools, especially when they create a false impression. talaue et al. (2018) also indicated that for individuals acquainted with the fast stream of internet life, the truth might appear to be excessively cloudy. they can have a go at it, making it impossible to (restore) it by making imprudent activities. as a result, the academic performance of faculty members during the covid-19 pandemic might be effected by each of these social https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 1 – 9 doi: https://doi.org/10.31849/utamax.vxxx 108 media platforms differently. since some of these social platforms might promote and some might demotivate teaching and learning activities. 2.2 effect of using facebook on the academic performance when it comes to the effect of using facebook on academic performance, some of the faculty members stated that facebook provides access to knowledge and helps lecturers to exchange information quickly during the covid-19 pandemic (rahim, 2021). according to gonzález et al. (2016), combining facebook with the usual teaching and learning conditions of the classrooms makes it possible to break the four classroom walls and to provide students with a platform where they can interact so that their learning can be effectively promoted. therefore, it is indicated that facebook improves academic performance and provides a flexible learning platform. on the other hand, studies stated that the primary use of facebook is to communicate about everything except teaching and learning activities and that it only distracts teachers and learners from academic performance. some of the research which has shown a negative relation between the use of facebook and academic performance (junco, 2015; and rahim, 2021) suggests that this relationship is likely mitigated by multitasking. therefore, the current study is aimed not only to verify whether academic members obtain higher academic performance, become productive, and achieve better performance levels amongst those who have lower use of social media but also to highlight if facebook can create an improved platform in the field of teaching and learning. 2.3 effect of using whatsapp on the academic performance according to eberechukwu and queendarline (2018), there is no significant difference between the mean values of the two groups at a post-test level in terms of using whatsapp to enhance academic performances. therefore, the study stated that faculty member should always supplement their classroom with whatsapp group discussions and other social media platforms. since these social media platforms offer the students anytime and anywhere education (rahim & sandaran, 2021). however, the findings of the studies by (aina, 2018), indicated that students are experiencing challenges in using whatsapp for their academic performance. it was also revealed that whatsapp is not responsible for the student's poor academic performance since learners use whatsapp to share academic knowledge and information among themselves. hence, it is indicated that using whatsapp is a key to effect differently on the academic performance of teachers and students at schools and universities. 2.4 effect of using telegram on the academic performance telegram is one of the mobile applications which is used in the context of education in most asian countries currently. it is launched in 2013 by brothers nikolai and pavel durov, the founders of russia’s largest social network, vkontakte (akobirov, & vokhidova, 2018). this mobile application has effected the academic performance of faculty members in certain ways. according to a study, telegram, which is widely used as a means of communication by iranian youth and has affected the teaching and learning environment at schools and universities (ghaemi & golshan, 2017). similarly, a study by alahmar (2016) indicated that faculty members have been spending significant time using telegram for both academic and non-academic purposes. heidar and kaviani (2016) also stated that learning through telegram brings unique pedagogical advantages for efl learners and it has a significantly positive effect on vocabulary learning. in brief, social media has improved learning interactions between faculty members and students. it has also facilitated the communication of the correct information, the development of the ideas and the courses. however, some studies have not recommended the use of social media as a tool for teaching and learning. for instance, abousaber and oueder (2018), do not recommend the use of social media during the lecturing time since it is considered as an obstacle to the teaching and learning process. according to mensah and nizam (2016), social media platforms significantly affect students’ academic performance. however, studies have also indicated that there is a positive effect of using facebook, whatsapp, and telegram on the academic performance of learners during the covid-19 pandemic. 3. method the study has adopted a quantitative method and descriptive survey design. this research design is considered suitable for the current study since it enables the researchers to generate data through standardized data collection procedures based on highly structured research instrument(s), well-defined research concepts, and related variables. the study population is all of the full-time faculty members of afghanistan who are pursuing their postgraduate studies at utm in malaysia from 2017 to 2020. a total sample size of (n=103 male and female) https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 1 – 9 doi: https://doi.org/10.31849/utamax.vxxx 109 postgraduate students are randomly selected from the total population of all full-time faculty members. the data is collected through a structured survey google form which includes the types of social media users (whatsapp, facebook, and telegram) and gpa scores of the respondents. a total of (103) google form links are distributed to collect data on the types of social media used the most and the respondents' scores of gpas. a total of (3) survey forms were missing while (1) were incompletely filled, leaving the researcher with (99) valid survey forms. responses from the survey on the types of social media (facebook, whatsapp, telegram) and scores of the gpa are analyzed using the statistical analysis of frequency and percentage, independent-samples ttest, and independent measures anova. descriptive statistics of frequency and percentages are used in analyzing demographic variables to answer rq1 while the independent-samples t-test is performed to answer rq2 and to test the stated hypothesis well as the independent measures anova is used to answer rq3 and to test the stated hypothesis at alpha (α= 0.05) level of significance. the following figure 1 indicates the variables' order and their contents. first, gpa contains the values of gpa scores of faculty members. second, social media includes the values of 1=facebook, 2=whatsapp, and 3=telegram. figure 1. the variables in spss the values of 1=facebook, 2=whatsapp, and 3=telegram are the constant of the social media users. also, the gpa scores of the participants during three semesters are evaluated to examine and present the effect of using social media on their academic performance. 4. findings and discussions this section presents the results and discusses the findings based on the hypothesis tested using three statistical analyses: 4.1 simple statistical analysis involving frequencies and percentages of categorical data, 4.2 independent-samples t-test, and 4.3 independent measures anova. 4.1 simple statistical analysis involving frequencies and percentages of categorical data the following table 1 indicates the frequency and the percentages of facebook and whatsapp users among the faculty members of afghanistan pursuing their post-graduate studies at utm malaysia from 2017 to 2020. table 1. frequency and percentages of facebook and whatsapp users social media frequency percent valid percent cumulative percent valid whatsapp 17 51.5 51.5 51.5 facebook 16 48.5 48.5 100.0 total 33 100.0 100.0 the statistic table 1 shows that how many whatsapp and facebook users are there among faculty members in terms of frequency and percentages. since the study has no missing values, the total number of valid cases in these groups are (n=33) respondents for each variable. the first column on the left of the list labels the assigned two levels of the variables (1: whatsapp; 2: facebook). the frequency column displays the frequency of each score (in this case, category). this shows that from the (n=33) respondents, (n=17) are whatsapp users, and (n=16) are facebook users. these frequencies are converted to percentages in the percent column (51.5 % whatsapp and 48.5 % facebook) which shows the percentages of each group of social media users. https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 1 – 9 doi: https://doi.org/10.31849/utamax.vxxx 110 note: the valid percent column shows the same values. these would be different if the study had missing data; i.e., this column adjusts the percentages based on missing values. therefore, the study can conclude that 51.5% of afghanistan faculty members at utm malaysia are whatsapp users while 48.5% are facebook users. this result is different from a recent statistic about social media users in afghanistan. a recent report has indicated that facebook users are ranked first in the categories of social media users. napoleon cat (2020) stated that there are (3,704,800) facebook users in afghanistan in january 2020 which has accounted for 9.6% of its entire population. according to this report, most users are men, 83.9% who are aged between 25 to 34. they provide the largest user group (1,660,000) of facebook users. the highest difference between men and women has ranked between 25 to 34, where men have led by (1,140,000) users. in addition, the findings indicate that whatsapp is used mostly for academic purposes. at the same time, the statistics of facebook users show different statistics of users with the scope of non-academic purposes. according to rahim and sandaran (2021), social media is used as e-learning platforms in the higher education institutions of afghanistan, which have provided students with interactive language learning skills. this study is aligned with the current study's findings, indicating that whatsapp is used in the academic context for the academic members of afghanistan in utm malaysia. this is also supported by a study that stated the 21st-century education is a revolution that encounters information communication technology as a component tool of education aligned with the contexts of teaching and learning (rahim, 2019). therefore, the study concludes that whatsapp is used as a means for teaching and learning. 4.2 independent-samples t-test in this section, the mean scores of gpa between two groups of facebook and whatsapp users are compared to examine if there is a significant difference in the academic performances between the groups. table 2. case processing summary table 2 shows the case processing summary. there is (n=33) for each group of social media users (facebook and whatsapp) compared with respondents’ gpa scores to examine the mean differences between the groups. since there are no missing values, both facebook and whatsapp groups show 100% valid cases. 4.2.1 the normality test it is one of the assumptions which must be considered when conducting an independent-sample t-test. according to gravetter and wallnau (2013), if the sample size is more than (n=30), so the data is usually distributed. in the current study, the sample size is (n=33) in each group, so the distribution is normal. table 3. test of normality in table 3, the shapiro-wilk test of normality shows that the sig. facebook value is (p=0.204), and whatsapp value is (p=0.859), which are above the alpha (α=0.05) level of significance. it means that the data is normally distributed in both facebook and whatsapp groups. therefore, the independentsample t-test is performed to test the stated hypothesis of the study. in the following output table 4 and table 5, the group statistics and the results of the independentsamples t-test show that the sig. (2 tailed) value is (p=0.450), which is above the alpha (α=0.05) level of significance. it means that there is no significant difference in the mean scores of gpas between the two groups facebook and whatsapp users. according to the result, the study fails to reject the null hypothesis. therefore, it is concluded that there is no significant difference between the academic performance of faculty members who use facebook and those who use whatsapp. table 4. group statistics https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 1 – 9 doi: https://doi.org/10.31849/utamax.vxxx 111 in table 4, group statistics show that there is no significant difference between the mean scores of gpa among faculty members who use facebook (m = 3.4055, sd = 0.16380) and those who use whatsapp (m = 3.3789, sd=0.12030). the statistics in the columns of means and std. deviation indicates that they are not statistically significant difference. table 5. result of independent samples t-test note: if the sig. (2 tailed) value in the independent samples t-test table is below (α=0.05) or (p < 0.05), the null hypothesis is rejected. it means that a significant difference is considered between the two groups. in this particular study, the results of the independent samples test on the above table 5 show the conditions; (t = 0.750), (p = 0.456), which is above the alpha (α=0.05) level of significance. therefore, the study can be concluded that there is no significant difference between the academic performance of faculty members who use facebook and those who use whatsapp. in addition, the finding of the study is aligned with the results of the studies by (rahim & sandaran, 2021; hashemi & kew, 2020; and musawi & baktash, 2021) that social media is used as e-learning, blended learning, and cloud-based applications in universities and schools of afghanistan during the covid-19 pandemic. they also indicated that these teaching and learning approaches had provided an interactive learning platform for both teachers and students. these studies have not confirmed the negative effect of using social media on the academic performance of teachers and students. therefore, the current study also concludes that there is no negative effect of using social media on the academic performance of afghanistan faculty members during the covid-19 pandemic. this is also supported by the results of studies indicating that facebook as a multi-task platform and whatsapp as an interactive and conversational messenger have the same effect on the academic performance of the teachers and students (rahim, 2021; rahim, 2019; and rahim & sandaran, 2021). a similar study also stated that the relationship between academic performance and gpa is likely mitigated by multitasking (junco, 2015). as a result, both facebook and whatsapp enhance teaching and learning and the use of social media does not affect the gpa scores of teachers and students. 4.3 independent measures anova it is performed to comparing the mean scores of three groups. the mean scores of gpas between faculty members who use facebook, who use whatsapp, and those who use telegram. table 6. case processing summary https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 1 – 9 doi: https://doi.org/10.31849/utamax.vxxx 112 table 6 shows the case processing summary. there is (n=33) for each group of social media users (facebook, whatsapp, and telegram) compared with the respondents’ gpa scores to examine the mean differences between the three groups. since there are no missing values, all three groups of facebook, whatsapp, and telegram show 100% valid cases. 4.3.1 the normality test in table 7, the shapiro-wilk test of normality shows that all three groups of social media users are normally distributed. according to gravetter and wallnau (2013), if the sample size is more than (n=30), so the data is assumed to be normally distributed. in this particular study, the sample size is (n=33) for each of the three groups. table 7. test of normality for independent measures anova in table 7, the shapiro-wilk test of normality shows the sig. facebook value is (p=0.204), whatsapp value is (p=0.859), and telegram value is (p=0.117), which are above the alpha (α=0.05) level of significance. it means that the data is normally distributed among all three groups of social media users. therefore, independent-measures anova is performed to test the stated hypothesis. in the following table 8, results of independentmeasures anova show that the significance value is (p = 0.752), this value is greater than the alpha (α=0.05) level of significance. therefore, the study fails to reject the null hypothesis. table 8. result of independent-measures anova note: if the sig. value is less than (p<0.05), which means that there is a statistically significant difference at least between one of the groups, the null hypothesis is rejected. according to table 8, the results of independentmeasures anova shows [f= (0,285), p=0.752]. p>0.05 level of alpha for the three conditions are (p = 0.752), which is greater than the alpha (α = 0.05). therefore, the study fails to reject the null hypotheses and concludes that there is no significant difference in academic performance of faculty members who use facebook, who use whatsapp, and those who use telegram. in addition, the finding of the current study is similar to a study by talaue et al. (2018) stated that all types of social media have significantly expanded the scope of both positive and negative factors of the spiritual and intellectual development of the learners. another study also indicated that technological tools could be integrated as an effective approach for teaching and learning (rahim & sandaran, 2021). the findings are also supported by a study indicating that the help of mobile technologies and handheld gadgets are a good opportunity to improve the quality and effectiveness of any time and anywhere education (rahim et al., 2019). however, some studies have highlighted the paradigm shift towards the need for using social media. according to rahim and sandaran (2020), the educational system has been transformed and that elearning provides practical and visual language teaching with any time and anywhere learning opportunities. therefore, the study concludes that the use of social media (facebook, whatsapp, and telegram) do not affect on gpa scores of faculty members. 5. conclusion the study highlights that there are many whatsapp users in terms of frequency and percentage among faculty members of afghanistan. the findings indicate that whatsapp is used as a means of academic interaction among students and teachers. the results also show no significant difference between the academic performance of faculty members who use facebook and those who use whatsapp. it examines that social media (facebook, whatsapp, and telegram) do not affect the academic performance (gpa scores) of faculty members. the study contributes to the new e-learning policies of the ministry of higher education of afghanistan. the higher education institutions are recommended to consider the effective potentials of the use of social media as e-learning platforms to address the needs during the covid-19 pandemic for transforming traditional face-to-face learning into 21st-century learning. it is also implicated that the teachers and the students focus on the pedagogical influence of using social media since there is no negative effect of social media on the academic performance of faculty members, particularly during the covid-19 pandemic. https://doi.org/10.31849/utamax.vxxx journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 1 – 9 doi: https://doi.org/10.31849/utamax.vxxx 113 6. acknowledgement for writing this research article, i wish to express my sincere appreciation to professor dr. mohammad bilal ali, for his encouragement, guidance, critics, and friendship, especially during the statistics course. i am also very thankful to my colleagues and fellow friends at utm malaysia for providing insight into this study. references abousaber, i., & oueder, m. 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(2018). the impact of social media on academic performance of selected college students. international journal of advanced information technology, 8(4), 5. https://doi.org/10.31849/utamax.vxxx https://doi.org/10.13189/ujer.2020.082311 http://ijmaberjournal.org/index.php/ijmaber/article/view/74 http://ijmaberjournal.org/index.php/ijmaber/article/view/74 http://www.doi-ds.org/doilink/03.2021%2098353846/uijir http://www.doi-ds.org/doilink/03.2021%2098353846/uijir https://doi.org/10.31849/elsya.v3i1.5949 https://doi.org/10.31849/utamax.v3i1.6166 the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 39-43 39 using documentary films in developing student’s critical thinking skill: senior high school context jumiati lanta, suleha ecca, asyanti asyanti, & m. hijaz tahir universitas muhammadiyah sidenreng rappang. sidrap. indonesia jumiatilanta@gmail.com article history received : 2019-04-13 revised : 2019-04-15 accepted : 2019-06-29 keywords documentary films critical thingking’s skill high school students quantitative study abstract the quantitative study is aimed to know whether the documentary film can be applied to foster students' critical thinking skills. this research was conducted in class x sma negeri 10 sidenreng rappang, with a total population of 72 students. samples were drawn from the entire population by taking 2 classes, namely x ipa 1 as an experimental group of 26 students and x ips as a control group of 25 students. data were collected through a critical thinking ability test instrument based on critical thinking indicators, then processed with data analysis using the mean score (average) and spss 2.0. results of the study showed that experiments group which were taught to use the documentary obtain average value is higher compared with the controls group in fostering the ability to think critically, especially on the subjects of indonesian with developing materials with the opinion of exposition text. average score results in critical thinking skills with a documentary film that is 9 1.76 with the results of a significant test of the test independent of 10.878 while the average score of the results that are taught without using documentary 7 0.84 with value significant 2,009. based on the results of data analysis. therefore, this present study believed that documentary films could foster students' critical thinking skills. 1. introduction the ability to think critically is one of the abilities required where the flow of information is very dynamic. information can be obtained from anywhere and at any time from various sources are not necessarily able to accounted for righteousness. for that needed the ability to think critically for students. thinking critically is a skill systematic in assessing, solve a problem, draw conclusions, give confidence, analyzing an assumption, and search scientific. think critically, including the process of thinking level high, because at the time of taking a decision or conclude using a control active, that is reasonable, reflective, responsible, and skillful thinking. the ability to think critically is very necessary to analyze a problem until the stage of finding a solution to settle the problems mentioned. one of the ways to cultivate the ability to think students critically that force educators should choose the media that right. by selecting the right media in the learning process, it can change the expressive and creative power of students to be more inclined to think critically so that students can more actively participate in the learning process. the media are appropriate to use in improving the ability to think critically students, namely the application of the film documentary. film documentary is becoming a tool to help in developing the ability to think critically students so focused on what are displayed or delivered as directly. based on the results of observations beginning, see the conditions that occur in schools, especially of subjects indonesian language by student class x sma negeri 10 sidenreng rappang, where teachers just focused to the material that will be presented to the participants of the students, so that students are not able to contribute actively in the implementation of the process of learning to teach. teachers should be prosecuted how so students can be more active in issuing opinions, ideas, or ideas that can train students to think in critically about what the students get out of the material that is presented when high of critical thinking needed students for the future. in addition to that, to support a process of learning takes an election method or medium that right in accordance with the material or the eyes of subjects that will be delivered. selection of media appropriate to support the success of students in the growing ability to think critically. one of the media that can foster the ability to think critically is a movie documentary. film documentary is very effective in growing ability to think students critically because students can see it directly about the https://journal.unilak.ac.id/index.php/utamax/ mailto:jumiatilanta@gmail.com 40 material that will be delivered without the need to fantasize so teachers can create an atmosphere of learning that is more active and efficient than before. critical thinking is very important for the students, in which students have independently put forward ideas, ideas, or opinions in accordance with the material of learning that is delivered. with the growing ability to think critically, encouraging the students is actively in the process of learning to be more effective and efficient. 2. state of the art 2.1 critical thinking skill critical thinking is a cognitive skill developed through a planned teaching and learning process (duron, limbach, & waugh, 2006). critical thinking is thinking reasoned and reflective by emphasizing making decisions about what to believe or do (ennis: 1989). there are three steps in the critical thinking process, namely the formation of understanding, forming opinions, and concluding. ennis ( maftukhin, 2013: 22) critical thinking is thinking sensibly focused on deciding what to believe and do". from the definition, it can be disclosed something important is to think critically focused to the sense of something full consciousness and lead on a goal. the purpose of critical thinking is to consider and evaluate information that ultimately enables a decision to be made. based on the definitions above, it can be understood that what is meant by the ability to think critically is the ability to think logically, reflectively, systematically, and productively which is applied in assessing situations to make good judgments and decisions. critical thinking aims to test opinions and ideas, including making judgments based on the opinions put forward. this consideration is supported by the existence of justifiable criteria. the ability to think critically can encourage someone to find new ideas or thoughts about an existing problem. someone will be trained to select various opinions so that they can distinguish which opinions are relevant and which are irrelevant, which opinions are correct and which are not. by developing critical thinking skills, one can make conclusions by considering data or sources and facts that occur in the field. critical thinking skills are very important to be developed in social life. the low ability to think critically results in frequent gaps or misunderstandings between communities. critical thinking can change their view of a problem they are facing so that there is no misunderstanding in dealing with an existing problem. critical thinking includes the entire process of obtaining, comparing, analyzing, evaluating, and acting beyond science and values. critical thinking is not just thinking logically, but critical thinking must have beliefs and values, rationale, and belief before getting logical reasons. 2.2 media the word /media/ comes from the latin 'medius', which literally means 'middle', 'intermediary' or 'introduction'. media is an intermediary for messages from sender to message recipient. the type of media used in learning is educational technology (sayuti, 1985: 232). in this case, the learning media is part of educational facilities that have an important role in teaching and learning activities (ecca & lanta, 2019; lamalla et al., 2019; lanta, 2015; aswadi et al., 2021; ririantika et al., 2020; mohammed ibrahim, 2020) learning media in teaching and learning activities are needed in order to teach effectiveness and efficiency. hamalik (1980: 23), instructional media is a method or technique used to streamline communication and interaction between teachers and students in the educational process. from several explanations about the media, it can be concluded that the media is a learning aid or resource used by teachers to convey messages or information to students to achieve predetermined teaching goals. hamalik (1986) argues that media use in the teaching and learning process can generate new desires and interests, generate motivation and stimulation of learning activities, and bring psychological influences on students. the benefits of media in the learning process are facilitating interaction between teachers and students so that learning can be more effective and efficient (kemp and dayton, 1985). 2.3 documentary films a documentary film is a film that documents a reality or fact. a documentary film dealing with people, characters, events, and locations was real. the documentary film does not create events or occurrences, but the record of events that truly happened, did not like the movie fiction, the film documentary does not have a plot (a series of events in the film are presented in the audience in visual and audio), but has a structure which is based by theme or argument. the documentary film does not have the character antagonist and protagonist, conflict, and completion as well as movie fiction (nugroho, 2007). a documentary film is a form of audiovisual product that tells a daily phenomenon worthy of being appointed as a reflection for the audience. generally, the material documentary can be a story about the concerns of social, experience life that gives inspiration and spirit alive for the audience about the 41 history that ever happened and no relation to the current period (brata, 2007: 57). films that are packaged in accordance with reality, as is known by documentary films, serve to provide an overview of what will be conveyed in the film. the element of delivering the message is poured directly through the film so that people watching the film can stimulate their thinking so that the message conveyed can be digested properly. documentary films can be used in learning which are considered quite affordable media. documentary films can make students remember the material learning better, because it contains visual, audio and dramatic (evocative) elements. by applying documentary films in the learning process, students do not only listen to the teacher's description, but also other activities such as observing, doing, demonstrating, acting, and others. so it can be concluded that the application of documentary films provides a real picture to students so that they can conclude learning about what is obtained and stimulate students to think critically according to the material presented. 3. method this study uses a quantitative approach. research with quantitative methods emphasizes its analysis on numerical data (numbers) processed by statistical methods. using experiments research aimed at testing the effectiveness of a documentary film in the kind of critical thinking in class x sma negeri 10 sidenreng rappang. the research design is a research structure arranged so that the researcher will get answers to research questions (kerlinger, 2006: 483). to produce a good result or research, the researcher must first make a program or research framework to be carried out, so that the implementation can be systematic and directed and can be completed on time. the design applied in this study is to provide test treatment to the experimental and control groups because in this study control all external variables that affect the course of the experiment. this causes the samples used for experiments and as a control group to be drawn randomly from certain populations. in this study, the population used was class x students, namely, x ipa 1, x ipa 2, and x ips sma negeri 10 sidenreng rappang, totaling 75 students divided into three classes. in this study, it is assumed that the population is homogeneous because the placement of students in one class is not determined based on student achievement. in this study sampling, the researcher took a sample of two classes from the number of existing classes with a sample of class x ipa 1 and x ipa 2. 4. result 4.1 presentation of data the data presented below are the test results in improving the critical thinking skills of students in class x sma negeri 10 sidenreng rappang. amounting to 75 students from 3 classes consisting of x ipa 1, x ipa 2 and x ips as a population and sample. taken only 2 classes, namely x ipa 1 and x ipa 2. students are given a test of 20 numbers to obtain the score and the extent of the student's ability to think critically. the test results will be added up based on a predetermined formula with a weighting of 0-5 and the total value of the 20 essay test questions with a maximum score of 100. 4.2 data analysis table 1. group statistics class n mean std. deviation std. mean error critical thinking_ skill control group 24 70,9583 4,78657 , 97705 experimental group 26 91.7692 8,42998 1.65326 the output group statistics table shows that the number of data on critical thinking skills in class x ipa 2 (control group) is 24 students. in comparison, inclass x ipa 1 (experiment group), there are 26 students. the average value of the results of critical thinking skills or mean to x class ipa 2 (control) for 70,95 while class x science 1 (experiment) at 91,76 while the division of each standard 4.7 and 8.4 and the mean, standard error in each class is 0.9 and 1.6. thus, in the statistic description, it can be concluded that there is a difference in the average results of critical thinking skills in indonesian language learning with exposition text material in class x ipa 2 and x ipa 1. in developing good critical thinking skills, it requires awareness and skills that maximize the brain's work through good critical thinking steps so that a critical thinking frame and critical thinking are in good patterns. the application of documentary films is very necessary during the learning process, as was done when testing the experimental class using documentary film media to put forward ideas or opinions according to what students see directly by using documentary films on exposition text material. students remember the learning material better because it contains visual, audio, and dramatic elements. in contrast to the control class, the learning process takes place without media use so that many students do not focus on learning. 42 the result of test that are used as the basis to determine the effectiveness of a documentary film in fostering critical thinking skills of students in the experimental group and the control class that does not implement a documentary. variables that are used in research this is a variable -free, namely the application of a documentary film, and variable dependent that fosters critical thinking skills of students in class x sma negeri 10 sidrap. in connection with the methods of engineering decisionvalue, accumulation test the value of the test as much as 20 number about essay with weight ratings of 0-5 corresponding provisions to achieve a score of up to 100. based on the results of the research in accordance with the test, the hypothesis through the analysis of data which is obtained average ability to think critical derived class control is 70, and the average value of the experimental class is 91. while the output of spss independent sample test note that the value of t amounted to 10.8 three with df 4 8. the t tvalue on df 4 8 is 2.0 10 . so the data is 10.8 37 > 2.0 10 then h o rejected and h 1 accepted so that it can be said that there are significant differences in critical thinking skills by implementing a documentary film and the conventional method in class x sma negeri 10 sidrap. this research is in line with research conducted by winda ayuningtyas (2015), novinda wahyuningsih (2016), and ambrusius kuncoro brahmowisang (2019), testing critical thinking skills using various media in the learning process. so it can be concluded that there are differences in the application of documentary films in fostering critical thinking skills of class x sma negeri 10 sidenreng rappang . this is shown by the application of documentary films that can effectively foster critical thinking skills so that students are more free to express ideas or opinions in indonesian subjects. as for the factors that affect the lack of critical thinking skills of students because the teacher does not use a medium in the learning process, one of which is documentary film media. the use of documentary film media can facilitate the learning process by presenting events or events that occur in accordance with the subject of the exposition text. based on the facts that, then the hypothesis of work or hypotheses alternative that "the implementation of the documentary effective in fostering critical thinking skills class x sma negeri 10 sidenreng rappang the teachings of 2020 /2021" acceptable. while the hypothesis of zero or nil states that: "the implementation of the documentary is not effective in fostering students' critical thinking skills class x sma negeri 10 sidenreng rappang the teachings of 2020 /2021", was rejected. 5. conclusion the results of the seen several things that that need to be highlighted as a conclusions, i.e., the application of documentary films is very effective in fostering the critical thinking skills of class x sma negeri 10 sidenreng rappang, showed by the result gained from the experimental group x ipa 1 compared to the control group x ipa 2. it was revealed that the average value of the experimental group was higher than the control group in developing critical thinking skills, which is means this present study believed that documentary films could foster students' critical thinking skills.. references ambrusius kuncoro brahmowisang, (2019). penerapan problem based learning (pbl) dengan media film dokumenter pada pembelajaran sejarah untuk meningkatkan kemampuan berpikir kritis dan prestasi belajar siswa kelas xi ips 2 sman 1 wuryantoro. arief s. sadiman, dkk. (2010). media pendidikan. jakarta : pt raja grafindo persada. aswadi, a., rafi’uddin, a., dawud, & basuki, i. a. (2021). argument pattern in student argumentative essays in higher education using the toulmin model. psychology and education, 58(3), 1046–1055. beyer, b.k. (1995). critical thinking. bloominton. in : phi delta kappa educational foundation. chance, p. (1986). thinking in the classroom: a survey of programs. new york: teachers college, columbia university. conny dianoviana siregar, 2013 kemampuan berpikir kritis siswa sma melalui pembelajaran guiden enquiry pada sumkonsep pencemaran air universitas pendidikan indonesia | repository.upi.edu | perpustakaan.upi.edu. 27– 45. ennis, robert h. 1962. a concept of critical thinking. harvard educational review, vol 32(1), 81-111. fridanianti, a., purwati, h., & murtianto, y. h. (2018). analisis kemampuan berpikir kritis dalam menyelesaikan soal aljabar kelas vii smp n 2 pangkah ditinjau dari gaya kognitif reflektif dan kognitif impulsif. aksioma : jurnal matematika dan pendidikan matematika, 9(1), 11. https://doi.org/10.26877/aks.v9i1.2221. halpern, diane f. (1989). thought and knowledge: an introduction to critical thingking (end ed). hillsdale, nj, england : lawrence erlbaum associates, inc. xvii 517.pp. hamalik, oemar. 1986. media pendidikan. bandung: alumni. hossoubah, z. (2007). develoving creative and critical thinking skills (terjemahan). bandung: yayasan nuansa cendia. kemp, j.e. dan dayton, d.k. 1985. “planning and producing instructional media”. cambridge: harper & row publisher, new york. 43 lamalla, b., hanafi, m., & ecca, s. (2019). pengaruh penggunaan aplikasi sparkol videoscribe terhadap kemampuan menyimak siswa. 5151(2), 9–12. lanta, j. (2015). pengajaran cerpen melalui strategi multiple intelliences di sekolah menengah. seminar internasional bahasa, sastra dan pembelajarannya, 147. mertes (1991). thinking and writing. middle school journ. 22:24-25. ririantika, r., m, u., aswadi, a., & sakkir, g. (2020). penerapan model pembelajaran tipe “make a match” terhadap hasil belajar bahasa indonesia. cakrawala indonesia, 5(1), 1–6. setiawan, w. (2015). meningkatkan kemampuan berpikir kritis matematis siswa smp dengan menggunakan model penemuan terbimbing. p2m stkip siliwangi, 2(1), 91. https://doi.org/10.22460/p2m.v2i1p91-97.168 sugiyono. (2004). statistika untuk penelitian. bandung: alfabeta. wening astuti. 2014. pemanfaatan multimedia interaktif dalam pembelajaran matematika untuk meningkatkan kemampuan berpikir kritis dan kreatif. universitas pendidikan indonesia. repository.upi.edu | perpustakaan.upi.edu. instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 48 – 57 doi: https://doi.org/10.31849/utamax.vxxx 48 evaluating the role of national commission for human development and primary education in khyber pakhtunkhwa, pakistan muhammad suleman nasir1, abdul majeed 2 & muhammad qayyum ahsan 3 1 gomal university, dera ismail khan, pakistan 2 qurtuba university, dera ismail khan, pakistan 3 lahore university of management sciences, pakistan msuln2222@gmail.com article history received : 2021-02-12 revised : 2021-03-23 accepted : 2021-03-25 keywords provision of social services participation of communities promotion of primary education nchd abstract the purpose and aim of the national commission for human development (nchd) are to develop the opportunity of struggles through the government of pakistan in safeguarding the operative delivery of communal services. the main purpose of this article is to evaluate the role of nchd in the advancement of the primary level of education in khyber pakhtunkhwa, pakistan. the survey type descriptive research methodology was used to attain the objectives of the study. all government boys’ primary school teachers and nchd staff members set up the population of this study. the study’s sample was taken from the four randomly chosen districts i.e., bannu, lakk marwat, karak and dera ismail khan of khyber pakhtunkhwa province. the data was collected from 200 teachers and 100 staff members from nchd staff from the particular districts through a questionnaire using a simple random sampling technique. data were examined using mean, standard deviation and t-test was used to examine the data. it is inferred that the nchd was playing its active role in increasing enrollment and in reducing the dropout in the schools at the primary level. it was also concluded that advanced plans of nchd are meaningfully promoting primary education in khyber pakhtunkhwa. this study recommends that nchd should organize extra training workshops and talks for teachers at primary level concerning the student’s assessment for better education and to make them updated and skilled. 1. introduction the literacy rate in a country is usually regarded as the index of progress. without education, a country cannot make passable development in any field. literacy can lead society out of the darkness of ignorance and into the path of consciousness. pakistan needs mass education for its development. literacy plays an enormous role in the growth and development of a country. it reinforces the youth with knowledge of up-to-date technology and makes room for new creations and novelties. in pakistan, the literacy rate is low as compared to its neighboring countries because of the high dropout rate at the primary level. “the conditions of primary education within pakistan are awfully anguished as there are nearly 18 million primary school-aged children, in which round about 8 million primary school-aged children are not going to primary schools. with an estimate, the gross enrollment rate in our school is 74%. on the other hand, more or less than 54% of children get dropout from school before the completion of class five. only half of the 50% school-aged children pass the primary education. at the beginning of the new millennium poverty, illiteracy, lack of healthcare facilities and a continuously increasing population are the great challenges for pakistan.” (iqbal, 2001) to faces these challenges, nchd was established by the pakistani government under the ordinance no. xxix of july 2002. the directive of president general pervez musharraf established a task force on human development in june 2001, to contribute new insights and means to developmental discourse in pakistan. this task force recommended the building capacities of all the stakeholders involved in the progression of social service delivery. “to ensure effective implementation of these recommendations the president under his patronage laid the foundation for a national level development agency i.e. nchd. dr nasim ashraf was its first chairman and the minister of state. nchd aims at enlarging the scale and scope of the efforts made by the government in ensuring the effective provision of social services. it perceives human development as a process of enlarging choices, building capacities and encouraging participation of communities at the grassroots. to ensure this, nchd is directed towards https://doi.org/10.31849/utamax.vxxx 49 supporting government line department, civil society organization and the local communities in the sectors of education, basic health care and income generation activities at the grassroots” (ullah, 2004). “nchd promote human development by supporting government line departments, nongovernmental organizations and elected officials at the district level in primary education, literacy, income-generating activities and basic health care service.” (nchd, 2010). the upe (universal primary education) programs of nchd has smoothed the progress of education system by creating important society connection to attain sustainability and constant enhancement, which made the government capable to achieve by educating quality primary education to every child of the state. it intends to support the government to achieve 100% enrollment at primary schools and to release school in those remote areas where no government primary school is present. the educational programs of nchd target three age group; 1) the recipients of the universal primary education will be the children of age group5-7 year. 2) the recipients of the basic literacy and non-formal community based primary project will be the children of the age group 8-14 year. 3) the recipients of the adult literacy project followed by skill training project will be the individuals of age group 15-39 years (ullah, 2004). at the moment in pakistan 64 million people are illiterate. nchd is working to increase the literacy rate in the country to 90% by 2025. the areas selected for this study are very underdeveloped. the primary education ratio in these areas is very low and the dropout ratio is very high due to poverty. nchd program was launched in 2000 and this is unique research about the elevation of performance of nchd on the dropout rate at the primary level and the initiatives taken by nchd in these areas. this study was conducted with the objectives to identify the role of “national commission for human development” in increasing the enrolment, controlling the dropout and to compare the opinions of teachers and nchd staff in khyber pakhtunkhwa echoing the explanation above and the current phenomenon, the present study in its pre observation manage to see the conditions in many rural and urban location including in khyber pakhtunkhwa were stiil ; 1) lack of capability and administrative competencies within line sectors. 2) lack of sector delivery arrangement in civil society administrations. 3) lack of communal sharing. 4) gaps of supply, excellence, funding and exposure of the government program. therefore, this present study was guided by the following research questions. 1) what kind of part nchd is performing in the advancement of primary education? 2) what is the role of nchd in raising the enrollment at primary level in khyber pakhtunkhwa? 3) what kind of support nchd is providing at primary level in controlling the drop out in kpk? 4) what is the dissimilarity between the opinions of teachers and nchd staff concerning the role of “nchd” in the elevation of the primary education in kpk, pakistan? 2. method all government boy’s primary school teachers (pst’s) and nchd staff members of the four districts out of 26 districts of kpk i.e., bannu, lakki, karak and dera ismail khan of kpk, because these districts are the nchd’s target areas with high dropout rate at primary level and its area is very huge as compared to its population. furthermore, due to meager resources to conduct the research in all the districts of kpk, the researchers take these districts of kpk for the population of the study. the data was collected from the teachers and the nchd staff for the period of 2 years. the sample for the study included 200 government boys primary school teachers and 100 nchd staff members of the above-selected districts i.e. selecting 50 pst’s and 25 nchd staff members using the simple random technique from each district. the researchers developed a comprehensive questionnaire for data collection based on 26 avowals for both target clusters i.e. nchd staff members and government boy’s primary school teachers. the questionnaire was also pilot tested through 20 government primary school teachers and 10 nchd staff members by providing photocopies of the questioners to them. after it, the scholar made changes identified in questions, design and phraseology of questions. the information was collected personally by one of the researchers. the collected records were entered in spss 16, tabulated and examined according to the aims and objectives of the study by using descriptive statistics, like mean, standard deviation and inferential statistics t-test. 3. results the data were evaluated using descriptive values mean, standard deviation and inferential statistics ttest. the results according to the statements are as under; 3.1. nchd role in the advancement of primary education. the responders found to agree with the following statements; 50 1) “innovative strategies of nchd are promoting primary education in khyber pakhtunkhwa” 2) “supports in creating community-based feeder schools in remote areas” 3) “establishing the parent-teacher association for the regular assessment of educational affairs” 4) “provides accessible schools to children at their doorstep with the help of education department” the responders found to disagree with the following statements; 1) “revamps the ptc (parent teacher council) to utilize the local resources for the promotion of primary education” 2) “grants monthly stipend to the feeder teachers with the help of education deportment” the responders found undecided with the following statements; 1) “nchd supports the education department in system re-engineering at primary level” 2) “nchd supports education departments in training feeder teachers, to be deployed in primary schools.” 3) “nchd provide training to primary school teachers regarding the assessment of students for improving the education quality at primary level” the overall result shows that the respondents found unclear with the statements. (see table 1) table no. 1 general role of nchd in the advancement of primary education statements sd a da ud a sa mean sd innovative strategies of nchd are promoting primary education. 44 50 42 68 96 3.41 1.45 nchd supports education department in system reengineering 40 51 58 73 78 3.32 1.37 trains feeder teachers to be deployed in primary schools. 38 38 68 102 54 3.32 1.26 grants stipend to feeder teachers with the help of education department. 45 83 60 69 43 2.94 1.29 training to teachers regarding the assessment of students. 33 39 64 108 56 3.38 1.23 supports in establishing community based feeder schools in remote areas. 22 41 61 89 87 3.59 1.24 provides accessible schools to children at their door step. 30 37 55 94 84 3.55 1.28 establishing the parent teacher association for the assessment of educational affairs. 24 28 54 116 78 3.65 1.19 to allow the ptc (parent teacher council) to use the local resources. 44 111 50 55 40 2.58 1.27 overall 320 478 512 774 616 3.32 1.28 3.2. nchd role in increasing the enrollment at primary level the responders found to agree with the following statements; 1) “nchd is increasing the enrolment at primary level through the awareness campaign” 2) “motivate the parents through village influential to increase enrolment” 3) “volunteer visits the houses of all enroll able children” 4) “arranges meetings with the official regarding community mobilization” 51 5) “nchd strives to achieve enrolment of all enroll able children at primary level” the responders found to disagree with the statement, “nchd provide extra teachers to overcrowded primary schools” the responders found undecided with the following statements; 1) “nchd staff regularly sees the upe registers for increasing the enrolment” 2) “motivate and aware the parents from the importance of education” 3) “providing teachers to ghost / closed schools.” the overall mean score 2.63, and sd is 0.63 shows that the responders found undecided with the statements. (see table 2). table no.2. nchd role in increasing the enrollment at primary level statements sd a da ud a sa mea n sd raising the enrolment at the primary level through the electronic and print media by an awareness campaign. 11 27 68 97 97 3.80 1.09 nchd staff frequently sees the upe records for increasing the enrolment. 42 80 45 53 80 3.16 1.43 motivate the parents through village influential to increase enrolment. 20 34 35 96 115 3.84 1.23 volunteer visit the houses of enroll able children 15 30 62 134 59 3.64 1.06 strives to attain enrolment of all enroll able children at primary level. 21 36 70 75 98 3.64 1.24 encourages and cognizant the parents from the significance of education. 32 41 72 91 64 3.38 1.25 providing teachers to ghost / closed schools. 39 91 73 48 49 2.92 1.27 providing extra teachers to the overcrowded primary schools. 45 97 69 50 39 2.59 1.26 arranges meetings with the official regarding community mobilization. 20 42 48 100 90 3.66 1.22 overall 245 478 542 744 691 3.41 1.23 2.3. nchd role in decreasing the dropout at primary level the responders found to agree with the following statements; 1) “nchd trains school administration in bringing back children to schools” 2) “volunteer services at school level controls the dropout’’ 3) “supports the education department in minimizing the dropout at primary level” 4) “inclusion of active volunteer controls the dropout at the primary level” the responders found to disagree with the statement on ‘‘establishing a system of the monthly parent-teacher meeting (p t m) for controlling the high dropout’’ the responders found undecided with the following statements; 1) “nchd staff regularly checks the dropout rates in primary schools” 2) “staff meeting with youths for controlling the dropout” the overall mean score 2.63, and sd is 0.63 which shows that the responders are undecided with the statements. (see table 3) 52 table no. 3. nchd role in decreasing the dropout at primary level statements sda da ud a sa mean sd train’s school administration in bringing back children to schools. 17 21 42 106 114 3.93 1.14 nchd staff regularly checks the dropout rates in primary schools. 50 86 70 55 37 2.78 1.19 volunteer services at school level control the dropout. 13 28 54 113 92 3.81 1.10 supports in minimizing the dropout at primary level. 26 29 53 98 94 3.68 1.24 meeting with youth for controlling the dropout. 55 81 67 59 38 2.81 1.29 presence of active volunteer to control the dropout at the primary level. 28 43 53 106 70 3.49 1.25 forming a scheme of monthly p t m for controlling the high dropout. 48 109 52 51 40 2.55 1.28 carrying back the absconder children to schools to control the dropout. 21 24 63 104 88 3.71 1.17 overall 258 421 454 692 575 3.34 1.20 3.4. comparison of teachers and nchd staff opinions on general role of nchd in the advancement of primary education no important difference was found between the opinions of teachers and nchd staff about the following statements; 1) “nchd supports education departments in system re-engineering” 2) “trains feeder teachers to be deployed in primary schools” 3) “trains teachers regarding the assessment of the students” 4) “supports in establishing community-based feeder schools in remote areas” 5) “provides accessible schools to children at their doorstep” 6) “establishing the parents teachers forum for the assessment of educational affairs” a major dissimilarity was found between the opinions of teachers and nchd staff about “the innovative strategies of nchd are promoting primary education in khyber pakhtunkhwa” an important difference was found between the opinions of teachers for the following statements; 1) “nchd grants stipend to feeder teachers with the help of education department” 2) “revamps the ptc (parent teacher council) to utilize the local resources” the overall results of the statements shows, an important difference between the opinions of teachers (mean = 2.83 and sd = .56) and nchd staff (mean = 2.65 and sd = .55) with (t = -2.57 and p =. 01) as the value of p is less than 0.05 the significance’s level. (see table 4) 53 table no.4. comparison of teachers and nchd staff opinions on general role of nchd in the advancement of primary education 5. comparison of teachers and nchd staff opinions on the role of nchd in increasing the enrollment at primary level. no important difference was found between the opinions of teachers about the following statements as the p-value is greater than the significance’s level in these statements. 1) “nchd is increasing the enrolment at primary level through the awareness campaign in khyber pakhtunkhwa” 2) “providing teachers to ghost / closed schools” 3) “volunteer visit the houses of enroll able children” 4) “motivate the parents through village influential to the increased enrolment in primary schools” 5) “arranges meetings with the official regarding community mobilization” an important difference was found between the opinions of teachers) and nchd staff about the following statements as the p-value is greater than the significance’s level in these statements. 1) “nchd staff regularly see the upe registers for increasing the enrolment” 2) “achieve enrolment of all enroll able children at primary level”. 3) “motivates and aware the parents from the importance of education” 4) “providing extra teachers to the overcrowded primary schools” if we see the overall b results it shows that an important difference was found between the opinions of teachers (mean = 2.70 and sd =. 51) and nchd staff (mean = 2.51 and sd =. 534) with (t = 2.81 and p =. 00) as the p-value is less than 0.05 the significance’s level. (see table 5) statements respondent mean s.d t p innovative strategies of nchd are promoting primary education. teachers 3.25 1.49 -2.43 .01* nchd staff 3.67 1.34 nchd supports education department in system re-engineering teachers 3.28 1.43 -.873 .38 nchd staff 3.42 1.24 trains feeder teachers to be deployed in primary schools. teachers 3.26 1.28 -1.18 .23 nchd staff 3.44 1.22 grants stipend to feeder teachers with the help of education department. teachers 2.78 1.29 -2.99 .00* nchd staff 3.25 1.25 training to teachers regarding the assessment of students. teachers 3.39 1.25 .133 .89 nchd staff 3.37 1.21 supports in establishing community based feeder schools in remote areas. teachers 3.65 1.20 1.08 .27 nchd staff 3.48 1.31 provides accessible schools to children at their door step. teachers 3.49 1.27 -1.13 .25 nchd staff 3.67 1.30 establishing the p t forum for the assessment of educational affairs. teachers 3.60 1.16 -1.07 .28 nchd staff 3.76 1.23 revamps the ptc (parent teacher council) to utilize the local resources. teachers 2.62 1.23 -3.18 .00* nchd staff 3.12 1.30 overall teachers 2.8 .566 2.57 .01* nchd staff 2.65 .552 54 table no.5 comparison of teachers and nchd staff opinions on the role of nchd in increasing the enrollment at primary level. 6. comparison of teachers and nchd staff opinions on role of nchd in decreasing the dropout at primary level. no important difference was found between the opinions of teachers about the following statements as the p-value is greater than the significance’s level in these statements. 1) “nchd staff regularly check the dropout rates in primary schools” 2) “volunteer services at school level control the dropout” 3) “supports the education department in minimizing the dropout at primary level” 4) “inclusion of active volunteer controls the dropout at primary level” 5) “bringing back the fugitive children to schools to control the dropout” an important difference was found between the opinions of teachers) and nchd staff about the following statements as the p-value is greater than the significance’s level in these statements. 1) “trains school administration in bringing back children to primary school in khyber pakhtunkhwa” 2) “meeting with youth for controlling the dropout” 3) “establishing a system of monthly p t m (parent-teacher meeting) for controlling the high dropout” statements respondent mean s.d t p increasing the enrolment at primary level through the awareness campaign teachers 3.85 1.11 .98 .32 nchd staff 3.72 1.06 nchd staff regularly sees the upe registers for increasing the enrolment. teachers 2.81 1.39 -6.68 .00* nchd staff 3.87 1.24 motivate the parents through village influential to the increase enrolment. teachers 3.82 1.25 -.39 .69 nchd staff 3.88 1.21 volunteer visit the houses of enroll able children. teachers 3.68 1.06 1.04 .29 nchd staff 3.55 1.04 strives to achieve enrolment of all enroll able children at primary level. teachers 3.74 1.24 2.02 .04* nchd staff 3.44 1.22 motivates and aware the parents from the importance of education. teachers 2.76 1.19 -3.02 .00* nchd staff 3.25 1.38 providing teachers to ghost / closed schools. teachers 3.37 1.18 -.18 .85 nchd staff 3.40 1.39 providing extra teachers to the overcrowded primary schools. teachers 2.62 1.22 -4.61 .00* nchd staff 3.31 1.22 arranges meetings with the official regarding community mobilization. teachers 3.76 1.16 1.91 .05 nchd staff 3.46 1.32 overall teachers 2.70 .517 2.81 .00* nchd staff 2.51 .53 55 if we see the overall results it shows that an important difference was found between the opinions of teachers (mean = 2.69 and sd =.64) and nchd staff (mean = 2.41 and sd = .503) with (t = 2.46 and p = .01) as the p-value is less than 0.05 the significance’s level. (see table 6) table no.6 comparison of teachers and nchd staff opinions on role of nchd in decreasing the dropout at primary level *p<.05 4. discussion “education is the systematic process of instruction for the development of character or mental powers. primary education which marks the start of formal education in a child’s life begins when a child turns to around 5 years of age. first, five years of school are referred to as primary. the primary stage of education is of prime importance for the edifice of career. reliability and tidiness of this stage enable a child to raise a standard of his personality. unfortunately, the importance of this stage is overlooked to a large scope in our country. the disadvantages are multifarious in nature and require considerations on the part of the responsible.” (kamal, 2002) acquiring an education is obligatory for all. “it is educations that increases one’s knowledge, broaden one’s outlook and sharpens one’s intellect. the present age is the age of education. man has conquered space and we are living in the modern era. education plays a vital role in building and moulding the character of an individual. therefore primary education is also considered much urgent and necessary for the developing countries of the world. it is the key sector or phase of the entire education system. it provides a literate workforce for the country and on the other hand, it acts as a feeder for the next coming secondary education.” (beaten, 1999) “the education department was made responsible to achieve the goals of universal primary education (upe) and the literacy dep't; was made responsible to provide literacy skills to individuals in the age group 8-39 who were either never enrolled in school or drop out from school before acquiring literacy skill.” (nauman, 2002) statements respondent mean s.d t p trains school administration in bringing back children to schools. teachers 4.16 1.97 2.07 .03* nchd staff 3.88 1.15 nchd staff regularly checks dropout rates in primary schools. teachers 3.98 1.16 1.20 .23 nchd staff 3.82 1.09 volunteer services at school level control the dropout. teachers 3.84 1.01 .62 .53 nchd staff 3.75 1.25 supports the education department in minimizing the dropout at primary level. teachers 3.72 1.2 .70 .48 nchd staff 3.61 1.30 meeting with youth for controlling the dropout. teachers 2.52 1.16 -5.55 .00* nchd staff 3.40 1.35 inclusion of active volunteer for contorting the dropout at primary level. teachers 3.52 1.19 .56 .57 nchd staff 3.4 1.35 forming a scheme of monthly p t m for controlling the high dropout. teachers 2.50 1.20 -4.78 .00* nchd staff 3.25 1.30 bringing back the fugitive children to schools to control the dropout. teachers 3.78 1.06 1.28 .20 nchd staff 3.58 1.36 overall teachers nchd staff 2.69 2.51 .6471 .6021 2.46 .01* 56 the present study showed that nchd does not arrange additional teachers to the congested schools. the cause may be a dearth of monetary resources if additional teachers should be made available to the congested primary schools it will make the teachinglearning process operational. adequate visits were not arranged by nchd officers to see the upe register. if where they visit, the upe register were not present in many primary schools. so there should be regularity in visits to see upe registers. the results of the current study exposed that nchd is not appropriately supporting the education department in establishing a system of monthly parent’s teacher meetings for controlling the high drop out. if there will systematic and reliable check and balance examining body on parent-teacher meetings be present in nearly all schools of the province than regular parent-teacher meetings would be conducted. it was exposed in the study that nchd does not provide pieces of training to primary school teachers regarding the assessment of students for improving the quality of education. to improve the quality of education teaching methodologies must be reorganized and revised, curriculum and content materials must carefully be addressed, examination and assessment system must be given serious consideration and physical infrastructure issue necessarily be upgraded. moreover, nchd should arrange more training workshops and seminars for teachers to make them updated and skilled. 5. conclusions the result of this research shows that advanced plans of nchd are promoting primary education. if we examine the study as a whole then we will come to identify that nchd supports in establishing community-based feeder schools in remote areas. the conclusions are drawn from the analysis of data also revealed that nchd were not so active for organizing the monthly parent-teacher meeting. the study revealed that the majority of responders were not satisfied with nchd as it does not provide teachers to overcrowded primary schools. the 100% enrollment strategy totally depends on, to arrange regular visits to see the upe registers but nchd staffs were not so active. to develop a successful strategy for the advancement of education at primary level, it is important to see the current position of ptc (parent teacher council) but it was not fully independent in the utilization of local resources. a huge number of responders opined that the parents were not motivated and aware of the importance of education so that they may enroll their children in primary school. an important difference was found between the opinions of teachers and nchd staff regarding that advanced strategies of nchd is promoting primary education in khyber pakhtunkhwa. moreover, an important difference was found between the opinions of teachers and nchd staff regarding that nchd grants monthly salaries to the feeder teachers with the help of education deportment. in like manner, an important difference was found between the opinions of teachers and nchd staff regarding that revamps the ptc (parent teacher council) to utilize the local resources for the promotion of primary education. furthermore, an important difference was found between the opinions of teachers and nchd staff regarding that facilitation visits of nchd staff are arranged regularly to see the upe registers for increasing the enrolment. and an important difference was found between the opinions of teachers and nchd staff that nchd is increasing the enrolment at the primary level through the awareness campaign. moreover, an important difference was found between the opinions of teachers and nchd staff regarding that nchd motivates and aware the parents from the importance of education through banners & posters to enroll their children. in like manner, an important difference was found between the opinions of teachers and nchd staff regarding that nchd trains school administration in bringing back children to schools at the primary level. furthermore, an important difference was found between the opinions of teachers and nchd staff regarding that nchd arranges volunteer support meeting with youth for controlling the dropout. and an important difference was found between the opinions of teachers and nchd staff regarding that it supports education deportment in establishing a system of monthly parent teacher meeting (ptm) for controlling the high dropout. 6. recommendations following recommendations were made in the light of conclusions of the study. 1. additional teachers should be provided to the overcrowded schools. 2. regular visits should be made to see the upe registers. 3. regular parent-teacher meetings should be conducted. 4. allocation of the budget should be increased for nchd to meet the targets in time. 5. additional training workshops and seminars should be arranged by nchd for teachers, to make them updated and skilled in the said area. 6. nchd staff was important in the favour that advanced strategies while teachers were not. to diminish these difference proper facilities should be managed for teacher concerning this area 7. visits should be made on monthly basis to assess the progress. 8. proper media awareness campaigns should be started for parents to admit their children in primary schools. 57 references ahmad, (2004). “how to improve basic education in pakistan” the news islamabad, a hand book and policy guide.(2019-20).the evaluation of students in the classroom,2nd ed. department of education division of evaluation,testng and certification.st,johns new foundland, canada.https://www.gov.nl.ca/education/files/hig h-school-certification-handbook-2019-20201.pdf aziz, (2006). review of educational policies and corresponding, five year plans. allama iqbal open university, islamabad. beaten, a, e. 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(2003). “country facing shortage of 2, 50,000 teachers”. the news islamabad: 20th february 2001. kamal. a. (2002). “high dropout rate”, books and authors, daily dawn, karachi: may 5, 2002. mohsin, z. (2004). critical analysis of national education policy 1998-2010, moon publishers lahore. muhammad, n. (2002). a study of the causes of low enrollment at primary schools in district peshawar, ier peshawar university, session 2000-2002 peshawar nwfp pakistan. nauman, (2002). the efa, education for all, 2002. assessment country report islamabad.pp.17-19 ullah, z. (2004). role of nchd in controlling the drop out at primary level in disrict mardan, department of social work, university of peshawar.pp.24-35 http://nchd.org. 58 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 40 – 47 doi: https://doi.org/10.31849/utamax.vxxx 40 exploring trends in teaching stylistic analysis: syntactical features in selected british fashion magazine “harper’s bazaar” natassa putri & rugaiyah rugaiyah universitas islam riau, pekanbaru, indonesia ruqaiyah@edu.uir.ac.id article history received : 2021-02-05 revised : 2021-03-25 accepted : 2021-03-30 keywords stylistic stylistical feature advertisement universitas islam riau abstract teaching english stylistic to language students in universitas islam riau has always been part of language or foreign language education. it is a study of linguistic which studies about how someone expresses his or her ideas depend on the purpose of it. an advertisement is good example to study to see the advertisers use a language to persuade the readers to buy their product or use their service. this research attempted to know the style of language on advertisement, namely syntactical feature in stylistic teaching-learning frameworks. this research used descriptive qualitative as the research design and textual analysis was used to analyze the data. there were 28 data from two editions of harper’s bazaar uk magazine. based on the data obtained, it is found that there were 46 long-noun phrases, 16 short sentences in the form of present tense, 13 imperative and ellipsis, 3 incomplete sentences and association, 1 for simple and colloquial, ambiguity, syntactic parallelism. students are required to have literary competence as they are exposed to extracts from literary works while studying english. 1. introduction in everyday life, people exchange information through the use of a language. the role of language in our lives is therefore important as a means of communication. (bloomfield, 1962, p. 3). as time passes, the use of language has been increasingly developed through the presence of social media. social networking has become an essential communication tool for linking individuals and organizations effectively. however, the function of social media in language depends on its value for transmitting a specific message. language has several purposes, one of which is to convince the addressee to do something that the speaker needs. people are persuading others through the words. as trimmer and nancy (1984) have pointed out, persuasion is a verbal contact that makes it possible for people to have a certain judgment or to alter their previous judgment to support a new one that they have not previously believed. people persuade others to change their points of view. therefore they're going to believe what people say. besides language is also flexible because it allows human to work and interact by expressing their ideas based on their purpose. language and media spread widely nowadays and linguistics’ elements still can’t be separated from it. it is because there is a language in there. language which is written in media such as books, magazines, and newspapers have some characteristics and they are different from each other’s. just taking a look at the writing from each of it. one example, there is a book called a and another one is called b. the style of book a is written is different from book b. maybe it because of the author, the theme, or even the genre is different. even the author or the writer is the same person, the style of both of the books is still different; there is something that differs both of the book. in linguistics, there is also a branch of it that discusses about the way or the style something is written or spoken. it actually often relates more to the literature and it is called stylistics. stylistics, as defined by evangeline and fomukong (2016), is a study about language that focuses on style in a language. stylistics is a critical approach, not limited to the study of literature (barry 2002, p. 203). this study used of non-literary work as results. the approach and the caption are connected because the caption is diverse and each company has its own style of writing the caption. for this purpose, a stylistic approach is necessary in order to find the style and the inspiration of the caption. this study focuses only on syntactic features of publications by analyzing the stylistics on advertisement in a women fashion magazine in “harper’s bazaar”. this is due to it is the first american fashion publication, harper's bazaar, has https://doi.org/10.31849/utamax.vxxx 41 been presenting the visions of renowned editors, photographers and stylists since 1867. in november 1970, harper's bazaar uk (founded in 1929) and queen's magazine (dated in 1862) amalgamated to form harpers & queen. the magazine concentrated on the british "high society" and the life of the socialites and the british aristocracy. over the last five years, it has repositioned itself as harper's bazaar, taking it into line with its foreign sister names grey (2008) divides the linguistic features of advertisement into two parts: the lexical and the syntactic. however, in the traditional college english lesson teachers spent most of the time on language points and grammar. the teacher discusses primarily the language and grammar of the article in class; the whole class is grammar and translation practice. therefore, the teacher could not guide the student to a profound understanding of the written style and feature of the article and thus failed to comprehend and appreciate the whole article. the final outcome of traditional training is that students only have certain basic vocabulary and grammar skills. for example, students do not have a concept of a register during the reading process, let alone the writer's writing and thought mode. eventually, the english skill of the students is limited to the mastery of language analysis and sentence analysis. this form of spoon feeding does not completely mobilize the participatory feeling of students, which does not help to boost the independent capacity of students to learn and hampers the growth of student reading understanding. therefore, innovative education allows english college teachers to continually refresh their teaching concepts. stimulating open-mindedness in one's own mind and allowing people to see different ways of approaching a problem or learning allows college english teachers to be actively learning and rephrasing their approach to problem solving. there are two important reasons to taking college english classes: to learn a foreign language and to expand one's skills. in order to improve the capacity of college students to learn english in an all-encompassing way, teaching english in universities should represent the spirit of general education. treating the educator as an individual who possesses an in-depth set of values as well as a full values is a key tenet of good education. an education which focuses on the harmonious development of the lives, morality, feelings, and purpose of the teachers general education stresses the incorporation and synthesis of knowledge and enhances students' ability to express themselves, consider, criticize and innovate. consequently, the teaching mode dependent on language skills must be rebuilt. teaching is not teaching, teachers should offer education to students, encourage them to learn to think, and then use their own innovative thinking to learn, to learn. the educational concept of people-oriented in general education must be established by college english teacher, who train students to be personal, analytical, independent thinkers and innovative so as to enable them to learn the english language in a lasting manner. morever, bekkar, m., & ouerrad, b. (2021) applied some of the approaches to teaching literature and provides a rationale for integrating the teaching of literature as an approach to language classroom. for university teachers, the study of literature is indispensable because it exposes students to meaningful contexts. further, they .integrating reading comprehension and written expression at university involves the effectiveness of literature type and the objectives planned. healey, b., & gardner, p. (2021) claim that development of the metalinguistic understanding of students is essential to make informed language choices when writing, while, rugaiyah (2018), dj, m. z., telaumbanua, s., rugaiyah, s. s. g., husna, f., & pramesworo, i. s. (2020) learning must be contextual so that learners find meaning in their learning by connecting academic material based on content in their daily life 2. literature review there are many uses of language that decide how a writer or speaker selects phrases, syntactic expressions and figurative language. this is the product of the fact that language has a very strong influence on people, their actions and their emotions. this is seen in the use of language in different forms of discourse, including ads. as a result, the powerful effect of language on people makes encoders chosen in the use of language particularly in advertising, and the readers have to be convinced. they thus make the vocabulary of the advertising optimistic and stress the superiority of their goods. thangamarimuthu, m. b., sindhu, m. s., & pandiyaraja, m. m (2021) had analyzed tennyson’s poem “break, break, break” from a stylistic point of view. the analysis is made under the aspects of graphological, phonological and semantic point of view. they found that it helps readers in understanding the basic linguistic concepts and literary ideas of the poem with the ability to reasoning. furthermore, it highlights the difference between ordinary languages used in daily life compared to the literary language that is used in the poetic text. besides, memon, m. i., & farhat-un-nisa tunio, m. a have done their research about a stylistic analysis of the poem ‘if’ by rudyard kipling on three fundamental levels: phonological, morphological, and pragmatical. the poem has been a source of inspiration for disheartened youth, and is a linguistic marvel because of its unique structure and style. it helps the readers to understand the core stylistic principles and concepts which the poet aesthetically uses in his poem 'if.”. 42 furthermore, rashid, m. n., & abdulla, s. a. f (2018) show that allan uses certain linguistic deviation in the selection of some of the lexical categories that expresses the narrator’s deep feeling through the uses of lexical deviation to create a sense of ambiguity that brings an aesthetic value of the text. 2.1 advertisement advertisement is a form of communication that is used to increase a company’s profit by persuading the readers to buy their product (baba, 2012). advertisements, or often shortened as ads, contain pictures and sentences because the purpose of it is to attract the readers’ attention to buy the product or to use the service. the pictures or several things that similar to them like icons and doodles are made as attractive as they could to captures someone’s attention easily. moreover, the reason of using pictures is because humans’ brains are attracted to things that have colours easily. another feature in advertisement is text; it is usually in a form of phrases only, or short sentence. today, with globalization and industrialisation spreading widely, many goods are sold on the market. this means that a product must compete on the market with another product. marketing has a big role to play because of this. therefore, advertisers must be more intellectual in order to persuade people to buy or use their product. media advertisement has established a specific form of language that differs from a book or journal's language (li, 2009). furthermore, there is a reason why advertisements contain texts on it. as stated by (evangeline & fomukong, 2016), language, whether it is in a written form or non-written form has a power to affect people’s thoughts and actions. because language itself is not rigid and can develop from time to time to suit human’s life and can be used in different situations. however, the texts that are shown in advertisements must have the answer of these three things: 1) what is being advertised? this question leads to the product or the idea that are being advertised; 2) who is being addressed? the second question discusses about the people that are targetted for the advertisement. is this advertisement addressed for children, or for adults? for women or for men?; (goddard, 2001) and the last is 3) the message, so that the purpose of the advertisement can be achieved by people buy the products or use the service. the most important thing in advertisement is the use of a language. it is because language has the powerful impact towards someone’s mind and action (evangeline and fomukong, 2016). that’s why the usage of a language in the description of the advertisement, starting from the choice of words, the syntactical feature, and others must be selected carefully. an advertisement with a simple picture and a sentence can be very powerful if the sentence uses a right language. only with one sentence, the readers can pay their attention and want to buy a product or use the service. because of that, many advertisements use language features to attract the readers. one of the language features is syntactical feature such as the use of imperative, incomplete sentence, etc. njemanze et al., (2015) stated that advertisements contain information; it gives the reader some important information about a product and persuades them to buy the product too. in gathering information, advertisement in magazine or any other printed media should have a concise yet informative and attractive description about the things that are being advertised. advertisement in printed media usually only has one or two pages per product because the pages in the magazine are also limited. in order to maximize the usage of the pages, the description of the product or a service must be concise and can attract readers’ attention easily. the elements in advertisement are also needed to be arranged. the combination of colours, fonts, styles of the text are also important. to conclude, the description of an advertisement in a magazine should be unique to attract and persuade the readers. in addition, an advertisement has its own unique language type. the style of the advertisement is about stylistics, in particular language characteristics. four types of printed advertising are described in vaicenoienè, (2006), which are lexicographical devices, rhetorical devices, syntactic features and publicity registers. 2.2 stylistics stylistic approach is “a critical approach using linguistic approaches and studies of literary text review". this method means that the data from a literary text are classified into smaller sections like phrases, sentences or sentences and then identified to find those characteristics. however the entire text is not a stylistic solution. it only selects the segment that the readers want to hear. "we do not concentrate so much on every shape and structures in a text in our stylistic review as on those that stand out there (verdonk, 2002, p. 6). burke (2014) stated that stylistic is a study and analysis that is done by analyzing texts, in particular and the origins of stylistic was analyzing literary texts. these days, stylistic doesn’t only analyze literary texts; it develops into texts in advertisements, slogans, and others. that is why the researcher is interested to analyze the advertisements to discover about how the advertisers express their ideas into a form of writing text to persuade the readers to buy the product or use their service. moreover, nurgiyantoro (2014) added that stylistic is a study about style which is how someone expresses his or her ideas and can achieve the aesthetic. another definition about stylistic which also contains more depth about stylistic is by jeffries and mcintyre (2010) 43 who said that stylistic discusses a language use in any range. it means that stylistic doesn’t only discuss about written language like in the past, but also spoken language which makes the field that can be analyzed also broader. style in any media such as newspaper, books, poster, and others can be analyzed. this includes advertisements. 2.3 syntactical features linguistic features is an extremely broad phrase. in context of translating, a variety of a language used for a particular purpose or in a particular social setting, a sociolect, ethnolect, etc. dialect, slang, idiomatic expressions. in linguistics,a feature isany characteristic used to classify a phoneme or word. these are often binary or unary conditions which act as constraints in various forms of the linguistic analysis. according to permatasari and yulia (2016), syntactical features on the advertisement has a function to attract the readers’ attention easily because how simple the language is. syntactical features on advertisement also deals with grammatical aspect in a language because the features relate to the arrangement of words and phrases. no syntactical features description example 1 short sentence subject + predicate nothing compares to a magnum 2. long-noun phrase consists more than one noun parking meters credit card 3. ambiguity the meaning has more than one interpretation i need new glasses 4. use of imperative begins with verb go away! do it yourself. 5. simple and colloquial language informal language used by people in daily speech bentley (it’s not a name of a place. it’s a name of car brand) 6. use of present tense subject + v1(s/es) + object or complement the plane leaves for st. lucia tomorrow. 7. syntactic parallelism it’s a repetition of the same structural pattern. out of sight, out of mind 8. association showing positive side of the product and relates it to something that is not all gold chocolate relevant (can be a picture) 9. ellipsis subject, verb or object is omitted because the hearer or reader will still understand the meaning. jack fell down and (he) broke his homecoming crown 10. incomplete sentence subject or verb is missing to emphasize the point. they aren’t grammatically full sentence. l’oreal. because you are worth it! stylitical feature based on wales, 2014 3 method this research used descriptive qualitative as research design. descriptive, as described by zuriah (2006) is a research that has an aim to present facts, events, and phenomena and the research is presented systematically and accurately. for the analysis, textual analysis was used (wales 2014). textual analysis is a method of data analysis which analyzes the content or the structure of the text. the data were obtained from harper’s bazaar magazinepublished in september 2019 and in april 2020 editions. total of the data was 28 advertisements which contain written texts on those. for the instrument, documentation was used. rugaiyah (2016) stated that documentation is a tool which is used by the researchers to help them to collect data from written text such as publication, letters, and others. 4 results and discussion table 1. stylistic found in harper’s bazaar no type stylistic phrases/ sentences 1 ambigiuty genius is born crazy 2 association she’s a fun sparkling soiree 3 ellipsis masters in luxury travel since 1988 (dr. pawpaw is) made with natural pawpaw fruit 4 incomplete sentences introducing the twenty-4 automatic the signature serpent kaftan available exclusively at zaeem jamal 5 long-noun phrase double wear makeup, 24-hour staying power, flawless 44 straight out of the bottle, natural matte finish, and 24hour wear. 6 short sentence and the use of present tense it’s all about seconds the moisturiser with cult status—everyone should try this. 7 simple and colloquial language from bentley to wedgwood, britain’s luxury brands are the greatest in the world 8 syntactic parallelism where in where a good morning begins with massage by the caribbean waves. where a simple stroll in peru becomes an adventure in lost city. where ‘good evening’ in mallorca means a midnight feast in an olive grove 9 the use of imperative scan with the fendi app to see exclusive content dream away and rest assured based on the table 1 above it shows that there are 6 types of stylistic found on advertisements in british fashion magazine found in harper’s bazaar, ambiguity ambiguity is usually defined as something that has more than one meaning. sentences or utterances that have ambiguity in it usually mean that those sentences or utterances have more than one meaning that can be interpreted by the readers or the listeners. ambiguity is also different depends on its principal. in linguistics, ambiguity can be in a form of a grammatical ambiguity (in phrases or sentences) and lexical ambiguity (in words). however, in certain registers, ambiguity also relates to humorous things such as jokes, puzzles, and riddles (wales, 2014). from the analysis of all of the data, one ambiguity is found. it is an advertisement of clothing brand. the text is in a form of short sentence and it says genius is born crazy. further, the short sentence genius is born crazy can be ambiguous too. is the meaning people who are genius are born as a crazy (people with mental illness) people? or does it imply any other meaning? if the readers did a research about the meaning, this advertisement which is a clothing brand, explores people with highly genius mind whose creativity has inspired the world. the people are also a little bit different but in a good and creative way so that’s why they can inspire the world by their creativity. association association in here means that sometimes advertisement uses the positive side of the product that is being advertised with something else that somehow is not related to (purba, 2013). in other cases, association can also happen when the advertiser relates the sentence or the description of the product with a picture of it. the purpose is to attract the readers’ attention. association in advertisement can also occur when the advertiser associates the product or the service with the image or cultural value. the mascot of the mandarin oriental hotel in data 8 is a fan, and the advertiser associates the fan and the brand ambassador, helen mirren, that she is a fan (meaning that she admires) of the hotel. the word sparkling in data 9 is associated with the picture of the bag that is designed with crystals and metallic colours. crystals and metallic colour will sparkle when exposed to light. this is associated with soiree which is a private, luxurious gathering party. ellipsis ellipsis relates to the grammar which means something is removed with the aim of the listener or the reader has understood the meaning of the sentence even though there are parts that are omitted (mccarthy, 1991). ellipsis usually focuses on important information and even some parts (namely words) are omitted, the meaning of the sentences doesn’t change and can still be understood. ellipsis is common especially in speech, but it should be avoided if the meaning changes into ambiguity meaning. it is masters in luxury travel since 1988. it is actually (elegant resorts) masters in luxury travel since 1988. the subject, which is the name of the resort, is deleted because it is assumed that the readers already understand the meaning. moreover, the concise explanation can attract readers’ attention to have a holiday in their resorts. then, made with natural pawpaw fruit is the ellipsis. there is a part of the sentence is deleted because the speaker or the advertiser here assumes that the hearer (or the readers) will understand the meaning even there is a part that is deleted. on the other, it is actually (dr. pawpaw is) made with natural pawpaw fruit. the subject and the verb is is deleted because the subject, dr. pawpaw, which is also a name of the brand and written above the ellipsis, and the purpose is to attract the readers’ attention. another purpose is to make the explanation of the product concise and the readers still understand the meaning. incomplete sentences incomplete sentences are also often found in many advertisements. a simple complete sentence consists of subject and a verb. however, in advertisements, sometimes a subject (a noun) is 45 missing or a verb is missing in order to emphasize the point and to save some spaces (purba, 2013). introducing the twenty-4 automatic is an incomplete sentence in the advertisement 3. it begins with the word introducing, a continuous form of introduce. if the sentence is complete, then it must be (patek phillipe is) introducing the twenty-4 automatic. the purpose of incomplete sentence on advertisement is to cut the information that is not necessary so that the readers will focus on the main point of the advertisement. in term of meaning, the twenty-4 automatic actually has implied meaning. it is also stylised as twenty-4 instead of twenty four or 24. it’s because the watch itself is a brand new model watch and new series of self-winding mechanical ladies watch. this is a pragmatic meaning. then, the verb is in the signature serpent kaftan available exclusively at zaeem jamal. the verb is is actually put between kaftan and available. so it is the signature serpent kaftan (is) available exclusively at zaeem jamal. long-noun phrase noun phrase is a term that can be found in grammar because it refers a structure which has head that consists of noun or pronoun, with or without a modifier. there are also noun phrases that consist of more than one noun rather than adjective; this type of noun phrases can be called as heavy nominal group or it can be simply called as long-noun phrase. this heavy nominal group can be found usually in newspaper headline. from analysis that has been done, long-noun phrase is the syntactical feature that is most commonly found among the advertisements. sometimes a noun can be followed not only by adjective, but also by a noun or more than one noun. it is called as long-noun phrase. in data 1, long-noun phrases that can be found are double wear makeup, 24-hour staying power, flawless straight out of the bottle, natural matte finish, and 24-hour wear. double is adjective, wear is a noun, and makeup is a noun. the second one, 24-hour is a noun, staying is also a noun, and power is a noun. the third one, flawless is adjective, straight in there is adverb, out is also adverb, of is a preposition, the is a particle, and bottle is a noun. the fourth one, natural is adjective, matte is adjective, and finish is noun. the last but not least, 24-hour wear and they are nouns. long noun phrases are added to the advertisement to make the product stands out even more. short sentence and the use of present tense advertisements usually don’t last for a long time and that’s why the language in the advertisements should make a longstanding effect to the readers. in magazine, the readers usually just glance once on an advertisements and a short sentence that makes an impact to the readers is needed. the function of the short sentence in here is to attract the readers’ attention (purba, 2013). as has been already known, present tense is a tense that is commonly used. in advertisement, the use of present tense leaves a good impact because it gives such a real sense to the readers or the consumers. when using present tense, the products and information that are being advertised can create the effect that the advertisement is true and attract the readers to buy the product or use the service (purba, 2013). in this part, the explanation of short sentence and the use of present tense are combined because based on the result of data analysis, all of the short sentences use simple present tense. sixteen short sentences that use present tense are found. further, short sentence that can be found in data 6 is it’s all about seconds. as has been elaborated above, short sentence consists of subject and predicate. the subject in the sentence is it and the verb is is. all about seconds acts as object. in term of meaning, semantically, seconds in there refers to every single second (time) that is spent by women (because this watch is for women) is important. there is a website in the advertisement so that the readers can read more about chanel the new j12 watch. the meaning of seconds, if the readers know the background of the watch is when women cross the street, meet someone new or change the course of their destiny, each of it is a story of decisive seconds for women’s life. the ads implies that it’s important for the women to buy the right watch (chanel’s watch) for every second of their life. it is the moisturiser with cult status—everyone should try this. this sentence consists of long-noun phrase the moisturiser with cult status—everyone, followed by auxiliary should and verb try, then an object this. this short sentence, which is a review by beauty director, really suggests the reader to try the moisturiser beause it has cult status, means that the moisturiser is loved by many people. this in there refers to the lixirskin universal emulsion. simple and colloquial language colloquial language is a language that is used in human’s daily life and it is usually used in informal language. colloquial language and vocabularies used by the speakers may last longer than vocabularies in slang because colloquial language usually is not for a specific group. colloquial language can be found in advertisements too because it is simple and the language is easy to understand. moreover, a simple language can attract the readers easily. even colloquial language is a language that is used by human in the daily life, colloquial language can not be equated with slang. slang is usually used in human’s daily life too but there is something that differentiates colloquial and slang. slang is usually used by teenagers or other specific groups in a specific places or area 46 while colloquial language is used by people in their daily speech and the words that are used are known by a larger people, not only in a specific group. from bentley to wedgwood, britain’s luxury brands are the greatest in the world. to be exact, it is bentley and wedgewood. colloquial language is a language used by ordinary people in their daily speech and it is usually not related into specific groups or specific ages of the speakers. for those who are not the native speaker of english might be confused because bentley is actually a name of place in england too. but for the english speakers, especially in britain, must be know that bentley in there means a luxury cars name, bentley motors limited. that is how they usually say the brand in their daily speech. so is wedgwood. people who aren’t native speakers might wonder about wedgwood. is it a place? or what kind of the brand is that? but english speakers, especially in britain will know that it’s a luxury porcelain brand that is very famous in there. syntactic parallelism parallelism is common in phrases or clauses. it is a repetition of the same structural pattern and there is a connection between the units in term of meaning. (wales, 2014) stated that alliteration and the pattern of the sounds make parallelism more prominent such as the pattern of the sounds in a poem and others. parallelism can attract the readers’ attention too and it can be found in some advertisements. same as simple and colloquial language, there is only one syntactic parallelism that can be found from all of the data. syntactic parallelism is a repetition of the same structural pattern in a sentence or phrase. it can be seen that the word where in where a good morning begins with massage by the caribbean waves. where a simple stroll in peru becomes an adventure in lost city. where ‘good evening’ in mallorca means a midnight feast in an olive grove repeats and it is a syntactic parallelism. the use of imperative imperative is a kind of sentence that has commands and directives which have more broader scopes such as orders (e.g: stop!), requests (e.g: kindly refrain from smokin), and instructions (e.g: check that the wiring is correct) (wales, 2014). this type of sentence usually begins with verb, like go away!. the subject of this sentence is assumed as second person pronound, you. in the magazine’s advertisements, imperative is used to make the readers buy the products that are being advertised. there are thirteen imperative form are found from the advertisement. imperative sentence is a sentence that contains commands or directives in it. in this advertisement, it can be seen that the sentence scan with the fendi app to see exclusive content is an imperative sentence omit the subject you. it gives the readers an order or direction to scan the application of fendi brand to see more products and exclusive content in there. the brand also will get benefit too if the readers download the application on their phones. dream away and rest assured. those two imperatives are verb phrases. they consist of two words, but it only has one meaning. the advertisers mean that they told the readers to go to a vacation without a doubt with their travel agency because their travel agency is trusted. as the name suggests, the thinking traveller has a comfort that is offered to think, relax, and found ideas or just to clear the consumer’s mind. 5 conclusion there are some syntactic features are found in the british fashion magazine, harper's bazaar. they are long-term phrases, short sentences, the use of imperatives, ambiguity, the use of present tense, association, ellipsis, incomplete sentences and simple and colloquial language. the stylistic style used in "bazaar" appears to emphasize the unity of the structural and pragmatic scope of the studies. so, the interrelations of various language levels and the power of analysis to clarify messages, the meanings and consequences of the authors. moreover, the occurrence of the linguistic elements means to make the sentence more imaginative and simple for target audiences, such as networkers, to be recognized, which becomes the principal goal of ads for goods that function as the role of advertising. thus 28 data from two editions of harper’s bazaar uk magazine will achieve their goal of persuading and attracting customers to the branded product.further, stylistics is the most significant study of all linguistic courses offered. it is twice as long, is based on prerequisite grammar and lexicological skills and combines english knowledge and comprehensive reading experience. besides, references barry, peter. 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(2006). metodologi penelitian sosial dan pendidikan: teori-aplikasi. jakarta: pt bumi aksara. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2020, pp. 98-104 98 improving the vocabulary mastery in elt context: mapping words technique for vocational students sitti aisyah & novalia tanasy universitas muslim maros, maros. indonesia novalia@umma.ac.id article history received : 2021-03-09 revised : 2021-03-21 accepted : 2021-06-02 keywords vocabulary mastery elt mapping words technique pre-test post-test vocational students abstract this modern era, people are demanded to have more than one language especially english as an international language. in educational context, developing the students' ability to master english, it cannot be separated from vocabulary mastery because it can be a measurement of students, understanding of english. this research is conducted to determine the implementation of mapping words technique effectiveness in improving the student's vocabulary mastery at the third year students of smk darussalam makassar. this quasiexperimental research used two group designs named pre-test and post-test. 60 out of 287 students as being registered as a sample. the experimental group consists of 32 students, and the control group consists of 28 students. this research applied the mapping words technique as the medium while the other class using the conventional method. the result of this research showed that the use of the mapping words technique effectively improves the students’ vocabulary, it was shown from the result of pre-test and post-test in both groups. the mean scores and standard deviation of the experimental class showed improvement where the two mean scores' deviation was/ . the value of the t-test was 4.37, while the value of the t-table was 2.021 on the level of significant 0.05 (95%) and 2.704 on the level significant 0.01 (99%). this figure indicated that the value of t-calculated was higher than the t-value of t-table 4.37 > 2.021 and 2.704. 1. introduction people in the modern era are expected to have more than one language, which serves as a medium for communication and plays an important role in daily activities. we will be left behind if we do not communicate in a foreign language because communication in a foreign language is a bridge to information, knowledge, and culture. as a developing country, indonesia has recognized the importance of english as an international language for indonesians to learn. english must be taught to young people, in this case students from elementary school to senior high school. it cannot be distinguished from vocabulary mastery in improving students' ability to master english as it can be a measurement of students' comprehension of the language. vocabulary is one of the language components which has a role in the development of language skills because of the huge majority of learners, the ultimate goal of studying is able to communicate (sunubi, 2018).in second or foreign language learning, vocabulary is considered as one of necessary factors (sari and stupo, 2018). teaching vocabulary can be accomplished in a variety of ways, one of which is by incorporating mapping terms into teaching activities. in this case, students are allowed to find similar words that are related to the key phrase. they can work in groups or on their own. they learn to share knowledge and ideas about targeted material, and they do so happily because it is the next step of the class activity. students' knowledge of english vocabulary can be improved indirectly by using the mapping word technique in the classroom. at the very least, it will improve their self-confidence in expressing themselves freely, particularly during speaking practice. students should share their information and experiences with others, including appropriate listening and sharing personal viewpoints. students also reported that their understanding of concepts was expressed and considered. students have claimed that their interpretation of concepts was articulated and taken into account. moreover, at the very least, we hope that students will be able to not only broaden their vocabulary but also practice communicating and knowing the meaning of words. further, based on the researcher's research at smk darussalam makassar, mapping words is a suitable technique for secondary students to develop their vocabulary mastery. to be proved how far the mapping word could be influenced students' vocabulary skill. https://journal.unilak.ac.id/index.php/utamax/ mailto:novalia@umma.ac.id 99 echoing the previous ideas and claims, this study aims to expand and highlighting the relevant ideas regarding the methodology on applying mapping words and its effect on increasing students' vocabulary skills. therefore, this research was conducted to answer whether the implementation of mapping words technique effective to improve the student’s vocabulary at the third year students of smk darussalam makassar? 2. literature review 2.1 the definition of vocabulary suryana, in teaching vocabulary (1990) states that vocabulary is one of the language components. it supports the teaching and learning of the four language skills of reading, listening, speaking, and writing (sunubi, 2018). vocabulary, as a language component, must be properly taught. he also notes in his book that vocabulary is divided into : a) vocabulary skill involved deducing meaning from the context, use of dictionary, word formation coining, and ignoring unfamiliar words. b) vocabulary activities involved word guessing, word association, crossword puzzles, cline, wordclassification, and rid dies. the ways of teaching vocabulary are commonly noted in the teaching of vocabulary concept as follows: a) pre-teaching (relate to the text) 1) the word cannot be deduced from the text 2) keywords b) stand alone 1) select new vocabulary items from the previous text 2) add some more new words 3) give an explanation using the technique we have 4) followed by practice and use a) how teach vocabulary integratively? b) in training plan for lki and lkgi, suryana (1997:1) explores that teaching vocabulary integrative, as follows: 1) brainstorming 2) discussion 3) explanation/conclusion 4) analyzing 5) designing 6) indirect vocabulary learning c) children learn word meanings indirectly in three ways: 1) they engage daily in oral language 2) they listen to adults read to them 3) they read extensively on their own. children learn a lot of new vocabulary by reading a lot on their own. the more children read on their own, the more words they come across and the more word meanings they learn. 2.2 the definition of mapping words technique one practice that can help students develop their english vocabulary is mapping words. it also teaches one of the most important methods of incorporating language skills in the language classroom. though the terms 'mapping words' and 'mapping skills' have been interpreted in a variety of ways by teachers and textbook researcher, both practices include a versatile yet principled method of tailoring intergraded skills to learner needs. mcdonough (2004) states that: "network vocabulary and simulation work, on the other hand, typically require learners to participate in communication that includes personal experience and emotion." 2.2.1 the effectiveness of the mapping words technique according to the experts according to carter et al. (1988, p.12) states: "the lists include a word from the target language, a synonym in that language, or a translation in the mother tongue, and these may be followed by an image or other graphic or mnemonic representation”. while according to aston (1982): "mapping words activities can involve practice, especially, although by no means exclusively, where younger learners are involved." from the statements above, the researcher concludes that speaking exercises focused on graphics are frequently a valuable way of providing students with valuable practice, whether in the classroom or outside. the relationship between the mapping words and its effect to improve student's skill in mastering vocabulary, nunan (1991) states that " this exercise is also a good way to practice conversational listening skills so the listener will ask for clarification if anything is unclear.” we usually write in a linear progression or manner. however, according to kurtus (2003), the problem is that the mind's creative part does not come up with ideas linearly. during the creative process, the mind often jumps from one stage to another. while researcher often use a linear outliner, such as ms word, to help organize their thoughts, studies have shown that people do not often think in this manner. usually, innovative ideas come to us in spurts, jumping from one subject to the next. thus, a multidimensional graphical outline, which helps the students to put down their thoughts in the form of free-association diagrams, is preferable to a linear outline. this graphical outline method is called mindmapping. 100 according to some studies, buzan and buzan (2000) first introduced mind-mapping, but mind mapping has been used even before buzan popularized it. according to jonassen et al. (1997), it is known by several other names, such as "semantic networking" and "concept maps," used by the institute for the advancement of research in education (iare) (2003). mind-mapping is the visual representation of connected thoughts that are based on a given idea or topic. this visual representation includes words, lines, colors, and images, stimulating the brain and allowing individuals to visualize related ideas. mind mapping has four characteristics: a) a central image represents the subject. b) the main themes of the subject radiate from the central image as main branches. c) significant themes are linked to the main themes. d) all the branches are connected, forming a nodal structure. we have known what mind-mapping is and its characteristics, now we have a look at the step of creating the mind-map: a) begin with the main topic; b) write some of the significant, essential subheadlines; c) link these two additional sub-sub-headlines; repeat steps 2 and 3 until your outline is completed; to have more explanation about how to produce a mind-map, we have the following examples. as can be seen, the mind map begins with the main topic, "uses of mind maps," in the centre. smaller sub-topics surround the primary topic. for instance, mind maps can help us decide, take notes, creativity, problem-solving, plan, and public speaking. as items are called out, they are strung out from the centre bubble "uses of mind maps." moreover, for each sub-topic, additional topics are included. for example, thanks to mind maps, we can make decisions in our projects, meetings, teams, prioritizing, etc. moreover, to distinguish words, we use bubbles, different types of lines, pictures, and colors. 2.2.2 the phase of mapping words in teaching vocabulary a model for structuring word activities in the classroom is offered by herbert and sturtridge (1979). in this case, they state that "the framework integrates the aforementioned versatility in terms of how assignments can be graded, the teacher's position during the exercise, and the type of material to be used." they suggest three-phase sequences for staging mapping words techniques in teaching vocabulary they are: a) first-phase; the informational feedback can take the form of memorizing to read or it can be based on listening. . b) second-phase; the information that other learners have similar concerning some of the measures above and very different in another case. c) the thirdphase, the feedback process must be treated carefully so that it does not turn into a pessimistic account of what went wrong. for error analysis, it may be possible to report on general types of errors made in the community, as well as where and how communication broke down, and provide learners with individualized feedback. 3. method the method that used in this research was the descriptive quasi-experimental method, where it applied in two groups of pre-test and post-test design based on arikunto (2013). this quasi-experimental method is divided into two groups, experimental groups and control groups. the experimental class applied this treatment by mapping words, and the control class did not apply this treatment mapping words. in this research, the researcher tried to determine the significance between experimental class and control class after using this method of mapping words. 3.1 population and sample according to ali (1992, p.5), "if the sample represents the population, what is known about the sample is our knowledge of the population. the implication is, if the research used represents the population, so done generally to the population". while according to arikunto (1998, p.115-117), "population is the whole of the research subject, whereas sample is a part of the population." in this case, the researcher have chosen the third grade of smk darussalam makassar, the population of the study was 287 students in the third grade, but the sample is 60 students from class xii-1 as the experimental and xii-2 as the control class. the sample to be investigated is taken randomly. the sample is 32 students as the experimental or as an experimental group. in this case, the researcher chose 28 students as the control group. the place of research conducted by the researcher is smk darussalam makassar. to collect the objective data, the researcher will apply the steps as follows: (1) observation or analysis is a measurement operation that requires the use of instruments or questions to collect data. the researcher noticed items related to the research process that can help the data's outcome, such as the state of the class, the student's capacity in english ability or the population's condition, the technique of teaching vocabulary, the material, and the realia used in the class. (2) vocabulary test which consists of pre-test; the first test before the researcher applies the method teaching vocabulary by using the mapping words technique, and post-test; the second test after the 101 researcher applied the method teaching of vocabulary by using the mapping words technique, to know how far distinction of developing student's mastery in vocabulary. 3.2 data analysis procedure based on the research method that will be carried out in experimental research methodology, so the researcher will analyze the data by using the formula explained by suharsimi arikunto as follows: where: t = test score m = mean of each group n = number of subjects x = deviation of x1 and x2 y = deviation of y1 and y2 4. findings findings in the process of analyzing the data, the researcher firstly computed the deviation scores of pre-test and post-test of individual samples for each class and then followed computation of mean scores of the sample of each class. the two mean scores were compared by employing the formula which previously asserted. table 1. the deviation scores of pre-test and post-test (experimental) student number pre-test post-test (x) (x2) 1 48,4 72,3 23,9 571,21 2 41,4 64,3 22,9 524,41 3 41,4 54,1 12,7 161,29 4 26,4 69,1 42,7 1823,29 5 21,2 69,3 48,1 2313,61 6 56,6 66,7 10,1 102,01 7 31,6 60,7 29,1 846,81 8 42,2 64,9 22,7 515,29 9 52,4 66,9 14,5 210,25 10 34,8 64,9 30,1 906,01 11 44,2 66,9 22,7 515,29 12 34,4 58,9 24,5 600,25 13 38,4 62,3 23,9 571,21 14 37,2 48,9 11,7 136,89 15 42,0 64,3 22,3 497,29 16 39,4 61,9 22,5 506,25 17 27,0 64,3 37,3 1391,29 18 34,6 64,3 29,7 882,09 19 37,0 61,7 24,7 610,09 20 39,6 61,7 22,1 488,41 21 24,4 66,7 42,3 1789,29 22 24,4 61,7 37,3 1391,29 23 26,8 61,7 34,9 1218,01 24 21,6 61,7 40,1 1608,01 25 29,0 53,7 24,7 610,09 26 49,8 66,9 17,1 292,41 27 27,0 64,3 37,3 1391,29 28 32,2 64,3 32,1 1030,41 29 29,6 64,3 34,7 1204,09 30 44,6 61,9 17,3 299,29 31 21,6 61,3 39,7 1576,09 32 42,2 53,9 11,7 136,89 n=32 total ∑x=867,4 ∑x2=26720,4 102 table 2. the deviation scores of pre-test and post-test (control class) students number pre-test post-test (y) (y2) 1 26,8 54,1 27,3 745,29 2 24 36,5 12,5 156,25 3 29,2 44,3 15,1 228,01 4 21,6 38,9 17,3 299,29 5 26,6 44,3 17,7 313,29 6 31,8 49,5 17,7 313,29 7 19 28,5 9,5 90,25 8 29,2 56,9 27,7 767,29 9 26,6 46,7 20,1 404,01 10 19,2 46,7 27,5 756,25 11 26,6 38,9 12,3 151,29 12 14 36,7 22,7 515,29 13 19 36,5 17,5 306,25 14 21,6 33,9 12,3 151,29 15 26,6 41,7 15,1 228,01 16 19 31,5 12,5 156,25 17 21,6 41,7 20,1 404,01 18 19 36,5 17,5 306,25 19 8,8 21,1 12,3 151,29 20 16,4 56,9 40,5 1640,25 21 21,4 39,1 17,7 313,29 22 26,6 33,9 7,3 53,29 23 26,6 34,1 7,5 56,25 24 31,8 49,3 17,5 306,25 25 18,8 26,3 7,5 56,25 26 21,6 31,5 9,9 98,01 27 19,2 39,1 19,9 396,01 28 26,6 38,9 12,3 151,29 n=28 total ∑y=474,8 ∑y2=9514,04 a. mx= = b. my= = c. ∑x=∑x2 d. ∑y=∑y2 t-test= t= 103 t= t= t=4,37 the data analysis in this study was ultimately aimed at determining the deviation means ratings. it was referred to as the t-test score, which was 4,375. now, the score is used to determine whether or not the study is significant. 5. discussion before the researcher checked the table of the t distribution, in the first instance, the researcher determined the degree of freedom ((df) viz (nx + ny− 2) or 32 + 28 − 2 = 58. based on the table of level significance have been pointed out, the coefficient (ttest) was directly checked on the table of the t distribution. derived from the table, the critical value of the ttable on the level significance t 0.05 was 2.021, and 0.01 was 2.704; it was found that the t-test was higher than the t-table (4.37 > 2.021 and 2.704). thus, there was a significant difference in the student's vocabulary between the experimental and control class. from the result, it was found that t-test was 4.37 and the degree of freedom (df) employed in this research was interpreted more to compare with two critical values: t-test and table. this research's degree of freedom can be obtained from the formula nx + ny − 2 = 32 + 28 − 2 = 58. the researcher employed the degree of freedom 58 as the nearest of the degree of freedom 58 was 2.021 from the confidence level of 0.05 95% and 2.704 from the confidence level of 0.01 99%. based on the data analysis above, it was found that the result of the t-test was higher than the t-table. it means that alternative hypothesis (ha), which asserted that there is an effect on the word mapping technique in teaching vocabulary, is accepted, whereas the null hypothesis (ho) asserted that it is not effective on the word mapping technique in teaching vocabulary is rejected. this findings seems in line with sunubi (2018) study which found that there was an improvement of the students’ vocabulary mastery after gving the learning process by using concept mapping strategy. another findings has been found by sari and sutopo (2018), the statistical analysis of their research showed there is an interaction among vocabulary teaching strategies, metacognitive awareness and vocabulary mastery. generally, the results of this research indicated that mapping words can be an appropriate strategy to improve students; vocabulary mastery. 6. conclusion based on the data analysis explained in chapter iv, the researcher can conclude that the word mapping technique effectively teaches vocabulary. it provides both the mean scores and standard deviation of the experimental class showed that it was more effective than the control class. the deviation of the two mean scores ( / ) was also significant. it read that the value of the t-test was 4.37 while the value of the t-table was 2.021 on the level of significant 0.05 (95%) and 2.704 on the level significant 0.01 (99%). this figure indicated that the value of t-calculated was higher than the t-value of t-table 4.37 > 2.021 and 2.704. according to the researcher's conclusion, a teacher should be more innovative in teaching english in the classroom so that students have fun and enjoy the learning process. when teaching, the instructor can use exciting and current media, as well as the mind mapping technique to help students develop their vocabulary. it is because this approach is useful to them, and the second recommendation for students is to enrich their english vocabulary through technology such as watching television, twitter, or other social media, or through nontechnology such as reading a book, newspaper, magazine, etc., and to always or should pay attention when your teacher discusses the lesson. references arikunto, s. 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(2000). success in english teaching: a complete introduction to teaching english at secondary school level and above. oxford university press. gairns, r., and redman, s. (1991). working with words. cambridge university press. heinemann. gower, r., phillips, d., and walters, s. (eds.). (2005). teaching practice handbook. cambridge university press.macmillan. harmer, j. (2001). the practice of english language teaching. longman. hornby, a. s., & cowie, a. p. (1995). oxford advanced learner's dictionary (vol. 1430). oxford: oxford university press. jonassen, d. h., reeves, t. c., hong, n., harvey, d., & peters, k. (1997). concept mapping as cognitive learning and assessment tools. journal of interactive learning research, 8(3), 289. mcdonough, k. (2004). learner-learner interaction during pair and small group activities in a thai efl context. system, 32(2), 207-224. nunan, d. (1991). communicative tasks and the language curriculum. tesol quarterly, 25(2), 279-295. sturtridge, g., & herbert, d. (1979). simulations. nfer for english language teaching institute. sunubi, a. h. (2018). increasing vocabulary mastery of the first year students of smp negeri 3 pamboang through concept mapping strategy. inspiring: english education journal, 1(2), 25-39. suryana, d. (1990). teaching vocabulary. bandung. upi ur, p. (2012). a course in english language teaching. cambridge university press. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 105-111 105 politeness strategies in efl classroom context: avoiding future conflict and maintain the harmony of diversity elita m. sembiring 1 & srisofian sianturi 2 1 universitas methodist indonesia, medan. indonesia 2 universitas hkbp nomensen, medan. indonesia elitamodesta@gmail.com article history received : 2019-07-18 revised : 2019-08-08 accepted : 2019-10-28 keywords politeness politeness strategies communication cross cultural understanding class abstract the research aims to investigate the politeness in language and action by students of letters faculty at methodist university. seeing the students from different etnic, religion, and culture, should be understanding and well manage to avoid future conflict and maintain the harmony of diversity among them. the research was done in the fifth-semester cross cultural understanding class of letters faculty, the methodist university of indonesia. the researchers used a qualitative approach by observing the activities of students and recording their utterances during responding to the point of view. the result shows that the students applied the four types of politeness strategies in responding to context of avoiding conflict and maintain the harmony. the types are bald on record strategy, positive strategy, negative strategy and off record strategy. from the four types of politeness strategies, bald on record strategy is dominantly used by students. it is due to the students have a similar position, and it seems that no distance between them. all the communications are between students to students. for a reason, saying something directly and to the point are frequently used. being polite should be in words and actions. from the research, students are polite in words but not in action. . 1. introduction every country has a different culture; even everyone also has different personal culture. each culture influences the way its people talking. it depends on its culture. mazari and derraz (2015) proposed that “culture is a product of a language and language is the tool of expressing culture”. it means when someone studies of something related to culture he/she uses language. language and culture are interconnected each other. language is a part of a culture and culture is a part of a language. the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture. the present study investigates the degree of polite and impolite can be separated from the aspect of perception and evaluation, that’s diversity and irregularities, (sharifian 2011, 2015). (im) polite behaviour based on culture. that is why the degree of politeness is not the same in every person. it is based on his/her culture. culture has a significant actor in politeness. polite behavior and speech in one culture can be interpreted as impolite for another cultures. to avoid overgeneralisations towards culture which are of limited value and to avoid treating culture as normative concept, ealen 2001; mills & kadar 2011; he 2012; garfinkel, cited in haugh 2013, and sharifian 2017 proposed the analytical tools of cultural linguistics. politeness and impoliteness emerges by individual in interactional context. iim) politeness varies accros individual as every individual has personal understanding based on knowledge and experience about context (fukushima & haugh 2014, kadar & haugh 2013, haugh 2013. classroom interaction helps student to involve n communication. it is believed to contribute the language development on student, (consolo, 2006). further, efl learner interactional context has been studied by some experts. senowarsito (2013) explores the positive politeness strategies as the dominantly used by students and teacher in the classroom. the choice of politeness strategies is affected by social distance, the age, the students' power and the limitation of the linguistic ability. students and teacher have shown the politeness in utterances”. it strengthens that the relationship between teacher and students in the class is maintained where students and teachers recognize each of them very well. the differences between students and teachers created different ways of using the strategy of being polite. https://journal.unilak.ac.id/index.php/utamax/ 106 similar to politeness strategies used by iranian efl learners proposed by adel (2016) identified the efl learners of iranian that used positive politeness strategies as the dominantly used by students and teachers in communication. in addition, izadi & zilaie (2012) collected 60 emails written by 25 male and female iranian speakers whose relationship was friendly, and the result show that positive politeness strategies is most frequent . these presented studies explore the politeness strategy used by efl learners by avoiding their cultures. different from the previous study, here, the writer presents the politeness strategy used by students with their own culture in the interaction context. thus, the problems of this study are formulated as follows. first, how do the students in fifth-semester students describe the politeness in responding to the point of view? then, what type of politeness strategy is used by the fifth-semester students in responding to the point of view? the last is what type of politeness strategy is dominantly used by the fifth-semester students in responding to the point of view? 2. literature review 2.1 politeness different language and cultures will apply different ways of being polite behavior and utterances brown and levinson (1987). being polite has the purpose of saving the image both of the hearer and speaker. by keeping the image both hearer and speaker, the harmonious relationships are still maintained. the model is called “face” as brown and levinson (1987). the face is related to the desire of both hearer and speaker to be freed and desirable. brown and levinson divided the face into two. positive face (the need to be free), and negative face (the need to be beneficial, wanted. in communication, both of the faces must be maintained to avoid the threat. besides, positive and negative face determines the use of ways of being polite in social interaction. the way we communicate to someone we recognize well will be different from the approaches to someone we don't recognize well. in the word, for every person, we have different ways of being polite as we are different, meyerhoff (2011). moreover, spencerqatey 2008; culpeper 2011 added, the notion of face is the most important consideration in social interaction. it has a big role in society’s norm. politeness is a norm, (kadar & haught 2013). politeness is associated with moral or norm which is applied in society. it teaches people how to behave in social life. in additon, politeness is the rule which is set and agreed by a society then applied among people’s interaction. politeness is called “manners”. when people are communicating, there are rules or manners which must be followed by people. when those are ignored, people will be called arrogant, selfish, even uncivilized (sibarani, 2004). 2.2 politeness strategies politeness strategy is a way to convey the utterances as polite as possible stated by brown and levinson (1987). central to their theory is the notion of face. thus, all participants are supposed to maintain two types of the face during interaction: ‘positive’ face (paying attention to others’ face needs) and ‘negative’ face (ensuring that the other is not imposed on). thus, in the spirit of maintaining face, interactions are supposed to minimize face threatening acts (ftas) such as criticisms, disagreements and embarrassing during their interaction. brown and levinson also suggest that during these fta moments, we commonly utilize an array of linguistic strategies, or ‘politeness behaviors,’ to mitigate or defray interpersonal conflict. politeness strategies by brown and levinson (1987) can be realized into 25 politeness strategies which are classified into two categories; they are positive and negative politeness. positive politeness strategy is a strategy of speaking which is used a kind of metaphorical extension of intimacy to imply common ground or sharing of wants to a limited extent even between strangers who perceive themselves: for interaction. negative politeness strategy is a kind of strategy where both hearer and speaker want to be free. he/she has no obstacle. he needs full intention without any rejection. brown and levinson have proposed the fifteen strategies of positive politeness strategies used by people in all over the world. the strategies are: (1) regarding the condition of the hearer. it cannot be denied that people want to be noticed. for the reason, speaker should be aware of the attending of the hearer. (2) exaggerating the feeling with hearer. speaker should have big sympathy in looking at hearer’s feeling. it should be understood to put himself/herself to get the feeling of the hearer. by exaggerating in the right time, hearer feels understood. (3) increasing the attention to the hearer. in communication, giving interest and improving the attention of the hearer are needed. one of the way is by telling her/him a good story. directly speech is better used than indirectly speech. (4) using the identity marker. speaker indirectly demand the similarity with the hearer. it can be known by including in group use of address forms, language, dialect etc. (5) looking for the approval. saving the topics and doing repetition are the ways indicating to this strategy. it strengthens the agreement and satisfies the hearer. (6) preventing the conflict. this strategy is trying to save the face of the hearer. (7) upgrading the similarity with the hearer. speaker tries to see the interest of the hearer for a while by telling him/her the unrelated topic and tries 107 to show that the speaker does not mean to create the damaging face of the hearer. (8) joking to the hearer. (9) emphasizing the speaker’s awareness and supposing to hearer’s desire. this strategy is used to interpret awareness of hearer’s desires. (10) dedicating and contributing to the hearer. dedicating and contributing are the products of the strategy. it sometimes lies to the hearer. even the hearers are false, the speaker demonstrates the speaker’s good wants and it satisfies the hearer. (11) being optimistic to the hearer. this strategy indicates the speaker’s confidence to ask the hearer will not mind doing something. (12) including the speakers' and the hearers' action. including the hearer in the action of speaker is the indication of this strategy. for example, the speaker tends to use “we” which refers to “me and you, or she/he in conversation. it is done to minimize the threat, and the speaker and hearer feel respected. (13) providing the argument. providing the argument for hearer is used to see the agreement of the hearer. there is a reason for doing something by speaker and the hearer is led to know it reasonably. (14) regarding the recompense. cooperating between speaker and hearer is the indication of this strategy. speaker and hearer should be in the deal to have recompense or exchange between speaker and hearer. (15) providing gifts to the hearer. providing the gifts such as goods’ sympathy, understanding, and cooperation to the hearer creates the satisfaction of the hearer. human relationship wants to be like, admired, understood, and listens. thus, by providing the gifts, hearer will be felt understood and it will ignore the damaging of hearer’s face. furthermore, brown and levinson stated the negative politeness which consists of ten strategies. the strategies are: (1) speaking indirectly to the hearer. saying directly to the hearer is used by the speaker to avoid misconstruction/misinterpretation of what he/she means. (2) using the question hedge. this is used to change the enforce of the acts of the speech. (3) being pessimistic. this strategy is used to express the hesitation. this strategy tries to reject indirectly. (4) reducing the imposition. this strategy is used to minimize the coercion of the hearer. it shows the deference given by the speaker to hearer seriously. (5) delivering the appreciation. this strategy is used to humiliate and insult himself in order to the coin in the realization of the respect. it satisfies hearer’s want to be treated as superior. (6) apologize. by apologizing for doing an fta, the speaker can indicate his reluctance to impinge of h’s negative face a thereby partially redress that impingement. (7) impersonalize speaker and hearer. this strategy implies that the speaker doesn't want to invade on hearer’s identity. avoiding the pronoun “i and you’re as identification of this strategy. it means that the speaker is not alone, and the hearer also, not alone. (8) state the fta as a general rule. speaker doesn’t want to invade but is merely forced to by circumstances. this strategy does not affect the hearer to do something but is done by hearer by the case. circumstance is for the hearer to do so. the events are the social rule, regulation or obligation. by the conditions, speaker forces hearer to do indirectly. (9) nominalize. it shows formality which is associated with the noun end of the continuum. (10) go on record as incurring debt, or as not indebting hearer. speaker can redress an fta by explicitly claiming his indebtedness to the hearer, or by disclaiming any obligation of the hearer. different culture perceive different ways of being polite. as politeness strategies are associated with culture. and the purpose is maintaining the face both hearer and speaker. in cultures such as in karonese and toba batak cultures, the face is maintained in a different way. politeness for karonese is a way to express the deference. sembiring (2012) found that karonese people show their respect by speaking indirectly in one of the traditional party “cabur bulung.”. this result supported ginting (2007) who proposed “ being polite in karonese language expressed by using some strategies (pronouns, greetings, and indirect speech). these strategies are used to express the deference of karonese people. by expressing the deference, people of karonese are called polite. as the scale of politeness depends on its culture, the strategies of being polite are different. for example, when speaking to someone who is very honored in karonese culture, they tend to use indirect speech. karonese people hardly to speak directly as it is not a diplomatic strategy. then by using pronouns such as “we” is very polite to use. the use of these elements in communication expresses how close the relationship they have. different from the result detected by sianturi (2012) that toba batak teenagers are speaking directly and to the point when they are communicating. this case is the way of their strategies of being polite. saying something straight and to the end will make the hearer understand clearly rather than assuming something indirectly. 3. method this study applied a qualitative research design by describing the phenomena of language in society. qualitative research has a natural setting as a direct source of data, and the researcher is the principal instrument. researcher entered and spent considerable time in the location. the data were collected on the premises and supplemented by the understanding that was gained by being on site. besides, mechanically recorded materials were reviewed in their entirety by the researcher with the researcher’s insight being the critical instrument for analysis. the data of the research were taken in the form of words. it has been transcribed from the utterances uttered by the students in fifth semester. it was done in the cross cultural understanding class. after taking the data, then be 108 analyzed. the analysis of the data is based on the basic concept politenes’s theory proposed by brown and levinson (1987). it presents four types of politeness strategies, namely bald on record strategy, positive politeness strategy, negative politeness strategy, and off record strategy. 4. finding and discussion the utterances of the students in responding to the point of view in the class are the objects of this research. based on the research analysis, it is found that students use some politeness strategies in responding to the point of view. the students employed the four types of politeness strategies, bald on record strategy, positive politeness strategy, negative politeness strategy and off record strategy as proposed by brown and levinson (1987). it is similar to the way we communicate to someone we recognize well will be different from the approaches to someone we don't remember well. in the word, for every person, he/she has different ways of being polite as everyone is different, (meyerhoff, 2011). 4.1 bald on record strategy this research was done to the students in the classroom. all the students have a similar position. no difference between them. (1) student a: so kamu orang aceh? student b: no, i live at home with my parents. i am batakness from aceh. in my opinion, culture shock happened to me in my boarding house in parang ras. the people in parang ras, all of the people are karonese. then, when i buy something, i say “buk,” but they say, “don't say “buk” but” bik.” then they say “kam” not” kau,” for the “kam” is polite and “kau” is not polite. it can be identified that student uses politeness strategy, i.e bald on record strategy. this strategy seems that the student makes the hearers feel uncomfortable when he/she is speaking. it shocks the hearer. the expression “no i live at home with my parents” indicated that student did not try to minimize the threat to the classmates’ face. they felt that they are friends. they spoke directly and to the point. thus, there is no distance between them. different from the strategy of being polite detected by sembiring (2012) that karonese people show their respect by speaking indirectly in one of the traditional party “cabur bulung” and ginting (2007) in research entitled “kesantunan dalam acara perkawinan ‘angantin manuk’ stated that being polite in karo language can be expressed through the use of pronouns, greetings, and indirect speech. the use of these elements in communication shows the relationship between the speaker and the listener. from the expression above, it can be seen that this result support these two findings previously. it strengthens that karonese uses indirect language, pronoun, and greeting in communication. it is shown by the expression “the people in parang ras, all of the people are karonese. then, when i buy something, i say “buk,” but they say, “dont say “buk” but” bik.” then they say “kam” not” kau,” for the “kam” is polite and “kau” is not polite. “bik” and “kam” are the example of expressing politeness by karonese that use the pronoun in communication. karonese tends to use “kam” which has a similar meaning to “kau” in indonesia and “you” in english. the result supports sembiring (2012) and ginting (2007). (2) student x : should i stand mam? i want to ask about the opinion of culture shock. lecturer : enggak capek rupanya duduk! (aren’t you tired to sit!) from these two utterances by students (1), (2), statement (1) is responding opinion by the student to their friends. the student spoke directly and to the point. it seems that the student did not respect his/her friend. it did not have any effort to minimize the threat. different from the utterance (2), where student responded to their lecturer, it seems that student needs to ask their lecturer’s agreement first even for standing or sitting. the first utterance uses bald on record strategy while the second utterance (2) uses positive politeness strategy. the students and lecturers have different social status. thus, the politeness strategies used by them are different. from the result, it supports meyerhoff (2011). different from senowarsito (2013) and adel (2016) that proposed teachers and students dominantly use the positive politeness strategy, this study identified that students dominantly use bald on record strategy in responding point of view. students and their friends dominantly did the interaction in responding to opinion in the class. thus, the relationship between the students who are similar to one another created the type of politeness strategy where students spoke directly and to the point. this strategy is called bald on record strategy. 4.2 positive politeness strategies (3) student x : should i stand mam? i want to ask about the opinion of culture shock. lecturer : enggak capek rupanya duduk? (aren’t you tired not to sit?) it can be identified that student uses politeness strategy, i.e., the use in-group identity markers, brown and levinson (1987). it is shown by group identity marker “mam.” to call a female lecturer who was considered as a respectable person. calling "mam" for female lecturer indicates the students give respect and feel close to the lecturer as well. this set of data suggests that the two parties have a good emotional relationship. 109 then, the lecturer is asked by student to give an opinion even for standing or sitting. lecturer used joke to respond to the question. it is shown by the expression “enggak capek rupanya duduk?. the joke is the strategy introduced by brown and levinson (1987), joking is one of the positive politeness strategies indicating that the interlocutors are close enough. they mutually shared background knowledge and values. the code switching engaged by lecturer noted that she was joking. the lecturer tried to minimize the student’s positive face. she wanted to make the student feel comfortable and feel that they were close to each other. besides, this research was done in the classroom. the lecturer has power or authority in the class. it can be reflected by giving commands and instructions and making requests. the teacher’s official role in the level was revealed when he/she gave commands and instructions and made requests. by this position, a lecturer is a respectable person for the students. all the activities of the students in the class need the agreement of their lecturer. it shows that students respect their lecturer. the expression “should i stand mam,” even for standing or sitting in the class, the student needs the agreement of the lecturer. whatever the instruction is given by lecturer, the student needs to ask first before doing it. (4) student a : ok guys, i want to ask you, what is your opinion about a different culture? student b :different culture, emmm.. different culture, i think different culture is we have different ways of doing something with others. it can be identified that the student uses jargon and slank. it was shown by the jargon and slang language “guys.” the expression “guys” reveals how close the students one another. the students know each other thus they use this strategy to call all the students in that class. this strategy seeks to minimize the threat to the hearer’s positive face. it is used to make the hearer (students) feel good about himself, his interests or possessions. it shows that students know one another very well. it attempts to minimize the distance between the student as the speaker and the student as the hearer. more than that, as it is in the classroom research and it was done when students respond to the point of view, the formal situation is happening. not only students are there but also the lecturer as the person who has authority in the teaching and learning process. by using the expression “guys,” it seems that students treat their lecturer as their friend. there is a small distance between them, but it is acceptable as long as they have a good relationship. as it is the formal situation and lecturer has significant power and authority in the class, it seems that student does not respect their lecturer but based on the video recorded, it shows that lecturer felt good and responded it by smiling to the student. they have a very close relationship. thus the distance between them is small. it can be identified the strategy used by the student in responding point of view is by repetition. the student repeats the question three times. it shows the student tried to answer the question, but he did not have ideas to respond. while he was trying to get the answer, he repeated the questions many times to make it sure then explain it. (5) student a : we have to use a paper tissue to clean it, i think. student b : yes, you are right it can be identified that students use include both speaker and hearer in the activity. it is shown by “we.” the speaker means you or me. he can call upon the cooperative assumptions and thereby redress face aggressive acts and tends to use ‘we’ form. the speaker used the word purposefully to include the hearer in the activity. the response of the student in this utterances uses give gifts to the hearer (goods’ sympathy, understanding, cooperation). this strategy satisfied hearer’s positive-face want (that speaker wants hearer’s wants, to some degree) by actually satisfying some of the hearer’s wants by some actions like giftgiving not only tangible gift, but human-relations wants such as the desires to be liked, admired, cared about, understood, listened to, and so on. in this strategy, the student is heard and agreed to the point of view. the student minimized the threat by agreement. (6) student a : what is your experience? student b : i got shocked. it is different from our culture. it can be identified that students in responding point of view of friend use include both speaker and hearer in the activity. it is shown by “our” this expression indicates that one student respected another student and included them in action. culture, in this case, does not belong to one student herself/himself but belongs to all of them in the class. for saving politeness, student included all the participants (students and lecturer) in the conversation. (7) student a : and what about you? student b : ok, thank you, different culture happened in aceh. different from here medan. it can be identified that students use give gift to the hearer. it is shown by the expression “thank you.” it shows speaker (student) gave goods’ sympathy, understanding, and cooperation. may satisfy hearer’s positive-face want (that speaker wants hearer’s wants, to some degree) by actually satisfying some of the hearer’s wants by some actions like gift-giving not only tangible gift, but human-relations wants such as 110 the desires to be liked, admired, cared about, understood, listened to, and so on. 4.3 negative politeness strategies (8) student a : sorry, can you repeat your opinion, please! student b : my pleasure! it can be identified that students use apologize. it is shown by the expression “sorry,” in this expression speaker (student) tried to indicate his reluctance to impinge of hearer’s negative face (ensuring that the other is not imposed on). by saying “sorry” does not mean the student has something wrong, but the hearer (student) needs to repeat the point of the speaker (student). the student needs to get the repetition to make clear, and the other student respected it happily. the student used negative politeness strategy in different ways. it used to emphasize both the speaker’s and the addressee’s involvement in the matter was creating imperative expression. the student used modifying elements and politeness markers in his asking. the student expressed his request to his friend politely by using “please.” 4.4 off record strategy (9) student a : i can ask no answer. (holding hair, sitting recklessly) student b : seperti biasa ( hahaha), as usual, lah it can be identified that students use off record strategy. it is shown by the effort to reject the giving point of view and want to give a question. the speaker (student) in this case tried to ignore to give his opinion and needed to provide the question. this strategy uses indirect language and removes the speaker from the potential to be imposing. this expression used indirect way of saving something which may cause a damaging face interpretation. in this utterance, the student was trying to ignore asking the question. she was going to answer not to ask actually. the result shown in video recorded show that the fta happened during the student gave her point of view while did some activities which damage the communication. when student gave her point of view, she was sitting recklessly, holding her hair many times while asking the question and put the position of her body looked like someone who had no energy to speak. the result shows that students are polite in words but not in action. the utterances uttered by students are polite but different from the activities she did. this result does not support bayraktaroglu and sifianou (2001) and held (1999) that stated in communication, being polite must be in words and behaviours (actions). it is not enough to be polite by creating words as polite as possible, but more than that, it should show the polite behaviour. thus, being polite should be in words and behaviours (actions). this study detected that students are formulating words as polite as possible, unluckly they were not showing polite behaviours. the last but not the least, watts (2003) is under the impression that polite behavior and polite language need to be taught. in social life, such as in school and universities, students and teachers/lecturers come from different background. culture is one of their differences. something which is polite to one person can be perceived as impolite to others. for a reason, respectful language and behavior must be taught to know other’s way of being polite. students in schools and universities need to see the culture of others to be polite to make them able in communication (communicative competence). in short, politeness strategies should be taught to students. thus, this result supports the theory. 5. conclusion the result of the research brings us to the end that the way students communicate in responding to the point of view used the four types of politeness strategies. they are bald on record strategy, positive politeness strategy, negative politeness strategy, and off record strategy. from the four politeness strategies used by students in responding to the point of view, bald on record strategy is dominantly used by students. it is due to the students who have a similar position, and it seems there is no distance between them. all the communications are between students to students. for a reason, saying something directly and to the point is often used by them. students have a different way of being polite when they were speaking to their lecturer. it can be concluded; different social status will create different ways of being polite. for students, their lecturer has power and authority; someone who is honored and listened. thus, the ideas of being respectful to their friends are different from the ways to their lecturer. interaction in social life such as in the classroom, conflict happens when we do not know others way of being polite. for a reason, it is suggested that schools and universities teach students and make the result of this result as one of the lecturers in schools and universities. at last, being polite should be in words and actions. formulating utterances does not guarantee the communication runs well. our efforts must follow them. thus. it is suggested to all the readers to be polite both in words and actions. acknowledgment the authors would like to give thanks to kemenristek dikti for funding this research. it can not be done well without its supporting. special thank to efl learners (the fifth semester student of cross cultural understanding) who have supported us. it can not be denied that without their involments as the 111 source of the data, this research is not achieved. the last but not the least, the researchers hope that this research will be useful to all of the readers. references adel, s. m. r., davoudi, m., & ramezanzadeh, a. 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(2013). politeness strategies in teacherstudent interaction in an efl classroom context. teflin journal, 24(1), 82-96. sharifian, farzad. 2011. ”cultural conceptualisation and language: theoritical frameworkand application. amsterdam and philadelphia: johnbenjamins. doi:10.1075/clscc.1 sharifian, farzad. 2015. ”cultural linguistics.” in the routledge handbook of language and culture, ed. by farzad sharifian, 473-492. london and new york: routledge sianturi, s. (2012). politeness strategies used by batak toba teenagers (doctoral dissertation, unimed). spencer-qatey, helen. 2008. culturally speaking: managing rapport through talk across cultures (2nd.ed). london: continuum. sibarani, r. 2004. kesantunan bahasa. antropolinguistik. medan. penerbit poda watts, r. j. 2003. politeness. cambridge: cambridge university press. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp: 108 120 0-01 108 learning local wisdom through the symbols of ma’nene’ rituals in north toraja: a semiotic perspective m. dalyan tahir, hunaeni hunaeni, & sylver tri poetra universitas hasanuddin, makassar. indonesia dalyan1964@gmail.com article history received : 2020-10-19 revised : 2020-11-20 accepted : 2020-11-27 keywords ma’nene’ ritual baruppu community meaning of symbols local wisdom abstract the values of local communities are almost always highlighted in terms of tourism that little is known of how local wisdom can contribute to the generation. this study examines the meaning of symbols and interpretations of local wisdom in ma’nene’ rituals in the baruppu community of north toraja regency using a qualitative descriptive approach. data on words and behavior in rituals were obtained through interviews, notes, records, visual and audiovisual documentation, and analyzed with pierce's semiotic theory. the results of this study indicate that the implementation of the ma’nene’ ritual is divided into two stages, namely: 1) preparation (a) ma'kongan ada', (b) kapenomban pa'paranduk, (c) manta'da, (d) ma' pakande ada', (e) umpasun bombongan; and 2) implementation of (a) ma'bungka', (b) ma'kassa'i, (c) massomba tedong, (d) manglokko tedong sola bai, (e) ma'pakande nene', (f) mantutu', (g) capenomban pa'paupu'. in carrying out the ritual, there are various symbols, including: (1) tau-tau, (2) bombongan, (3) pangngan, (4) kain ba'ru, (5) tedong sola bai, (6) bo'bo 'sola duku', (7) punti leaves, (8) tallang. based on the semiotic analysis of the symbols in the ritual, several types of local wisdom were found, namely: (a) religious values, (b) brotherhood, and (c) unity. 1. introduction in the emerging asian market, local communities’ cultural practices are often brought up in discourse as opportunities to promote tourism and preserve heritage. this study is interested to mine the values of local wisdom to record them in academic literature and display how much local wisdom offer for education and that it is more than a “unique” element of a tourist destination (alam & al-muthmainnah, 2020; dewi, poedjiastoeti, & prahani, 2017). specifically, this study focuses on the religious system, which is a guardian of emotions in local cultures, because it is intricately linked with three elements, namely (1) the belief system, (2) the religious ceremony system, (3) the people who adhere to that religion (koenjaraningrat, 1992, p. 14). the government of indonesia has designated toraja, south sulawesi, as a priority strategic tourism area (kausar & gunawan, 2018), and the religious systems and models of inheritance of the toraja people is the interest of this study. the majority of the toraja people adheres to christianity, which was brought and spread by the zending from the netherlands (panuntun et al., 2019). long before, people adhered to animist beliefs that influence their traditions to this day, and the toraja people still carry out distinctive burial procedures in rock caves which are often found on cliff ridges, scattered throughout the toraja region. on the porch of each rock cave grave location, you can see rows of human statues (tau-tau) made of jackfruit wood. inside were mortar-shaped coffins containing corpses, and human skulls scattered outside and inside the cave. the method of burial is closely related to the concept of life of the toraja people, which states that their sacred ancestors came from heaven and came down to earth. therefore, the bodies of people who have died should not be buried in the ground. for them it will destroy the sanctity of the earth which results in soil fertility. the death according to the belief of aluk todolo (to = people, dolo = ancestor) or alukta culminates in the attainment of the greatest life in eternity in puya (the world of spirits) as to buy puang (pantheon/subordinate god). therefore, funerals for the toraja people become the most sacred moment in the journey of human life on earth. aluk todolo's belief illustrates that humans come from the sky, come down to earth, life, and will return to the sky after going through transformation. the toraja people uphold the doctrine that human life is to die, to the realm of eternity. in order to achieve peace in puya, each corpse must perform selfcleansing as atonements for sins. for this reason, the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 109 every corpse to be buried should be provided as much as possible according to the family's ability. the provisions in question are the spirits of a number of animals that will be sacrificed when the funeral ritual is carried out. the spirits of a number of sacrificed animals are expected and believed to be vehicles capable of taking the spirits of the dead to puya. the greater the number of animals sacrificed, the more perfect the journey to immortality will be. besides, on the socio-cultural side, the higher the degree of the dead, the more animals are sacrificed. that is why burial or death rituals in the toraja tribe can cost hundreds, to billions of rupiah which are generally held for 5-6 days, even up to a full month (niswaty, nur, & sesa, 2020). for those who have not been able to have their relatives buried, they will be mummified for a while at home, until the time when their immediate family is able to raise money and agree to hold a death ritual according to custom, namely, the rambu solo ceremony (hasmawati et al., 2020). burial rituals also function as family reunions and refreshing kinship relations (kobong, 1992, p.45). this opportunity is used to sit down to ask about their origins and tell stories because the toraja people have rich folktales known as ulelean pare or puama which has significant roles for torajanese in identifying their ancestors, knowing and understanding their cultures and histories, learning past lessons, and entertaining (surya et al., 2017), means of sharing inheritance, proving the dignity of the toraja people, alliance (gotong royong), means of artistic expression, and recreation through the momentum of the rambu solo ritual. these two contradictory but complementary functions give birth to the perception of the "party of death". there are also songs at the ritual, which is the song of the guard at the funeral called dondi. dondi is sung sitting down all night, according to the tastes of the participants (rappoport, 2009a: 33). in this ritual, singing plays an important role. funeral rituals in toraja are grueling activities with funds that leave most families in debt. these activities include: 1) sending invitations to relatives and surrounding villages, and 2) the order of the rituals; a) dressing the bodies, b) the arrival of guests carrying pigs and buffalo, c) singing lamentations in a circular dance, during animal sacrifices, d) distributing meat, and e) burials (rappoport, 2009b: 55). the ma’nene’ ritual is a complement to various aluk todolo rituals and is part of the aluk rambu solo ceremony. ma’nene’ ritual can be found especially in the baruppu area, north toraja regency. the people in that area are still preserving their ancestral customs and traditions, and still deeply feel that individuals who have died remain an inseparable part of their living relatives. that is why in that area, some families are very concerned about the bodies of their relatives. this concern is shown by cleaning his grave at least once a year. ma’nene’ rituals are held in the cemetery area by cleaning grave burrows, making offerings to ancestral spirits, changing new clothes for the corpse when the wrappers are old, and changing rotten tau-tau clothes. this ma’nene’ ritual is carried out after the harvest as a tribute to the ancestors, but its main purpose is as a sign of gratitude to god. the origins of this ma’nene’ ritual came from a hunter named pong rumasek who found a corpse in poor condition in the mountainous forest of balla. the body was then treated and buried in a safe place. since pong rumasek has always received blessings on his farm and hunting. pong rumasek concluded that the bodies of people who have died must still be cared for and respected, even though the bodies are no longer in shape. until now, the mandate of pong rumasek has been maintained in the form of its mutation as a means of performing the ma’nene’ ritual, which if it is not done after harvesting, their farm will suffer damage (interview with beatrix bulo', 80 years old, 27-09-2017, 15:00). the ma’nene’ ritual is a complement to the aluk rambu solo which is carried out after the funeral and after the harvest. ma’nene’ rituals are sacred and must be performed. for the people of baruppu and most of the toraja people in general, they consider that this ritual is a form of representation of purification and respect for the spirits that will go to puya. even though many toraja people have embraced heavenly religions, the customs and traditions of their ancestors are not easily abandoned. for the people of baruppu, the ma’nene’ ritual is an annual mass ritual that is followed by all baruppu families both living in the village and outside the region. ma’nene’ is a tribute to all the spirits whose bodies were "buried" in stone graves in baruppu. in baruppu, the body should not be kept for more than five nights to wait for distant relatives. that is the unique habit of similar rituals in the toraja cultural area. thus, this event will truly become a reunion for the nomads. language as a means of communication for the people of baruppu, generally grows in an oral tradition. other forms of communication tools are symbolic. the baruppu people use these symbols as part of a means of connecting humans with nature as well as supernatural beings and local wisdom, in interpreting life according to society. current developments show that the symbols in these rituals are now only understood by a handful of individuals who are mostly elderly (akhrani & eka, the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 110 2019). meanwhile, most of the communities have shifted the ritual implementation according to their abilities and new beliefs. such conditions are certainly very worrying about the cultural links of a society. moreover, the toraja people do not so far have a written tradition. even though they consistently write down the concepts of the mind into unique and artistic symbols. this research examines the cultural meaning of symbols in the ma’nene’ ritual which is packaged in the formulation of the problem as follows: 1) how is the ma’nene’ ritual phasing? 2) what is the meaning of the symbols in the ma’nene’ ritual?, and 3) how is the interpretation of local wisdom implied in the ma’nene’ ritual? the objectives of this review paper are formulated to 1) describe the ma’nene’ ritual stages, 2) reveal the meaning of symbols in the ma’nene’ ritual, 3) understand the local wisdom interpretation implied in the ma’nene’ ritual. this study is expected to be useful, both theoretically and practically, namely: (1) expressing symbolic meanings and cultural aspects contained in the ma’nene’ ritual in the toraja people of baruppu through semiotic analysis tools; (2) providing meaningful contributions to scientific development, especially regarding toraja culture related to ma’nene’ rituals; (3) completing the previously written documentation about toraja culture; (4) teaching materials about toraja culture for students and young people in general; (5) increase the attractiveness of tourist destinations in toraja. 2. literature review 2.1 semiotic theory semiotics is used to explain the practice of interpreting signs. semiotics, of course, sees how culture becomes the basis for thinking about the formation of meaning in a sign. semiotics studies systems, rules, conventions that allow these signs to have meaning (kriyantono, 2007; potts, 2017). because there is a tendency to view various social discourses as linguistic phenomena (hamuddin et al., 2019; piliang, 1998; tanasy, nasir, & yulianti, 2020), this study finds it possible to explore semiotics as a method to study into various scientific branches. the theory of semiotics is important to use in this study because this theory can help the writer study and analyze various data in the research field, especially the meaning of symbols contained in the ma’nene’ ritual in the barappu community of north toraja regency. peirce put forward the triangle meaning theory which consists of three main elements, namely the sign, object, and interpretant. a sign is something that has a physical form that can be grasped by the human senses and is something that refers (represents) other things outside the sign itself. the sign according to peirce consists of a symbol (a sign that emerges from a deal), an icon (a sign that emerges from a physical representation) and an index (a sign that arises from a cause-effect relationship). meanwhile, the reference to this sign is called an object. the object or sign reference is the social context that is the reference of the sign or something that the sign refers to. interpretant or sign user is the concept of thinking of people who use a sign and lower it to a certain meaning or meaning that is in someone's mind about the object that a sign refers to. the most important thing in the process of semiosis is how meaning emerges from a sign when the sign is used by people when communicating. according to peirce in hoed (1992) a sign is something that represents something. that something can be an experience, a thought, an idea or a feeling. if something, for example a is black smoke billowing in the distance, then it can represent b, i.e. a fire (experience). such a mark can be called an index; that is, between a and b there is a contiguity. a photo or picture is a sign called an icon. photo represents a certain fact on the basis of similarity or similarity. a sign can also be a symbol, if the relationship between the sign and what it represents is based on a convention, for example, a red light that represents a ‘prohibition’ (idea) based on an existing agreement in society. pigeon is believed to be a sign or symbol of peace; the pigeon cannot just be substituted by another bird or animal, and so on. according to pierce, a sign (representament) is something that can represent something else within certain limits (eco, 1979: 15). sign will always refer to something else, which pierce calls an object (denotatum). a new sign can function if it is interpreted in the mind of the recipient of the sign through the interpretant. so the interpretant is the understanding of the meaning that appears in the recipient of the sign. the relationship between the three elements put forward by pierce is known as the semiotic triangle. furthermore, it is said that signs in relation to their references can be divided into signs known as icons, indexes and symbols. icons, indexes, symbols are a set of relationships between the base (form), object (referent), and concept (interpretant or reference). form usually gives rise to perception and after being connected with an object will give rise to interpretants. this process is a cognitive process and occurs in understanding advertising messages. the series of understanding will continue to develop along with the series of semiosis that never ends. furthermore, there is a series of semiosis levels. the interpretation is that the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 111 there is a series of semiosis of the first layer, which will be the basis for referring to the new object and from here there is a series of semiosis of the second layer. so, what has the status of a mark in the first layer serves as a marker in the second layer, and so on. semiotics provides the possibility for us to think critically and understand the possibility of other meanings or interpretations of everything that happens in social and cultural life, including in ma’nene’ rituals in the baruppu community. so this research uses the semiotic theory developed by charles sander's pierce to see the symbols and meanings contained in the ma’nene’ ritual. 2.2 sign system pierce sees the sign (representament) as an inseparable part of the object of reference, but is related to the object and its interpreter. so a sign we can form a triangle. the first is the sign itself, the second is the object which is the reference for the sign, and the third is the interpreter which is the introduction between the object and the sign. the sign according to peirce consists of a symbol (a sign that emerges from a deal), an icon (a sign that emerges from a physical representative) and an index (a sign that arises from a cause-effect relationship). meanwhile, the reference to this sign is called an object. the object or sign reference is the social context that is the reference of the sign or something that the sign refers to. interpretant or sign user is the concept of thinking of people who use a sign and lower it to a certain meaning or meaning that is in someone's mind about the object that a sign refers to (rahman, 2015). pierce's triadic model (representation + object + interpretant = sign) shows the big role of the subject in the language transformation process. signs in pierce's view are always in a continuous process of change, which is called the process of unlimited semiosis, which is the process of creating an endless series of interpretants (piliang, 2003: 266). figure 2.1 pierce’s triadic model pierce's triadic model shows three main elements forming signs, namely representamen (something that represents something else), object (something that is represented), and interpretant (someone's interpretation of a sign) (piliang, 2003: 267). according to pierce, in studying the object he understands, a careful interpreter, everything will be seen from three things, namely: (1) the relationship of reasoning with the type of markers: (a) qualisign: a marker related to quality, (b) sinsign: a marker which is related to reality, and (c) legisign: a marker related to the rules; (2) relation of reality to its basic types: (a) icon: something that performs a function as a marker similar to the shape of the object (seen in a picture or painting), (b) index: something that performs the function as a marker indicating the sign, (c) symbol: something that performs a function as a marker which is conventionally used in society; (3) the relation of the mind to the type of marker (a) rhema: the marker that is related to the object of the marker as possible to the interpreter, (b) dicent or dicisign: the marker that displays information about the marker. (c) argument: a marker whose final marker is not something but a rule. 2.2.1 symbol according to spradley (1997: 125), symbolic systems can refer to language, art forms, the marriage procedures and so on. the symbol displays the relationship between the marker and the marker in its arbitrary nature. interpreters are required to find the relationship between the signatures creatively and dynamically. signs that turn into symbols will automatically be affixed with cultural, situational and conditional characteristics. therefore, language is actually a great human achievement regarding arbitrary markers (santosa, 1993: 11-12). 2.2.1 meaning signs and meanings have the basic concept of all meaning models and which directly have similarities where each of them pays attention to the three elements that are always present in every study of meaning. the three elements are (1) sign, (2) sign reference, and (3) sign user. in relation to the meaning process, especially in the meaning of a cultural structure, a knife or analysis tool is needed to dissect and find the meaning contained therein. in the ma’nene’ ritual, which is a form of local wisdom in the culture of the baruppu people, there are symbols. the baruppu people use these symbols as part of a means of connecting humans and nature as well as supernatural beings on earth. these symbols have a philosophical meaning. therefore, it is important for the author to interpret / translate these ancestral traditions, so that the younger generation as heirs as well as the continuation of local cultural wisdom can understand it and practice it in everyday life, in the form of teachings, values, and norms in life. 3. method the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 112 the data collection method in this research is divided into two types, namely (1) library research which is sourced from literature, journals, previous research results, and the internet; and (2) field research that originates from semi-structured interviews with informants who are considered to be able to provide information about the object under study, and originate from recording and recording to transliterate and describe the data found. 3.1 data analysis method data analysis was performed using peirce's semiotic approach. the implementation technique is detailed as follows: 1) classifying data relating to the use of symbolic forms and ma’nene’ ritual background, 2) translating data in the source language into the target language, 3) analyzing the meaning of the symbols exist in ma’nene’ ritual, 4) after the meaning of the symbol is systematically described, various cultural meanings can be related to the collectivity of the community supporting the ma’nene’ ritual, and 5) based on the relationship between cultural meaning and collectivity, the interpretation of local wisdom can be revealed. 4. results & discussion 4.1 ma’nene’ ritual steps the ma’nene’ ritual is preceded by several activities related to the ritual preparation. after that initial series, then the ma’nene’ ritual is carried out based on stages based on aluk. this provision becomes the basis for the implementation of the ma’nene’ ritual and each process in that provision has its own meaning and function. the following section will discuss the stages in the ma’nene’ ritual. 4.1.1 preparation a. ma’kombongan ada’ the first step in the preparation of the ma’nene’ ritual is ma'kangga ada' which comes from the basic word kombongan which means gathering, conferring or deliberating to discuss and make decisions about family readiness, capacity, planned time, and preparation of the animals that will be sacrificed in the performance of the ma’nene’ ritual. if the meeting has resulted in a kasiturusan (agreement) from all parties, then the ritual time can be determined, which is absolutely conducted after the harvest period. b. kapenomban pa 'paranduk kapenomban pa'paranduk is a series of preparations before the implementation of ma’nene’ rituals led by religious leaders or pastors by the church. this service begins the whole series of ma’nene’ rituals which will be carried out for the next few days, aiming to ask permission and ask god for help so that all the sequences in the ma’nene’ ritual run smoothly. the manta'da process was carried out according to the protestant church order in toraja. manta'da itself is interpreted as the process of ‘cleansing’, or what van (1987) calls the purification stage, which is the preparatory stage in which the families of tongkonan come together to present a pig intended to god, through the church as an attempt at "cleansing" which is meant as a confession of sin. the goal is to give thanks for the life of the sustainer and ask for blessings as the tongkonan is a place for human life to make sacrifices. this stage is also intended to ask for a smooth process in the sacrifice that will be carried out in the next stage of the ritual. d. ma’pakande ada’ ma'pakande ada’ is the process of slaughtering the pork as the sacrifice on the first day. the distribution of pork is not only addressed to traditional leaders, but also to the church, which has now played many roles in replacing aluk todolo in traditional rituals. (interview with reza sarambu, 89 years old, 12-102017 11:00). ma'pakande ada 'is interpreted as a form of gratitude from the family group that will hold the ma’nene’ ritual to traditional leaders and churches and is a way for families to gain legitimacy from the community for social status and increase the role of their tongkonan in the customary order. e. umpasun bombongan umpasun bombongan is a procession of 'taking out the gong'. so that when the bombongan is sounded, relatives and local people will know and come to take part in the ritual. this gong is echoed along the way to the cemetery, as a sign of gratitude and joy for the family who will begin the implementation of the ma’nene’ ritual. 4.1.2 implementation a. ma’bungka liang on the first day, the implementation of the ma’nene’ ritual begins with the ma'bungka stage' opening the door 'of the liang. on the first day the door to the tomb was only opened without removing the body. first, they cleaned the area around the tomb and made huts around the cemetery area in preparation for entering the ma'kassa'i stage on the second day. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 113 picture 4.1 the implementation of the ma’nene’ ritual begins with the ma'bungka' stage of 'opening the door' of the liang 'grave of stones'. b. ma’kassa’i on the second day of implementation, the ma’kassa’i stage, which begins with the massonda bayu tau-tau (changing the clothes of the statue which is rotten or damaged). after that, lowering the corpses one by one from the burrow, starting with the oldest corpse, then placed and dried around the burial area. after drying the corpses in the huts, it is prepared for cleaning and renewing the cloth. ma’kassa’i is carried out for the next three days according to the agreement of the family rumps, including replacing rotten or damaged crates and if there are rnayat that will be moved to a new liang or patane made by the family. on the last night of ma’kassa’i on the fourth day, before the next day the corpses were put in, they also stayed in the huts so that they could accompany the ancestors, this was also a sign of their love and respect for the ancestors. picture 4.2 massonda bayu tau-tau ‘change the clothes of the statue’ that has been weathered and damaged. c. massomba tedong massomba tedong is a ritual marked by a sacrifice in the form of a black buffalo. massomba tedong is defined as an all-night prayer activity in which it contains praise for the buffalo to be offered." (interview with novrianto, 30 years old, 29-09-2017 13:00). the concept of worshiping deata or ancestral spirits in massomba tedong, is completely replaced by worship of god according to christianity. however, this modification to the massomba tedong still does not change its role and function in the ma’nene’ ritual. in the massomba tedong, the speech is delivered by the priest in the ma’nene’ ritual which is preceded by thanking god as the creator of everything that exists. (interview with aprilianto, 27 years old, 28-09-2017 16:00). the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 114 picture 4.3 a black buffalo that will be a sacrifice in the ritual is first prayed by to-minaa d. manglokko' tedong sola bai the next stage on the fifth day is the process of slaughtering a sacrifice in a grave area called manglokko’ by the baruppu community. before the buffalo is sacrificed by using a spear, it is initially prayed for in a narrative expression which tells the glory of puang matua, all his creations and human life, and also condemns the bad deeds of humans required by the statement through the sacrifice. e. ma’pakande nene’ ma'pakanbde nene 'is a ritual of delivering offerings to the ancestors. this is the essence of the ma’nene’ ritual which contains the recitation of prayers, the presentation of the sacrifice, the finalization, and the inauguration of tomembali puang who is in charge of supervising and blessing his human descendants. (interview with tato 'dena', 82 years old, 27-09-2017 16:00). in this stage, the messenger prepared banana leaves as a serving place. after everything is ready, the next step is that the offerings are placed in front of the hole. the messenger who eats the offering symbolizes the ancestral spirits who come to eat the offerings that have been provided in the messenger's body. then, all those who are present at that place can eat together too so that the blessings of the ancestors can be abundant so they can be kept away from the evil disturbances and disasters that can befall the family. picture 4.4 the community prepares dishes to be offered in rituals the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 115 f. mantutu’ the next stage is mantutu ‘closing the door’. in this step, the corpses are put back into the burrow, then the messenger closes the door to the burrow as a sign of the end of the ma'pakande nene ritual. picture 4.5 the process of entering the bodies one by one, starting with the oldest corpse. g. kapenomban pa’paupu’ the series of the ma’nene’ procession ends with the gathering of family members in the rante to worship together. this is where the family and all baruppu people who have carried out the ritual gather and offer prayers of gratitude for the completion of the entire ma’nene’ ritual procession which has gone well and smooth. the kapenomban pa'paupu’ (closing service), is followed by sisemba’ (playing feet) as a form of gratitude and happiness over abundant food and a symbol of unity which is capable of strengthening togetherness and brotherhood of the toraja people. picture 4.6 sisemba (playing feet). 4.2 symbolic interpretation in the ma’nene’ ritual after analyzing the stages in the implementation of the ma’nene’ ritual in the baruppu community, the next section will discuss the interpretation of the symbols in the form of objects used in the ritual. 4.2.1 tau-tau the tau-tau symbol is a type of statue made of jackfruit wood. the word tau-tau in toraja means ‘human’ or ‘statue’. in the past, tau-tau were produced only for the rich, to symbolize the social status and wealth. in the teaching of aluk todolo, tautau is the new body of the spirit of the god-to-be. the statue was placed on the left side of the corpse overnight to catch the spirit of the dead. the goal is to the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 116 create future ancestors. these deities are highly trusted by the followers of alukta. according to aluk todolo's teachings, after a person dies, his spirit lives in a supernatural realm and to commemorate the grave of ancestral spirits, a symbol is made that can be likened to a picture or photograph. among the aristocrats, people feel closer to their ancestors with tau-tau media. in addition to the torajan belief in aluk todolo, all objects on the face of the earth have spirits. they believe that their ancestral spirits can enter the tau-tau, so their descendants can always connect to their ancestors. the existence of social layers or groups contained in the toraja tribe community is very influential in the procurement of tau-tau. the death of the lowest strata of society tanaa karurung (the servant class/lowest in the toraja society) is not ritualized using tau-tau. not all ancestors can be worshiped or worshiped. ancestors who can be raised as ancestors who can be worshiped and worshiped are those forefathers who have been urrinding tondok 'to defend the people', they are considered to have a special power of influence, based on their glory on earth, based on their wealth and position in society. thus, the meaning of the tau-tau symbol is intended to show the identity of the family, a tau-tau statue symbol is made for a family that is rich or has power, influence and position in toraja society. 4.2.2 bombongan in the ma’nene’ ritual there is also a 'gong' as a symbol and paraphernalia in the ritual, however, not everyone who perform the ma’nene’ ritual uses the bombongan 'gong'. the gong that is played in this ritual is only performed by families who have performed the rambu solo ritual at the rapasan level, which is the highest ritual in rambu solo' with a certain number of sacrificial animals. umpasun bombongan in this ma’nene’ ritual also indicates that one day the family will carry out the highest rambu tuka ritual, namely ma'bua' which is an expression of gratitude for livestock, plants and human life. (interview with novrianto, 30 years old, 28-09-2017 11:00). thus the bombongan 'gong' is interpreted as a symbol of connecting between rambu solo' and rambu tuka' because it is mandatory for toraja people in general to carry out the rambu tuka ritual (thanksgiving offering) as a request so that everything is better, by perfecting ritual activities to achieve the highest stage is kasa'tian (a prerequisite for being able to return to the sky as a god called to membali puang). the word sa'ti means 'to abide, to abide'. this means that he has reached the highest level of humanity, namely kindness, sincerity, and generosity that comes from him, towards others, ancestors, spirits and the surrounding environment. 4.2.3 pangngan the pangngan ‘betel’ symbol in the ma’nene’ ritual in the baruppu community is mandatory. besides, pangngan itself is inseparable from the life of the toraja people, both in rambu solo' and rambu tuka'. pangngan ‘betel’ consists of kalosi ‘areca nut’, cake ‘fruit betel’, sambako ‘tobacco’, and kapu ‘lime’. at the kapuran pangngan stage, it is interpreted as a way to only serve betel nut while praying something that will later make sacrifices. this means that it is a sign that in the near future, the family will make a sacrifice. in the ma’nene’ ritual, the ingredients for the offering can be interpreted in various ways, such as pangngan 'sirih' is meant as a form of affection for the ancestors who also ate pangngan during their life. thus, kapuran pangngan is interpreted as a sincere respect by bringing offerings and performing ritual stages according to the rules (interview with beatrix bulo ', 80 years old, 27-09-2017, 13:00). picture 4.7 pangngan ‘sirih’ used in ritual 4.2.4 ba’ru cloth the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 117 the symbol of cloth is one of the most important equipment in the execution of the ma’nene’ ritual, because later the corpse that has been removed from the burrow will be changed or the clothes are renewed. the cloth ba'ru which means ‘the new cloth’ is the cloth used in rituals, and symbolizes a renewed bond. for the baruppu people, death separates physically, but mentally it does not a separate the dead and the love of their children, grandchildren, and their families through the ma’nene’ ritual. 4.2.5 tedong sola bai the most important animals in the ma’nene’ ritual are chicken, dog, pig and buffalo. the buffalo that is the target of the chosen ‘sacrifice’ according to aluk belief is a direct agreement made among puang matua as the creator, the ancestors of humans, and the ancestors of the buffalo as creations. therefore, buffaloes become sacred animals compared to other animals that are offered in ma’nene’ rituals. buffaloes and pigs are believed to have ancestors who were related to humans. unlike the selected buffaloes during the death ritual, they are big, strip-skinned, and completed with long horns. the buffalo chosen for sacrifice in the ma’nene’ ritual is a black buffalo with short horns, which is about half the size of the adult one’s arm. (interview with tato dena ', 82 years old, 28-09-2017 17:00). as the buffalo of choice, this black buffalo must have eight marks resembling a white dot around its body, so that this black buffalo is considered worthy of being sacrificed in the tedong massomba. therefore, buffaloes are well cared for. if these animals are to be sacrificed, it is necessary to have the massomba tedong ritual first, which is told in the creation myth in which it is said that they were slaughtered according to the mutual agreement of their previous ancestors. after one by one the material elements in the ritual are grateful, the priest continues his narrative and begins to talk about the origins of the buffalo ancestors. the pastor started his story as if he were in dialogue with the buffalo to be made an offering, conveying the past agreement about his ancestors which puang matua asked to become a human sacrifice. also with adulation to take his heart, every part of his sacrificed body can be interpreted as bringing prosperity to the whole family. the purpose of all actions in the ma’nene’ ritual is that these animals can be used for offerings to bring sustenance, but humans must not be greedy for excessive slaughter, and follow the rules set out in the aluk, and are interpreted as an expression of gratitude for farm animals, plants and human life. the purpose of all actions in the ma’nene’ ritual is that these animals can be used for offerings in order to bring sustenance, but humans must not be greedy for excessive slaughter, and follow the rules set out in the aluk, and are interpreted as an expression of gratitude for farm animals, plants and human life. picture 4.8 family and community groups take ritual offerings and distribute the to relatives who come as a sign of thanksgiving 4.2.6 bo’bo’soladuku bo’bo’ which means' rice' is interpreted as a symbol of prosperity and a symbol of fertility. duku’ which means 'flesh' symbolizes the integrity of the life of the family family in the sense that the children and grandchildren are always in a healthy state and are blessed. when humans still have heart, liver, lungs wrapped in ribs, and still function normally, the human body is still intact as a human being. in the last the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 118 part of the prayer to the buffalo in the massomba tedong procession, it is also stated that every part of its body is interpreted as a valuable jewelery from the family (interview with beatrix bulo', 82 years, 28-092017, 17:00). 4.2.7 punti leaves the banana leaves used in ma’pesung in the ma’nene’ ritual come from two kinds of banana leaves, namely langkiran banana leaves and manurung banana leaves. langkiran banana leaves are carved on the top and it was created by the gods. that is why this banana leaf is associated with the gods, while the manurung banana leaf, which is not carved, is associated with the ancestors. if you do pesung in the barn, the leaves used are punti manurung leaves. this is consistent with the direction of the lumbung which leads to pollo'nawai ‘ancestral direction’, namely the direction of the ancestors. if you memala’, the banana leaf that is cut is the one facing the ulunna wai and the kabu'tuan allo' (the direction of the rising sun). on the other hand, if you do the ma'tomate ritual, the leaves taken are facing the pollo'nawai and the kalambunan allo' (towards the sun goes down). if you do pesung and to minaa facing the rising sun, the tip of the left leaf will face the direction of ulunna wai, namely deata ponno padang (a symbol of life) and the bottom part of garonto’ is facing pollo'na wai. the tip of the right leaf will face toward pollo'na wai or ancestor and garonto'na will face towards ulunna wai. (interview with aprilianto, 27 years old, 02-10-2017 16:00). banana leaves are multifunctional plants so that the parts of the tree can be used in human life. likewise, for the toraja people, banana leaves can be used as a substitute for plates for eating. banana leaves continue to regenerate. when some leaves get old, the next fresh leaves are ready to replace them. thus, the banana leaf is interpreted as a gift of blessings from the creator. 4.2.8 tallang in the ma’nene’ ritual, there is also a tallang ‘bamboo’ symbol which is carved and arranged in three ways that are not parallel as a sign that carries out from all levels of society regardless of social status. bamboos are arranged in upper, middle, and bottom layers that represent differing social positions ranging from the high until the low ones. most importantly, the three bamboos contain water to drink: tuak (a traditional drink derived from the juice of the mother tree or sugar palm) and pig's blood mixed with buffalo blood. the red color of the sacrificial blood represents human life, and the white color of the palm wine and the bone represents purity. in addition, bamboo is a type of plant that grows in clumps and is an integral part of the life of the toraja people. (interview with hardi rupang, 80 years old, 10-11-2017 22:00). for the people of toraja, bamboo can be used as a material for making huts, houses, walls, even roofs, and so on. in addition, it also symbolizes unity in toraja society as swhown in the toraja literary expressions which says ‘ma'rapu tallang’ which means ‘like clump of bamboo’and ma'tallang tang kalesoan’ which means ‘bamboo without segments’ which symbolizes sincerity and honesty. other ingredients used as ma’nene’ ritual offerings are interpreted as sources of life. in this connection, water and tuak are also used as offerings because it is believed that a person who dies also feels thirsty as when he was alive. 4.3 interpretation of local wisdom in rituals in building toraja society, it is necessary to pay attention to cultural aspects. this is because the noble values that appear in the symbolic order contain meanings that can support social integration, such as religious values, social values, and values related to the toraja people as creators of the work. various cultures and local wisdom should be preserved and maintained because they are rich in values and moral teachings. 4.3.1 religious values toraja people are measured by their behavior (penggauran), participation in rituals (tongkon dan ma’barra ‘sang raku’), and the activity of performing the ritual itself (mekaluk). every behavior, and steps of life (tengka ke'de'na) are guarded, regulated, and monitored by the gods. so, every behavior in ma’nene’ ritual is a religious act. ritual acts and instruments show human respect for things beyond human ability. offerings are used as a form of harmonious interaction between humans and all elements of the universe and as respect and love for ancestors. this is described in the term ‘tallu lolona’ which represents a harmonious relationship centered on three relationships, namely: (1) humans and puang matua and ancestors, religion, pemali, truth and ampu padang, (2) humans and humans, (3) humans with nature, namely animals and plants. maintaining this very diverse relationship with nature is very important as stated by rahman et al., (2019) that the biodiversity plays a vital role in supporting the entire ecosystem including air quality, climate, carbon dioxide uptake, water purification, pollination, and erosion prevention. one proof of the relationship between humans, animals and plants is the ma’nene’ ritual which represents a relationship between human and the almighty. 4.3.2 brotherhood the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 2, no. 3, november 2020, pp 0-0 119 torajan cultural knowledge and belief systems place human together with other living things to live in harmony. humans are part of nature and there is a relationship between the two. as fellow creatures of god, nature is obliged to support humans and humans are obliged to preserve nature. this brotherhood appears in a harmonious relationship with animals and nature. local wisdom constructed in the oral tradition through rituals in the toraja people can be utilized for the management of their natural environment. the main point is to build a relationship between humans and nature as a subject-subject relationship by applying ‘sibling relations’. meanwhile, the nonsibling (subject-object) relationship will only bring out greed. as for sibling relations (subjects) which are based on religious teachings, hereditary truths, and mediation through rituals, it is believed that they can bring fertility and life. as social beings, humans cannot fulfill their own needs alone so they need help from others. the togetherness contained in the ma’nene’ ritual, is in the form of mutual cooperation which can be in the form of labor, goods and other assistance. 4.3.3 unity in various ritual ceremonies in toraja society, it can be seen that the social relation among humans is regulated in ritual and daily behavior. the toraja people are always careful in their daily behavior and ritual behavior. this harmonious order refers to honesty, clean life, pluralism, discipline, hard work, democracy, education, national spirit, peace-loving, communicative, environmental care, social responsibility, mutual respect, and mutual help. the main theme of this culture moves on the value of unity in relation to the background of brotherhood as seen in the norms of kasiuluran 'brotherhood', kasipulungan 'gathered together', kasiangkaran 'mutually supporting', kasiturusan 'mufakat', kasialamasean ' love each other ', kasi budget' mutual respect ', case of' mutual respect. 5. conclusion based on the discussion of this research, the following conclusions are formulated as follows; 1) ma’nene’ is a toraja custom which is carried out systematically in which the stages of implementation are: ma'kongan ada', kapenomban pa'paranduk, manta'da, ma'pakande ada ', and umpasun bombongan. the series of implementation of the ma’nene’ ritual has the stages of ma'bungka liang, ma'kassa'i, massomba tedong, manglokko' tedong sola bai, ma'pakande nene ', mantutu', and kapenomban pa'paupu ', which means that the ma’nene’ cannot be done if it is not an agreed time like the ma’nene’ ritual in the people of baruppu, north toraja regency. meanwhile, there is also a customary area which names lao lako tomatua (lao = to go; lako = to = to; tomatua = parent or ancestor). this ma’nene’ ritual is carried out after the harvest / cutting of rice because it is believed that the good harvest is due to the blessing of tom kembali puang who always pay attention to the life of his descendants. the understanding of ma’nene’ rituals in the baruppu community is seen as a symbol and appreciation carried out by children, relatives to their loved ones and their concept of mind sees that there will be spirits who will bless them when performing the ma’nene’ ritual; 2) the ma’nene’ ritual cannot be separated from various symbols that contain religious values and even meaningful social values for the toraja people, including: untundan mali’, ungkassa’i pa’kaboro’, umpamarra’ paumpuran, ungkadang lama’, and umpaundi polean; 3) what should be adhered to by the church, namely: untundan mali’ (longing, appreciation, to parents and ancestors who have contributed to life), ungkassa’i kaboro’ (socially disconnected, but in fact love never dies. is something to be remembered for), umpamarra’ paumpuran (parents are the knot point of an offspring. by meeting together in ma’nene’ moments, the kinship relationship is strengthened), ma’kadang tua’ (parents are a blessing from god to be grateful, so be thankful to god), and umpaundi polean (should not be done anymore, offerings only to god). give thanks to god for god's love through parents, predecessors, and who have taught about life. the greatest sacrifice is the offering of oneself to worship god. references akhrani, l. a., & eka, g. (2019, march). anxiety about aging: cultural value masyarakat toraja. in 4th asean conference on psychology, counselling, and humanities (acpch 2018). atlantis press. alam, f. a., & al-muthmainnah, a. m. (2020). exploring local wisdom in buginese ethnics: language politeness phenomena of tau soppeng. reila: journal of research and innovation in language, 2(1). 14-18. https://doi.org/10.31849/reila.v2i1.3767 dewi, i. n., poedjiastoeti, s., & prahani, b. k. (2017). elsii learning model based local wisdom to improve students’ problem solving skills and scientific communication. international journal of education and research, 5(1), 107-118. eco, u. (1979). a theory of semiotics. indiana university press. hamuddin, b., syahdan, s., rahman, f., rianita, d., & derin, t. 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(1992). aluk, adat dan kebudayaan toraja dalam perjumpaannya dengan injil. pusbang-badan pekerja sinode gereja toraja. kendek, v. (2015). ma’nene’ (upacara membersihkan dan mengganti pakaian jenazah leluhur pada masyarakat baruppu). [skripsi, universitas hasanuddin] . https://core.ac.uk/download/pdf/77625997.pdf koenjaraningrat. (1992). beberapa pokok antropologi sosial. jakarta: dian rakyat. koenjaraningrat. (1996). pengantar antropologi i. jakarta: rieneke cipta. kriyantono, r. (2007). teknik praktis riset komunikasi. jakarta: kencana. niswaty, r., nur, a. c., & sesa, d. r. (2020, october). village fund allocation management in kapala pitu district, north toraja regency. in 3rd international conference on social sciences (icss 2020) (pp. 783-788). atlantis press. panuntun, d. f., tanduklangi, r., adeng, m., & randalele, c. e. 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(2019, may). the practice of local wisdom of kajang people to save forests and biodiversity: a culturalbased analysis. proceeding in iop conference series: earth and environmental science. 270(1) 012038. iop publishing. rappoport, d. (2014). nyanyian tana yang diperciki tiga darah: seni suara dan ritus-ritus toraja (sulawesi, indonesia). kepustakaan populer gramedia bekerjasama dengan ecole francaise d'extreme-orient ford foundation forum jakarta-paris. rappoport, d. (2009). nyanyian tana diperciki tiga darah: seni suara dan ritusritus toraja di pulau sulawesi, diterjemahkan oleh stanislaus sandarupa songs from the thrice-blooded land: ritual music of the toraja (sulawesiindonesia), florilegium toraja. kepustakaan populer gramedia bekerjasama dengan ecole francaise d’extreme-orient ford foundation forum jakarta-paris. satoto, b. h. (1986). simbolisme dalam budaya jawa. yogyakarta: hanindita grahawidia. santoso, puji. 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(1987). sejarah dan pertumbuhan teori antropologi budaya hingga dekade 1970, jakarta: pt gramedia. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 44-53 44 exploring selected game on english for young learner’s vocabulary mastery: the word clap vs quiz desi nori sahputri & kurniawan kurniawan universitas lancang kuning, pekanbaru. indonesia desputri@gmail.com article history received : 2019-05-11 revised : 2021-05-19 accepted : 2019-07-21 keywords vocabulary word clap game quasi-experiment english language abstract this research was conducted to offer an alternative teaching strategy on raising vocabulary mastery using the word clap game. the purpose of this study was to determine whether there was a difference in the results of the word clap game strategy on eyl’s vocabulary mastery of the fifth-grade narwastu elementary school in pekanbaru. indonesia. this quasi experiment research involved 60 students with two classes; the experimental class with 29 students (vb class) and the control class with 31 students (va class). the results of this study highlighted the post-test scores in the experimental class there was seems increased compared with the pre-test scores, this can be seen from the average score of the experimental class post-test that was 76.03 and pre-test 62.75, the average post-test value in the control class is 74.19, which was lower than the experimental class. therefore, this study believes that there was no significant difference in students who are taught using the word clap game strategy in mastering vocabulary for students who did not teach using the word clap game strategy both seem effective in raising the eyl vocabulary mastery. 1. introduction english is an international language that is used in many countries over the world containing indonesia. it is used as a means of communication when indonesia wants to work together with other countries. english is a second language from junior high school until university, but it is introduced in elementary school as an additional subject in indonesia. the importance of english in the indonesian education system is well known. in addition to being a language of science and technology, it is also commonly used as a medium of foreign communication and is one of the united nations' official languages (rahman, 2018). as the essential foreign language in indonesia, english becomes one of the necessary subjects accomplished in an education institute. in the english language, vocabulary is often viewed as a tool for foreign language. vocabulary is a crucial aspect of evolving speaking, listening, writing, and reading language skills. mastering vocabulary means that we recognize all the words in the language which we use. students who have good vocabulary can make it easier to understand the meaning of the words, and mastering vocabulary is the key to language learning. on the other hand, richard and renandya (2002) state that without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be disheartened from the creative usage of language learning chances about them. therefore students must learn vocabulary as a foreign language. nevertheless, it is not easy for people to master english vocabulary, especially for students. nursafira (2020) added that many efl students have struggled to learn vocabulary, making it difficult for them to express themselves or provide knowledge. based on the interview with mrs. hernita sitanggang, s.pd, english teacher of sd narwastu pekanbaru on 9 april 2019, the phenomena in vocabulary were: first, the students generalizing the meaning of words that they are already familiar with. the second phenomenon, the students should understand the words of vocabulary appropriate to reading, but they cannot connect the words correctly when understanding vocabulary while reading that is following the topic. third, the student it challenging to remember vocabulary, and also, they have lack motivation to learn, so it is difficult for them to memorize the new vocabulary. based on the phenomena above, the researcher covered the problems that happened to the students in teaching and learning vocabulary by using the game. the students need somewhat exciting that makes them relaxed to learns vocabulary. susilo (2019) said that english language teachers and students in schools may use techniques to make english teaching and learning more natural and straightforward. https://journal.unilak.ac.id/index.php/utamax/ 45 according to nguyen and khuat in fahmiati (2016) states games have been shown to have advantages and effectiveness in learning vocabulary in various ways. first, games transport in lessening and fun for apprentices. second, games usually include welcoming achievement and retain learners' attention. agustin (2016), who has researched games, states that one of the games that can improve students' vocabulary mastery is word clap game. based on her observation, word clap game can be used as a strategy to improve the students' vocabulary. it is also stated by ayuningtyas (2016) that word clap game as a medium for teaching english vocabulary since there are several benefits such as; students can improve their vocabulary mastery and try to remember the vocabularies as soon as they clap their hands. according to babaie (2014), quizzes effectively learn new vocabulary items and retain these learned items in mind over time. based on identifying the problem above, the researcher limited the student's vocabulary knowledge by using word clap game toward fifth-grade students' vocabulary at sd narwastu pekanbaru. referring to the above statements, the researcher sees that that formulation of the research can be constructed as ” is there any difference of student’s vocabulary who taught using in terms of word clap game between student taught using quiz on students’ vocabulary of the fifth grade at sd narwastu pekanbaru?". further, it covers finding out the effect of the word clap game on the fifth-grade student’s vocabulary of the fifth grade at sd narwastu pekanbaru. finally, related to the explanation above, the researcher conducted experimental research entitled “the effects of word clap game on students’ vocabulary at sd narwastu pekanbaru". 2. discussion 2.1 type of the research this experiment research employs a quasiexperimental (pre-test and post-test) in betweengroup research where the research compares two or more groups. the researcher conducted experimental treatment activities using word clap game in experimental b class and quiz in experimental a class by giving a pre-test to both groups. the last, the researcher delivers a post-test to both groups. table 1. research design class pre-test treatment post-test experimental a o1 √ o2 experimental b o3 √ o4 note: o1: pre-test to experiment and control class o2: post-test to experiment and control class √ : receiving treatment, that is using word clap game and quiz 2.2 population and sample the population was all of the students in the fifth grade of sd narwastu pekanbaru academic year 2018/2019. they consisted the total number of the students is 60. table 2. the population and sample of the research no classes number of students main score 1 v a 31 students 65.48 2 v b 29 students 62.75 total 60 students a sample was part of the population being examined at the time of research. thus, the sample of research should be less than the population. the sample must have the characteristics, which represented all the population being observed in the research. in other words, the sample was a subject of individuals or classes based on the students-based score to see students had the equal ability. after calculating the score, the researcher concluded that students' average score of class va was 65.48, while class vb was 62.75. it showed both classes had the equal ability. then researcher randomly took a sample of research. the researcher took two classes as the sample of this research by using a lottery. before doing that, the researcher committed the first taken out as an experiment class, and the second was a control class. those are va became the experimental a, and vb becomes the experimental b. 46 2.3 the setting of the research the research was conducted in the class va and vb of sd narwastu pekanbaru. it was carried out from mei 2018 to june 2018. this research a long three weeks in six meetings and the strategy used in the experimental class, the schedule of this research that showed in table 3. table 3. the schedule of class instruction treatment class no meetings activities experimental a activities experimental b 1 meeting 1 (2 november 2019) pre-test pre-test 2 meeting 2 (4 november 2019) quiz of vocabulary word clap game 3 meeting 3 (6 november 2019) quiz of vocabulary word clap game 4 meeting 4 (11 november 2019) quiz of vocabulary word clap game 5 meeting 5 (18 november 2019) quiz of vocabulary word clap game 6 meeting 6 (30 november 2019) post-test post-test 2.4 the technique of collecting the data the instrument of the research used a test. the test was in vocabulary knowledge. the test was constructed in multiple-choice that consist of 20 items, one item score is 5, and the maximum score is 100. table 4. blue print pre-test and post-test pre-test key answer post-test key answer noun 16,17,18,19,20 a, d, b, a, b noun 13, 14,16,17,18,20 b,a,a,c,c,a verb 1,2,3,4,5 b, a, b, c, a verb 1,2,3,19 a,a,c,b adjective 11,12,13,14,15 d, a, d, a, a adjective 9,10,11,12,15 b,a,b,b,c preposition 6,7,8,9,10 b, a, a, c, b preposition 4,5.6,7,8 b,c,a,c,a 2.5 the technique of analyzing the data in this research, the researcher collected the data using the test to collect the data differentiated into pre-test and post-test. the pre-test was used to ensure the experimental a and experimental b classes' equivalency before conducting the treatment. the pre-test was given to the students in experimental a and experimental b. after giving the pre-test, the researcher was given treatment using word clap game in teaching vocabulary in experimental b and quiz in teaching vocabulary in experimental a class. the last step is the post-test. a post-test was given for both classes to gain the students' vocabulary score after treatment and determine the word clap game's effectiveness in teaching vocabulary. 47 2.6 the technique of analyzing the data the data was analyzed statically to determine whether it is statistically significant or not between experimental a and experimental b classes using word clap game and quiz. it was analyzed using a t-test if the data is regular and homogeneous, and use u-mann-whitney-test if the data is not regular and homogeneous. the result data then calculate to get the average score. the researcher used the software statistical package for social science (spss) for windows 22 before the hypothesis test to analyze the pre-test and post-test data. first is normality test distribution data and homogeneity variance data for both classes. testing normality distribution data in this research used kolmogorov smirnov (ks.21) in program spss version 22, while levene test for testing homogeneity test, the result data calculated the average of the research. the researcher used n gain between pre-test and post-test. the formula to find out the result of normality test, homogeneity test, and also the average of the score as follow: 2.6.1 n-gain n-gain is used to know the proportion of actual again (pre-test and post-test) with maximum gain. the n-gain was interpreted by using the criteria achievement n-gain score. in this research, the ngain formula was used to know the student's vocabulary size using word clap game. the formula n-gain score as follows: note: spost: post-test score spre: pre-test score smaks: maximum ideal score table 6. the criteria achievement n-gain score limitation category g> 0,7 high 0,3<g<0,7 middle g≤ 0,3 low meltzer 2002 2.6.2 t-test the t-test is a parametric statistic used to test the hypothesis, a comparative average of two samples when the data are interval or ratio form. the t-test is used when data is regular and homogeneous. to determine the average and homogeneous data, it uses normality and homogeneity test. a) normality test a normality test was needed to determine the distribution of data. normality data are known through the equitable distribution of regression of each value. one of strategy's used to test the normality of data is kolmogorov smirnov (ks-21). note ks: value of ks fn(yi 1) : cumulative percentage frequency before i. f0 (yi): distribution normal of frequency data at i. according to (sugiyono 2010:156), calculating the ks value obtained subsequently compares with the ks value table. suppose the value calculated ks < ks table accepts h0, then it means a simple regression model of data or multiple regression follows a normal distribution and conversely. if the value calculated ks > ks table then rejects h0, it means that a simple regression model of data or multiple regression does not follow a normal distribution. b) homogeneity test according to (sugiyono 2010:147), a homogeneity test is performed to determine research data equality. a regression analysis of research data should have a homogeneous distribution of data and method used to test the levene test. note: l: levene value x: residual data value i: residual data mean n: amount of sample k: amount of group the value of levene counting obtained is then compared with the levene table or can also use a significant comparison with alpha value 5%. if the value of levene count < levene table or p-value > 5% of the data, a simple regression or multiple regression has a homogeneous variety. on the contrary, if the levene > levene table or p-value < 5%, then data regression simple or multiple regression does not have homogeneous variety. according to zulkarnain (2010: 187), the hypothesis by t-test formula as below: 48 note: t: t-test 1: mean score of treatment class 2: mean score of the control class s12: standard deviation of treatment class s22: standard deviation of the control class n1: number of the students of the treatment class n2: number of the students of the control class 2.7.3 u mann – whitney test u-test is used to test the comparative hypothesis of two independent samples when data are ordinal form. if in an observation interval of the form data, it must be changed first into ordinal data. when the data is still shaped interval, we can use a t-test to test. however, if the assumption of the t-test is not matched, then this test can be used. two formulas are used for testing; both formulas t are used in the calculation. it is used to determine the price of u, whichever is smaller. u price more minor that are used for testing and comparing with u table. according to sugiyono (2010: 153), the formula as follow: noted: n1 : amount of simple 1 n2 : amount of simple 2 u1 : amount of level 1 u2 : amount of level 2 r1 : amount of rank sample 1 r2 : amount of rank sample 2 3. findings this chapter presents the description of data analysis which is findings discussion. these are done answer the formulation of the research;" is there any difference of student's vocabulary who taught using in terms of word clap game between student taught using quiz on students' vocabulary of the fifth grade at sd narwastu pekanbaru?" in this part, the formulation of the research is discussed. the formulation was answered based on the data gotten from a multiple-choice test. 3.1 the result of the research 3.1.1 pre-test in the experimental research, students' score of pre-tests needed to be taken into account as the research data. the students did a pre-test before i did the treatment to the experimental group. the purpose of administering the pre-test was to find out the students before the treatment began. as i explained in the previous chapter, the test was multiple choice in vocabulary that should be done by the students in the experimental a and the experimental b group. moreover, the result of the pre-test can be seen in the table below. table 7. descriptive statistic of pre-test score value class n test of mastery concept average ideal score minimum score maximum score pretest experimental b 29 100 25 95 62.76 experimental a 31 100 30 90 65.48 table 7 above showed that the minimum score on experimental b was 25 and experimental a was 30. the maximum score on experimental b in the table was 95. it was higher than experimental a for the maximum score that got 90. test of mastery concept on pre-test from the average showed experimental b was 62.76 and experimental a was 65.48. it concluded that experimental b knew was lower than experimental a with 65.48 as the average score. the result of the pre-test and post-test of experimental b and experimental a can be seen in the following bar diagram below: 49 diagram 1. comparison score pre-test of experimental b and experimental a in vocabulary based on the bar diagram above shows that the average of experimental b lower than experimental a. the mean diagram shown in the experimental b achieved an average of 62.76, and the experimental a class achieved 65.48. after getting the data comparison of pre-test experimental b and experimental a class, i continued to calculate normality test, homogeneity test, and continuity test of pre-test data using a parametric statistic, namely t-test or u-mann whitney test for non-parametric statistics. the t-test can be used if the data is expected and homogenous, while data is not regular or not homogenous, then the data is calculated using non-parametric, namely u-mann whitney. a normality test was done to see the data distributed was normal or not. it was a requirement for establishing the next step in parametric or nonparametric. here research used shapiro-wilk as a formula to get the result of the normality test. the result of the normality test of pre-test of both classes can be seen in the following table: table 8. normality test of pre-test class assymp. sig. (2-tailed) a (significant level) hypotheses distribution experimental b 0.178 0.05 accept h0 normal experimental a 0.117 0.05 accept h0 normal table 8 above shows the normality test done of pre-test on experimental b and experimental a class that the data distribution was expected. experiment b class in assymp.sig. (2-tailed) was 0.178 with a significant level was 0.05 if the data value of assymp.sig.(2-tailed) 0.178 > 0.05, it meant that the data distribution was normal and experimental a class in assymp.sig. (2-tailed) was 0.117 with a significant level was 0.05 if the data value of assymp.sig.(2tailed) 0.117 > 0.05 meant that the data distribution was normal. (appendix 6). the following calculation of the pre-test of both classes was the homogeneity test. it was done to determine the sample's homogeneity, so it was obtained by comparing values based on trimmed mean with the level 0.05. in analyzing the data, this homogeneity test was calculated by the levene formula. based on the result of pre-test to both experimental b and experimental a class got homogeneity test as follows: table 9. homogeneity test of pre-test data trimmed mean a (significant level) hypotheses distribution pre-test 0.458 0.05 accept ho homogenous 50 concerning table 9, homogeneity test of pre-test gained the value of based on trimmed mean that was 0.458 with significant level 0.05, that was why said that the pre-test on experimental b and experimental a class were coming from homogenous variance when based on trimmed mean 0.458 > 0.05, it meant that pre-test data from both of classes were from homogenous variance. t-test was subsequent testing because the data distribution of pre-test was normal and homogenous. the test that was considered was assymp.sig. (2tailed) that was compared with a significant level of 0.05 when the data value of assymp.sig.(2-tailed) < 0.05, so that the data differ significantly, the result of t-test on pre-test can be seen in the following table: table 10. t-test result of pre-test data assymp.sig.(2tailed) a (significant level) hypotheses distribution pre-test 0.000 0.05 accept ha differ significantly as the table 10 above, the t-test of both classes, experimental b and experimental a class, differed significantly. it occurred since the value of assymp.sig. (2-tailed) was 0.000. it means that assymp.sig.(2-tailed) 0.000 < significant level, 0.05. here the researcher concluded that the students' ability of experimental b and experimental a class differed significantly. (appendix 8). 3.1.2 post-test based on the data that had been collected, experimental b and experimental a class were getting the post-test data in the following table: table 11. descriptive statistic of post-test score value class n test of mastery concept average ideal score minimum score maximum score post-test experimental b 29 100 40 100 76.03 experimental a 31 100 35 100 74.19 as table 11 shows, the maximum score, minimum score, and the average score of post-test on experimental b class were getting higher than experimental a class. the minimum score for the experimental b class was 40, while the experimental a class was 35. the maximum score on the experimental a class was 100. it was lower than the score gained by the experimental b class was 100. moreover, the average post-test for the experimental b class was 76.03, and the experimental a class for the average post-test was 74.19. the table above shows that for a post-test score, the experimental b class was higher than the experimental a class after giving some treatments. the comparison of a post-test score of experimental b and experimental a class can be seen on the bar diagram below: diagram 2. comparison score post-test of experimental b and experimental a-class 0 20 40 60 80 100 experiment b experimental a from the diagram above, it can be concluded that the result of the average post-test in both classes that was the average of experimental b class was 76.03, and the experimental a class was 65.48. the experimental b class was higher than the experimental a class. 51 about the post-test data was gained experimental b and experimental a class. the nest calculation was doing normality test, homogeneity test, those tests were one of qualification for the continuing test. the data had normal and homogenous distribution; it was continued by using a t-test. for the data which was not regular and homogenous, u-mann whitney was the subsequent testing after the normality test and homogeneity test wholly done, and the data was not regular or homogenous. it used the non-parametric calculation. in this research, a normality test was done to know the distribution data statistic or nonparametric. the normality test in this research used a formula of shapiro-wilk. the result of the normality test of post-test can be seen from the following table; table 12. normality test of post-test class assymp. sig. (2-tailed) a (significant level) hypotheses distribution experimental b 0.030 0.05 accept ha not normal experiemntal a 0.218 0.05 accept ho normal in table 12, the normality test of post-test on experimental b class and experimental a class had not normal distribution. here, the experimental b class had the column assimp.sig.(2-tailed) 0.030, it compared with a significant level of 0.05. assimp.sig.(2-tailed) 0.030 < 0.05, it meant that data was not normal. while the experimental a class got assimp.sig.(2-tailed) 0.218 with a significant level of 0.05. it was normal since assimp.sig.(2-tailed) 0.218 > 0.05. (appendix 9) a homogeneity test is done to know the homogeneity of the sample. if the conclusion shows homogeneous, so could be continued by using a simple parametric statistic, compare value based on trimmed mean with appropriate significant level 0.05. on the analysis of the homogeneity test, it used the levene test. based on the result of the post-test gained by both classes, the result of the homogeneity test as follows: table 13. homogeneity test of post-test data trimmed mean a (significant level) hypotheses distribution post-test 0.475 0.05 accept ho homogenous about the table above, the value of trimmed means was 0.475 with a level significant 0.05. based on trimmed mean was higher than level significant 0.05. it could be said post-test data on experimental b, and experimental a class were homogeneous variance because trimmed mean 0.475 > 0.05. it meant that homogenous (appendix 11) u-mann whitney test was the next testing because distribution post-test data was not normal, where test continue so-called u-test to know the data differ significantly. analyzing data on this test, that considered was assimp.sig. (2-tailed) that was compared with a significant level of 0.05 when the value of assimp.sig.(2-tailed) < 0.05 it did not differ significant. the following table is the result of posttest data: table 14. the result of u-mann whitney test post-test data assymp.sig.(2tailed) a (significant level) hypotheses distribution post-test 0.565 0.05 accept h0 not differ significantly based on the table provided above, it can be concluded that the u-mann whitney test of post-test on experimental b and experimental a class were not differ significant. this condition, if the value of asymp sig (2-tailed) based on the table 0.565 > significant level 0.05. the situation here meant that 52 the student's initial abilities are both equal and not differ significant. (appendix 11). a) n-gains n-gain was used to know the effect size of the treatment that was given to the experimental class. the calculation was performed based on the n-gain formula, then comparing with the criteria of achievement n-gain. the result of the n-gain average value of the experimental class correlated with the criteria of achievement of n-gain value. the result of n-gain can be seen as follows; table 15. n-gain score of experimental research group n test of mastery concept average ideal score minimum score maximum score experimental b 29 100 34 100 0.37 experimental a 31 100 -25 100 based on the table provided above, the average of n-gain was 0.37, which meant that the significance of strategy used in experimental b class was middle because the average of n-gain was 0.37. in criteria of achievement, n-gain score could be said middle if score 0.3 <g<0.7, and the average of n-gain was 0.37. so it was middle. it can be concluded that there was a positive effect of the implementation of the word clap game in vocabulary at the fifth grade of sd narwastu pekanbaru. (appendix 12). 3.2 discussion this research was done in the fifth grade of sd narwastu pekanbaru. the research samples were vb as the experimental b class and va as the experimental a class. the determination, which is experimental b and experimental a class, was taken using random. therefore, based on the result of pretest was done in the experimental b and experimental a class showed that there was no significant difference between the two classes. the pre-test's average result showed that the experimental b got 74.19 and the experimental a group got 65.48. meanwhile, after giving a treatment to the experimental b class by using word clap game, the experimental b class's average score was higher than the experimental a class by using the quiz. it can be seen from the post-test that had been done been between two classes which the experimental b class got 76.03 and experimental a class 74.19. the result of null hypotheses is accepted, an alternative hypothesis is rejected. the n-gain of the experimental b and experimental a class showed no positive effect of using word clap game to the students of experimental b class and experimental a by using quiz on their ability on vocabulary related to the topic was given. the result of n-gain of the experimental b class was 0.37. it was correlated with the n-gain criteria of meltzer. n-gain's high criteria if the average n-gain > 0.7, category medium if the average n-gain > 0.3, and category low if n-gain g<0.3. as clarified previously, there was no positive effect using word clap game and quiz strategy on students' vocabulary at the fifth grade at sd narwastu pekanbaru, where this strategy helped the students learn vocabulary correctly. 4. conclusion this research aims to identify whether the students who are taught using the word clap game in vocabulary had a difference in mastering the vocabulary. the students who are taught by using quiz of the strategy and the formulation: "do the students at the fifth grade of sd narwastu pekanbaru taught vocabulary by using word clap game achieve better than the students who are taught by using quiz?". it has been answered. no, they do not. word clap game and quiz do not affect students' vocabulary at sd narwastu pekanbaru. the results supported the results: there was no significant difference in the students' vocabulary between pro-test and post-test of experimental a and experimental b. it meant that there was no significant difference in the students' vocabulary before and after implementing the word clap game and quiz at the fifth grade of sd narwastu pekanbaru. furthermore, there was no significant difference in the students' vocabulary between experimental b taught using word clap game, then experimental a taught using a quiz. references abbas, m. f. f. (2014). applying word chain game to improve students’vocabulary mastery. elt-lectura, 1(1). akdogan, e. (2017). developing vocabulary in game activities and game materials. journal of teaching and education, 7(1), 31-66. alizadeh, i. (2016). vocabulary teaching techniques: a review of common practices. international journal of research in english education, 1(1), 22-30. alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, 3(3), 21-34. 53 babaie, z., & nordad, n. (2014). the effect of quiz and oral questioning on vocabulary learning and retention of efl learners. international journal of language, literature and humanities, 2(5), 253-268. cambridge dictionary. 2019. quiz. retrieved from: https://dictionary.cambridge.org/dictionary/eng lish/quiz case, alex. (2009, april). variations on clap clap clap game. retrieved from https://www.tefl.net/elt/ideas/games/clap-clapclap-game/ collins dictionary. quiz. 2019. retrieved from https://www.collinsdictionary.com/dictionary/e nglish/quiz creswell john, w. (2012). planning, conducting, and evaluating quantitative and qualitative research. lincoln: university of nebraska daulat purnama. fahmiati, n. (2016). improving students’ vocabulary achievement trough word games (a classroom action research at the fifth grade of tarbiyatul islamiyah islamic elementary school lengkong batangan pati in the academic year of 2015/2016) (doctoral dissertation, uin walisongo). klimova, b. f. (2015). games in the teaching of english. procedia-social and behavioral sciences, 191, 1157-1160. kupečková, l. (2010). game like activities (doctoral dissertation, masarykova univerzita, pedagogická fakulta). mousavi, s. a. (ed.). (1999). a dictionary of language testing. rahmana publications. nichols, c. n. (2007). the effects of three methods of introducing vocabulary to elementary students: traditional, friendly definitions, and parsing (doctoral dissertation, university of pittsburgh). nursafira, m. s. (2020). ted talks in efl context: an alternative way for teaching and improving student’s speaking skills. elsya: journal of english language studies, 2(2), 4347. pavlu, i. (2009). testing vocabulary. new jersey: masaryk university brno. rahman, f. (2018). the constraints of foreign learners in reading english literary works: a case study at hasanuddin university. journal of arts and humanities, 7(2), 01-12. richards, j. c., richards, j. c., & renandya, w. a. (eds.). (2002). methodology in language teaching: an anthology of current practice. cambridge university press. setiawan, budi. (2010). improving the students’ vocabulary mastery through direct instruction. unpublished thesis. sebelas maret university sugiyono. 2010.metode penelitian kualitatif kuantitatif dan r&d. bandung: cv. alfabeta susanti, p. t. (2017). the effect of using word clap game on the vocabulary mastery of the fifth grade students at sd negeri 1 banjar jawa in academic years of 2017/2018. journal of psychology and instructions, 1(3), 162-169. susilo, n. (2019). kahoot apps in elt context: an alternative learning strategy. elsya: journal of english language studies, 1(1), 11-15. thornbury, s. (2002). how to teach vocabulary. series editor: jermy harmer. verhoeven, l., & perfetti, c. a. (2011). introduction to this special issue: vocabulary growth and reading skill. scientific studies of reading, 15(1), 1-7. wikipedia. 2020. quiz. retrieved from: https://en.wikipedia.org/wiki/quiz yudantoro, e. (2014). pintar dan juara bahasa inggris sma. pandamedia. https://dictionary.cambridge.org/dictionary/english/quiz https://dictionary.cambridge.org/dictionary/english/quiz https://www.tefl.net/elt/ideas/games/clap-clap-clap-game/ https://www.tefl.net/elt/ideas/games/clap-clap-clap-game/ https://www.collinsdictionary.com/dictionary/english/quiz https://www.collinsdictionary.com/dictionary/english/quiz https://en.wikipedia.org/wiki/quiz the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 54-64 54 tools to support classroom settings: perceptions of efl students on ict usage during pre-service teaching program siti munawaroh and syahdan syahdan universitas lancang kuning. pekanbaru. indonesia sitimunawaroh6890@gmail.com article history received : 2019-03-15 revised : 2021-05-27 accepted : 2019-06-15 keywords ict practicum teachers classroom context likert scale importance tools abstract ict is used in the classroom context helps pre-service teacher or practicum teachers to know more learning materials beyond the textbooks. this study aims at investigating perceptions using ict in the learning process during their preservice teaching program. this survey research was taking efl students at the english education department, universitas lancang kuning, who conducted practice teaching or pre-service teaching at schools. sixty-four students participated in this study. a set of questionnaires, with a likert scale of 20 items and closed-ended five questions, was used to collect the data to ask their perception in ict use during practice teaching at schools, the academic year 2019-2020. some questionnaire items were adopted and developed from (zareee 2011). the findings reveal that most pre-service teachers (90%) used ict in the classroom. the analysis using statistical analysis (spss ver. 20), it was found that the mean score at 4.08 with a standard deviation value at 0.144 categorized high level. the score of standard deviation means that all of the respondents' answers are the same agree or homogenous. it means that preservice teachers agree on the importance of using ict in the classroom's learning process and acting as supportive tool to grasp meaningful english learning resources, especially in classroom settings. 1. introduction information communication and technology (ict), which is so rapid in this era of globalization, cannot again influence education. global demands force the education world to always adjust technology with efforts to improve education. teachers increase the use of the internet to help them prepare material used for learning in the classroom. the use of technology as a learning medium helps convey learning material, especially in english learning. ict in school education is considered as one of the important tools to make education learner-centric and helps to reduce the digital divide between different socio-economic classes in a developing country like indonesia. moreover, practicum teachers ideally must have the ability and competence to use ict for classroom learning. equipping practice teachers with technological skills and knowledge is now considered a vital element of any teacher training program to train new teachers to meet the educational demands of the 21st century. therefore, it is important to establish whether these teachers apply these skills when they first arrive in the field and, otherwise, what could be the factors that hinder them (tshepo and abraham, 2017). also, this time almost all teacher training programs worldwide have a technology training component (yuksel and kavanoz, 2011). therefore, compared to their predecessors, today's pre-service teachers are better positioned to make technology part of their teaching due to training. these new teachers do not have to unlearn the teaching habits that have been established for a long time. they could start with innovative teaching techniques that support the use of technology. this is why it is essential to focus on where new teachers begin their teaching to establish them towards revolutionary teaching. information and telecommunications have very important and real, especially since the community is currently heading towards the scientific community. ict is a demand that prospective teachers must-have in the future. teachers who can use ict will greatly help in the learning process in the classroom because technology in principle is to facilitate someone in doing something. now students are intense and familiar with the use of ict, including the use of smartphones and pcs to find the references they need in learning english. the practicum teachers must update in obtaining and providing information so that his knowledge develops to the fullest. students will be able to get something better https://journal.unilak.ac.id/index.php/utamax/ 55 and more accurate when they can get access to information through the internet. teachers/ practicum teachers also need more updates on ict knowledge to make good teaching and create the best teaching for students. because most students already use ict a lot, smartphones, especially in their daily activities. therefore, based on the ideas mentioned above, the researcher will investigate perceptions of english education department students on ict use during practice teaching at classroom context with research questions as follow: 1. how are perceptions of english education department students on ict use during practice teaching at classroom context thus, this study attempts that perceptions on the use of ict in the classroom context are high level it means good perceptions in learning and can be used as efl learning strategies. this can be an effective supplementary material to make the learning process more interesting for students. 2. methods the study in this research is quantitative research. creswell (2014) states that quantitative research is an approach for testing objective theories by examining the relationship between the variables. these variables, in turn, can be measured, typically on instruments, so that numbered data can be analyzed using statistical procedures. this quantitative research was designed as a survey study. survey research provides a quantitative or numeric description of trends, attitudes, or opinions of a population by studying that population sample. the researcher was use cross-sectional studies questionnaires for data collection with the intent of generalizing from a sample to a population. in this study, researchers used one variable, namely the practicum teachers perceptions use of ict in the classroom in teaching english. the instrument in this study was a questionnaire. besides the essay questionnaire, the content is open-ended question practicum teacher used ict in the classroom context. this questionnaire was distributed to the faculty of education and training of universitas lancang kuning teachers, especially practicum teachers. this research was conducted in may 2020 in the english department (practicum teachers) faculty of education and teachers training universitas lancang kuning academic year 2019/2020. this campus is located at yos sudarso st. km. 8, rumbai, pekanbaru, riau. these research populations are the english practicum teachers in the english department, faculty of education and teachers training in universitas lancang kuning academic year 2019/2020. the sample consists of 64 students from practicum teachers’ students in the seventh semester. in order to collect the data, the researcher used an online questionnaire that was google from. the questionnaire consisted of 25 items, such as an openended questionnaire using ict at the classroom context, practicum teachers' knowledge about ict, the perception of ict in the classroom, and practicum teachers opinion using ict. also, the researcher used the likert scale for collecting the data. it means every item in the questionnaires consists of 5 choices, that is “strongly agree,” “agree”, “neutral”, “disagree”, and “strongly disagree”. the data collected was analyzed using the spss statistical package. a descriptive statistics analysis was carried out to see the score of teachers’ and students’ answers. after analyzing the data by using descriptive statistics, the researcher continued to analyzing it by categorize them into katz and kahn range likert scale (1978) as follows: 3. findings and discussion how are perceptions of english education department students on ict use during practice teaching at classroom context? before answer, the research design, the researcher gets answers from respondents on the use of media in classroom learning. table 1. use ict in the classroom in teaching and learning activities frequ ency perce nt valid percent cumulative percent valid no yes total 6 58 64 9.4 90.6 100.0 9.4 90.6 100.0 9.4 100.0 in this study, we can see table 1. the researcher found that of 64 respondents 90.6%, 58 students who used ict in teaching in class, were used for learning media such as; computers, projectors, powerpoint, smartphones, video, audio, and picture. and 9.4% of 100% with a total of 6 students do not use ict in classroom learning, they only use whiteboard and textbooks. 56 chart 1. chart percentage practicum teachers use ict the chart percentage respondents use ict, and blue color stated 90,6% practicum teachers use ict in the classrooms context, and red color 9,4% practicum does not use ict at classroom context. chart 2. percentage media use ict by practicum teachers the media information communication and technology (ict) used by practicum teachers in teaching in the classroom context: from 64 respondents who used computers in learning activities as many as 28 respondents with a percentage value of 43.8%. computer/laptop is one of the tools used by almost all teachers for educational purposes.in this indicator, ten questions were asked to the respondents of this research. to sum up the perceptions of ict used in the classroom context by respondents (practicum teachers). table 2. ict can be used to create learning strategies for teaching materials effectively. frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 6 9.4 12.5 a 30 46.9 59.4 4.22 0.863 sa 26 40.6 100.0 tot al 64 100.0 table 2 indicated the statement is “ict can be used to create learning strategies for teaching material effectively” 30 respondents choose “agree” with a score percentage of 46%. and then, the respondents claims that ict is very useful to use in learning strategies in the classroom context. but, the researcher 57 found 3% of respondents choose the negative answer “strongly disagree”. for standard deviation is 0.863. the score of standard deviation means that all of the answers from respondents are same or homogenous. in addition, for average of practicum teachers score is 4.22, it means this statement claims ict can be used to create learning strategies for teaching material effectively at class efl cotegorized high. table 3. ict can spread knowledge and information faster than traditional method frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 6 9.4 12.5 a 27 42.2 54.7 4.27 0.877 sa 29 45.3 100.0 total 64 100.0 table 3 shows, from 64 respondents, 45% choose “strongly agree” in a statement “ict can spread knowledge and information faster than traditional methods,” and 42% of respondents also choose positive answers “agree” that ict can spread knowledge and information faster. but, two respondents negative answer “strongly disagree” with scale 3%. this is a low score from the respondent answer than a positive answer. for standard deviation is 0.877. the score of standard deviation means that all of the answers from respondents are the same or homogenous. also, for an average of practicum teachers score is 4.27, ict is spread knowledge and information faster than traditional categorized high. table 4. ict can facilitate practicum teachers for student assessment table 4 shows, 32 respondents choose “agree” with a scale 50% in a statement “ict can facilitate practicum teachers for student assessment”. respondents using ict to calculate score students because to save time and be more accurate than manual calculation. and then, 26% of respondents choose “strongly agree” because score positive answer more than negative answer score only 1,6% “strongly disagree” and “disagree”. for standard deviation is 0.924. the score of standard deviation means that all of the answers from respondents are the same or homogenous. in addition, for an average of practicum teachers score is 4.19, it means that ict's can facilitate practicum teachers for student assessment is categorized into high. frequency percent cumulative percent mean std.dev valid sd 1 1.6 1.6 d 1 1.6 3.1 n 13 20.3 23.4 4.19 0.924 a 32 50.0 73.4 sa 17 26.6 100.0 total 64 100.0 58 table 5 shows the statement is “ict add my knowledge and skills as a practicum teacher” 28 respondents choose “agree” with a percentage of 43%. using ict referring to a computer, video, hardware, software, and network have benefits to add respondents knowledge and skills as practicum teachers in the classroom context. because only 3% choose the negative answer “strongly dissagree”, the researcher found a positive answer is a high score. for standard deviation is 0.895. the score of standard deviation means that all of the answers from respondents are the same or homogenous. in addition, for an average of practicum teachers score is 4.16, it means that using ict is beneficial to add participant knowledge and skills as a practicum teacher is categorized into high. so, using ict is beneficial to add participant knowledge and skills as practicum teachers. table 6. in classroom context, ict is a more powerful tool than discussion in the classroom without using ict table 6 shows, from 64 respondents, 40% choose “agree” with the statement is “ict is a more powerful tool than discussion in the classroom without using ict”. positive answer score higher than negative answer only 1% “strongly disagree” and 3% “disagree”. the researcher claim discusses learning the material more effectively uses ict than traditional tools. using ict discussion can be everywhere, not only in a classroom context. for standard deviation is 0.906. the score of standard deviation means that all of the answers from respondents are the same or homogenous. in addition, for an average of practicum teachers score is 3.94, it means that ict is a more powerful tool than discussion in the classroom without using ict is categorized into moderate. so, “ict is a more powerful tool than discussion in the classroom without using ict” is successful to used ict in the classroom context as learning media. table 5. ict (referring to computers, videos, hardware, software, and networks) is beneficial to add my knowledge and skills to practicum teachers frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 9 14.1 17.2 a 28 43.8 60.9 4.16 0.895 sa 25 39.1 100.0 total 64 100.0 frequency percent cumulative percent mean std. dev valid sd 1 1.6 1.6 d 2 3.1 4.7 n 16 25.0 29.7 3.94 0.906 a 26 40.6 70.3 sa 19 29.7 100.0 total 64 100.0 59 table 7. ict can be used as a sophisticated teaching tool in the classroom frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 13 20.3 23.4 a 21 32.8 56.2 4.14 0.957 sa 28 43.8 100.0 total 64 100.0 f table 7 shows, the researcher asked the question “ict can be used as a sophisticated teaching tool in the classroom” for 64 respondents 43% answer “strongly agree,” and 32% respond “agree”. while 3% of respondents choose the negative answer “strongly disagree”. the researcher gets a high score positive answer. ict can be used as a sophisticated teaching tool in the classroom, and respondents assume that using ict can make teaching and learning more modern. teaching and learning used ict, and it is an attempt to involve and use professional knowledge possessed by teachers to achieve curriculum goals. for standard deviation is 0.957. the score of standard deviation means that all of the answers from respondents are the same or homogenous. in addition, for an average of practicum teachers score is 4.14, it means that ict is tools sophisticated to support learning english foreign language in a classroom context is categorized into high. so, ict is tools sophisticated to support learning english foreign language in a classroom context table 8 shows, with the statement, is “ict is more effective for teaching and learning in class than books and other printed materials”. the researcher found 43 respondents choose the positive answer with scale 40% “agree” and 26% “strongly agree”. like using video or audio is more effective so that make to motivate the student to get additional material which is not in the book. from 64 respondents, 3% answer “strongly disagree” because in school not using ict as a media to support students' motivation or nothing facility ict in that school. for standard deviation is 0.917. the score of standard deviation means that all of the answers from respondents are same or homogenous. in addition, for average of practicum teachers score is 3.88, ict is more effective for teaching and learning in class than books and other printed materials is categorized into moderate. so, perceptions of ict use are more effective for teaching and learning in class than books and other printed materials. table 8. ict is more effective for teaching and learning in class than books and other printed materials frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 19 29.7 32.8 a 26 40.6 73.4 3.88 0.917 sa 17 26.6 100.0 tota l 64 100.0 60 table 9. ict gives important contributions for human society in general from table 9, the statement is “ict gives important contributions for human society in general”. 31 respondents choose “agree” to answer the question, like parents of students, can get information faster about the new rules in school. and then, 34% respond than “strongly agree” with ict give an important contribution to human society. while a negative answer “strongly disagree” has 3%. for standard deviation is 0.875. the score of standard deviation means that all of the answers from respondents are the same or homogenous. in addition, for average of practicum teachers score is 4.11, it means that ict gives important contributions to human society, in general, is categorized into high. so, ict gives important contributions to human society in general. table 10. ict offer educational or teaching values in the classroom context table 10 shows, this research, the researcher found 42 respondents choose the positive answer with scale 39% “agree” and 26% “strongly agree” from statement “ict offer educational / teaching values in classroom context”. this is a high score that responds that ict has positive values in teaching and learning at school. besides, 20 respondents choose a “neutral” answer with a scale of 31% and the negative answer “strongly disagree” has 3%. respondents claim that using ict in learning has a positive impact on students. for standard deviation is 0.924. the score of standard deviation means that all of the answers from respondents are same or homogenous. in addition, for average of practicum teachers score is 3.86, it means that ict is offer for educational / teaching values is categorized into moderate. so, ict is offer for educational / teaching values in the classroom context. frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 9 14.1 17.2 a 31 48.4 65.6 4.11 0.875 sa 22 34.4 100.0 total 64 100.0 frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 20 31.2 34.4 a 25 39.1 73.4 3.86 0.924 sa 17 26.6 100.0 total 64 100.0 61 table 11. ict tools can facilitate practicum teachers to do assessment for students frequency percent cumulative percent mean std. dev valid sd 2 3.1 3.1 n 12 18.8 21.9 a 29 45.3 67.2 4.05 0.898 sa 21 32.8 100.0 total 64 100.0 table 11 shows, 29 respondents choose “agree” with the scale 45% in the statement “ict tools can facilitate practicum teachers to assess students”. respondents using ict to calculate score students because to save time and be more accurate than manual calculation. and then, 32% respondents choose “strongly agree” because score positive answer more than negative answer score only 3% “ strongly disagree”. for standard deviation is 0.898. the score of standard deviation means that all of the answers from respondents are same or homogenous. in addition, for average of practicum teachers score is 4.05, it means that ict can facilitate practicum teachers to do assessments for students is categorized into high. so, use ict can facilitate practicum teachers to do assessments for students. table 12. (mean table) perceptions practicum teachers use ict at classroom context number of question statements n m gran d mean q2 as far as i know, ict can be used to create learning strategies for teaching materials effectively 64 4.22 4.08 q3 i know that ict can spread knowledge and information faster than traditional methods 4.27 q4 i know that ict can facilitate practicum teachers for student assessment 4.19 q9 ict (referring to computers, videos, hardware, software, and networks) is beneficial to add my knowledge and skills as a practicum teachers 4.16 q10 in classroom context, ict is a more powerful tool than discussion in the classroom without using ict 3.94 q11 ict can be used as a sophisticated teaching tool in the classroom. 4.14 q12 in my view, ict is more effective for teaching and learning in class than books and other printed materials 3.88 q13 i think ict gives important 4.11 62 contributions for human society in general. q14 i think ict offer educational / teaching values in classroom context. 3.86 q15 i know that ict tools can facilitate practicum teachers to do assessment for students. 4.05 table 12 shows, the mean of questionnaire about the practicum perceptions use ict in the classroom context. from 64 respondents researcher found that “i know that ict can spread knowledge and information faster than traditional methods” have “higher mean” score (4.27) in number of question q3. the use ict in learning process can spread knowledge and information faster. from this statement, the teacher can provide information to students quickly. also, students will get information learning material quickly from the teachers. besides, statements that have a mean <4.00 this is “low mean” namely “i think ict offer educational/teaching values in classroom context” with mean score (3.86) q14. in addition, the researcher used spss 16 to analyze the data to get the scores of descriptive statistics. the scores of it can be seen as follow: based on the result of descriptive statistics above, it can be seen that generally, the perceptions of english education department students on ict use during practice teaching at classroom context in term of learning models is categorized into high level. in addition, the table above shows that the total of practicum teacher scores of using ict at classroom context 40.82, mode of practicum teachers score is 3.86, the median of practicum teachers score 4.12, the variance of students’ score is .021, and for standard deviation is 0.144. the score of standard deviation means that all of the answers from respondents are same or homogenous. in addition, for an average of practicum teachers score is 4.08, it means that practicum teachers' perceptions of using ict in a classroom context is categorized into high. therefore, it can be said that most of the students, had answered all of the items in ranges of agree up to strongly disagree. 4. conclusion and suggestions based on this study's results about the practicum teachers' perception of using ict in efl classrooms, some conclusions can be drawn. the findings reveal that most practicum teachers (90%) used ict in the classroom. on using statistical analysis (spss), it was found that the mean score at 4.08 with a standard deviation value at 0.144 categorized high level. the score of standard deviation means that all of the answers from respondents are the same agree or homogenous it means that practicum teachers agree on the importance of using ict in the learning process in the classroom. in addition, the use of ict has benefits for practicum teachers. therefore, the researcher concludes that it is a supportive tool to grasp meaningful english learning resources, especially in classroom settings. to conclude, this present study was administered to find out practicum teachers perceptions’ towards the benefits use of ict in the english language learning process. this research shows that perceptions on the use of ict in the classroom context is high level. it means good perceptions in learning and can be used as efl learning strategies. the use of ict is recommended to be applied to practicum teachers/teachers in teaching efl. teachers should learn more about ict and apply it to their teaching to improve their knowledge and skills in teaching efl. this can be an effective supplementary material to make the learning process more interesting for students. references sum : 40.82 mode : 3.86 median : 4.12 mean : 4.08 variance : .021 standard deviation : 0.144 range = minimum: 3.86 = maximum: 4.27 63 abuhmaid, a. 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(2011). university teachers' views on the use of information communication technologies in teaching and research. turkish online journal of educational technology-tojet, 10(3), 318327. instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 142-150 142 raising students’ vocabulary mastery using selected game: using chalk down, turn-around for eyl students sri ningsih 1, indra bulan 2, antonius ali wutun 3 & fitri arniati 4 1 akademi kebidanan tahirah al baeti bulukumba. indonesia 2, 3, 4 stkip-ypup makassar, makassar. indonesia fitriarniati168@gmail.com article history received : 2019-06-28 revised : 2019-07-03 accepted : 2019-10-08 keywords chalk down\ turn around game students’ vocabulary abstract based on the 2013 curriculum, students are expected to master common vocabulary in academic text. however, in reality, the above goal has not been achieved. it can be proven by the fact that students still have a common vocabulary and using incorrect words. during the pre-observation, students often experience learning obstacles while learning english. the purpose of this study was to determine the use of chalk down, turn around game for improving students’ vocabulary mastery at grade viii smp negeri 1 bambang. this study used a pre-experimental method in the form of one class given a pretest and post-test. the number of students involved 20 students and selected using the total sampling technique. the results of the data showed that the mean score on the post-test is higher than the pre-test (85> 60.25), and the t-test value is higher than the t-table score (11,049> 2,092) at the level of increase of 0.05 with degree freedom (df) 19. it means that the use of the chalk down, turn around game can improve students' vocabulary. 1. introduction learning english is one aspect that can support someone's ability to develop their potential in mastering the international language. to achieve optimal english language proficiency, it is also necessary to know three language elements that play an essential role in supporting english four skills, i.e., grammar, pronunciation, and vocabulary. it is one of the most important aspects of learning and understanding a language, vocabulary is characterized generally as the awareness of words and their meaning (yuliana 2011; sari, asahra and yana, 2019). to teach vocabulary to students based on the 2013 curriculum, they are required to learn common vocabulary in academic texts, as well as vocabulary to understand academic, social reading, and listening texts, before moving on to the other basic skills in higher education (wantini, 2010; yuliani, 2017; hakim and syafei, 2018). vocabulary becomes accustomed to different spelling patterns for part of speech, to learn strategies for understanding vocabulary in the text, to use the correct forms of the word in the production of spoken and written language, to develop an understanding of the collection, to understand separate meanings of words as they are used in reading and listening texts. however, the aforementioned goal has not been met. it is shown by the fact that students prefer to use incorrect words and have a common vocabulary. for example, a student writes the sentence as follows, "i met with dr. yusran on the street" the word "yusran" is incorrect because the first letter of the person's name must use uppercase letters (lestiyaningsih, 2017, p.24). when considering english word lists, one factor to remember is the teacher's condition and whether it is a more general academic (i.e., eap or esp) english learning and teaching background (lessard-clouston, 2013). (during the pre-observation, one respondent (teacher) at smp negeri 1 bambang said that students often experience learning obstacles while learning english. the obstacles are difficulty in listening to english pronunciation, understanding the reading text, arranging words incorrect sentences, and speaking english. the root of these problems is a student's lack of vocabulary (maritha and dakhi, 2018; israilovich, 2019). it would be difficult for the learner who just knows grammar and has no language to articulate what he or she needs to say (rosyidah, 2018). so, the researcher concludes that internal and external factors can influence the lack of student vocabulary. internal factors that can affect their vocabulary are motivation, self-confidence, interest in learning english, etc. an external factor that can affect students' vocabulary is strategy, technique, and also the media. however, seeing from smp negeri 1 bambang's learning condition, students still need learning methods to motivate their interest in learning english. teachers are responsible for finding out interesting and attractive ways to teach and motivate https://journal.unilak.ac.id/index.php/utamax/ 143 their students (sahar, 2016). learning must be driven by the environment and the learning content. the use of media in vocabulary teaching is important and recommended in this case as it helps students develop their vocabulary. many different types of media, such as images, videos, and games, may be used to teach vocabulary. there are previous studies related to this topic. the first research was conducted by anisa (2011) entitled “improving students’ vocabulary mastery using experiential learning”, with a classroom action research, this study found that using this strategy have increased students’ vocabulary mastery in terms of improving of understanding meaning, spelling and the using of words. the second research was conducted by handayani (2012) with the title “improving the students’ vocabulary mastery using montessori method” which is found that the method has enhanced the students’ vocabulary mastery in all aspects; meaning, pronunciation, spelling and the words use. the next research was conducted by cahyani (2018) which entitled “improving students’ vocabulary mastery by using charades”, this study revealed that the implementation of charades can improve students’ vocabulary during the cycles conducted. almost all students could achieve the minimum passing criterion that was 75. there are many english teaching vocabulary games like ball throwing games, secret word games, turn-around games, etc. in this case, the researcher used the chalk down and turned around the game because it has several advantages. one is to attract students' interest in learning english to not feel bored following the ongoing vocabulary game (gallant, 2016). students can spell, understand, and remember every word they write on the board when playing this game. based on the explanation above, the researcher will highlight the significant questions "is chalk down, turn around game to improve students' vocabulary at the second grade of smp negeri 1 bambang?". this research aims to determine whether the use of chalk down, turn around game can improve students' vocabulary at the second grade of smp negeri 1 bambang. through this research, students will understand vocabulary by practicing the game, so they will not get bored quickly learning english. it would also be easier for the teacher to teach english to students by playing and teaching vocabulary so that there are no repetitive terms in learning. furthermore, this research is expected to increase the standard of education and school performance. 2. method 2.1 research types and data collection this pre-experimental method with one group pre-test, treatment, and post-test, represented with design statistics as follows: where : 01 = pre-test 02 = treatment 03 = post-test. this research population is the second grade of smp negeri 1 bambang, with the total number of students is 20 that consists of one class only. therefore, this research will use the total sampling technique, where the researcher will use the whole 20 students in second grade that consist of one class only. this researcher will use the text as an instrument. the instrument will use pre-test, treatment, and posttest (20 items). 2.2 technique of data analysis the data attained from the test analysed by using the following procedure: the result of pre-test and post-test of the students answer: 1) scoring the students correct answer = 1 2) the students wrong answer = 0 (gay, 2012) a) classifying the students score into the following criteria: 1) score 96-100 classified as excellent 2) score 86-95 classified as very good 3) score 76-85 classified as good 4) score 66-75 classified fairly good 5) score 56-65 classified as fair 6) score 36-55 classified as poor 7) score 0-35 classified as very poor b) computing the frequency of the rate percentage of the students’ score where: p : percentage f : frequency n : total number of students gay (2012) c) calculating the mean score of the students by using the following formula where: x : mean score 144 ∑x : the sum of all score n : the total number of subject gay, 2012) d) finding the mean score of the difference score by using the formula where : d : the mean score ∑d : the sum of the difference score n : the total number of sample (gay, 2012) e) calculating the result of the test to assess the varying significance between the pre-test score and the post-test researcher, the test value is determined using the following formula where: t : the test of significance d : score change ∑d : the man of different score n : total number of sample (gay, 2012) 3. findings based on the previous chapter's problem statement, the research aimed to know whether chalk down, turn around game could improve the students' vocabulary at the second grade of smp negeri 1 bambang. this research was obtained from the students' scores of pre-test and post-test, the frequency and rate percentage of the students' scores, and the mean score. 3.1 the students’ pre-test and post-test the pre-experimental method was a class that chalk down taught, turn around game. this class was given a pre-test before treatment. the pre-test was given to know the students' achievement in vocabulary, while the post-test was given to know the student achievement after getting the treatment by using chalk down, turn around game. during the treatment, the researcher gave some vocabulary for the students to be used in chalk down, turn around game. the instrument used in this research was a vocabulary test with two kinds of tests, multiple choices and matching words. the classifying the score of the student’s pre-test and post-test into seven levels as follows: table 1. levels of pre-test and post-test scores no. classification range of score 1. excellent 96-100 2. very good 86-95 3. good 76-85 4. fairly good 66-75 5. fair 56-65 6. poor 36-55 7. very poor 0-35 3.1.1 the result of pre-test as has been explained in the collection data. the writer used a vocabulary test for pre-test and post-test. the classification of the pre-test was applied before treatments, whereas the post-test was given after giving treatment. the test was the same. the students' pre-test from the second grade of students' of smp negeri 1 bambang shows that the lowers score of pre-test was 35 and the highest was 75 from the total number of students was 20. it can be concluded that the students were lack of vocabulary. where: n = the total number of sample = the total score of student’s pre-test 145 table 2. classification, frequency, and percentage of the students’ pre-test. classification score pre-test frequency percentage 1. excellent 96-100 0 0% 2. very good 86=95 0 0% 3. good 76-85 0 5% 4. fairly good 66-75 7 35% 5. fair 56=65 5 25% 6. poor 46-55 6 30% 7. very poor 0-45 2 10% total 20 100% 3.1.2 the result of post-test the students' pre-test from the second grade of students' of smp negeri 1 bambang shows that the lowers score of pre-test was 65 and the highest was 100 from the total number of students was 20. from the score above, the researcher concluded that the vocabulary of the students has improved. it means that the students were considered different after treatment. table 3. classification, frequency, and percentage of the students’ post-test no. classification score post-test frequency percentage 1. excellent 96-100 1 10% 2. very good 86-95 7 35% 3. good 76-86 8 40% 4. fairly good 66-75 4 20% 5. fair 56-65 0 0 6. poor 45-55 0 0 7. very poor 0-45 0 0 total 20 100% the classification of the post-test is presented in the following table. the table shows that after teaching vocabulary by chalk down, turn around game, some students got excellent, very good, sound, and reasonably good in the post-test. moreover, none of the students got a fair, poor, and very poor 3.1.3 the students score as has been clarified formerly in the procedure of collecting data, the researcher conducted the test that was pre-test and post-test. the pre-test was applied before giving the treatment, while the post-test was giving after doing the treatment. the students’ total score of pre-test (∑x1) was 1.205, and the student's total score of post-test (∑x2) was 1.700. gain/difference between the matched pairs (∑d) was 495 and the total of square gain ∑d2) was 12.375. based on the explanation above, the researcher stimulated the students to score the table below: 3.1.4 the comparison between pre-test and posttest scoring classification the raw score of the students' vocabulary achievement was classification into seven levels. the scoring classifications of student’s pre-test and post-test can be explained as follows: table 4. comparison scoring classification of students’ pre-test and post-test 146 the table above shows a comparison between the pre-test and post-test scores was significantly different by looking at the explanation below: no student got excellent, very good, and a good score in the pre-test, but students only got a pretty good, fair, poor, and very poor score. while in the post-test, there were students who got excellent, outstanding, good, and relatively good. furthermore, none of the students got a fair, poor and very poor. the scores of students have increased after doing treatment using chalk down, turn around game. 3.1.5 the comparison between students’ rate frequency score in pre-test and post-test table 5. classification rate percentage of the students’ pre-test and post-test based on table 4.7 above showed that the rate percentage of the student's vocabulary. in the pre-test, no students or 0% classified got excellent, very good, and good, but students only got a fairly good, fair, poor, and very poor classified. while in the post-test, there were students who got excellent, very good, good, and fairly good. furthermore, none of the students or 0% got a fair, poor and very poor. from the explanation, the researcher concluded that there is a significant improvement in students' vocabulary achievement between pre-test and post-test. 3.1.6 the students’ mean score and gain after calculating the result of the students' pre-test, post-test, and gain, the researcher also calculating the mean scores of this research. it was aimed to know the differences in students' vocabulary in pre-test and post-test. the means score and gain were presented in the following table below. table 6. the students’ mean score of pre-test, posttest, and gain variable total score mean score pre-test (x1) 1. 205 60.25 post test (x2) 1.700 85 gain (d) 495 24.75 the students’ total score of pre-test (∑x1) was 1.205 with the mean score of 60.25, which classified as fair, while the total score of post-test (∑x2) was 1.700 with the mean score of 85, which classified as good. moreover, the total score of gain was 495, with a mean score of 24.75. 3.1.7 analysis data using formula a) mean score of pre-test ∑x1= 1.205 n = 20 the mean score of students’ pre-test (x1) was 60.25 b) mean score of post-test ∑x2= 1.700 n = 20 the mean score of post-test (x2) was 85 c) mean score of gain d= = =24.75 the mean score gain (d) was 24.75. 147 table 7. the mean score of the students’ pre-test and post-test mean score of pre-test mean score of post-test 60.25 85 as we can see in the table above, the students' pre-test score was 60.25 that can be classified into appropriate score classification, while the mean score of the students' post-test is 85 that classified as a good score classification. so the researcher concluded that the mean score of the post-test was higher than the pre-test score. it means that using chalk down, turn around game could improve the english vocabulary of the second grade students of smp negeri 1 bambang. 3.1.8 t-test value t = t = t = t = t = t = t = t = 11.049 the use of a t-test in this research was to know the students' significance in students' vocabulary after treatment by using chalk down, turn around game. calculating the result of the t-test value in the following. table 8. the value of t-test and t-table the table above showed that the t-table was smaller than the t-test value of the students' vocabulary acquisition, where the value of the t-test was 11.049whiles the value of the t-table was 2,092. it could be concluded that there were significant differences between the result of the students' pre-test and post-test. 3.1.9 hypothesis testing for level significant df=n-1 (df=20-1) thus the value of t-table found used the interpolation system. the formula used and the procedure in finding out the value of df 19 was presented as follows: to find out the degree of freedom (df), the researcher used the following formula: df=n-1 df= 20=1 df=19 for the level of significance (d) = 0,05% and degree of freedom (df) =19, and t-test value (11.049) was higher than the value of t-table (2,092), it means that the null hypothesis (h0) of this research was rejected. the alternative hypothesis (h1) was accepted because there was a significant difference between students' pre-test and post-test using chalk down, turn around game in teaching vocabulary. based on the analysis above, the researcher concluded a significant difference between the students' scores from pre-test and post-test by using chalk down, turn around game. in other words, it can be concluded chalk down, turn around game improved the students’ vocabulary. 4. discussion in this section, the researcher explains the results of the use of chalk down, turn around game in improving the vocabulary of second-grade students of smp negeri 1 bambang related to the research question where the pre-test is given before being given treatment to ensure previous students' knowledge of vocabulary mastery. the pre-test was carried out on monday, october 26th, 2020. students participated for 60 minutes; researchers distributed test questions and asked students to answer the question based on their skills. after giving the pre-test, students are given treatment using chalk down, turn around game to teach vocabulary. the treatment was carried out for three meetings. each meeting lasted 90 minutes, starting at 07:30–09:00 a.m. after the treatment was complete, the researcher took another meeting on october 20th, 2020, for a post-test, so the researcher also ended on october 20th, 2020. at the first meeting of treatment, the researcher begins the learning process. the researcher informs about what that they will be doing until three meetings. the first meeting about adjectives, the second meeting about verbs, and the last meeting about adjectives and verbs. the researcher also informed that every learning process would be carried out using chalk down, turn around game. students are also expected to understand the material by using the game used in every meeting. those who do not understand the material may ask the 148 researcher and the researcher will explain until they understand the material. then, the researcher divided them into three groups. 2 groups consisting of 7 members and 1 group consisting of 6 members. then the students sit according to their groups in a circulation position. the researcher gave 20 words of adjectives. each group will be translated the word and remembered it within 15 minutes. after the time finished, each group collects the translation result. the researcher instructed to do chalk down, turn around game with each member of the group took a turn to come forward. the researcher read out a word that had been translated, and students wrote the word quickly (seconds), then turn around and was replaced by other members of each group. after the game is over, the researcher asks students about the new vocabulary they have obtained, and instructs the students to rewrite the words written on the blackboard/whiteboard with the appropriate translation. in the second meeting of treatment, the researcher gave material about verbs, explained the meaning and examples of verbs. after that, the researcher instructed students to sit with their groups and to did activities like the previous meeting. in the third meeting of treatments, the researcher re-explained the difference between adjectives and verbs to understand better. after that, the researcher instructed students to sit with their groups and to did activities such as previous meetings using chalk down, turn around game, and ask students to explain the difference between adjectives and verbs again. the post-test was held on saturday, november 20th, 2020. the researcher gave a post-test after the treatment and gave a new question to the students to do it. the researcher gave 60 minutes to answer the questions according to what they know. based on the result above, the researcher concluded that the use of chalk down, turn around game can improve students' vocabulary at the second-grade students of smp negeri 1 bambang, mamasa sulbar. it can improve the students' vocabulary in three treatments. this result is in line with setyaningsih (2015) that showed the students’ activity during the treatment, they appreciated the game strategy can improve the students’ vocabulary mastery and it also indicated that it helps the students in learning vocabulary. in each treatment carried out for three meetings, the researcher uses chalk down, turn around game to teach vocabulary, and students have increased knowledge after carrying out the learning process using chalk down, turn around game. the highest score of the pre-test score the students got in the pretest was 75 (before being given treatment) with the reasonably good categorized while the highest score the students got in post-test was 100 as categorized excellent (after doing the treatment given). it means that the use of chalk down, turn around game can improve students' vocabulary in teaching and learning vocabulary of students from a good score for the excellent score obtained. the mean score of the students' post-test was higher (85) than the students' pre-test (60,25). it means that the null hypothesis (h0) of this research was rejected, and the alternative hypothesis (h1) was accepted because there was a significant difference between students’ pre-test and post-test by using chalk down, turn around game in teaching vocabulary. students' classification of values in the pre-test is explained by looking at the score and percentage. where there are seven students or 35% of students, get the fairly good classification (5 students get a score of 70 and 2 students to get a score of 75) 5 students or 25% of students get proper classifications (2 students get a score 60 and 3 students get a score 65) 6 students or 30% students get the poor classification (4 students get a score 50 and 2 students get a score 55). two students, or 10% of students, get the very poor classification (1 student gets a score of 35, and 1 student gets a score of 45). the post-test also uses the same classification. the highest classification is excellent, which has been achieved by one student with a percentage of 5% of the total sample. seven students have achieved the excellent classification with a percentage of 35%, eight students have achieved the excellent classification with a percentage of 40%, and then four students have achieved the fairly good classification with a percentage of 20% of the total sample. furthermore, there was no percentage of students in that classification to fair, poor, and very poor classifications. t-table was smaller than the ttest value of the students' vocabulary. where the value of the t-test (11.049), while the value of the table was (2.092) for the degree freedom, was (0,05) and df (19). it could be concluded that there were significant differences between the result of the students' pre-test and post-test in three meetings with students, some changes occurred in the classroom. at the first meeting, students tended to be silent and did not respond when the researcher explained the material. students were also only silent when the researcher asked questions or was allowed to ask questions. however, when playing the game, the students were very excited and united. students are also more active in speaking and learning the words they will write on the board. at the next meeting, the students were very enthusiastic about learning by using chalk down, turn around game. students were active in writing and asked questions about the meaning of 149 words they did not know. at the last meeting, students were still excited about learning to use the game. so that during the post-test, they feel more relaxed in doing the questions by knowing the words they have learned. this is in line with febriansyah (2016) study which mentioned that the students’ involvement and classroom interaction during the implementation of the game were improved and it was showed by students’ enthusiasm during the game. it also connects the idea from sari (2017) that revealed that the implementation of spelling bee game can improve students’ vocabulary mastery. the questionnaire result also showed the strategy helps students recall and memorize the vocabulary quickly and carefully. based on the discussion above, using chalk down, turn around game was good enough to improve students' vocabulary, especially in adjectives and irregular verbs. it could be proved by seeing the improvement of students' pre-test and post-test scores. thus, it indicates that the second-grade students of smp negeri 1 bambang improved their vocabulary ability, especially using chalk down, turn around game. 5. conclusion vocabulary is an essential language learning ability, including english, because, without vocabulary, nothing can be conveyed. nevertheless, one of which is the lack of student interest in learning vocabulary due to the lack of learning media that can support the teaching and learning process. so, the researcher used chalk down, turn around game to teach vocabulary at the second grade of smp negeri 1 bambang to improve students' vocabulary. based on the previous chapter's findings, the researcher concluded that teaching vocabulary, especially in synonym and antonyms, using chalk down and turn around game can improve the students' vocabulary in the second-grade students from smp negeri 1 bambang. it can be seen from the total score of pre-test was 1.205 while the total score of post-test was 1.700. the mean score of the pre-test was 60,25, and the mean score of the post-test was 85. it means that the total score and mean score of post-test was higher than the total score and mean score of pre-test, and at level ttest value was 11.049 while t-table was 2,092. references anisa, i. (2011). improving students’ vocabulary mastery using experiential learning (a classroom action research on the sixth grade of sdn banaran 01 in the academic year of 2009/2010) (doctoral dissertation, uns (sebelas maret university)). cahyani, h. a. n. (2016). improving students’ vocabulary mastery by using charades (a classroom action research at second grade of mts assyafi’iyah gondang tulungagung in the academic year of 2015/2016). thesis.iain tulung agung. febriyansyah, i. (2016). improving students’ vocabulary mastery through bingo game for grade x of sman 4 purworejo in the academic year of 2014/2015. english language teaching journal, 5(3). gallant, d. (2016). chalk down, turn around. .retrieved from http://www.wordbuff.com/html. hakim, l. n., & syafei, a. f. r. (2018). using vocabulary dice game in teaching vocabulary to elementary school students. journal of english language teaching, 7(4). jannah, n. f. (2010). improving the students’ vocabulary mastery through montessori method (a classroom action research at sd muhammadiyah kottabarat, surakarta) (doctoral dissertation, universitas muhammadiyah surakarta). israilovich, i. u. (2019). practical strategies to teach vocabulary through games in efl beginner classes: the case study of some secondary schools in namangan region. international journal on integrated education, 2(6), 94-96. lessard-clouston, m. (2013). word lists for vocabulary learning and teaching. catesol journal, 24(1), 287-304. lestiyaningsih, r. (2017). the effectiveness of using video for teaching procedure text writing. a study of eight semester students of english study program at iain surakarta) iain surakarta (unpublished thesis). iain surakarta) iain surakarta maritha, e., & dakhi, s. (2017). the effectiveness of picture: an empirical evidence in vocabulary mastery. online submission, 3(3), 163-176. mills, g. e., & gay, l. r. (2019). educational research: competencies for analysis and applications. pearson. one lake street, upper saddle river, new jersey 07458. rohmatillah, r. (2014). a study on students’ difficulties in learning vocabulary. english education: jurnal tadris bahasa inggris, 6(1), 75-93. kabooha, r., & elyas, t. (2018). the effects of youtube in multimedia instruction for vocabulary learning: perceptions of efl students and teachers. english language teaching, 11(2), 72-81. http://www.word-buff.com/html http://www.word-buff.com/html 150 sari, i. p., asahra, e. e., & yana, y. (2019). improving students’ vocabulary mastery using english song. project (professional journal of english education), 2(3), 410-415. sari, y. (2017). the effect of spelling bee game on students' vocabulary mastery (doctoral dissertation, uin ar-raniry banda aceh). setyaningsih, f. e. (2015). the use of word clap game to improve students’ vocabulary mastery (a classroom action research at the eighth grade students of smp n 3 ungaran in the academic year of 2014/2015) (doctoral dissertation, universitas negeri semarang). wantini, d. (2010). improving students’ vocabulary mastery using realia. unpublished thesis. surakarta: universitas sebelas maret. yuliana, s. (2011). improving student's vocabulary by using riddles game at the second grade students of mts miftahul ulum bendung mojokerto (doctoral dissertation, iain sunan ampel surabaya). yuliani, s. (2017). teaching english vocabulary by using guessing game to the fifth grade students 117 palembang. english community journal, 1(2),123-129 instructions for ispacs 2003 camera-ready manuscript the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 65-73 65 the context of education on teaching english between indonesia and singapore: a review of basic elements kurniawan kurniawan, rusdinal rusdinal, azwar ananda & nurhizrah gistituati universitas negeri padang. sumatera barat. indonesia kurniawan@unp.ac.id article history received : 2021-03-15 revised : 2021-04-01 accepted : 2021-07-05 keywords comparison tefl teacher education syllabus change abstract the review paper outlines of teaching the english language, instructing and teaching the english language as a foreign language (tefl) between indonesia and singapore. a few elements seem to block instructing and learning tefl in the indonesian context and singapore. educator capabilities and low teaching english language capability, homeroom size, understudies' inspiration, study hall situated learning, and restricted wellsprings of learning are factors that impact tefl instructing and learning achievement, while in singapore, the teaching english language schedules and their separate course readings because of singapore's part of british province until becoming a free country. there are a few limitations at work between language strategy and language encouraging study hall rehearses in the two nations. under the first place, understudies have different inspirations and foundation qualities, making it hard to plan and asset a solitary educational program that suits all (or most) understudies the nation over. second, lacking assets in the indonesian context mean low financials for educators, low resourcing, and the probability huge of class capacity appear differently concerning singapore. low instructor compensations cause most educators to work with different positions, which lessens them to exercise arrangement, endeavors showing practices, and advancement by upgrading expert information. in singapore, the instructor is educating full time. third, the impact of strategy and educational plan legislative issues is a requirement to language learning. 1. introduction the paper aims to investigate teaching english language teaching (elt). in the indonesian context and singapore, pre-administration educator language capability and language is instructing abilities. it shows an outline of teaching the english language instructing and tefl educator schooling, the teaching english language schedules, and their particular course books. it explains the data identified with tefl's job in an indonesian and singapore setting, teaching english language showing strategy, and educator training programs for tefl preadministration instructors. 2. the comparison perspectives 2.1 teaching english language education in indonesia context dissimilar to in its adjoining nations, where teaching english language is broadly communicated as a subsequent language—teaching english language in indonesia is bound to be educated and scholarly just as an unknown dialect. the implies that learning and encouraging teaching english language generally happens in homerooms instead of during everyday correspondence. rahman (2018) added that despite the fact that many foreign languages are taught as facultative subjects, english is required in high school. in the indonesian context, teaching english language students does not have prepared admittance to utilize teaching english as a correspondence device during their day-by-day lives outside the homeroom. oxford and shearin (1994) expressed an unknown dialect in the setting is a literary language during formal training. this way, teaching english language instructing and learning in indonesia context presents specific difficulties that are not experienced in nations, for example, hong kong, where teaching english language is all the more usually utilized consistently. as per sulistiyo (2009), a few elements make challenges for showing tefl in the indonesian context. in the first place, tefl educators should show understudies in huge classes, regularly with more than 50 understudies. albeit the meaning of a 'huge' class in language learning differs (wright, 2005), the number is not ideal for a language homeroom. second, not all understudies who go to teaching english language classes are persuaded. teaching the english language is a compulsory subject, which implies that understudies should become familiar with the language for assessment https://journal.unilak.ac.id/index.php/utamax/ 66 purposes; notwithstanding, their openness to teaching the english language happens for just around two hours out of every week. understudies' low inspiration and negligible teaching english language learning hours are hindrances for educators, yet additionally for understudies as students. a few researchers have explored tefl in the indonesian context. for instance, yuwono (2005) directed examination into teaching english language educating in indonesia context by getting the points of view of school chiefs and teaching english language instructors in salatiga region, central java. she expressed that teaching english language instructing and learning in schools in the indonesian context, particularly in rural regions, is not ideal. she contended that the ceaselessly updated educational plan does not appear to genuinely consider factors like educators' capabilities, instructors' time accessibility, the number of understudies per class, and the accessibility of assets and offices, which all altogether influence the achievement of instructing and learning teaching english language in indonesia context schools. also, the educational program does not give systems and choices to deliver issues identified with teaching english language instruction. according to kirkpatrick (2007), teaching the english language in indonesian context schools and universities has not been precisely right during the most recent couple of years. falsehood (2007) detailed a feeling of 'disappointment' in tefl in the indonesian context. she expressed that, albeit teaching english language is educated and utilized as an unknown dialect in indonesia context, and there have been numerous long periods of teaching english language guidance in conventional tutoring, the results are unsuitable. past investigations have recognized a few factors that obstruct the achievement of language learning and instructing in the indonesian context, including enormous class sizes, less qualified educators, an absence of showing offices, and low pay rates for instructors (kirkpatrick, 2007; sulistiyo, 2009). since teaching english language in the indonesian context is educated as an unknown dialect and adapted chiefly in study halls, educators' part is particularly significant because they are the fundamental source and facilitator of the language's information and abilities. educators just need to adapt the structure to their faculty's practices and policies. (putri et al., 2020). a teaching english language educator is relied upon to assume two parts simultaneously: (i) showing teaching english language and (ii) making the instructing learning measure as intriguing as conceivable to draw in understudies in getting the hang of (kassing, 2011). in a tefl setting, understudies' openness to teaching english language is restricted, and the study hall is typically the lone spot they have the chance to utilize english language. consequently, educators' guidelines and clarifications might be the lone language openness during which understudies figure out how to utilize language for correspondence (suryati, 2013). 2.1.1 the policy of teaching the english language in indonesia a few examination investigations of tefl in the indonesian context shown that the usage of the public education program in the indonesian context had experienced numerous issues. it can be found like tefl training inside indonesia's context contrasted with different nations. as per the europeiska ferieskolan teaching english language proficiency index (2014), for teaching english language capability, indonesia positions at 28 of 63 nations—a 'moderate' capability rating. conversely, malaysia’s and singapore rank at 12 and 13 (a 'high' capability), separately. marcellino (2008) expressed that the situation with tefl—when it is not utilized every day cooperation’s—is additionally undermined by decreased understudy inspiration to gain proficiency with the language. the dominance of teaching english language is certifiably not an earnest objective probably diminishes understudies' inspiration to learn english language, regardless of whether it is a compulsory school subject. at the point when teaching english language is an unknown dialect that is not utilized during nearby everyday life, where understudies have restricted freedom to utilize and rehearse the language, they can prompt understudies imagining that teaching the english language is not significant, particularly in far off zones. because of reports that the nature of tefl instructors in indonesia context is insufficient, the significance of teaching the english language keeps on being empowered by the indonesian government, with teaching the english language exercises included as a mandatory subject for junior and senior secondary school understudies. teaching english language subjects to expect to give understudies the abilities to empower them to assume a functioning part in the worldwide local area (mbato, 2013), in view of the spread of teaching english language in the time of globalization (yuwono, 2005), in which the asian district is a piece of monetary extension and advancement. the indonesian government's arrangement on tefl instructing has gotten some analysis from research led in instructor capability, educational program, and teaching english language education. for instance, halim (2013) guaranteed that the idea of expert skill proposed by the indonesian government is excessively restricted and should be perceived in the social setting of polished instructor methodology. the public authority's idea of expert ability comprises syntactic, phonetic, talk, and sociolinguistic fitness, just as having the option to utilize teaching english 67 language for correspondence purposes in both composed and spoken structures. likewise, a few arrangements and practices in the tefl study hall in the indonesian context need consistency (lie, 2007). in light of the issue, lie (2007) expressed an earnest need to more readily illuminate and prompt policymakers about the plan, execution, and assessment of the tefl educational program. the capability-based educational program for teaching english language guidance in junior and senior secondary schools, alluded to prior, looks to give openness to teaching english language writings and creating its ability to help understudies access the right positions later on (lie, 2007). be that as it may, even though teaching english language is formally educated to accomplish the objective in indonesia context, the teaching english language capability of secondary school and college graduates in indonesia context stay low (sawir, 2005; sulistiyo, 2009). falsehood (2007) called attention to a few limitations at work between language strategy and language instructing study hall rehearses in the indonesian context. to start with, understudies have altogether different inspirations, and foundation attributes, which makes it hard to plan and asset a solitary educational program that suits all (or most) understudies the nation over. second, lacking supports mean low wages for instructors, inadequate resourcing, and the probability of enormous class sizes. low educator compensations cause most of the instructors to work in different positions outside of school hours, which decreases the time they can distribute to exercise arrangement, endeavors to improve showing practices and undertake advancement to upgrade their expert information. third, lie (2007) expressed that the impact of strategy and educational plan governmental issues is imperative to language learning. the competence-based curriculum was made part of the way because of the developing and pressing call for decentralization and more provincial self-rule. it has been actualized close by the schoollevel educational program ('kurikulum tingkat satuan pendidikan') and endorses showing capabilities for understudies to obtain. accordingly, it sets insignificant principles for perspectives like showing materials and approaches to fulfill the critical guidelines. simultaneously, the ministry of national education has created rules for schools to deal with their requirements as per the growing strategy structure. lie (2007) indicated that there is irregularity between the attention on ability and the approach of actualizing the public assessments in auxiliary secondary school levels. for instance, the average passing evaluation for math, teaching the english language, and indonesian for 2006/2007 was 4.25 out of 10. pressing factors are related to the influence of what educators choose to do, regardless of what strategy may require or guide them to do. although instructors are furnished with some limits and support to create and execute the educational program dependent on interest and nearby need, the public assessment strategy viably powers educators to show teaching english language in a way that will best plan understudies for the public assessments in their last year in school. 2.1.2 tefl teachers' quality and the domains of teaching english language teachers' competence as noted before, teaching english language is a compulsory subject in indonesian context instruction. it is officially brought into grade schools from year 4 and proceeds to year 6. teaching the english language in auxiliary schools is one of the subjects inspected during the final national examination. teaching the english language is a prerequisite for all resources and undergrad majors (yulia, 2013). albeit teaching english language is a global language, teaching english language is viewed as prevalently an unknown dialect in indonesia. it is usually instructed in schools close by different subjects, like math, science, and physical science (sulistiyo, 2009). it is not broadly utilized as a language of guidance in schooling, nor in exercises like business or administration (philipson, 1992). in this manner, in the homeroom, teaching english language instructors in the indonesian context should uphold understudies who have fluctuated types of language openness to give a satisfactory contribution to teaching english language turn of events. the segment presents a survey of indonesian scientists' studies regarding various perspectives identified with tefl instructors' fitness in the indonesian context. the investigations inspected are from a few instructive establishments across indonesia to empower a complete outline of tefl educator quality from nearby viewpoints to demonstrate the meaning of leading examination on instructor schooling programs. there are two topics featured in the segment: (i) tefl instructors' fitness and (ii) the spaces of ability that teaching english language educators in indonesia context should know and have the option to utilize. tefl instructors' skill is vital (cahyono, 2014; soepriyatna, 2012) as far as the language contribution for understudies during their study hall learning (berns, 1990; suryati, 2012). nonetheless, an investigation directed by lengkenawati (2005) found that most indonesian educators needed ability in a portion of the teaching english language abilities they instruct. for instance, while an instructor might be equipped to utilize teaching english language sentence structure, the person may not be capable of teaching english language tuning in and understanding abilities. an investigation from composing tests demonstrated that the educators had low information on the association of thoughts, helpless language utilization, and exceptionally restricted jargon scope. 68 soepriyatna (2012) proposed that capable instructors should have language content information. content information empowers instructors to help understudies adapt to issues experienced while learning and understanding the themes shrouded in exercises. content information incorporates viewpoints, such as punctuation and different language authority highlights, vital for understudies to fabricate open capability in their english language utilization. soepriyatna likewise expressed that teaching english language instructors require another sort of information—one that empowers them to move content information to understudies viably. in educating, for the most part, incorporates information on strategies pertinent to the substance in question, which is the thing that shulman (1986) named pck. the discoveries from soepriyatna's (2012) study uphold shulman's (1986) proclamation that an influential instructor has both subject substance information and the capacity to move the information to understudies through thought about the utilization of fitting showing strategies, changed following the logical parts of their group. for tefl instructing in the indonesian context, the information should be created to line up with ordinary indonesian homerooms, where enormous understudies are in the study hall. comparable to tefl instructors' expert skill, cahyono (2014) led research analyzing the execution of exercise concentrate in the indonesian context. the exercise concentrates on cahyono's examination to improve tefl instructors' academic substance abilities in educating and learning with senior secondary schools in southern east java. it zeroed in on how tefl instructor preparation and tefl management projects could be actualized to improve educational substance skills. as such, the exercise study filled in as a steady vehicle for instructor learning. the discoveries showed that exercise study was valuable in assisting educators with building up their pck. further, the examination members contended that instructor preparation and tefl management caused them to apply pck better to plan and execute instructional materials. cahyono's investigation recommended that language educators ought to and can improve their educational substance skill ceaselessly to help understudies meet educational program necessities. it accentuated the significance of exercise concentrate as a stage for supporting educators' learning to create and improve instructive substance fitness. the ramifications to be drawn from the investigation discoveries is that proficient educator turn of events and instructor learning exercises should influence instructor quality and understudy learning. projects for educator proficient turn of events, for example, exercise study—are viewed as fundamental for improving instructors' ability. as indicated by richards and farrel (2005), from an individual educator's point of view, improving training abilities to create certainty concerning the instructing material will prompt better outcomes for understudies. they expressed that regions for educator proficiency incorporate topic information, educational mastery, mindfulness, and comprehension of students, comprehension of the educational plan and materials, and professional success plans. a few researchers have examined the degree and usage of educator professional advancement in the indonesian context. for instance, irmawati (2014) suggested that tefl instructor professional advancement models should be connected to dreams for tefl educator demonstrable skill in an indonesian setting. 2.2 teaching english language education in singapore as a worldwide and cosmopolitan city, singapore is not resistant to instructive changes. singapore searches for change and needs to change. as a little country without common assets and ever hungry for material achievement, it has consistently looked forward to future difficulties. it is arranged to the expectation of looming issues later on, and the progressions it established, either instructive or something else, are painstakingly determined on realistic danger. similarly, as other governments worldwide, singapore has been consistently improving the educational system to increment instructive principles to guarantee that more youngsters can have the pertinent information and abilities in the wild worldwide rivalry for financial achievement. in the primary level (ages 6-12), the public authority attempts to guarantee as fast as conceivable proficiency and numeracy, which give actual admittance to the remainder of the school educational program. at the auxiliary level (ages 1318), the principal center is to plan understudies for the universe of work. teaching english language is, at present, the mechanism of guidance for all schools in singapore. in considering changes and congruity in elt, the schedules and particular reading material will be analyzed. educators and their separate ministries of education regularly prefer to draw up prospectuses because they are legitimately coordinated and can give a proportion of responsibility inside the school organization. all the more significantly, with the end goal of the paper, the prospectus addresses the adherence to some arrangement of sociolinguistic convictions regarding schooling. it tends to be seen as a political proclamation since it uncovers the fashioner's power and status perspectives. participation with the schedule and its course books is empowered (through evaluations, support/advancements) while limitations (through forswearing of certifications, diminished open positions) anticipate the individuals who educate out of synchrony with the prospectus. in the most recent 69 years, there has been a wide range of teaching english language prospectuses accessible, for example, topic-based, open, useful, underlying, taskbased, and even mixture prospectuses. i was teaching english language instruction in the initial quartercentury (1959-1984). 2.2.1 in 1959-1970 the province of singapore accomplished selfadministering status from britain in 1959. to be expected, the 1960s were years whereby the youngster country was more worried about issues straightforwardly identified with public endurance. the was a period when the public authority zeroed in making a manageable mechanical economy, and building esteems in its kin like dependability, energy, history, or custom. four authority dialects were perceived english language, tamil, mandarin, and malay considering its multi-ethnic and multi-social populace. correspondingly, there were four languagestream schools. naturally, at that point, elt proceeded similarly that it had worked in the 1950s, the point at which it was under british provincial standard. educating in the 1950s was affected by the old-style custom, which underlined the composed content, interpretation starting with one language then onto the next, a bunch of endorsed standard artistic writings of high status, and a dominating instructional technique. somewhere else in the teaching english language encouraging world, the mid-sixties were the prime of primary phonetics, which endeavored to depict dialects all the more reliably, equitably, and deductively than conventional language structure had done. perusing exercises started with the perusing resounding of words and sentences to procure the right sound and articulation. perusing implied perusing out loud and around the class. significance was joined to the culmination of sentences and exactness. course readings generally contained units that start with perception, trailed by jargon, syntax or construction activities, and some exhortation on structure (cf. woon 1966). punctuation was significant because it gave a "structure" to the language. language education was profoundly organized, and redundancy and drill practice in punctuation, grammar, perusing, and composing were the standards. language structure was also educated as a subject to be learned, and the instruction of rules was supported (cf. seet, 1966). 2.2.2 in 1971-1985 it was a period where "bilingualism" implied the teaching english language learning just as one other authority language. in any case, the 1971 teaching english language syllabus was proceeded and not transformed from its structuralism direction. what was changed was that more exertion was placed in the refining of structuralism philosophy by, for instance, discovering approaches to make tedious and redundancy exceptionally intriguing and differed. since language was accepted as a bunch of propensities, fortification activities kept on being significant. it was instructed through sentence design drills (for example, replacement tables) and rehashed practice. likewise, the time frame was when the ministry of education started constructing language research centers in schools and junior universities, whereby understudies would have the option to rehearse the english language utilization. while syntactic constructions and redundancy had been educated in the 1960s, its change was that more consideration was presently taken to show them in a reviewed arrangement at the word and sentence level. deliberately chose and evaluated syntactic designs of teaching english language were introduced in significant prosperous circumstances. the designs or instructing things were evaluated by language showing specialists as far as "what precedes what?" and "what goes with what?" the primary teaching english language book delivered by cdis was cue in 1981. under the 1981 prospectus, which proceeded with the structuralism direction of the 1971 schedule, it depended on three fundamental precepts: a. grammatical standards and clarifications are essential (indeed cue was gotten from a mistake investigation of student's composed structures; b. grammar ought to be instructed with regards to correspondence, not as latent information; c. language bores and composed practice were significant yet ought not to be the solitary exercises. the following two cdis teaching english language reading materials were nespe and pep in 1984, which supplemented each other in educating teaching english language in primary schools. like cue and its archetypes, nespe and pep were fundamentally primary in methodology. the instructor kept on being a reasonable discourse model, and students were needed to improve their teaching english language through oral and composed activities. where perusing was concerned, the "awesome" at that point supported was to instruct it at the word and sentence level before continuing to brief practical entries like notification and messages. there kept on being a weight on oral discourse. understudies were to peruse so anyone might hear with the goal that educators should zero in on remedying articulation stress and pitch. word acknowledgment abilities, phonics, and spelling practices were likewise empowered. 70 there was no adjustment in the accentuation of oral abilities. the coursebook units got going with discussion, which gives understudies freedoms to utilize teaching english language in an assortment of circumstances. phonics kept on being focused with a bunch of books to help educators in the instructing of phonics in lower essential. each book contained various sounds which were very much evaluated. experiments on phonics cause students to understand that unsurprising composed images addressed numerous discourse sounds. there were likewise sound tapes (each exercise was introduced on tape), phonics cards (containing vowels, consonants, mixes, and digraphs), and phonics slides (for fortification and correction of sounds). 2.2.3 the next 25 years 1985 the informative language instructing development arrived in singapore in the mid-1980s. the development produced a ton of homeroom research revenue which matched with and attracted its power from upsurge speculation of educating and realizing, which minimized the job of express guidance as a rule and linguistic clarification specifically, so well-known before the '80s. in singapore, the available language development affected act (active communicative teaching) from the mid-'80s in singapore schools.3 act underlined both the significance of language securing and drenching the student in a print-rich and invigorating climate in which the objective language was utilized extensively to pass on importance. instructors prepared under act were urged to utilize a broad scope of open instructing techniques to empower student cooperation and support. further, exercises would, in general, appear as various exercises, and there was just accidental learning of language things. perusing was a beginning stage for another involvement in broad perusing as a significant part. act additionally underscored the suitability of language use and the pertinence of assignment-based exercises. the distribution of clue (course in learning and using the english language) for optional schools in 1983 might epitomize the educational mindset as the first privately delivered informative language reading material was significantly as far as its open highlights. every unit was coordinated precisely and linguistically. without precedent for singapore, the language was instructed as a method for correspondence in a significant setting. it is also a coordinated methodology in the educating of the four abilities was pushed. watchwords were "validness in materials," "familiarity." and "setting." piece of information's "exercises" (as opposed to "works out") included language games, mind connecting with assignments, pretend, recovering content request, and gathering work/pair work. 2.2.4 the 1991 era the 1991 schedule might be viewed as profoundly imaginative, corresponding to its archetype prospectuses. for one, it was substantially less prescriptive and organized than the ones preceding it. following the lead from the methodological changes during the '80s, it permitted educators to choose from a few inventories and arrangements of language abilities, open capacities, punctuation things, and undertaking and exercises in the different sections of the prospectus just as the utilization of subjects/points to tissue out an incorporated exercise succession. consistent with the informative and practical soul then stylish, it underlined familiarity instead of precision and capacity instead of structure. the language was seen as an arrangement of sign making, and the significance of direction, crowd, setting, and culture in the securing of language learning was thought about. it was the principal schedule in singapore to see educators as facilitators instead of absolutely information providers. the focal advancement here might be supposed to be that of "coordination." the incorporation was accomplished by having successions of exercises around topics, which gave shifted settings through which understudies could do essential errands and exercises. educators would then get readily incorporated successions of exercises dependent on specific subjects, each enduring on an average a little while. gathering work was stressed, and understudies were urged to cooperate to accomplish shared objectives. more innovative sorts of exercises were energized, and the schedule empowered the utilization of show, pretend, narrating, verse, tunes, and games as a method for rousing understudies to communicate while empowering them to secure language abilities in a roundabout way. the change was additionally apparent in the educating of language. before the 1991 schedule, an instructor was viewed as the archive of a limited measure of information that should be passed on to his/her students, all at once recognized by the prospectus. the new schedule got rid of inflexibility and required the educator to mediate at proper stretches to show the linguistic information, which, as he would like to think his/her expert assessment, will be of most use to the understudies. the immediate instructing of syntax was debilitating, following the conviction that the understudies' digestion of language is all the more viably passed on through the specific circumstance. the educator is a facilitator of securing language instead of an archive of information (nair 1992). 71 2.2.5 the 2001 prospectus teaching english language syllabus. the current 2001 prospectus did not address a critical change from the 1991 schedule. it has transformed from an "open schedule" to a "language use" prospectus. it is shallower than genuine. for a particular something, the 1991 prospectus had likewise utilized michael halliday's practical model as a hypothetical stage to utilize and instruct the english language. another perceivable change was moving to one side and away from the more "reformist" instructive thoughts related to the mid-'80s. the can be ascribed to the ecclesiastical worry that singaporeans ought to have the option to "talk and compose and make introductions in universally adequate teaching english language that is syntactic, familiar and suitable for the reason, crowd, and context."6 the worry for control and "norms" was presently a public concern, and the move can be found in the reassertion of the requirement for formal sentence structure and standard dialects. mirroring the difference in mindset, the 2001 prospectus puts a proper accentuation on familiarity and exactness. mindful of the falling norms of sentence structure and as ahead of schedule as 1955, the moe had given an explanation that "the inquiry is not whether we ought to or ought not to show punctuation, yet rather when and how we should educate it. from that point forward, information on syntax is accepted to be vital for successful language use, and educators are urged to give students "the meta-psychological edge" (lim 2000:14). unequivocal educating of sentence structure by and by had a spot. the vast majority of the basic and auxiliary course books distributed in 2001, for example, "in step" and "venturing out," have once again introduced structure and topicality or instructive language. to wrap things up, a significant change was the contention that instructors in essential and optional schools ought to decide concerning the course readings that they might want to receive for their schools, similar to the case in the '60s and '70s. therefore, cdis was shut down in december 1996, and the undertaking of delivering language course readings was gotten back to the business distributers, whom they felt were presently more prepared and prepared to create excellent course readings. as the distributers would need to seek their piece of the pie, it was contended that they would be adequately persuaded to create an ideal item. reading material for grade schools, created under the 2001 schedule by business distributers, was likewise informatively situated with task-like exercises dependent on open familiarity advancement. all the language course readings for essential and auxiliary schools incorporate errands and smaller than usual tasks, which expect understudies to cooperate while acquiring the four language abilities. all the essential teaching english language course books utilize "subjects" (for example, "side interests," "experience," "ocean animals") as the structure by which to arrange their phonetic substance, regardless of the way that the schedule has pointed the development away from subjects to territories of language use as a hierarchical system. what was various was that every one of the fourcourse readings, while fusing open standards, had their specific accentuation, for instance, in the primary 1 course books, treks zeroed in on the educating of phonics and mechanical abilities, pals on jargon, celebrate on youngsters' writing and instep on an equilibrium of text-sentence structure and informative language exercises. recorded as a hard copy instructional method, measure composing keeps on having a spot notwithstanding the current advancement of "class composing," which is composing dependent on information on content design. nonetheless, kind composing is not new because a report of how composing was educated in the 1960s by han (1966:49) announced a then "cutting edge innovation": that "not exclusively should the crowd be chosen and message or record be chosen. however, the essayist should know why he is composing to illuminate, to train, to prompt, to convince, to order, etc., and the composing ought to be delivered for some helpful end." all these needs for the instructing of writing in the 1960s have now returned as significant standards in the homeroom. 3. conclusion in outline, in tefl instructing and learning settings, instructor skill is fundamental to encouraging effective teaching english language openness and getting the hang of during study hall exercises. teaching english language guidance is genuinely required by understudies in the tefl learning setting to amplify language openness. in this way, instructors' capability in communicated in language as the model for understudies in class has become a fundamental issue in language learning in the indonesian context. while creative changes have been coordinated under explicit periods in the paper, it ought to be noticed that the "switch" is not momentary, as one is probably going to expect from how the paper has been sectionalized, since there is regularly a converging of the old and new methodologies before the last methodology acquires power. in singapore, the language teaching method is vigorously impacted by structuralism goals. the language was seen as an assortment of all-around rehearsed propensities in the oral and composed areas. there was a weight on the unequivocal educating of jargon, spelling, phonics, and language structure by and large. perusing was perusing so anyone might 72 hear, and composing was expertise-based, with the utilization of good models as helps. the development from the informative prospectus in 1991 to a more moderate schedule fusing both open and primary (linguistic) parts in 2001 demonstrates an acknowledgment that open strategies may not be appropriate consistently and taking all things together circumstances. likewise, while language has been made light of in openly based course readings for just about twenty years, the political worry over what has been seen as "declining norms in composed english language" (and its effect on singapore's worldwide serious evaluations) has by and by drove the path in giving the express educating of sentence structure a spot in the 2001 schedule. one may add here that change is along these lines consistent and recurrent and regularly returns round trip. frequently, as in the language instructional method, something that is "new" might be something old that has been reestablished. references andersen, r. w. 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(2013). teaching challenges in indonesia: motivating students and teachers’ classroom language. indonesian journal of applied linguistics, 3(1), 1-16. the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 74-83 74 phonics reading strategy: an alternative strategy to improve eyl students’ reading skill fitri arniati 1, sri ningsih 2, devianti devianti 3, & arma amir hamzah 4 1, 3, 4, stkip ypup makassar. indonesia 2 akademi kebidanan tahirah al baeti bulukumba. indonesia fitriarniati168@gmail.com article history received : 2019-03-18 revised : 2019-03-21 accepted : 2019-06-28 keywords pre-experimental method phonics strategy reading skill eyl abstract the introduction of english to young learners has been implemented for a long time with various strategies and approaches. however, not all of strategies the teacher used were successful in being applied in the classroom. based on preobservation, the students’ reading interest has difficulty understanding the text. they have difficulty understanding sentences, and students can only find the meaning of the sentence or only understand the text content's outline. the present study aims to determine whether reading phonics strategy can improve students reading skill in second-grade of smp negeri 2 sumarorong. the study used a pre-experimental method in one class given a pre-test and a final test. the population is the second-grade students and used a total sampling technique. the result of the data shows that the mean value in the final test is greater than the mean value of the initial test (79.52>60.800), and the t-test value is greater than the t-table value (12.046>2.046) at the level of increase of 0.05, with degrees of freedom (df) 24. this increase can also be seen from the post-test result, which is greater than the pre-test score. this evidence highlighted phonics reading strategy can improve students reading skill. 1. introduction reading is considered a decoding skill, that is, inter printing code into ideas. people consider reading is an important activity, so people usually say that reading is a window to the world. somadayo (2011, p.4) defines that reading is an interactive activity to pick and understand the meaning contained in written material developed societies will always make reading activities a necessity of life that must be fulfilled. therefore it is important for us to cultivate the habit of reading from childhood. suganda (2015) states the reading and writing skills allow students to communicate more effectively, which is the primary goal of language learning. cultivating reading habits and reading interest in children certainly require a big role from parents, especially teachers. the english language has an alphabetic writing system that represent both phonemes and morphemes (robertson and deacon, 2019). the introduction of english to young learners has been implemented for a long time with various strategies and approaches. zein (2017) says any language teaching strategy must be deeply rooted in the essence of second language learning. however, not all of the methods that the teacher used were successful in being applied in the classroom. gray and climie (2016) add that the reading process is often affected by the reader’s language comprehension, expressive language skills, and overall metalinguistic ability (i.e., the ability to conceptualize language as an object of thought). from the teacher's point of view, the teacher's way affects reading text students' improvement. unclear explanations, talking too fast, and teachers use monotonous techniques. it comes from the class material and atmosphere. the material used is less attractive, such as text containing foreign words, it makes students feel overwhelmed and challenging to learn. the researcher conducted the pre-observation by interviewing the english teachers at smp negeri 2 sumarorong. it was found that the majority of the grade 2 students had difficulty in reading english text. from the results of the pre-observations and interviews, several facts indicate this problem. first, students’ reading comprehension is still low and having difficulty understanding the text. they have difficulty understanding sentences, and can only find the meaning of the sentence or only understand the text content's outline. students need much time to understand the text, and they also do not take the opportunity to read english texts or in english lessons at home. therefore, students have difficulty their exercises. it all makes their achievement low and causes failure in the teaching and learning process. https://journal.unilak.ac.id/index.php/utamax/ 75 the problems that often arise could be come from teachers, students and outside teachers. in addition, the classroom environment factor is also a determinant to encourage children's motivation to learn. such problems have become commonplace in the world of education and deserve attention. hence, teachers must innovate in determining appropriate strategies and approaches, which can increase children's interest and habits in reading. one way that can be tried is a phonics reading strategy. phonics reading strategy is a way of teaching multisensory reading and writing of letters, then uses the sound synthesis method to read words (retnomurti, hendrawaty and nurhayati, 2019). in the phonics check, the child is assessed independently by their teacher and asked to read aloud 20 words and 20 pseudowords (double et al., 2019; paris, 2019). some previous study are related to this research about phonics reading strategy. firstly, amadi and offorma (2019), in their research entitled "original papers of effects of two phonics instructional modes on english as second language learners' achievement in reading,” phonics is one of the contents of the curriculum that describes the relationship between letters and the sound of a language. it is used to convert written symbols into speech sounds. in other words, phonics establishes the relationship that exists between written and spoken language. de freitas, da mota and deacon (2018), in her research entitled “morphological awareness, word reading, and reading comprehension in portuguese" investigates the unique effects of phonological awareness on several aspects of reading. the results showed that morphological awareness was a significant predictor of word reading accuracy. morphological awareness also explains the unique differences in the understanding of the reading words as a control. further, menin-sicard and sicard (2017), in their researcher entitled “phono-articulatory disorders and intelligence: the role of lingual and palatal reading," demonstrating the relationship between disability and methodical and specific articulation disorders can improve not only speech intelligibility but also phonological awareness, which is known to be necessary for reading access. it is the reason beyond the researcher researching smp negeri 2 sumarorong using "reading phonic strategy." applying reading phonic students can improve the ability to read the text correctly in the teaching and learning process by highlighting an essential question in the research "does phonics reading improve second-grade students' reading ability at smp negeri 2 sumarorong? to determine whether phonics reading could improve the reading ability of second-grade students. it was expected to be useful for english teachers to improve students' achievement, especially in reading. it is hoped that it can also be a valuable contribution for future researchers who wish to research similar research. 2. method this research used the pre-experimental method with one group pre-test, treatment, and post-test. the statistic representation of the design as follows : where : 01 = pre-test x = treatment 02 post-test 2.1 variable of the research this research consists of two variables: 1) dependent variable the dependent variable of the research is the students reading ability. 2) independent variable the independent variable of the research used phonics reading of learning. 2.2 population and sample this research population was the second-grade students of smp negeri 2 sumarorong academic in the year 2020/2021. the total number of students was 25 students due to there was only one class of second grade of smp negeri 2 sumarorong. the researcher used the total sampling technique in taking the sample. the researcher took this class because they are still low in english, especially about reading. 2.3 instrument of the research the research instrument was multiple choices of pre-test and post-test in phonics reading. the researcher gave 25 questions to the students. the pretest was used to measure the students’ reading ability before presenting phonics reading strategy. furthermore, the post-test is used to determine whether there is an increase in students’ reading ability through phonics reading after given the treatment. 2.4 technique of data analysis the data obtained from the test were analyzed using the following procedure: 1) scoring the result of pre-test and post-test of the students' answer : the student's correct answer = 4 the student's wrong answer = 0 score = 𝑇𝑜𝑡𝑎𝑙 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐼𝑡𝑒𝑚𝑠 x 100 02 x 01 76 2) they are classifying the score of the students. a) score 91 – 100 classified as very good b) score 81– 92 classified as good c) score 73 – 80 classified as fairy good d) score 65 – 72 classified as fair e) score 53– 64 classified as poor f) score 0 – 52 classified as very poor 3) computing the frequency of the rate percentage of the students’ score : p = 𝐹 𝑁 × 100% where : p : percentage f : frequency n : total number of students gay (2012) 4) calculating the mean score of the students by using the following formula: x = ∑ x 𝑁 where : x : mean score ∑x: the sum of all score n : the total number of subject gay (2012) 5) calculating the result of the test to assess the varying significance between the pretest score and the post-test researcher, the test value was determined using the following formula: t= 𝐷 √𝛴𝐷 2− ( 𝛴𝐷 )2 𝑁 𝑁 ( 𝑁−1 ) where: t : test of significance d : score change ∑d : the man of different score n : total number of sample gay (2012) 3. findings the research findings related to statistical analysis results, namely the students' scores on the pre-test and post-test, the classification and percentage of students scores, the mean score, the t-test, and hypothesis testing. it has been explained in the previous chapter that the purpose of this study was to find out whether phonics reading could improve the reading ability of grade 2 students at smp negeri 2 sumarorong. it was also stated that the data was collected through multiplechoice tests. multiple-choice tests were presented twice, namely pre-test and post-test, which aimed to determine whether there was a significant increase in reading comprehension after providing treatment using phonic reading or not. the pre-test is given to students before giving the treatment which aims to determine the students’ initial knowledge of reading skills and the post-test is given afterwards, which aims to determine the student's achievement in reading ability. the pretest and post-test were compared to investigate if there was a significant improvement in student's reading ability in both tests. this study's findings relate to the description of students' pre-test and pre-test scores, treatment descriptions, post-test descriptions, and students' scores on post-test and research classification. the post-test frequency and percentage of students scores, mean and total scores, comparison between pre-test and post-test, t-test scores, and presentation of hypotheses. these findings are clarified as follows: students score on the pre-test (x1) and post-test (x2), the gain or difference with the matched pair (d1), and the profit squared (d2). table 1 shows the pre-test and post-test scores in improving reading ability by phonic reading. the total pre-test score is 1.520, and the total post-test is 1.988. the gain value (d) is 468, and the total square gain (d2) classification, frequency, and percentage of students' scores in the pre-test and posttest are 10,192. 3.1 pre-test a pre-test was given before students undergo treatment. it aimed to determine the reading ability of the students. the order of the tests is based on the purpose of reading ability. in this test, researchers took the test sequence using multiple choice. after this, the students answered the questions given by the researcher. before they worked on the questions given, the researchers explained clearly how to answer the question. in the test, the researchers found that some students and difficulty working on the questions given. automatically, that student's pre-test scores are still low. for more details, the description will be explained as follows: the illustrated below show that the highest score on their pre-test result was 84 consisting of one student and the lowest score was 48, consisting of 2 students. 77 table 1. the classification, frequency, and rate frequency of the students score in pre-test no. classification score pre-test frequency percentage 1. very good 93-100 0 0% 2. good 81-92 1 4% 3. fairly good 73-80 0 0% 4. fair 65-72 3 12% 5. poor 53-64 18 72% 6. very poor 0-52 3 12% total 25 100% one student gets a score of 84, which is classified as good. two students get a score of 72, which is classified as fair. five students get a score of 64 who classified as poor out of 25 students. six students get a score of 56, which is classified as an inferior category. seven students get a score of 60 classified as poor, out of 25 students. one student gets a score of 52, classified as very poor. 2 students get a score of 48, which is classified as very poor. one student gets 68 scores, which is classified as fair out of 25 students. figure 1. the graphic of the pre-test the figure above shows that there was category poor was higher before, through phonics reading. it can be concluded that students' reading ability at the second-grade students was still law category. 3.1.1 treatment after giving the pre-test, the researchers gave the students treatment to improve their reading ability using phonic reading. in treatment, the researchers explains the narrative text's material, namely parts of the narrative text. they especially understood the main ideas of the narrative text. the procedure for treatment from one today four is similar. in this treatment, students carry out learning activities that motivate them to learn and try challenging things, significantly improving their reading ability. 3.1.2 post-test to determine the students' understanding and the effectiveness of this strategy, the researchers prepared a second test. the researchers gave a post-test after the researchers gave treatment. this aims to determine the improvement of students reading ability after students have studied the narrative text and parts of narrative text. in this test, researchers tend to know the value of the result after treatment. it is expected that the student’s post-test result score will be higher. then the pre-test because the researchers has provided the material. in this test, the researchers found that the students looked easy in answering the question given. the facial expressions know it of the students, and they look relaxed and happy to finish the test. they did the post-test fast, and they had collected their answers before the time ran out. of course, the student's posttest results improved. these findings are classified as follow: according to the post-test result from the secondgrade students of smp negeri 2 sumarorong, the table shows that the lowest score of the post-test was 64 and the highest was 100 from the total number of students was 25. from the score above, the researchers concluded that the reading ability of the students has improved. it means that the students were considered different after treatment. 0 10 20 30 40 50 60 70 80 very poor poor fair fairly good good very good classification percentage the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 74-83 78 table 2. the classification, frequency, and rate percentage of the students score in post-test no. classification score post-test frequency percentage 1. very good 93-100 1 4% 2. good 81-92 8 32% 3. fairly good 73-80 10 40% 4. fair 65-72 4 16% 5. poor 53-64 2 8% 6. very poor 0-52 0 0% total 25 100% the table above shows the percentage and frequency of students’ post-test in learning phonic reading. from the table above where one student (4%) who classified as very good, four students (16%) are classified as good, five students (20%) are classified as quite good, five students (20%) classified is good enough. moreover, one student (4%) is classified as sufficient, where three students (12%) are classified as fair, and two students (8%) are classified as poor. it can be said that the percentage rate on the post-test is greater than on the pre-test. the post-test results have shown that some of the second-grade students of smp negeri 2 sumarorong got good grades. the researchers found that one student gets a score of 100, and 4 students got 92 out of 25 students. students' scores on the post-test were better than students' scores on the pre-test. the post-test results show that some of the secondgrade students of smp negeri 2 sumarorong get good grades. the researchers found four students who got a score of 84 out of 25 students, the student's scores on the post-test were better than the students' scores on the pre-test. the post-test results show that some of the second-grade students of smp negeri 2 sumarorong get good enough. the description of the data above shows that in the post-test results, the student is dominant where one student got a score 100. the highest score for their post-test result was 92 consisting of four students, and the lowest score was 64 consisting of 2 students. students get the highest score here to show that they can understand and know about letters' sounds. the data clearly show that students’ reading ability on the post-test is high. it is a significant difference before and after teaching reading through phonic reading. figure 2. the graphic of the post-test 0 5 10 15 20 25 30 35 40 45 very poor poor fair farly good good very good classification percentage https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 74-83 79 figure 2 above shows that there was category fairly good was higher after the treatment through phonics reading. it can be concluded that students reading ability had been increasing after getting the treatment phonics reading. after doing the treatment through phonics reading, the researchers was conducting the post-test of the students. moreover, the researchers found that the students' reading ability was significantly different between before and after the researchers did the treatment. from the graphic above data, it can be seen that there was category excellent, good, reasonably good, fair and poor after doing the treatment through phonics reading strategy in teaching reading ability. 3.1.4 analysis data using the formula: 1) mean score of the students’ pre-test where: 𝑥1 = ∑ 𝑥 𝑁 𝑥1 = 1520 25 𝑥1 = 60,800 the mean score of students’ pre-test was 60,800 2) mean score of the students’ post-test. where: 𝑥2 = ∑ 𝑥 𝑁 𝑥2 = 1988 25 𝑥2 = 79,52 the mean score of students’ post-test was 79,52 3) the mean score of gain where: 𝐷 = ∑𝐷 𝑁 𝐷 = 468 25 𝐷 = 18,72 the mean score of the gain (d) was 18.72 table 3. the mean score of pre-test and post-test mean score of the pre-test mean score of the post-test 60.800 79.52 as we can see in the table above, the students' pretest score was 60.800 that can be classified into fairly good score classification, while the mean score of the students' post-test is 79.52 that classified as an outstanding score classification. so the researchers concluded that the mean score of the post-test was higher than the pre-test score. through phonics reading strategy, it could improve the reading ability of second-grade students of smp negeri 2 sumarorong. based on the data above would be applied in the figure below: figure 3. the graphic of percentage of frequency in the pre-test and post-test 0 10 20 30 40 50 60 70 80 pre-test (60,800) post-test (79,52) https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, july 2019, pp. 74-83 80 the figure above showed that the result of students’ mean score in the post-test was higher than the result of students' mean score in the pre-test. there was a significant difference between before and after giving the treatment through phonics reading strategy. 4) t-test value 𝑡 = �̅� √∑𝐷 2 − (∑𝐷2 ) 𝑁 𝑁 (𝑁 − 1) 𝑡 = 18,72 √10192 − 4682 25 25 (25 − 1) 𝑡 = 18,72 √ 10192 − 219,024 25 25 (24) 𝑡 = 18,72 √ 10192 − 8760 600 𝑡 = 18,72 √ 1432 600 𝑡 = 18,72 √2,38666666667 𝑡 = 18,72 1,54488403017 𝑡 = 12,04633204 after the calculation, the t-test value = 12.04 with the assumption of a significant level (p) = 0.05, the degree of habit (df) = n-1 = 25-1 = 24, and t-table value = 2.046. the table's data showed that the t-test is higher than the t-table value (12.04> 2.046). it can be concluded that there is a significant difference between the students' pre-test and post-test results after using the phonics reading method in reading learning. this means that the hypothesis (h0) of this study is rejected. the alternative hypothesis (h1) is accepted because there is a significant difference between the pre-test and post-test results after giving the treatment phonics reading. the t-test in this study also answers the hypothesis in this study that (h0) is rejected. there is no significant difference in students' reading skills before and after using the phonics reading method, and (h1) there is a significant difference in students' reading skills before and after using the phonics reading method. the results of the t-test can be seen in the following table: table 4. the value of t-test and t-table variable t-test value t-table value pretest-posttest 12.046 2.046 the table above showed that the t-table was smaller than the t-test value of the students’ reading ability, where the value of the t-test was 12.046 while the value of the t-table was 2.046. it can be inferred that there were significant differences between the result of the students' pre-test and post-test. 5) hypothesis testing to find out the degree of freedom (df), the formula was used in the following: df = n-1 = 25-1 = 24 for a significant level (p) = 0.05 and degrees of freedom (df) = 2.046. compared with the test value, it can be concluded that the t-test value (12.04) is higher than the t-table (2.046). on the other hand, the researchers said that 12.04> 2,046. this means that the hypothesis (h0) of this study is rejected, and the alternative hypothesis (h1) is accepted because there is a significant difference between the pre-test and posttest results using phonics reading to improve students' reading skills. from the above analysis, the researchers conclude that there is a significant difference between the pretest and post-test results of students' scores after using the phonics reading method in reading learning for second-grade students of smp negeri 2 sumororong. https://journal.unilak.ac.id/index.php/utamax/ 81 table 5. table of significance df level of significance t-test value t-table value 24 0.05 12.046 2.046 the table above shows that the t-table higher than the t-test 12.046 while the t-table 2.046. that is, there is a significant difference between the students' pre-test and post-test results. 4 discussion based on the data above, it is clear that students’ reading skills improve after received the treatment through phonics reading strategy in this study, the researchers gave a pre-test to students which aimed to improve their previous reading skills, there was only one student who got fair grades, and there were 18 students who failed the pre-test because of difficulties in reading sentences in english. after giving the pre-test, students were taught to use the phonics reading method in four meetings, then the researchers gave a post-test to the students. there was one student who could pass the test and got excellent grades. there were eight students who got good grades as well after being given treatment since the students were able to pronounce the sentence correctly. ten students got good enough grades, and four students got adequate grades, and two students got bad grades because some of them have difficulty pronouncing the english sentences. this research aims to determine whether there is a significant difference between the pre-test and post-test results. after obtaining pre-test and post-test data, the researchers compared the students' pre-test and posttest results. in other words, the post-test result higher than the pre-test. moreover, here are the details of the discussion and research findings to determine students' phonics reading strategy in learning english.. the discussion discusses the interpretation of findings obtained from data analysis. a description of the data collected through the reading test described in the previous section shows that the students' reading achievement section has improved. it is supported by the frequency percentage results and the percentage of students 'pre-test and post-test results. after presenting the material through the phonics reading strategy in the teaching and learning process of reading, the student's scores were better than before the treatment was given to them. the following is a detailed discussion of student learning outcomes in the pre-test and post-test. it can be noticed that the total pre-test and the total post-test score is the selection between the matched pairs and the squared gain. it can be concluded that the total score of the post-test is higher than the total score of the students' pre-test after they used the phonics reading method. in the pre-test, the students' reading test percentage and frequency through phonics reading were classified as good or very good. only one student was classified as good, 18 students were classified as bad, and three were classified as very bad. based on the pre-test, it can be seen that students find it challenging to analyze the reading text. generally, their tongues are not trained in speaking english. according to (hismanoglu, 2016), wrong pronunciation of words may not allow ideas or thoughts to be conveyed. besides that, the inadequate ability in pronunciation often becomes an obstacle that causes students to be reluctant to use the foreign language being studied. in this connection, reading plays a vital role in language acquisition because reading skills help students master all language skills: speaking, writing, listening, and reading. reading is a fundamental skill in learning and a pivotal channel in dealing with outside world (saeidmanesh, hajavi and moradi, 2018). lucker (2018) states reading decoding requires looking at a written text and deciding what words are formed by sounding words. students should have a good idea of developing reading skills to increase their interest in learning the language. in the post-test results, the percentage level and frequency of texts about reading through phonics reading, there was one student classified as very good, eight students classified as good, ten students classified as good enough, four students classified as sufficient, and two students classified as bad. so it can be concluded that most of the students 'reading skills began to increase into a suitable category, namely as many as eight students, and it can be concluded that the level of achievement of students' post-test results has increased. it is connect with wade-woolley and heggie (2016) idea that the texts they read become more and more like the dynamic of language they hear spoken around them, with its shades of meaning and connections to knowledge not specifically mentioned. the result of this research is in line with several previous studies. firstly, cavalli et al. (2017), in their research entitled "phonemic-morphemic dissociation in dyslexia students and reading compensation index?” expressing phonological deficit is the leading cause of phonological dyslexia measured in 20 dyslexic students and 20 non-dyslexic students. the results support the claim that students with dyslexia can compensate for phonological weakness by describing morphological knowledge in reading. mingazova, subich, al-foadi and zakirov (2018), in their research entitled "cognitive basis of phonogrammar in russian and arabic" reveals the direct relationship of the quantitative sound change from the consonant position to the process. thought in which 82 the human brain recognizes the language of categorization, identifies phonemic retrieval mechanisms, which are morphologically and syntactically modified. moreover, menin-sicard and sicard (2107), in their research entitled "phonoarticulatory disorder and intelligence: the role of lingual and palatal reading." demonstrating the relationship between disability and methodical and specific articulation disorders can improve speech intelligibility and phonological awareness, which is necessary for reading access. de freitas, da mota and deacon (2018), in their research entitled "morphological awareness, word reading, and reading comprehension in portuguese." investigates the unique effects of phonological awareness on several aspects of reading. the results showed that morphological awareness was a significant predictor of word reading accuracy. morphological awareness also explains the unique differences in the understanding of the reading words as a control. further, it did not take long for students to complete the reading test. in this case, the researcher succeeded in applying personal reading skills through phonics reading, looking at the data displayed, reading phonics in reading learning for students, especially the second grade of smp negeri 2 sumarorong. another particular case also shows the increase in students 'ability to improve their reading skills, as evidenced by the t-test. the t-test of this study is, and the t-table means that the t-test value is higher than the t-table value. so it was concluded that there was a significance between the students' pre-test and post-test results. students' mean score in the pre-test and post-test plays an essential role in determining a technique used in teaching and learning reading skills. logically, if the average student score on the pre-test is higher than the average post-test score, it can be concluded that the technique used does not have a significant effect on the development of students' reading skills. automatically the technique cannot be used to improve achievement. their reading skills, on the other hand, if the average score of students on the pre-test is lower than the average post-test score of students, it can be concluded that the technique used has a significant effect on improving student reading achievement. during treatment, researchers identified several problems that students experienced first; there was no interest in learning english. however, using suitable methods and learning techniques was enough to increase students' interest in learning english. first, students were noisy because they learned to read in the way of phonics reading. second, they could not understand what the researchers explained in english. therefore, researchers combine english and indonesian to understand their explanations because reading makes them happy quickly. then the researchers asked the students to stay focused and sit in their respective groups, then each group will listen to the audio, and each group will have a turn to read the narrative text from the audio that has been heard. after that, the researchers will reread the narrative text and ask students to follow. the researchers recorded the students' voices and played them back to each group. after that, the researchers explained the rules and procedures clearly to students. however, the students participate actively and enjoy the teaching and learning process. they show enthusiasm and interest in learning to read with phonics reading. from the above statement, the researchers concluded that in learning english related to the reading process, the teacher needed to prepare ways to support students' learning, particularly in reading. through phono reading as a way that aims to improve students' reading skills. 5. conclusion after researching improving students' reading ability through phonics reading in second-grade students of smp negeri 2 sumarorong, the researchers concluded as follows: phonics reading is a way to improve the reading ability of second-grade students of smp negeri 2 sumarorong in the 2020/2021 school year. there is a significant difference in student scores, and it can be seen from the results of the students' initial tests. researchers have shown that the way phonics reading improves students' reading ability. it is evidenced by the pre-test and post-test results. the researchers found an increase in reading ability after being treated by reading phonics. the pre-test mean scores were 60,800, and the post-test was 79.52. this means that the average post-test score of students is higher than the pre-test score. the development of students' reading ability in english was also evidenced by the t-test value, which was higher than the t-table value of 12.04> 2.046 at degrees of freedom (df) 25-1 = 24 at the significant level (p) = (0.05) that is, there is a significant difference in students' reading ability before and after being taught through phonics reading. references amadi, e. a., & offorma, g. c. (2019). original paper effects of two phonics instructional modes on english as second language learners’ achievement in reading. cavalli, e., duncan, l. g., elbro, c., el ahmadi, a., & colé, p. (2017). phonemic—morphemic dissociation in university students with dyslexia: an index of reading compensation?. annals of dyslexia, 67(1), 6384. de freitas jr, p. v., da mota, m. m. p. e., & deacon, s. h. (2018). morphological awareness, word reading, and reading comprehension in portuguese. applied psycholinguistics, 39(3), 507-525. 83 gray, c., & climie, e. a. (2016). children with attention deficit/hyperactivity disorder and reading disability: a review of the efficacy of medication treatments. frontiers in psychology, 7,988. hismanoglu, m. (2016). a study on english preparatory program efl learners’ beliefs about language learning in relation to gender, second foreign language knowledge and foreign country experience. international journal of applied linguistics and english literature, 5(5), 109-118 lucker, j. r. (2018). phonemic awareness, reading abilities, and auditory processing disorders. auditory processing disorders: assessment, management, and treatment, 391. menin-sicard, a., & sicard, e. (2017). phonoarticulatory disorders and intelligibility: role of lingual and palatal reading. rééducation orthophonique. 231, 203-226 mingazova, n. g., subich, v. g., al-foadi, r. a., & zakirov, r. r. (2018). cognitive bases of phono-grammar in russian and arabic. amazonia investiga, 7(13), 162-167. paris, a. s. (2019). phonics approach in teaching reading. international journal of multicultural and multireligious understanding, 6(3), 204-210. retnomurti, a. b., hendrawaty, n., & nurhayati, n. (2019). strategi pengenalan membaca phonics method dalam pengabdian kepada masyarakat di jakarta selatan. jpp iptek (jurnal pengabdian dan penerapan iptek), 3(1), 15-24. robertson, e. k., & deacon, s. h. (2019). morphological awareness and word-level reading in early and middle elementary school years. applied psycholinguistics, 40(4), 1051-1071. saeidmanesh, m., hajavi, h., & moradi, v. (2018). evaluation of phonological awareness training on reading improvement and skills. auditory and vestibular research, 27(4), 208-214. suganda, l. a. (2015). teaching reading for young learners in efl context. journal of english literacy education, 2(2), 116-125. wade-woolley, l., & heggie, l. (2016). the contributions of prosodic and phonological awareness to reading. reading and writing, 29, 1-12. zein, s. (2017). the pedagogy of teaching english to young learners: implications for teacher education. indonesian jelt: indonesian journal of english language teaching, 12(1), 61-77. instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 90 – 96 doi: https://doi.org/10.31849/utamax.v3i2.6464 90 rising english students’ motivation in online learning platform: telegram apps support rasyidah nur aisyah1, dewi masitho istiqomah1 & muhammad muchlisin2 1 pgri wiranegara university, pasuruan, indonesia 2 state vocational high school 4 malang, east java, indonesia ocicyah@gmail.com article history received : 2021-04-10 revised : 2021-06-21 accepted : 2021-07-26 keywords telegram app telegram bot e-learning students’ motivation abstract this study believes that it needs an effort that encourages students to carry out learning activities to achieve predetermined goals and motivation to determine students' success in the teaching-learning process. the objective of this study is to know the students’ motivation in learning after using e-learning materials using the telegram app, i.e., telegram bot. this descriptive quantitative research used a closed questionnaire with 11 modified questions, and it was delivered to 46 respondents. based on analysis of students' learning motivation before using the telegram bot it was highlighted into a good category 80.56%]. this study also manage to reveal three aspects that construct this presents study, namely interests, concerns, and needs. the analysis manage to record that the interesting aspect received 78.19%, the concern aspect received 82.18%, and the need aspect received 81.56%. thus, and the average score of students' learning motivation was 80.56%. after using the telegram bot, the details of the recapitulation of the motivation questionnaire are as follows, aspects of interest get 84.17%, aspects of attention get 87.23%, aspects of needs get 86.70%, and the average score of student learning motivation is 85.98%. thus, it can be concluded that the use of telegram bot as e-learning materials can increase student motivation. . 1. introduction there were a lot of studies about students' motivation in teaching english as foreign language (tefl) field (alimyar, 2020; anwar & wardhono, 2019; aspuri et al., 2019; cahyono & rahayu, 2020; caldwell, 2018; genç & aydin, 2010; huang et al., 2016), and some of them are about efl students' motivation in learning english by using ict, for instance, podcast (indahsari, 2020), mobile learning (abu laban, 2017; winarto & hardyanto, 2019). however, research on the role of motivation in efl (english as a foreign language) by using telegram as the teaching media is a rare undertaking. therefore, researchers need to research this topic. especially with the government's policy that during the covid-19 pandemic, the teaching and learning process must be carried out online. of course, it greatly affects student learning motivation, usually carried out face-to-face in class but immediately changes. from the current phenomenon, further research is needed on student learning motivation, which generally occurs in class face-to-face but simultaneously throughout indonesia, which must be carried out online at home. one of the media used in this online class is the telegram apps, which is only known for many people as limited to social media, still, there are many features provided by the telegram application that are very useful in online-based learning (aisyah et al., 2021). dorney (2008) mentioned that motivation is a key to a successful process. teaching and learning can be interpreted as the effort that can encourage someone to do something or the locomotion of the subject to do an action in a destination. learning motivation is promoting psychological conditions for someone to know so that results in learning generally increases if learning motivation increases. the essence of learning motivation is the impulse that comes from inside and outside the student’s learning to make changes in behavior and enthusiasm or desire to learn more passionately again. the motivation from within the individual is called intrinsic motivation, while the motivation comes from outside the individual, as desire gets good grades, promising career, and so-called extrinsic motivation (alshenqeeti, 2018). meanwhile, there are two types of orientation according to gardner (1985) in dörnyei (2008), namely integrative and instrumental. integrative orientation refers to the desire to learn and become part of the cultural community, the desire to be like an expert in other language communities, and a https://doi.org/10.31849/utamax.v3i2.6464 91 relationship with the community. in contrast, the instrumental orientation emphasizes the goal to get social recognition or economic benefits through knowledge of the foreign language, like succeeding in exams, meeting the requirements specific, career, travel to abroad, and others. apart from motivation and orientation, another factor that is no less important can affect students’ learning achievement, especially learning languages, is the students’ attitude of the against the language that is learning. the attitude of the language is the attitude of the user language against diversity own language and language other people. language attitude is position mentality or feelings towards language itself or others kridalaksana, 2013). fasold (1984) in (chalak & kassaian, 2010) generally mentions one's attitude towards a language is reflected in his attitude towards speakers native to the language. attitude language can be changeable, positive, harmful, or neutral depending on the experience obtained. motivational components that are specific to learning situation based on dornyei (2008) it appears helpful to separate three sets of motivational components (motives and motivational conditions): 1) course-specific motivational components concerning the syllabus, the teaching materials, the teaching method, and the learning tasks; 2) teacher-specific motivational components concerning the teacher's personality, teaching style, feedback, and relationship with the students; and 3) group-specific motivational components concerning the dynamics of the learning group. keller's motivational system postulates four major motivational factors to describe l2 classroom motivation: interest, concern, and need. this framework appears to be particularly useful in describing course-specific motivation. online learning allows students to have the flexibility of learning time so they can study anytime and anywhere. in addition, students can interact with lecturers using several applications such as eclassroom, video conference, telephone or live chat, zoom, or via whatsapp group (dhull & sakshi, 2017). this learning activity is an educational innovation to answer the challenge of the availability of varied learning resources. the success of a model or learning media depends on the characteristics of the students; this is expressed by (nakayama et al., 2014) nakayama et al. (2014) that from all the literature indicates that not all students will be successful in online learning, this is due to differences in learning environment factors and student characteristics. one of the successes in learning is related to the students’ motivation (schunk et al., 2014). according to brophy (2010) that motivation is a theoretical construction to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior. motivation provides impetus for purposeful action in the desired direction both physically and mentally, so activity becomes a very important part of motivation (lee & martin, 2017). motivation can influence what we learn, how we learn, and when we choose to learn (schunk & usher, 2012). motivated students are likely to do challenging activities, be active, enjoy the process of learning activities and show increased learning outcomes, perseverance and creativity (samir abou el-seoud et al., 2014). in addition, designing a learning environment that motivates students will attract students' attention (keller, 2010). according to selvi (2010) explained(2010) explains that online learning is often required to be more motivated because the learning environment usually depends on motivation and related characteristics of curiosity and self-regulation to involve in the learning process. technology itself is inherently motivating because it provides several qualities recognized as necessary in cultivating intrinsic motivation, namely challenge, curiosity, novelty, and fantasy (lepper et al., 2005). it is considered an essential factor for successful learning, including in online learning environments, so it is necessary to reconsider learning motivation in learning environments that use technology (harandi, 2015). for this reason, researchers must examine how student motivation on online learning, especially the learning activities is carried out during the covid-19 pandemic. conducting this research with the aim provides an accurate description of how student learning motivation is in online edcation during the covid-19 pandemic.it becomes an evaluation material in creating effective online learning in covid-19 pandemic. besides this research can also be used as study material other researchers related to student motivation in online learning during the covid-19 pandemic. therefore, this study seeks to analyzed students’ motivation based on their interest, concern, and language learning situation through teaching media by using a telegram bot. the novelty in this study is for the teacher educator, after they can measure their students' learning motivation, it is hoped that lecturers will be able to improve their teaching styles to increase students' motivation in learning. nevertheless, the main question raised in this present study is “how are the students' motivation in the teaching and learning process by using telegram bot?” 2. literature review 2.1 definition of motivation according to usher et al. (2012), motivation is an energy change in a person marked by the emergence of feelings and is preceded by a response to a goal. motivation is one of the factors that determine students get success in the teaching-learning process. students who have high motivation always try continuously to achieve their goals. conversely, students who have low motivation will not care about their learning progress. based on this description, it can be concluded that motivation is an effort that encourages students to carry out learning activities to achieve predetermined goals. it is supported by the opinion of seifert (2004) that 92 motivation is an energy that drives, guides, and strengthens behavior. from this understanding, motivation contains three essential elements according to usher et al. (2012), namely: a) motivation initiates a change in energy in each individual, b) motivation is characterized by the emergence of feeling someone's affection. c) motivation will be stimulated for the purpose williams and williams (2011) explain that there are three main components in motivation, namely: 1) need, 2) encouragement, and 3) goals. needs occur when the individual feels a balance between what he has and what he hopes for. for example, students need good results: then these students change the way they learn. encouragement is the mental strength to carry out activities to meet expectations or achieve goals. furthermore, goals are what an individual wants to achieve.-these goals direct behavior in terms of learning behavior. (vero & puka, 2017) stated that motivated learning actions can be said to be learning activities carried out by students, driven by the needs they feel so that these actions lead to the desired direction. motivation and learning are two things that influence each other. students will study actively if they have the motivation to learn. good and brophy (2011) state that learning is a process of interaction by a person in obtaining something new in the form of behavior change resulting from a learning experience. learning motivation indicators according to (riswanto & aryani, 2017), are classified as follows: 1) desire and desire for results, 2) drive and need in learning, 3) hopes and aspirations for the future, 4) appreciation in learning, 5) exciting activities in learning, and 6) a conducive learning environment, allowing students to learn well. 2.2 function of motivation according to usher et al. (2012), there are three motivational functions of motivation as follows: a) encourage behavior or action. without motivation, there will be no action such as learning. b) motivation functions as a guide, which means directing an act of achieving the desired goal. c) motivation as a driving force. it will determine whether a job is fast or slow. seifert (2004) suggests several elements that affect learning motivation, namely: a. ambition the ideals will strengthen the learning motivation of students, both intrinsic and extrinsic. because the achievement of standards will bring about selfactualization b. the ability of students the desires of a child need to be accompanied by abilities or abilities in achieving them. the ability will strengthen children's motivation to carry out developmental tasks. c. the condition of students the condition of students includes physical and spiritual conditions that can affect learning motivation. a student who is sick will interfere with learning attention. conversely, a healthy student will quickly focus on learning. d. environmental conditions the environment of students can be in the form of conditions of residence, association, and community life. the condition of a healthy school environment and a comfortable environment will increase the enthusiasm of students’ motivation to learn. 2.3 telegram application telegram is a cloud-based social media application, meaning it can easily move conversations between smartphones, the web, and the desktop. telegram apps can share pictures and videos, transfer documents and send current locations easily. telegram has various features like those used as social media. the primary component of the telegram is almost the same as most other social media applications that can be used as conversation communication (chat), there are group chat, and sending files without size restrictions. it is the superior from other social media, which have size restrictions for sending. the telegram application can be downloaded via google-play-store for android-based smartphones or the app store for ios-based smartphones. it can be run on personal computers or notebooks via http://desktop.telegram.org/ this application requires an internet network to use. here are the steps that users must take to install and use the telegram application. 1) click start to start the telegram application 2) enter the phone number to register 3) enter the verification number sent by telegram to the registered phone number 4) search for telegram bot with the keyword id @ictforelt_bot in the search menu 5) then click start, and the teaching materials are ready for use. 2.4 telegram bot telegram's excellent feature is the bot telegram. bots are programs developed by bot developers that do http://desktop.telegram.org/ 93 certain jobs automatically. a bot can be said to be an automatic program/command operated by software created by a bot developer by this understanding. a telegram bot is an application hosted on a server that uses telegram bot api to connect to telegram messenger clients (zaff. h, 2017). if we want to create a bot, it will be guided by the botfather, and we just need to follow a few simple steps. once we've created a bot and received our authorization token, the botfather will guide us on what to do next (wardhono & spanos, 2018). a telegram bot is like a virtual robot programmed with instructions and answers or interacting with the user. we create a bot to make the lesson more interactive because the students can interact with the bot that is like a teacher robot. the students simply click the material menu that they need and read the material explanation or watch the learning videos already embedded in it. moreover, students also can take the quiz through this bot. the format of this quiz is a multiple-choice, simple question, and multiple answer question (muchlisin, 2019). 2.5 internet as a teaching media learning that uses interactive media such as elearning cannot be separated from the internet network. internet network is also defined as a computer network that connects computers worldwide so that all information can be communicated around the world instantly and globally. the internet also provides various direct communication access services, namely email and chat. along with internet development, many activities have been carried out using the internet network, such as e-banking, e-government, e-learning, and others. e-learning is a form of application of information technology in education in virtual classes. e-learning is learning that utilizes internet networks. the use of the internet as a teaching media makes students learn independently. rusman (2013) states that students can access online libraries, museums, databases and get primary sources on various authentic materials. for educators and students, the internet is a source of knowledge that is always up to date, compared to books sold on the market. the internet as a learning mediais expected to improve the interactive communication process between educators and students. the development of internet technology has been used by various experts for various purposes including for the world of education. the advancement of internet technology has conducted many experiments to develop software to support efforts to improve the quality of education. sa'ud (2012) states that the internet as a learning medium has unique characteristics: 1. as an interpersonal medium and mass media, 2. it has an interactive nature, and 3. it allows synchronous and asynchronous communication to occur, allowing the third type of communication dialogue which is a prerequisite for implementing the teaching and learning process. 3. method 3.1 research design in this research, the researcher conducted descriptive quantitative research. the researcher chose quantitative research because it presents numerical data, which is more valid than just narration. here, the researcher described the students' motivation in learning english by using the telegram bot. (creswell, 2009) stated that quantitative research is typically acquired from assessment, students’ scores, questionnaires, and interviews. while this type of research uses a survey. according to (pinsonneault & kraemer, 1993) that survey research is seen as a method to describe quantitatively specific aspects of a particular population so that data collection is carried out to a group of people whose results can be generalized back into a particular population.in comparison, this type of research uses a survey. according to (pinsonneault & kraemer, 1993), survey research is seen as a method to describe quantitatively specific aspects of a specific population . data collection is carried out to a group of people whose results can be generalized back into a particular population. 3.2 respondents the respondents of this study were all english students of the pedagogy and psychology faculty at pgri wiranegara university pasuruan in 2019/2020. the latterjoined ict for elt course in the odd semester. the respondents of this research consisted of approximately 47 students. 3.3 the technique of data collection the type of data in this research is quantitative data. data was obtained through quantitative data, including filling out a questionnaire. the questionnaire used in this study was a motivation questionnaire. motivation questionnaires are filled in by students who aim to measure the motivation of students. survey research is very suitable for revealing how student motivation is in online learning during this covid-19 pandemic. 3.4 instruments the instrument that used in this study was a questionnaire. the questionnaire used is closed, namely, a questionnaire that has provided answer choices. the respondent only needs to choose the appropriate answer by giving five checks (√) in the answer column that has been provided. the motivational questionnaire instrument is a motivation questionnaire sheet before and after using e-learningbased learning teaching materials utilizing the telegram application. this motivation questionnaire is aimed at students to measure the level of learning motivation of students. 94 3.5 the technique of data analysis the data analysis technique in this research is quantitative data analysis techniques. quantitative data analysis techniques are descriptive statistical data used to process numerical data. the formula for processing quantitative data on learning motivation, according to (shavelson et al., 2003), is as follows: p = ∑x x 100% ∑x1 noted: p : percentage sought ∑x : number of answers to scores by respondents ∑x1 : the maximum number of answers in this aspect of research by respondents 100% : constant 4. results 4.1 early ‘students motivation in learning english by using telegram bot researchers distribute this questionnaire to find out how much motivation learners learn when teaching and learning process. the aspects measured include interests, concerns, and needs. the format of the student motivation questionnaire can be seen in the attachment. the results of students' learning motivation questionnaire before using e-e-learning teaching materials can be seen in the following table. table 1. data of questionnaire results of students' learning motivation before using telegram bot no. aspects that scored scores of students’ answers max score percentage (%) note 1 2 3 interests concerns needs 588 618 460 752 752 564 78.19 82.18 81.56 good good good total 1666 2068 80.56 good based on the questionnaire assessment analysis of students' learning motivation before using the telegram bot, it can be seen that students’ learning motivation is a good category. this assessment is based on three aspects, namely interests, concerns, and needs. the interesting element received 78.19%, the concern aspect received 82.18%, the need aspect received 81.56%. thus, and the average score of students' learning motivation was 80.56%. 4.2 the final students’ motivation in learning english by using telegram bot after using e-learning teaching materials using the telegram bot, the researchers distributed a motivation questionnaire after the teaching and learning process. this is done to determine the extent to which the use of this teaching material can increase the final motivation of students. therefore, based on the results of the questionnaire assessment analysis of students' learning motivation after using telegram bot in the teaching-learning process, it can be seen that the learning motivation of students is a very good category. the details of the results of the recapitulation of the motivation questionnaire are as follows, namely aspects of interest get 84.17%, aspects of attention get 87.23%, aspects of needs get 86.70%, and the average score of student learning motivation is 85.98%. table 2. data of questionnaire results of students' learning motivation after using telegram bot no. aspects that scored scores of students’ answers max score percentage (%) note 1 2 3 interests concerns needs 633 656 489 752 752 564 84.17 87.23 86.70 good very good very good total 1778 2068 85.98 very good 5. discussion students feel helped by comments and corrections from the lecturer and other students in the teaching and learning process while using telegram. some correction from other students is considered important, but students still expect input from the lecturer. for this reason, lecturers are expected to guide students on an ongoing basis by providing input, comments, and corrections, either directly or indirectly. lecturers can also provide direct corrections which allow students to study the input and corrections given by the lecturer repeatedly, wherever and whenever, without having to meet directly with the lecturer. 95 in line with that, online discussions can provide opportunities for students to actively participate in discussions wherever and whenever. students are motivated and participate actively in online discussions (nielsen, 2013) and can do it on campus, at home, and whenever they want (kusuma & adnyani, 2016). besides, online discussions also provide opportunities for students to become tutors for other students (alshaer, 2013). students can post their writing in the telegram group and provide comments or comments by other students. in addition to improving english language skills in learning, lecturers can also provide students to practice english not only in class but also outside the classroom. the notification feature on the telegram group provides the latest notifications about learning. in addition, the telegram bot menu also offers many learning videos. students can search according to their needs, not only material in the form of videos but also in ppt files, pdf files, or image files. based on that, telegram becomes something interesting because learning materials for one semester are already available in it. the online teaching and learning process has a very positive impact on the learning implementation process. students can discuss with lecturers and colleagues various materials that have not been understood virtually. using social media in online learning, students can repeat the subject matter and are motivated to discuss with friends and lecturers. many of them get new information and share it with friends or share the information through discussion and question and answer. the advantages of e-learning using telegram application are: 1) educators and students can use elearning anytime and anywhere, without space and time limitations, 2) e-learning is easy to operate by beginners, the use of teaching materials is very simple, 3) the list of bots is packaged thoroughly, so that users have no difficulty operating the teaching materials, 4) the material presented is arranged systematically, according to the basic competencies to be achieved by students, 5) students can learn independently, and 6) teaching materials can be used repeatedly. fun learning activities certainly increase enthusiasm for the lesson. students will dig up information if they feel happy with something. related to this teaching and learning, the material presented in an interesting way will certainly be easy for students to remember. it is known that students who have understood the concepts in a material become easier to develop their analysis. this is what happened in this study, with the online learning model being able to increase student interest and creativity in learning , which also improved student learning outcomes in education. 6. conclusion based on the questionnaire assessment analysis of students' learning motivation before using the telegram bot, it can be seen that students’ learning motivation is a good category. this assessment is based on three aspects, namely interests, concerns, and needs. the interesting aspect received 78.19%, the concern aspect received 82.18%, and the need aspect received 81.56%. thus, and the average score of students' learning motivation was 80.56%. researchers were tried to increase students' learning motivation by teaching using e-learning in a telegram bot. after the teaching and learning process using the telegram bot, there were increases in students’ learning motivation. the three aspects that are considered to have increased. the details of the results of the recapitulation of the motivation questionnaire are as follows, namely aspects of interest get 84.17%, aspects of attention get 87.23%, aspects of needs get 86.70%, and the average score of student learning motivation is 85.98% thus the use of telegram bot as a teaching media can increase students' motivation to learn, there is an increase of 5.42%. therefore it can be concluded that the use of telegram bot as e-learning materials can increase student motivation. online learning by using a telegram-based is the right solution during the current covid-19 pandemic. using telegram provides opportunities for students who have different characteristics to become the primary 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(2019). telegram development in dokeos-based e-learning as a learning media to improve students’ motivation in learning physics. physics communication, 0(0), 78–85. https://doi.org/10.15294/physcomm.v0i0.20628 the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 2, november 2019, pp. 130-141 130 using scrambled pictures media to improve students’ writing skill in narrative text anfinda mutiara kasih & kurniawan kurniawan universitas lancang kuning. pekanbaru. indonesia anfinda.mk@gmail.com article history received : 2019-07-26 revised : 2019-08-02 accepted : 2019-11-22 keywords writing skill scrambled picture media classroom action research eighth grade students abstract the present classroom action research (car) initiated when the researcher found the students at the eighth-grade students of smp juara pekanbaru had low writing skills. this problem could be identified from their base scores below the standard minimum score (gpa). it was 64,06. the purpose of this research was to try to develop the students’ writing skill and to know the factors that influenced the changing of students’ writing skill. this research was conducted from march up to may 2019 in two cycles consisted of ten meetings. the participants of this research were 27 students of the andalusia class. in improving the students’ writing skill, a narrative text was used as a learning media. the instruments used in this research were writing test, interview, field note and also observation list to help understand the phenomenon. this research showed that the students got the score 72,22 in cycle 1 dan 84,49 in cycle 2, especially on organization with an increase of 4,47. it could be seen that scrambled pictures media could improve the students’ writing skill. 1. introduction the indonesian government has established english as the number one foreign language, which constitutes one of the obligatory subjects taught in junior high school based on curriculum 2013. therefore, english was taught in smp juara pekanbaru. however, based on the interview with the english teacher, the students have some problems in writing. first, they were difficult in getting the idea to write with. they did not know how to express what they had got in their mind. second, they did not have enough vocabularies to express what they had thought because they only know some english words. third, they did not comprehend the rules of english grammatically, so they made many errors in sentence structures in writing. the last, they sometimes forgot to write some parts of the story. the researcher then highlighted these phenomena and started to initiate a writing skill as the topic of research that discussed how to raise students’ understanding in generating ideas, how to organize ideas coherently, how to use discourse makers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to revise text for clearer meaning, how to edit text for appropriate grammar and how to produce a final product that includes content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation. in achieving these aims, the researcher believed scrambled pictures media in the narrative text as the media and material in teaching writing will overcome the situation. furthermore, the researcher chosen scrambled pictures media in teaching writing narrative text because several researchers successfully applied scrambled pictures as a good medium to be used in teaching writing narrative text, and it can also help the students to write narrative text and explore the ideas about the narrative text. (khasanah (2015). the scrambled picture is. echoing the ideas and discussion above, this study believed scrambled pictures as teaching media could help the students to improve the students’ writing skill. and make them enjoy the teaching-learning process and, in the end, be able to comprehend writing narrative easily. this research also highlighted the media could be fill the gaps on the writing research by promoting an alternative and cheaper method to help to transfer the message and give power to the material presented so the material will be easy to understand and stay longer in the students' memory for junior high school in indonesian urban location context. 2. method the present research design would use classroom action research (car) in improving the students’ writing mastery of narrative text. car believed to be more suitable for the research since this study was https://journal.unilak.ac.id/index.php/utamax/ 131 related to the field case study. the research was conducted in smp juara pekanbaru at the eighth-grade students in the second semester of the academic year 2018/2019. there were 2 classes of eighth-grade students at smp juara pekanbaru; cordova and andalusia. the researcher took the andalusia class as the subject of this research. the total number of students in the andalusia class was 27. andalusia class had been chosen because most of them have a problem in writing, especially in writing narrative text. this identified after the researcher interviewed the english teacher. he said in the interview (see appendix 5) that most of the students in andalusia class were confused when the teacher asked them to write. the students encountered problems in writing narrative text. there were two types of instruments used in this research: quantitative instruments and qualitative instruments. 2.1 instruments a) test the test was used to measure the students’ writing narrative text after using the scrambled picture method. the test materials would be based on the curriculum and syllabus. the themes used in the test obtained from the most popular narrative stories that the students have known. to expand the discussion, the researcher gave 20 titles to the students, and the students choose 10. after determining the titles, the students gave the paper to the researcher to see the familiarity (see appendix 3). the test gave at the end of each cycle. according to oshima and hogue (2007), to give a score of students writing paragraph used the rubric that will be scored in term of punctuation and mechanic, content, organization and grammar. it can be shown descriptively with the following table: table 1. the rubric scoring for narrative text writing assessment max score actual score punctuation and mechanics – 5 points there is a period after every sentence. 1 capital letters are used correctly. 1 the spellings are correct. 2 capitalization & other punctuations are used correctly. 1 total 5 content – 20 points the paragraph fits the assignment. 4 the paragraph is unity. 8 the paragraph is coherent. 8 total 20 organization – 40 points the paragraph begins with a clear orientation about the background of the story. 10 the paragraph contains complication in which the problem arises, followed by other problem. 25 the paragraph ends with an appropriate resolution. 5 total 40 grammar & sentence structure 30 points estimate a grammar and sentence structure score. 30 total 30 grand total 100 the scoring rubric is adapted from oshima and hogue (2007) 132 b) observation checklist the researcher used the observation checklist to find out the data about applying scrambled pictures in teaching writing narrative text. 2.2 procedure the design of classroom action research in the present study was a process that consisted of four steps: plan, action, observation and reflection by kemmis and mac taggart (2007). the procedures of classroom action research in this research were as follows: 2.2.1 plan the researcher used scrambled pictures as media in teaching writing narrative text. in this step, the teacher plans everything to the action that would be implemented in the classroom. 2.2.2 action in this step, the researcher implemented the activities of teaching scrambled pictures in the teaching-learning process. 2.2.3 observation in this step, the researcher observed the activities that would be happening during the teaching and learning process. the researcher shared all of the results of the teaching-learning process with a rater. 2.2.4 reflection in the last, the researcher analyzed the result of the observation. the result of the reflection determined whether cycle 2 needed or not. the research stopped if the purpose of the research was achieved. however, if the research purpose was not achieved, the researcher would be continued to cycle 2. 2.3 the technique of collecting data in collecting the quantitative data, the researcher asked the students to write a famous fairy tale story structurally as a test. the test gave to the students at the end of each cycle. the test materials were based on the school’s curriculum and syllabus. the purpose of the test was to know the students’ writing mastery in writing narrative text. while, in collecting the qualitative data, the researcher interviewed each of the students, and then the researcher observed the students’ responses. the interview gave to each of the students at the end of each cycle. the data used to find their opinions about the implementation of the method of the scrambled picture in mastering writing narrative text. 2.3 technique of analyzing the data 2.3.1 analyzing quantitative data in analyzing the quantitative data, the researcher found the mean from all of the students’ scores using the formula proposed by sudijono (2009). 𝐌𝐱 = ∑ 𝐗 𝐍 mx = mean. ∑ 𝑋 = amount of the score. n = number of the participants. moreover, the researcher used an interval of the students passing score of kriteria ketuntsan minimal (kkm) from the school. table 2. the kkm passing score no score range category 1 75-100 pass 2 0-74 fail 2.4.2 analyzing qualitative data in analyzing the qualitative data, the researcher used 5 steps as gay and airasian (2000) formulated. those 5 steps are: a) data managing: the data was collected from all the observation and interview field note from the responses of the students’ interview. b) reading and memoing: after collecting the result of the observation, the researcher read the qualitative data. during reading the data, the researcher wrote some notes about the data, such as comments. c) describing: the researcher made a description from the memo that the researcher made at the “reading and memoing” step. d) classifying: after describing the qualitative data, the researcher classified the data based on the categories and specification. e) interpreting: in the last step, the researcher interpreted all the qualitative data into the conclusion that answer the research question about the implementation and students’ perception toward applying the method of the scrambled picture in teaching writing narrative text. 3. findings and discussion the researcher had found the research findings were increased during the teaching-learning process. the scrambled pictures media was applied in order to improve the students’ writing skill. the research was conducted at the eighth-grade students of smp juara pekanbaru from march until may 2019. the class that the researcher had taken was called andalusia. andalusia class consisted of 27 students. the research was done in two cycles with consisted of five meetings every cycle. the duration of each meeting was 2x40 minutes. in the last meeting of each cycle, the researcher conducted a cycle test to improve the students’ writing skill. 133 3.1 the extent to which scrambled pictures media could improve students’ writing skill the research conducted classroom action research in two cycles. after the cycle was done, the researcher conducted a cycle test to know the improvement of the students’ writing skill. the purpose of this research was to help students in learning to write narrative text. the effort to improve the students’ writing skill was proven by applying scrambled pictures media in the teaching-learning process. the description of the research implementation can be explained as follows: cycle i a) planning based on the interview with the english teacher, the researcher prepared the research. the researcher and the english teacher mr. mardiansyah, s.pd. as the collaborator, designed three meetings for the teachinglearning process and a meeting for the cycle test. the researcher was hoped that the students’ writing skill would be better after the researcher implemented the scrambled pictures media table 3. the schedule for cycle 1 meeting material date 1 base score test, implemented scrambled pictures media: cinderella tuesday, march 26 2019 2 implemented scrambled pictures media: cinderella monday, april 1 2019 3 implemented scrambled pictures media: little match girl tuesday, april 2 2019 4 implemented scrambled pictures media: pinocchio monday, april 15 2019 5 test cycle 1 tuesday, april 16 2019 b) action the researcher was taught the students by using the scrambled pictures media in the class. the teaching-learning process implemented three stages: pre activities, leading activities, and post activities as the researcher planned in the lesson plan.the preteaching activities include all done as opening the teaching-learning process, such as greeting and checking attendance. after that, the researcher told the students about a story than ask the students to guess what topic would be discussed. the main activities were the students’ involvement in writing narrative text by applied the scrambled pictures media with their groups and individuals. after that they collected their texts to the researcher as the teacher. the post activities were reviewing the lesson and all done as closing. here, the description of the action that was the researcher implements as bellow: (i) based score for the first step before the researcher involved the students in the research, the researcher had to get the students’ writing score by testing them to write a narrative text based on the researcher's topics. the test was based on the score of students writing skill before the researcher applied scrambled pictures media to identify the students’ writing narrative text improvement. the average the students’ base score was 65,60. based on the students’ achievement, the students were not able to pass. table 4. students’ writing skill base score name of score p c o g score rater 1 score 4,30 15,04 27,22 15,93 62,48 rater 2 score 6,33 14,04 23,52 15,81 59,70 rater 3 score 4,37 16,93 27,78 20,93 70,00 134 based score (the mean) 5 15,34 26,17 17,56 64,06 category fail f : format o : organization p: punctuation and mechanics g: grammar and sentence structure c: content diagram 1: students’ writing skill base score from the diagram above, it concluded that the students’ writing score in the base score was failing, and the students’ writing score was not able to pass. (ii) the result of cycle 1 by implemented scrambled picture media, the researcher got the result of the cycle 1 test score. the students’ mean score in cycle 1 was 72,22. according to the school's standard minimum, as explained in the previous chapter, the students were failed. it showed that the students failed by using scrambled picture media in the learning process. comparing the base score to the cycle 1 score showed that there was some improvement between the base score and the cycle 1 score. to get the cycle 1 score, the researcher conducted cycle 1 with a systematic process as plan, action, observation and reflection. after doing all those processes planned, the researcher gave the writing test to the students. the average score of cycle 1 was recapitulated as bellow: table 5 table of students’ writing score in cycle 1 name of score p c o g score rater 1 score 4,56 17,52 30,56 23,52 76,15 rater 2 score 6,70 15,11 24,48 18,96 65,26 rater 3 score 4,48 18 29,44 23,89 75,81 cycle 1 score (the mean) 5,25 16,88 28,16 22,12 72.22 category fail 5 15.34 26.17 17.56 0 5 10 15 20 25 30 p c o g base score 135 diagram 2: the point of the students’ writing aspects in cycle 1 from the tables 4 and 5 and diagrams 1 and 2 it was identified that the students’ writing score was improved. to support the statement above, the researcher appended the score recapitulations. the improvement point of writing aspects showed as the table below: table 6 improvement point of writing aspects in cycle 1 name of score p c o g score category base score 5 15,34 26,17 17,56 64,06 fail cycle 1 score 5,25 16,88 28,16 22,12 72.22 fail improving 0,25 1,54 1,99 4,56 8,16 diagram 3: improvement point of writing aspects in cycle 1 5.25 16.88 28.16 22.12 0 5 10 15 20 25 30 p c o g cycle 1 5 15.34 26.16 17.56 5.25 16.88 28.16 22.12 0 5 10 15 20 25 30 p c o g cycle 1 base score 136 diagram 4: the improvement writing score in cycle 1 from the data explained, it showed the score was improved from the base score to cycle 1. the cycle 1 score was below of standard of school criteria 75. (iii) observation the researcher observed the students how they did every task that the researcher had given in the class. the researcher asked the students to rearrange the scrambled pictures that the researcher had prepared. in detail, the observation could be seen in the description below: (a) first meeting the researcher introduced herself to the students of the andalusia class of smp juara pekanbaru. the researcher also explained the aim of her presents in their class that the researcher wanted to implement the research. the researcher explained scrambled picture media. in the first meeting, the researcher taught narrative text and also did a base score test to identify the students’ writing skill. the researcher explained the generic structure of the text and also the language feature of the text. then, the researcher asked the students did the practice rearranging the scrambled pictures. the text was about the example of narrative text, cinderella. the students were confused to do the task. it could be seen when the researcher saw their answers. the students had many mistakes. the students were shy when the researcher asked them a question. the researcher tried to be close with the students, so the researcher hoped the students were not shy. the researcher helped to solve the problems that the students faced in the learning process. (b) second meeting in the second meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked the students did the practice rearranging the scrambled sentences. the text was about the example of narrative text, cinderella. the students looked began to understand the task. the students were not confident enough to write a text. the students were allowed to discuss the task with their group. the researcher helped to solve the problems that the students faced in the learning process. (c) third meeting in the third meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked the students did the practice rearranging the scrambled pictures and sentences. the text was about the example of narrative text, little match girl. the students were confident enough to write a text. the students were allowed to discuss the task with their group. the researcher helped to solve the problems that the students faced in the learning process. (d) fourth meeting in the fourth meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked 72.22 64.06 58 60 62 64 66 68 70 72 74 cycle 1 base score pass fail 137 the students did the practice as before. the text was about the example of narrative text pinocchio. the students were confident enough to write a text. the students were allowed to discuss the task with their group. the researcher helped to solve the problems that the students faced in the learning process. (e) fifth meeting in the fifth meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked the students did the cycle 1 test. the researcher had prepared some topics. then, the students chose one of the topics. all of the students were focused on finishing the test. after finish, the students collected to the researcher. the students did not look confused about the generic structure of narrative text anymore. d) reflection from the analysis of cycle 1, the researcher found that some students’ improved writing skill in cycle 1. firstly, some students were confident to use and write english. secondly, some students were could express their idea through writing. lastly, the students follow the class rules during the learning process because learning using pictures as media interests them. pictures did not make the students feel boring. the collaborator and the researcher analyzed the result of cycle 1. based on cycle 1 the collaborator and the researcher feel the research would continue to cycle 2. the average score of the students in cycle 1 reaches only 72,22, which still below of the school kkm. the students were failed, but the students' score was improved. cycle 2 a) planning from the reflection of cycle 1 the collaborator and the researcher feel the research must continue to cycle 2. the average score of the students in cycle 1 reaches only 72,22. the students were failed, but the students' score was improved. those finding demanded the researcher to give better treatment in the teaching-learning process by using scrambled picture by giving the students different stories from cycle 1. the researcher tried to create activities for more stimulating the students. after conducting the discussion with the collaborator, the researcher design five meetings in cycle 2, the researcher prepared everything needed, such as materials and lesson plans. table 7 the schedule for cycle 1 meeting material date 1 implemented scrambled pictures media: rapunzel monday, 29 april 2019 2 implemented scrambled pictures media: robinhood tuesday, 30 april 2019 3 implemented scrambled pictures media: the snail and the rabbit thursday, 2 may 2019 4 implemented scrambled pictures media: the lion and the mouse saturday, 3 may 2019 5 test cycle 1 monday, 5 may 2019 b) action the researcher was taught the students by using the scrambled pictures media in the class. the teaching-learning process implemented in three stages: pre activities, main activities, and post activities. the pre-teaching activities include all done as opening the teaching-learning process, such as greeting and checking attendance. then, the researcher told the students about a story than ask the students to guess what topic would be discussed. the main activities were the students’ involvement in writing narrative text by applied the scrambled pictures media with their groups and individuals. after that, they collected their texts to the researcher as the teacher. the post activities were reviewing the lesson and all done as closing. by implemented scrambled picture media, the researcher got the result of the test score. the students’ mean score was 85,86. according to the school's standard minimum, as explained above, the students were passed the test with significantly scores. it showed that the students passed by using scrambled picture media in the learning process. comparing the cycle 1 score to the cycle 2 score showed that there was significant improvement between the cycle 1 score and the cycle 2 score. to get the cycle 2 score, the researcher conducted cycle 2 with a systematical process as plan, action, observation and reflection. after doing all those processes planned, the researcher gave the writing test to the students. the average score of cycle 2 was recapitulated as bellow: 138 table 8 table of students’ writing score in cycle 2 name of score p c o g score rater 1 score 6,05 19,32 38,86 26,59 90,82 rater 2 score 7,26 15,85 25,11 22,37 70,59 rater 3 score 6,18 22 38,64 25,23 92,05 cycle 2 score (the mean) 6,50 19.06 34,20 24,73 84,49 category pass diagram 5: the point of the students’ writing aspects in cycle 1 from the tables and diagrams above, it was identified that the students’ writing score was significantly improved. to support the statement above, the researcher appended the score recapitulations (see appendix 6). the improvement point of writing aspects showed as the table below: table 9 improvement point of writing aspects in cycle 2 name of score p c o g score category cycle 1 score 5,25 16,88 28,16 22,12 72.22 fail cycle 2 score 6,50 19.06 34,20 24,73 84,49 pass improving 1,03 1,27 4,47 3,24 10,6 6.5 19.06 34.2 24.73 0 5 10 15 20 25 30 35 40 p c o g cycle 2 139 diagram 6: improvement point of writing aspects in cycle 2 diagram 7: the improvement writing score in cycle 1 from the data explained, it showed the score was improving from cycle 1 score to cycle 2 score. the cycle 2 score was beyond the minimum standard of school criteria 75. based on diagram 6 the biggest increase is in organization with an increase of 4,47. in conclusion, scrambled picture media could improve the students writing skill, especially in organization. the organization in the question are the paragraph begins with a clear orientation about the background of the story, the paragraph contains complication which the problem arises followed by other problem, the paragraph ends with an appropriate resolution (see table 1). c) observation the researcher observed the students how they did every task that the researcher had given in the class. the researcher asked the students to rearrange the scrambled pictures that the researcher had prepared. in detail, the observation could be seen in the description below: (a) first meeting in the first meeting, the researcher explained scrambled pictures media. as before meetings, the researcher taught narrative text. after that, the researcher explained the generic structure of the text and also the language feature of the text. then, the 5.63 16.32 27.52 21.24 6.66 17.59 31.99 24.48 0 5 10 15 20 25 30 35 p c o g cycle 1 cycle 2 72.22 84.49 66 68 70 72 74 76 78 80 82 84 86 cycle 1 cycle 2 cycle 1 cycle 2 140 researcher asked the students did the practice rearranging the scrambled pictures and sentences. the text was about the example of narrative text, rapunzel. the students were confident to write a text. the students were allowed to discuss the task with their group. the researcher helped to solve the problems that the students faced in the learning process. (b) second meeting in the second meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked the students did the practice rearranging the scrambled pictures and sentences. the text was about the example of narrative text, robinhood. the students looked began to understand the task. the students were confident to write a text. the students were allowed to discuss the task with their group. the researcher helped to solve the problems that the students faced in the learning process. (c) third meeting in the third meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked the students did the practice rearranging the scrambled pictures and sentences. the text was about the example of narrative text, the snail and the rabbit. the students were confident to write a text. the students were allowed to discuss the task with their group. the researcher helped to solve the problems that the students faced in the learning process. (d) fourth meeting in the fourth meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked the students did the practice as before. the text was about the example of narrative text, the lion and the mouse. the students were confident to write a text. the students were allowed to discuss the task with their group. the researcher helped to solve the problems that the students faced in the learning process. (e) fifth meeting in the fifth meeting, the researcher asked the students to review previous material about scrambled picture media, narrative text, the generic structure and the language feature. after that, the researcher asked the students did the cycle 2 test. the researcher had prepared some topics. then, the students chose one of the topics. all of the students were focused on finishing the test. after finish, the students collected to the researcher. the students did not look confused on the generic structure of narrative text anymore. d) reflection from the analysis of the observation of cycle 2, the researcher found that some students’ improved writing skill in cycle 2. firstly, most of the students were confident to use and write english. secondly, most of the students were could express their idea through writing. lastly, the students follow the rules in the class during the learning process because learning using pictures as media interested the students. pictures did not make the students feel boring. the collaborator and the researcher analyzed the result of cycle 2. furthermore, the teaching-learning process was done well. the researcher and the collaborator felt satisfied because the students had improved from the score that they got from the base score and cycle 2. therefore the researcher and the collaborator decided to stop the classroom action research because base score on the result of cycle 2, it had already a success. 3.2 the factors that influence the students’ in writing narrative text the students’ improvement from the base score to the cycle test score, the factors increased of the writing aspect could be identified from the observation checklist, field notes and interviewing the students at the end of the research. it could be clarified that the students did all the activities of scrambled pictures media. it could be seen from the field note form that has been filled by the collaborator. the collaborator filled the field note on everything that happened while the researcher conducted the media. there are some factors that influenced the improvement students’ writing skill by using scrambled pictures media they were some factors. the factors were: first, scrambled pictures media guides the students to involve in active and confident to write narrative text, based on the observation, it was recognized that the implementation of scrambled pictures media in each meeting mostly well (see the appendix 3, observation checklist), and then the students were confident to write a text because the students could use their idea to continue the topics that the researcher gave to them. second, scrambled pictures media makes the students enjoy and fun in learning narrative. scrambled pictures media stimulate the students in improving writing skill while they were trying to complete the story, it could be seen on the result of interviewed the students, they said that they were happy to learn english writing narrative in the implementation of this media because it made them fun and enjoyable to learn the english writing (see the appendix 5), so they could express what they had in their mind easily without any anxiety of making mistake. they also paid attention to their friends and the class more active than before. 141 third, scrambled pictures media could motivate the students to learn the writing skill. it made the students to write and study the writing skill in the english class, based on the result of the students’ interview (see appendix 5), almost all students had motivation to write active in the class, and tried to write as well as they know. therefore, after analyzing the data which were gathered from several sources such as writing score, observation, interview, and writing test, the researcher presents the answers to problems statements. this research carried out in two cycles, and the cycle consisted of ten meetings. it was conducted at the eighth-grade students of smp juara pekanbaru, in order to overcome students’ writing skill. the researcher applied scrambled pictures media to improve students’ writing skill. the purposes of this research were to identify whether the scrambled pictures media could improve the students’ writing skill. based on the findings of this research, there was an improvement between the base score that the students before conducted the scrambled pictures media and the test score of students who were taught by using scrambled pictures media after conducted the media. 4. conclusions the researcher taught a narrative by using scrambled pictures media aimed to improve the students’ writing skill. from the research’s result it could be concluded that scrambled picture could improve the students’ writing ability. it could be seen from the improvement of the base score and cycle tests of the students writing narrative text. the mean score of the students’ base score was 65,60. after the researcher implemented scrambled pictures media, the mean score of the cycle 1 was 75,26, and cycle 2 was 85,86. it showed that there were improvements of the students’ writing ability. based on the explanation above, it could be concluded learning by using scramble picture required creativity and cooperation of the students in the group. it was also an interesting media that can improve the students’ motivation in making writing text, especially in narrative text. references aen, khurotul. 2010. the effectiveness of using scrambled pictures to improve the student’ ability in speaking narrative text. unpublished thesis. walisongo state institute for islamic studies. airasian, p and l. r. gay. 2000. educational research: competencies for analysis and application sixth edition. new jersey: prentice hall inc. anderson, mark. 1997. text type in english 2. australia: mackmillan. arikunto, s. 2010. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. ary d., jacobs l. c., sorenson & razavieh. (2010). introduction to research in education. usa: wadsworth cengage learning. arsyad, azhar. 2003. media pembelejaran. jakarta: pt raja grafindo persada. brown, h. douglas. 2000. teaching by principles: an interactive approach to language pedagogy. new york: san francisco state university: wesley. longman,inc. ferrance, e. (2000). themes in education action research. northeast and islands regional educational laboratory at brown university. harmer, jeremy. 2004. how to teach writing. new york: longman harmer, jeremy. 2007. the practice of english teaching. new york: longman kemmis, s. & mctaggart, r. 2007. participatory action research. khasanah, n. u. (2015, july). the influence of using scrambled pictures to improve students’ ability in writing narrative text of eleventh grade students of smk bhakti utama bandar lampung. in international multidiciplinary conference on social sciences (imcoss) (vol. 1, p. 91). mariam, siti. 2016. the effectiveness of using scrambled pictures to teach speaking of narrative text. thesis. walisongo state islamic university. nation, i.s.p. (2009). teaching esl/efl reading and writing. new york and london: routledge publisher. nunan, d. 1989. designing tasks for the communicative classroom. d. nunan (ed.). cambridge : cambridge university press. oshima, a. and hogue, a. (2007). introduction to academic writing. third edition. new york: pearson eduscation, inc. sudijono. anas. 2009. pengantar statistik pendidikan. jakarta: pt. raja grafindo. anum, r. s., sutarsyah, c., & hasan, h. (2014). the effectiveness of using scrambled pictures in increasing students’ reading ability. u-jet, 3(2). yunita, ria. 2017. improving students’ writing ability in narrative text by using scrambled pictures at eight grade students of smp pgri 2 karangmalang sragen in academic year 2015/2016. thesis. the state islamic istitute of surakarta the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 117 improving vocabulary mastery using selected game: colour me colours for eyl students nuridah nuridah, m dahlan bahang & fitri arniati stkip-ypup makassar, makassar. indonesia fitriarniati168@gmail.com article history received : 2021-04-02 revised : 2021-04-13 accepted : 2021-07-21 keywords vocabulary mastery eyl students colour me colour game learning strategy abstract the mastery of vocabulary is important and it is a fundamental requirement that influences students’ achievement in studying english. however, during the pre-observation, most of students still have a problem with vocabulary mastery. they are difficult to join the lesson well in the classroom, although the teacher explains the material clearly, this seems because they lack of vocabulary. this article aimed to find out whether the selected game i.e., “colour me colours” can improve the students’ vocabulary mastery at the second-grade of smp yp pgri 4 makassar. this pre-experimental involves one pre-test and post-test group with four meetings of treatment between it. the data was collected through vocabulary tests to find out students’ scores. derived from the data analyzed, “colour me colours” game can improve the students’ vocabulary mastery. the students’ scores had a significant different score in pre-test and post-test. the result of the pre-test (49) was low than post-test (90,66). this result highlighted significant findings that most students were more active and interested in learning vocabulary by using “colour me colours” game. 1. introduction vocabulary relates to words, the words are the key to learning a language and both of them have a vital function in any language. in many ways, vocabulary enrichment is achieved when students are motivated to learn the target language's words. the mastery of vocabulary is important and learning it is more than just memorizing lists of terms; it is a dynamic process that requires the ability to identify words, remember them at will, and correctly pronounce, spell, and use them while being conscious of their connotations and associations (wallace, 1982). people use vocabulary in the form of language to communicate our thoughts, ideas, and so on to others, whether orally or in writing. vocabulary cannot be discussed apart from four language skills: listening, speaking, reading, and writing. the proficiency of someone's speaking and influenced by their vocabulary. lo, anderson and bunch-crump (2016) add that the need to simultaneously learn academic material and gain english language proficiency while being challenged to read in a language in which they are not fully fluent is a specific challenge for many english learners. vocabulary is a fundamental requirement that influences students’ achievement in studying english. without vocabulary, no communication can be delivered, so that it is important to know what the vocabulary is. karmila (2008, p.78) states that in learning english, vocabulary is the most important that must be a priority before going to another subject. however, most smp yp pgri 4 makassar students still have a problem with vocabulary mastery in the preobservation period. they are difficult to join the lesson well in the classroom, although the teacher explains the material clearly because they lack of vocabulary. sometimes, they are lazy to study in the classroom because they do not understand what the teacher explains in front of the class. the students have difficulties in the common regular verb. when they want to borrow a pen or book from their friends in classroom activities, they said it in indonesian. in the other case, the teacher asked one of them to clean the whiteboard, and they did nothing because they had no idea what the teacher said. to improve the students' vocabulary, the english teacher must apply some techniques, strategies, or methods applied to the students and one of them through the game (iriyani, 2008). therefore, in his research, febriyansyah (2015) found that most students' vocabulary mastery improved after bingo game was used in the teaching and learning process. it was indicated by the increase of the mean of students' vocabulary score in the pre-test and post-test (64,3 to 89,1). during the game's implementation, students' participation and classroom engagement were https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 118 enhanced. during the game, students demonstrated their excitement by attempting to be the first to win, which increased competition among them. in addition, the implementation of the bingo game and the complementary actions were successful in helping the students memorize and understand new words easily. further, pajo, 2017; wulanjani, 2016; hidayat (2016) underlie the similar things that games helped the students understand vocabulary fast and easily. all four of the researchers listed above used games to study vocabulary. previous studies have used vocabulary games and word games to help students develop their vocabulary skills. based on the explanation above, the researcher concluded that students' learning processes required interesting and enjoyable learning strategies. so the researcher tried another strategy by using the “colour me colour" game method to improve students' vocabulary skills, especially in learning countable and uncountable nouns. therefore this study tries to highlight a major question, "does the 'colour me colours' game improve the students' vocabulary mastery?" this research aims to find out whether or not the game can improve students’ vocabulary mastery of second-grade students of smp yp pgri 4 makassar. according to linguistics esl games, the “colour me colours” facilitates students in understanding vocabulary. the game can be applied in a variety of student classes, including kindergarten. furthermore, no exception can also be applied in the senior high school class and junior high school. the colour me colours game is a game used by an english teacher for students to remember and understand vocabulary easily. this game is as simple as to use cards that have been coloured by the teacher concerned. in essence, the “colour me colours” game can assists students to memorize vocabulary easily by playing colour me colour with card instruments. furthermore, according to jean in prasetio, a color game is a color card in an image or likeness of an object, human, or scene produced on a flat surface, especially by painting, drawing, or photography. therefore, it is expected to develop knowledge through the game, especially in the english language, and obtain optimal learning outcomes in vocabulary skills to understand and reference for further research. moreover, as well as to give helpful information to the english teachers of smp yp pgri 4 makassar and wherever they are so that they can use this game as one of the references to improve their vocabulary. 2. method this pre-experimental design tries to find out the achievement through the “colour me colours” game in teaching vocabulary to the second-grade students of junior high school of smp yp pgri 4 makassar. the population of this research was the students of the second-grade at smp yp pgri 4 makassar. it consisted of one class, and the population was 24 students. this research will choose one class as the sample, consisting of 15 students because they have a low skill of vocabulary mastery. the instrument of this research was multiple choices of pre-test and post-test. the test consisted of 20 items of multiple choice. the data analysis which is collected through the test analyzed in the following systematic procedure using the formula below. students’ score = 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠′𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐼𝑡𝑒𝑚𝑠 x 100 3. findings 3.1 students’ pre-test and post-test the pre-test was given before the students had the treatments. it aimed to find out the students' vocabulary prior knowledge. the order of this test was based on vocabulary purpose. the purpose here means that the students' vocabulary. the researcher prepared questions about vocabulary (noun). 3.1.1 pre-test the test of pre-test was given before the students doing the treatment. it aimed at finding out the students’ vocabulary knowledge. the researcher gave the test by using multiple choice. before the researcher given the test, the researcher gave clues and clearly explained how to answer the questions. the researcher gave the students 30 minutes to answer the question based on their skill without using a dictionary, but the researcher discovered that some students had trouble answering the questions because they did not understand any of the vocabulary from the test question.. the students' scores in the pre-test were still low. the measured outcome of all the students' scores after taking the pre-test was dominant in some scores, with 13 students classified as bad and two classified as fair. their pre-test result had a maximum score of 15 points. the pre-test result showed that some students in second-grade students of smp yp pgri 4 makassar got bad scores. the researcher discovered that 13 students out of a total of 15 had a low test score. there were two students who performed well on the exam out of a total of fifteen students. it means that the students were not mastering vocabulary and the scored is very bad for the standard value of the vocabulary test. it is shown that students lack vocabulary. there were two students as fair of the test from the total students were 15. 3.1.2 post-test the test of post-test was given after the students doing the treatment. it aimed to find out the students’ vocabulary improvement after the students have been https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 119 learned vocabulary by “colour me colours” game. in this test, the researcher tried to know the result value after doing the treatment. it was expected that the students' score of the post-test result was high than the pre-test score result because the researcher had already given the material through “colour me colours” game as a medium in teaching english vocabulary. the researcher gave the test by using multiple choice. before the researcher given the test, the researcher gave clues and clearly explained how to answer the questions. the researcher gave the students 30 minutes to answer the question based on their ability without a dictionary. furthermore, the researcher observed that the students enjoyed answering the questions they were given during this examination. the students were aware of the word. they were concentrating on reading the questions that were given to them, and eventually, the students gathered their responses before time ran out. the research highlighetd that the students' vocabulary has improved, where post-test was categorized as good and pre-test was categorized as poor. it means that the students were considered different after the treatment. the researcher saw that there were five students who are good, there were eight students who are very good, and there were two students who are excellent. 3.2 scores classification, frequency, and the rate percentage of the students’ pre-test and post-test. 3.2.1 pre-test the students' score of the pre-test was classified into some criteria. the criteria are the frequency and percentage table score of the students in the pre-test. the researcher showed the result of the criteria percentage and frequency of the students' score of pretest were showed as in the following table. the pre-test showed that there were 13 of the students (86,66%) out of the 15 students classified into "poor" score, 2 of the students (13,33%) out of them were classified into "fair" score, and there was none of the classified into "very poor", "fairly good", "good", "very good" and" excellent" scores. from the result, it can be concluded that the student's vocabulary in the pre-test was "poor". 3.2.2 post-test the students' score of the post-test was classified into some criteria, such as criteria frequency and percentage table score of the students in the post-test. in the post-test score, there was none of the classified into "very poor", "poor", "fair", "fairly good". there were 5 (33,33%) students classified "good" score, 8 (53,33%) students were classified into "very good" score, and 2 (13,33%) student of them classified into "excellent" score. from the explanation about the classification above, it can be concluded that the student's vocabulary mastery was improved. the students’ vocabulary mastery after the treatment (posttest score) was “very good”. 3.3 the students’ total score of pre-test and post-test, square of pre-test and post-test, gain and square of the gain. to obtain the answer to the research question in the previous chapter, the researcher has collected the result from two kinds of tests, namely pre-test and post-test. a pre-test was given to the students before having the treatments, which aimed to know the students’ vocabulary mastery, and a post-test was given to the students after having treatments which aimed to know the achievement of the students’ vocabulary mastery after they were taught by using “colour me colours” game in increasing the students’ vocabulary mastery. the pre-test and post-test were compared to examine whether or not there was a significant achievement of the students' vocabulary mastery. further, in students pre-test, four students got 40 scores, while in the posttest none, three students got 45 scores, while in posttest none, there were three students 50 scores while in posttest none, there were two students got 55, and there were onestudent got 60 while in post-test none. there was one student who got 65 scores, while in the posttest, none. there was no student who got 80 in per-test, while in post-test was one student got 80. there was no student who got 85, while in the post-test, there were four students. there were no students who got 90 scores in the pre-test, while in the post-test, there were students. there were no students who got 95 scores in the pre-test, while in post-test there were four students, and there was none student got 100 scores in the pretest, while in post-test there were two students. based on the data explained above, the researcher concluded a significant improvement in students' vocabulary achievement between pre-test and post-test. the pre-test's maximum score was 65, and the minimum score was 40, while in the post-test, the maximum score was 100, and the minimum score was seventy 80. furthermore, based on the table above, the researcher had collected the students' scores in pre-test and post-test. in this case, the researcher tries to compare the students’ results of pre-test and post-test. the total score of the pre-test was 735, from the total number of students were 15 students. it also showed that the student's vocabulary mastery in second-grade students of smp yp pgri 4 makassar was very low. the total score of the post-test was 1360, from the total number of students were 15 students. it concluded that the result of the post-test was higher than the result of the pre-test. it showed that using “colour me colours” game could increase students’ vocabulary mastery at the second-grade students of smp yp pgri 4 makassar. https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 120 the square of the pre-test was 36.875. it showed that the vocabulary mastery of the students was very low. besides that, the square of the post-test was 123.800. it means that the vocabulary mastery of the students was very good. it also noticed that using the “colour me colours” game is effective in teaching vocabulary. the total gain or difference between the matched pairs was 625, and the total score of square gain was 27.275. it showed that the gain was higher between pre-test and post-test. the total score was very significant because the students got a very good score in the post-test than the pre-test scores. in this case, the researcher was a success to apply the material using “colour me colours” game. 3.4 mean score of students’ pretest and posttest and standard deviation. the calculating of the mean score of the students’ result in pre-test and post-test and the standard deviation of the students’ pre-test and posttest was presented below: 3.4.1 the mean score of students’ pre-test and post-test a) pre-test x = ∑ 𝑋 𝑁 x = 735 15 x1 = 49 b) post-test x = ∑𝑋 𝑁 x = 1360 15 x2 = 90, 66 based on the data above, the mean score of students’ pre-test was 49 from the total score of 735, and the mean score of students’ post-test was 90 from the total score of 1360. it could be concluded that the mean post-test score was greater than the mean pre-test score. 3.4.2 the standard deviation of student’ pre-test and post-test a) pre-test sd =√ ∑𝑋2− (∑ 𝑋) 2 𝑁 𝑁−1 sd = √ 36875− (735)2 15 15−1 sd = √ 36875−36015 14 sd = √ 860 14 sd = √61,42 sd = 7.83 b) post-test sd = √ 123800− (1360)2 15 15−1 sd = √ 123800−123306.67 14 sd = √ 493.33 14 sd = √35.24 sd = 5.93 based on the data above, the standard deviation of students' pre-test was 1.386, and the standard deviation of students’ post-test was 1.117. it could be concluded that the standard deviation of the post-test score was greater than the standard deviation of the pre-test score. the result of the pretest and posttest after calculating the mean score and standard deviation were presented in the following table: table 1. the mean score and standard deviation of pre-test and post-test test mean score standard deviation pre-test 49 7,83 post-test 90,66 5,93 table 1 showed that the mean score of the students’ pre-test was 49, and it showed that the score was in the "fair" classification. the mean score of the students’ post-test was 90,66, and it showed that the score was in the "very good" classification. the students' pre-test standard deviation was 7,83, while the standard deviation of post-test was 5,93. from the table above, the researcher can see that the mean score of students’ post-test was greater than the mean score of the students’ pre-test. thus, the standard deviation of students’ pre-test was higher than the standard deviation of students' post-test, which proved that the range of the students’ score was better. this is means that teaching using the “colour me colours” game made students' has improvement. 3.5 the significant difference between pre-test and post-test in this research, the use of the t-test value was to know the students' significant difference in vocabulary mastery after using “colour me colours” game for students. the t-test in this research also answers the null hypothesis (ho) after using “colour me colours” game and alternative hypothesis (h1). the table was taken at the level of significance (d) = 0.05 and at the degree of freedom (df) = 14, so the t-table value was 2.145. in order to know whether or not there is a significant difference between pretest and posttest can be known by using t-test, as follows: where; d = ∑ 𝐷 𝑁 https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 121 d = 625 15 d = 41.67 t = 𝐷 √∑ 𝐷 2− (∑ 𝐷) 2 𝑁 𝑁 (𝑁−1) t = 41.67 √27275− (625)2 15 15 (15−1) t = 41.67 √ 27275−26041.67 210 t = 41.67 √ 1233.4 210 t = 41.67 √5.87 t = 41.67 2.42 t = 17.21 table 2. distribution of the value of t-test and t-table t-test t-table 17.21 2.145 according to the table above, the level of significance (α) = 0.05 and degree of freedom (df) = 14. then the value of t-table = 2.145 and t-test =17.21. thus the value of the t-test was higher than the t-table (17.21 > 2.145). so, the result of the t-test above showed that there was a significant difference between pre-test and post-test after using treatment by using “colour me colours” game. it could be summarized that the t-test value was higher than the t-table value (17.21 > 2.145) at the level of significant 0.05. based on the data in the table above, the value of the t-test has been shown to be higher than the value of the t-table. it could be concluded that there were different results in teaching vocabulary between the students' pre-test and post-test value by using “colour me colours” game. 3.6 hypothesis testing after finding out the t-test value is 17.12, determining the t table value to know whether pre-test and post-test are significantly different. in determining the t-table value, firstly, find out the degree of freedom (df). the researcher used the following formula: df = n – 1 = 15 – 1 = 14 for the level of significance (α) = 0.05 and degree of freedom (df) = 14. then the value of t-table = 2.145 and t-test =17.12. compared to the test value, it can be concluded that the t-test value (17.12) was higher than the t-table (2.145). on the other hand, we said that 17.12> 2.145. it means that the null hypothesis (h0) of this research is rejected, and the alternative hypothesis (h1) is acceptable because there is a significant difference between the pre-test and post-test result by colour me colour game for increasing students vocabulary mastery. from the analysis above, the researcher concludes that there was a significant achievement towards students’ vocabulary mastery by using "colour me colours” game at the second-grade of smp yp pgri 4 makassar. 4 discussion the sample of this research was class 2, they were collected by purposive sampling technique, and the data was collected by the vocabulary that used multiple choice. the researcher used the “colour me colours” game as treatment in this research as a method in teaching english vocabulary. according to leahy (2011), in the inside scoop on teaching english in east asia, sprite game is a writing practice intended to teach children vocabulary. it means that the “colour me colors” game can be used as one of the tools to help students develop their vocabulary mastery. this is a fun and successful game that can be used to teach and practice vocabulary words. students are given the opportunity to learn the four skills of reading, writing, listening, and speaking. “colour me colours” is a game where students can learn while playing, splitting into groups and competing to become winners. as a result, the use of games in learning is a practice that teachers should be delighted with because games are enjoyable learning experiences for students. to collect the data and find out the questions answered in the previous chapter's problem statement, the pre-test and post-test were applied. the pre-test was administered before giving the treatment to measure the students' prior knowledge of vocabulary mastery. it was followed by 15 students for 30 minutes. the researcher distributed the material test and asked the students to answer the question based on their ability. after giving the pre-test, the students were given the “colour me colours” game treatment in teaching english vocabulary. the treatment was carried out for four meetings. the treatment was begun on december 17th 2020, and finished on january 23th 2021every meeting lasted 60 minutes in the classroom, and the students did not wear school uniforms because, at the time, the teacher and students were discouraged from developing a process for teaching and learning at school due to covid-19 disease. so, the researcher gathered the first-grade students of smp yp pgri 4 makassar in a class of junior high school because i think that the place was secure. i used the time during 40 days in this research https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 122 it was caused i took the time afternoon (3.00 pm) to not interfered with the students' time to study at home, and the students, the teacher and their parents also agree. the researcher encountered some difficulties, especially when conducting meetings, because the students believe that the meeting is not formal, and they also did not understand what the researcher meant and explained the instruction in english. as a result, the researcher mixed english and indonesian.. the first meeting: the researcher introduces herself and require the students to introduce themselves. after that, the researcher explained the purpose of this research. besides that, the researcher explains to the students what they would to do in the first meeting until the last meeting and what they would achieve after studying. after they understood the explanation, the researcher gives a pre-test to students to value the students' ability about their vocabulary mastery. after that, the researcher continued to teach about the noun. in the second meeting, the researcher introduced the vocabulary game, and it was the “colour me colours” game. in this case, the researcher explained what “colour me colours” game, the steps and how to play the “colour me colours” game is. after the researcher explained about “colour me colours” game, the researcher showed that game to the students. after that, the researcher guided the students to make groups, and each group consisted of four students. next, the researcher asked the students to stand based on their groups, and the students start to play the game. the researcher instructed each group's students, and then the teacher will say a word, and the students listen to what the teacher says carefully. after that, the teacher instructed two students to stand in front of the class and then one of them stick the coloured card to the word said by the teacher on the part of his friend's body. after they stick the coloured card on the part of their friend's body, they spell and say it in front of their friends. the teacher knows the winner by listening to the first one who spelt and said the word correctly. same as the previous meetings, a student who is the winner got the point for their team. and the game ends when each student from each team has his chance, and there is one team as the winner. the won of this game was the teams could guess the high score. the second meeting: the researcher prepared materials about a family tree. after that, the researcher guided the students to make groups, and each group consisted of four students. following that, the researcher asked the students to stand according to their groups, and the students began playing the game. the researcher instructed the students in each group, then, the teacher said something, and the students paid close attention to what the teacher said. after that, the teacher instructed two students to stand in front of the class, one of them stick the coloured card to the word said by the teacher on the part of the body of his friend. after they stick it on the part of their friend’s body, they spelt and said it in front of their friends. the teacher knows the winner by listening to the first one who spelt and said the word correctly. as in previous meetings, the winning student earned a point for their squad. the game ends when each student from each team has had their turn, and one team is declared the winner. this game was won by the teams who correctly predicted the highest score. the third meeting of the treatment: the researcher gave material about the kinds of an adjective, the researcher divided the students into four (4) groups, each group members of 5 students, and then the researcher gave an explanation of the rules of the game, sprite game. the researcher then asked the students to take their seats according to their classes, and the students began playing the game. the researcher gave each group of students an instruction, then the teacher said something, and the students paid close attention to what the teacher said. one student from each team raced to the blackboard or whiteboard to write the word said by the teacher. after they have written the word, they spell and say it in front of their friends. the teacher knows the winner by listening to the first one who spelt and said the word correctly. it is similar to the previous meetings, the winner got the point for their team and the game ends when each student from each team has his chance, and there is one team as the winner. the won of this game was the teams could guess the high score. the fourth meeting of the treatment: the students also played the “colour me colours” game, but the material was not only one kind but about all that has been learned in the previous meetings. and during the students doing the game, the researcher controlled and gave guidance to them. the won of this game was the teams could guess high points. at the last step, the researcher gave a post-test after gave the treatment. the researcher gives the students a post-test used the vocabulary test. the researcher delivered the test and asked the students to answer the questions. the test and number of item in post-test was the same as the pre-test. the test consists of two parts questions, and the test takes time around 30 minutes. after having the data of pre-test and post-test, the researcher compared the students’ result of pre-test and post-test. it was aimed to find out whether or not there was a significant difference between the result of pretest and post-test. in other words, whether the result of the post-test was higher than the pre-test. and the following is the details of the finding discussion of this research. to know the effect of “colour me colours” game on students in learning english process and teaching english vocabulary. https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 123 the discussion deals with the interpretation of the findings derived from the data analysis the description of the data collected through vocabulary test, which explained in the previous part, which showed that the students’ vocabulary achievement were increased. it was supported by the result of the frequency and rate percentage of the students' pre-test and post-test. the students score after presenting material by using the “colour me colours” game in teaching and learning vocabulary test was better than before the treatment was given to them. the following is a brief discussion of the students' pre-test and post-test results. according to the data, both pre-test and post-test, the students' abilities improved after the treatment. the highest score of pretest score the students got in pre-test was 55 (it is only three students) categorized poor score while the highest score the students got in post-test was 100 as categorized excellent after doing the treatment had given. it means that the application “colour me colours” game in teaching and learning vocabulary could improve the students’ achievement from poor scores to excellent scores. the description of the data collected through vocabulary test in the previous section shows that the students’ english vocabulary improved. it was supported by the frequency and the rate percentage of the students’ pre-test and post-test. the students’ score after doing treatment by “colour me colours” game in teaching and learning vocabulary was higher before the treatment given to the students. the mean score of the students’ post-test was higher (90,66) than the students’ pre-test (49). it means that the null hypothesis (h0) of this research was rejected, and the alternative hypothesis (h1) was accepted because there was a significant difference between students pre-test and post-test by “colour me colours” game in teaching vocabulary. based on the comparison of the data score pre-test and post-test before, it could be concluded that the classification of pre-test dominant in average classifications and in post-test was dominant in very good classification. so it could be inferred that there was a significant difference between students pre-test and post-test result. another case demonstrated that rising students' vocabulary mastery was also demonstrated by the importance of the t-test. the t-test for this analysis was 17.21, and the t-table was 2,145. it clarified that the ttest value was greater than the t-table value, and it was concluded that there was significance between the students' pre-test and post-test results. using “colour me colours” game in teaching and learning vocabulary was effective in increasing the students' vocabulary mastery. the average of students’ score in pre-test and posttest plays an important role in determining the success of a technique used in teaching and learning vocabulary. logically, if the average students' score in the pre-test is higher than the average score of the posttest, we can conclude that the technique used does not have a significant influence on increasing students' english vocabulary. automatically the technique cannot be used in increasing the students' vocabulary achievement. on the contrary, if the average students' score in the pre-test is lower than the average of students' post-test score, we can conclude that the technique used has a significant influence in increasing students’ vocabulary achievement. during the treatment, the researcher identified some problems. first, students were noisy because the students learned vocabulary by using a game. however, the students participated actively and enjoyed the teaching and learning process. they showed their enthusiasm and interest in learning vocabulary by using the game. second, they could not understand what the researcher explained the instruction in english. therefore, the researcher combined english and the indonesian language. these findings supported the statement about the advantages of using the “colour me colours” game to learn vocabulary: (1) it does not use a monotonous activity, (2) it is fun for students, (3) it helps the students learn and acquire new word early, (4) it involves friendly competition and keeps students interest, (5) it serves students to learn to pronounce and spell words, (6) the students more active that teacher. this research found that using gamification can increase students' vocabulary mastery. in the brief of the discussion above, the use of the “colour me colours” game was good enough to increase the students' vocabulary, especially in the vocabulary of the noun. it could be proved by seeing the increase in students' pre-test and post-test score. thus, it indicates that the second-grade students of smp yp pgri 4 makassar increase their vocabulary ability, especially by using “colour me colours” game. 5 conclusion based on the result of the discussion, it could be concluded that an effective way of teaching vocabulary by using the “colour me colours” game could be achieved by giving motivation for students in learning it can be seen from the post-test mean score (90.66), which is higher than the pre-test mean score (49). this present study also highlighted that most of the students enjoy the teaching and learning process. the researcher could say that research success to apply at the secondgrade of smp yp pgri 4 makassar. they were active in the classroom because of the “colour me colours” game. also, they already master new words and memorize them quickly. generally, the researcher https://journal.unilak.ac.id/index.php/utamax/ the journal of ultimate research and trends in education available online at: https://journal.unilak.ac.id/index.php/utamax/ vol. 1, no. 3, november 2019, pp. 117-124 124 concluded that the “colour me colours” game in teaching vocabulary make the students easy to understand the material. the situation of the teaching and learning process becomes enjoyable and interesting. references aydoğan, h., & akbarov, a. a. (2014). the four basic language skills, whole language & intergrated skill approach in mainstream university classrooms in turkey. mediterranean journal of social sciences, 5(9), 672-672. brown, h. d., & lee, h. (1994). teaching by principles: an interactive approach to language pedagogy (vol. 1, p. 994). englewood cliffs, nj: prentice hall regents. depdiknas, (2003). undang undang republik indonesia no. 20 tahun 2003 tentang system pendidikan nasional. bandung: citra umbara. on. febriyansyah, i. (2016). improving students’ vocabulary mastery through bingo game for grade x of sman 4 purworejo in the academic year of 2014/2015. english language teaching journal, 5(3). gairans, r. and redman, s. (1986). working with. a guide to teaching and learning vocabulary. washington dc. cambridge university press. goodman, d. j., & mohr, c. (1997). building vocabulary skills. townsend press. harmer, j. (2001). the practice of english language teaching. longman. imas. f. 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(2012). improving the students’ vocabulary through bookworm game at the second grade of smp tamalatea makassar”. thesis. stkiptkip ypup nurmiati. (2004). “improving the students’ english vocabulary mastery by using game method“ thesis faculty of language and arts unm. pajo, m. n. (2017). using games to improve vocabulary knowledge of the eleventh grade students of senior high school. unpublished bachelor’s thesis]. universitas sanata dharma yogyakarta. polem, a. m. (2017). the implementation of simon say game to improve students’ vocabulary mastery in learning english at mts. laboratorium uin-su medan (doctoral dissertation, universitas islam negeri sumatera utara) prasetyo. (2018). the effect of color game to the students vocabulary mastery. rasyid, m. a., & nur, h. j. (1997). teaching english as a foreign language in indonesia: theory, practice, and research. fbs ikip ujung pandang. sengi, a. (2019). imimproving tudents’ vocabulary mastery by using english program on “telebram” at the third-grade students of smp negeri 1 bontoramba. thesis of stkip ypup makassar. wallace, m. j. (1982). teaching vocabulary (vol. 10). heinemann. wulanjani, a. n. (2016). the use of vocabularygames in improving children’s vocabulary in english language learning. transformatika: jurnal bahasa, sastra, dan pengajarannya, 12(1), 76-83. yerkes, d. (1994). webster’s encyclopedia unabridged dictionary. https://journal.unilak.ac.id/index.php/utamax/ instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 1, march 2021, pp: 29 – 39 doi: https://doi.org/10.31849/utamax.v3i1.6166 29 post-pandemic of covid-19 and the need for transforming education 5.0 in afghanistan higher education mohammad naim rahim kunduz university, kunduz 3501, afghanistan mnaim.rahim@gmail.com article history received : 2021-02-13 revised : 2021-03-23 accepted : 2021-03-27 keywords covid-19 ir 5.0 education 5.0 transformation 21st-century skills abstract the study is proposed to investigate education 5.0 and the higher education circumstances in afghanistan. today, the mission of education is changed, everything is just a click away, one can google the right answer, hence, and there is an urgent need for redefining the national educational objectives and establishing new goals that are aligned with the new norms. indeed, 21st-century learners are involved in teaching and learning that cooperates with their head, hearth, and hands. therefore, the study utilized a qualitative critical document analysis using public records, personal documents, and physical evidence to build an authentic understanding of the on-going paradigm shifts in education and to provide practical potentials for transformation education 5.0 in the higher education of afghanistan. the data is analyzed based on the procedure of defining research questions, data collection, data transcriptions, coding, and identifying the themes. the result shows that an essentialist-curriculum of teaching and testing is used in afghanistan. the assessment approaches are included 10% of class activity and attendance, 10% of assignments and projects, 20% of the mid-term exam, and 60% of the final exam which indicates exam-oriented education. the finding also highlights that the students' needs and the employability requirements of the 21st-century are not considered in teaching and learning circumstances. in conclude, the study recommends the use of three categories of 21st-century skills such as learning skills, literacy skills, and life skills to help educational institutions towards the transformation of education 5.0. this contributes to preparing learners for the post-pandemic of covid-19 and employability requirements of the 21st-century marketplace. 1. introduction a leading discourse of education is growing with the help of ict (information communication technology) and ai (artificial intelligence). this educational discourse integrates the potentials of the fifth generation of education (education 5.0) with the fifth generation of the industrial revolution (ir 5.0) that develops the hypothesis of knowledge is downloadable (harari, 2019). this discourse is not yet easy to understand, especially in the third-world countries like afghanistan, but since there is no limitation in the advancement of ict and ai, it will soon change or has already changed teaching and learning practices of these countries. in addition, this educational discourse addresses the intensive enhancement in the fields of science (applied sciences) which is intending to conquer beyond the earth. initially, the complex knowledge that has been screened for centuries and now is stored in the cloud storage can be simply analyzed with the help of ict and ai (harari, 2019). currently, the ability to analyze "big-data" has been taken from the humanscientist due to the rapid influence of the great companies such as amazon, facebook, and alibaba. if ai is empowered to create and analyze "superdata" by the capability of its consciousness, the human-scientist will be a completely incapable being. as a result, teacher as an authority of the knowledge in the classrooms will be an invalid concept of education anymore. therefore, the potential presence of educators in schools and universities with limited knowledge and skills is decreased as the inclusive use of ict and ai is globalized. the idea of being the authority of knowledge will also be demotivated since ict and ai will professionally facilitate teaching and learning platforms. so the future educators are those who develop certain skills of the learners not the knowledge itself. the knowledge is now detectable by the learners themselves, and through the potential use mailto:mnaim.rahim@gmail.com 30 2. educational transformation 4. learners in post-pandemic 1. 21 st -century skill 3. education 5.0 of these skills they learn and promote. considering this educational paradigm-shift and the need for transformation education 5.0, the current study extends the body of literature and provides an authentic understanding of the current status of the higher education circumstances in afghanistan. furthermore, before the covid-19 pandemic and in the beginning of the 21st century, educational modules has been changed in the world. this paradigm-shift has taken place without considering the communities as developed countries, developing countries, or undeveloped countries. as rahim & sandaran (2020) stated that it does not matter if you are living in a third-world country or first-world, the global educational paradigm-shift has proceeded as a whole event. however, this paradigm-shift may has only appeared in the educational system of some countries, but originally it has restructured the educational context and the content (rahim & sandaran, 2021). moreover, as people have used the first-generation (1g) of telecommunication and internet technologies to its fifth-generation (5g), so they did the education. from the first industrial revolution (ir 1.0) of the late 1760s in europe and the united states which was aligned with the use of mechanization, steam power, and weaving loom until the latest industrial revolution (ir 5.0) in 2020 which is aligned with the applicable use of ict and artificial intelligence, education enters to its fifth-generation of (education 5.0) (rüfenacht, 2021). despite all these educational innovations and developments, educational perceptions, curriculums, teaching and learning modules, skills, and assessments have remained traditional in afghanistan. therefore, the covid-19 pandemic has provided a wide opportunity for nations to redefine religious views, cultural perspectives, social taboos, and of course, educational circumstances. indeed, covid-19 pandemic has raised a new global need and requirement for both education and employability. according to rahim (2021), the new norms requires schools and institutions to align their educational objectives with the students’ needs globally. in the context of afghanistan, covid-19 has also functioned as an ice-breaker for institutions to realize this global need. as a result, this study attempts to investigate transforming education 5.0 in higher education of afghanistan. echoing the above explanation this present study is aimed to conducted qualitative critical document analysis using public records, personal documents, and physical evidence. the analysis provides an indepth understanding of the current status of educational transformation in the higher education of afghanistan. it also investigates the industrial revolutions and educational development, paradigmshift in teaching and learning methods, developing theories of teaching and learning, generation classifications, and the use of 21st-century skills for implementing education 5.0. therefore, this study aimed to highlighted these major points (1) investigate education 5.0 and the higher education circumstances in afghanistan context, (2) determine the pre-requisite skills for educational transformation, (3) demonstrate how education 5.0 helps students in the post-pandemic of covid-19. nevertheless, the study is guided by the following main research questions: (a) what is education 5.0?, (b) what are the required skills to transform education 5.0?, and (3) how does education 5.0 prepare learners to survive in the post-pandemic of covid-19? 1.2 significance of the study the study provides an in-depth understanding of education 5.0 and educational transformation in the higher education of afghanistan. this contributes to the efforts for educational transformation based on the new educational reforms. it also helps researchers, scholars, educators, students, and educational institutions to prepare for the post-pandemic of covid19. 1.3 conceptual framework the following conceptual framework is formulated for this qualitative study. figure 1.1 conceptual framework of the study figure 1.1 indicates the conceptual framework of the study and the relationship between the key concepts. the potential use of 21st-century skills accelerates educational transformation and leads to the implementation of education 5.0 which is aligned with students need and empolyability requrements globally. as a result, education 5.0 prepares students for the post-pandemic of covid-19. 2. literature review based on the previous studies, this section discusses education 1.0 to education 5.0 each in four perspectives of the industrial revolution and educational development, teaching and learning methods, theories of learning, classification of the 31 generations, and skills needed in each of the educational ages. 2.1 education 1.0 the first generation of education (education 1.0) is aligned with the process of the first industrial revolution (ir 1.0) in the 1760s. according to aziz hussin (2018), during the first industrial revolution (ir 1.0), water and steam power were used to mechanize production. hence, the demands of the marketplace (factories) for employability are limited to the mechanization of water steam power (oecd, 2018). however, there is no formal education yet, but homeschooling has fulfilled the needs by preparing the children who are competent with specific skills and knowledge. these educations have been expensive and limited to specific hours of the week for royal families. children with poor family backgrounds did not have the chance for education or in some cases they just learned the available knowledge and skills in their surroundings (watson, 2017). therefore, teaching and learning are also limited to particular methods, theories, and skills in this period. 2.1.1 methods associated with education 1.0 since there is limited formal education, it is difficult to discuss the methods applied in teaching and learning during this period. initially, teaching is used as an authority to transfer knowledge and morals to the children in this period (twenge et al, 2004). it is not yet teacher-centered nor students-centered since educators are considered as the authority of the knowledge and skills. according to yu & miller (2003), formal education has been available even to the poorest families later in 1800s. the study also stated that there has been two hours of school classes for 10-year-old children in britain. however, it differs from country to country in this period. 2.1.2 theories associated with education 1.0 the need for professional education is not yet theorized. later in 1833, britain government passes the factory act making two hours of education a day compulsory for children who are working in factories (datin et al., 2017). in 1844, the ragged schools union sets up to give schooling to very poor children. this is exactly the time when the importance of education is highlighted as a whole for community members (rahim, 2019). still, the focus is on an essentialist-based curriculum with related methods of teaching and testing. basically, the foundation of an essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign language, and literature (fisk, 2017). essentialists argued teacheroriented classroom setups. the teachers or administrators decide what is most important for the learners to learn with little regard to the student interests. the teachers also focus on achievement test scores as a means of evaluating progress. according to kumaravadivelu (2004), this system requires learners to sit in rows. teaching and learning is facilitated in masses where the number of students per class and educational needs are not evaluated. as a result, the students learn passively by sitting at their desks and listening to the teacher (rahim, 2020). 2.1.3 generation classifications associated with education 1.0 according to the generation’s classifications, children from 1885 to 1900 are categorized as the lost generation. initially, key differences exist in the work values and beliefs of students and employees from different generations, and that failure to address these differences can lead to conflict in the workplace, misunderstanding, miscommunication, lower employee productivity, poor employee well-being and reduced organizational citizenship behavior (adams, 2000; bradford, 1993; fyock, 1990; jurkievicz, 2000; kupperschmidt, 2000; smola & sutton, 2002; yu & miller, 2003). therefore, it is important to consider the generation classifications and their needs and skills within each of the educational periods. 2.1.3 skills associated with education 1.0 since it is an unknown period of education history, therefore, the skills and knowledge are not specific enough. based on the industrial revolution (1.0), the factories needed employees with skills that are aligned with machinery production by steam power. later in the 1900s, some of the universities founded in britain concentrating on skills such as science, engineering, history, and classic. according to derek & schmidt (2020), education 1.0 is similar to the first generation of the web, a largely one-way process. in the generation of web, students go to school to get education from teachers who supply information in the form of a standup routine that may include the use of class notes, handouts, textbooks, videos, and the world wide web. students are large consumers of information resources that are delivered to them, and although they may engage in activities based around those resources. those activities are for the most part undertaken in isolation or isolated local groups (rumbidzai, 2020). as the result, these activities contribute back to the information resources that students consume in carrying them out. 2.2 education 2.0 the second generation of education (education 2.0) from the 1870s to 1900s leads to the transformation of the second industrial revolution (ir 2.0) which is aligned with mass production, assembly line, and electrical energy. according to aziz hussin (2018), during the second industrial revolution (ir 2.0), electric power is used to create mass production. education 2.0 is also aligned with the development of this industrial revolution during the 1870s. since it is 32 time that formal schooling and later on the 1900s, universities also have also founded, therefore, the skills and knowledge for employability are improved. 2.2.1 methods associated with education 2.0 in this period, pre-scientific methods are developed. pre-scientific methods are those that are not based on linguistics and psychology theories yet. these methods are teachers’ dominant. in the context of second language acquisition, methods such as the grammar-translation method (gtm) is a pre-scientific method. using this method, classes are taught by the influence of native language with little active use of the target language (stern, 1983). much vocabulary is taught in the form of lists of isolated words. long elaborate explanations of the intricacies of grammar are given. direct method (dm) which indicates teaching vocabulary through pantomiming, real-life objects, and other visual materials is also a prescientific method (richards, 2001). finally, audiolingual method (alm) in which speech is more basic to language than the written form is the last prescientific method. according to krashen & terrell (1983), language structure and form are more significant than meaning in this period. indeed, alm is a meaningful move towards the use of scientific methods in language classrooms. 2.2.2 theories associated with education 2.0 since the grammar-translation method focuses on translation, memorization, reading, repetitions, and later on, direct method and audio-lingual methods are providing learners with reputations drills, therefore, it is time for the use of behaviorism theory which is developed by (pavlov & skinner, 1930s). the dominant metaphor for behaviorism is carrot and stick. it is also associated with the audiolingual method. students are required repetition, avoidance of error, and corrections. the repetition itself is one of the dominant dimensions of behaviorism theory (pavlov & skinner, 1930s). 2.2.3 generation classifications associated with education 2.0 based on the generations classifications, children in the age of education 2.0 are somewhere between interbellum generation from 1901 to 1915 and greatest generation from 1916 to 1931 (wong et al., 2008). during this period, aircraft is invented by scientist and land-travel is switched with the ease of airplanes. according to wong et al. (2008), a generational group shares historical and social life experiences which affect the way people in that generation develop and distinguish one generational group from another. hence, the needs, educational experiences, and dominant skills between these generations can be similar. 2.2.4 skills associated with education 2.0 in the age of education 2.0, there are facilities for publication of books, magazines, and of course press. therefore, there is a need for reading skills, memorization skills, repetition drills, and corrections (prabhu, 1990). schools and universities required students to practices these skills. the marketplace demand is also aligned with industrial revolution 2.0 and education 2.0 that required employees to be competent with skills in mass production, assembly line, and electrical energy (fadel, 2008). 2.3 education 3.0 the third generation of education (education 3.0) during 1969s coincides with the third industrial revolution (ir 3.0) and the process of automation, computers, and electronics. according to aziz hussin (2018), during the third industrial revolution (ir 3.0), electronics and information technology are used to automate production. despite ir 2.0, industrial revolution 3.0 is integrated with the basic steps in ict (diwan, 2017). there is also a revolution on the growing trends of computers and electronics. according to diwan (2017), there is a jump between the market employability demand and education developments. therefore, it is assumed that the first steps of electronic technology are integrated with teaching and learning in this period. 2.3.1 methods associated with education 3.0 in this period, scientific methods are developed. the term scientific method has emerged by the ongoing enhancements in the fields of psychology and linguistics (krashen & terrell, 1983). according to terrell (1986), the scholars developed scientific methods based on the potentials of linguistics and psychology in teaching and learning. scientific methods are also called student-centered approaches. in the context of language teaching and learning, there are scientific methods such as community language learning (cll). in this method, the goal for language learning is that students typically have a conversation using their native language (roth, 2013). the teacher helps learners to express what they want to say by giving them the target language translation. these words are recorded, and when they are replayed, it sounds like a fairly fluid conversation. according to richards & rodgers (2001), total physical response (tpr) is also a scientific method. applying tpp, the coordination of speech and action facilitates language learning. grammar is taught inductively. meaning is more important than form. speaking is delayed until comprehension skills are established. effective language learning takes place in a low-stress environment. the role of the teacher is central. s/he chooses the appropriate commands to introduce vocabulary and structure. the learner is a listener and a performer responding to commands individually or collectively. learning is maximized in a stress-free environment. there are also other 33 scientific methods such as suggestopedia, the silent way (sw), the natural approach (na), and finally, communicative language teaching (clt) which opens the way for the post-methods area (kumaravadivelu, 1994). 2.3.2 theories associated with education 3.0 the core values of scientific methods are interactive rather than repetitions. since scientific methods are developed by the potential use of the fields of psychology and linguistics (krashen & terrell, 1983). hence, there is a concern on the way that language is learned through the process of information in the brain and oral interaction. this is why the theory of mentalism and the intending idea of ug (universal grammar) was raised by noam chomsky (1960s). despite the behaviorism theory of learning, mentalists believed that learning is an internal process of information that cannot be restored by imitations (richards & rodgers, 2001). language teaching methods such as natural approach and tpr are aligned with this theory of learning. the theory requires the teachers and learners to the acceptance of the error as part of the learning procedure and developmental order. 2.3.3 generation classifications associated with education 3.0 children during education 3.0 are baby boomers generation from 1948 to 1963, generation x from 1964 to 1979, and generation millennials from 1980 to 1995. according to wey & sutton (2002), the social context in which a generational group develops impacts their personality and a person's feelings towards authority, their values and beliefs about organizations, their work ethic, why and how they work, and their goals and aspirations for their worklife. it has also suggested that each generation is likely to develop distinct preferences or traits that distinguish their feelings toward work and what they desire from work (jurkievicz & brown, 1998; kupperschmidt, 2000). 2.3.4 skills associated with education 3.0 during the third industrial revolution, there are certain skills required by schools, universities, and marketplace. they are a generation after the second world war (wey & sutton, 2002), and more than anytime else, now they needed communication. that is why scientific methods are developed in language learning that concentrates on the communication competencies of the learners (richards & rodgers, 2001). international language learning also becomes a matter in most countries. according to oecd. (2018), the emergence of television also requires learners to another new skill of media. hence, skills such as communications skills, computer skills, comprehension skills, technology skills, and translation skills are dominant skills for employability. 2.4 education 4.0 the fourth generation of education (education 4.0) during the 2000s, however, is integrated with the industrial revolution (ir 4.0) of cyber-physical systems, the internet of things, and networks which has also been called the intelligent generation. according to aziz hussin (2018), the industrial revolution (ir 4.0) is beyond the enhancement of the third industrial revolution, in which the advancement of new technologies blurs the lines between the physical, digital, and biological worlds. the new technologies evolve at an exponential pace and there is no historical precedent that marked the beginning of the evolution, hence, being called disruptive technologies. these advancements are led by the emergence of artificial intelligence, robotics, the internet of things, autonomous vehicles, bio and nanotechnology, 3-d printing, material science, quantum computing, and energy storage (diwan, 2017). according to watson (2017), education 4.0 is based on the belief that content is freely and readily available. it is self-directed and interest-based learning where problem-solving, innovation, and creativity drive education are valued. indeed, education 4.0 is a response to the needs of ir 4.0 where humans and technology are aligned to enable new possibilities (rumbidzai et al., 2020). fisk (2017) also explained that the new vision of learning promotes learners to learn not only skills and knowledge that are needed but also to identify the source to learn these skills and knowledge. this is how technology matters in this period of education (rahim & sandaran, 2020). 2.4.1 methods associated with education 4.0 according to several studies, watson (2017), roth (2013), oecd (2018), fisk (2017), diwan, (2017), and datin (2017), education 4.0 offers certain concepts for teaching and learning. firstly, it provides anytime anywhere education. secondly, it discusses personalized to individual learning. thirdly, it indicates that students have a choice in determining how they want to learn. fourth, it exposes students to more project-based learning. fifth, it intends students to be exposed to more hands-on learning through field experiences such as internships, mentoring projects, and collaborative projects. sixth, it exposes students to data interpretation in which they are required to apply their theoretical knowledge to numbers and use their reasoning skills to make inferences based on logic and trends from given sets of data. seventh, students’ assessment is different and the conventional platforms that assess students may become irrelevant or insufficient. eight, students' opinions will be considered in designing and updating the curriculum. nine, students will become more independent in their learning, thus forcing teachers to assume a new role as 34 facilitators who will guide the students through their learning process. this is how the concept of post-methods comes in. by some means, post-methods are called the end of methods. at around the same time, kumaravadivelu (1994), identified what he called the 'post method condition, a result of the widespread dissatisfaction with the conventional concept of method. rather than subscribe to a single set of procedures, post-method teachers adapt their approach under local, contextual factors, while at the same time being guided by some 'macro strategies. two such macro-strategies are maximizing learning opportunities and promoting learners autonomy. according to prabhu (1990), there is no one method, but that individual teacher's fashion an approach that accords uniquely with their sense of plausibility. 2.4.2 theories associated with education 4.0 learners in this age of education decide on their learning, therefore, constructivism is applied. constructivism is based on the idea that people actively construct or make their knowledge, and that reality is determined by their experiences as a learner. john dewey (1933 to 1998), is often cited as the philosophical founder of this approach. bruner (1990) and piaget (1972), are considered the chief theorists among the cognitive constructivists, while vygotsky (1978), is the major theorist among the social constructivists. the dominant metaphor of this theory is order-free. since there is no single method in this age, the theory is a method-free theory. applying this theory, learning accurse through the comprehensive input from instruction and output. it ultimately focuses on form rather than meaning. 2.4.3 generation classifications associated with education 4.0 children during education 4.0 are called generation z. this generation is led through the stream of the internet of things, networks, cyber technology from 1996 to 2009. according to wong et al. (2008), generation z has grown up with technology and is used to having technology as a large part of their life. likely, they are seen to be comfortable with change and are less likely to see job security as an important factor in the workplace (hart, 2006). 2.4.4 skills associated with education 4.0 the cycle for skills development in this age of education is wider than any other generation due to the rapid revolution in ict, and the paradigm shift in teaching and learning as well as marketplace employability requirements. skills such as ict skills, communication skills, and time management are the core skills of the students. however, the paradigm shift in education requires them to practice certain other important skills to cope with the educational circumstances. according to wong et al. (2008), as employees, generation z are typified as valuing skill development and enjoying the challenge of new opportunities. therefore, critical thinking, creativity, collaboration, communications, and culture are the most applicable skills of this age of education (oecd, 2018). 2.5 education 5.0 the fifth generation of education (education 5.0) during 2020 has launched with efforts to empower ai (artificial intelligence) with consciousness. therefore, education 5.0 introduces a smart-curriculum that is integrated with the potential use of ai and ict for educational development. indeed, education 5.0 is the response for ict, ai, and biotechnology. according to rumbidzai & maupa (2020), education 5.0 is a new curriculum reform that would need the buy-in of educators for possible smooth implementation. there is also some requirements for transformation of the fifth generation of education (education 0.5). the most basic requirement of education 5.0 is 21stcentury skills (rahim & sandaran 2020). these skills can be classified into three basic categories such as learning skills, literacy skills, and life skills. 2.5.1 methods associated with education 5.0 since the covid-19 pandemic has already shifted the paradigms towards the most flexible and selforiented learning and teaching, there is an urgent need for revising the pre-pandemic curriculums to a postpandemic. the post-pandemic area is a new view of educational orientations (rahim & sandaran, 2021). there are online classes, smart applications, learning distantly, less expensive in compared to the traditional classrooms, and of course, learning focuses on the post-pandemic area. when post-pandemic is discussed, still the methods for analyzing the unlimited online available knowledge is a matter. hence, methods matter. in the early education 4.0, it was believed that it is the end of teaching and learning methods. in the united states, many preferred homeschooling. the concept of deschoolization was springing out everywhere, but it is just a paradigm shift. according to oecd (2018), it is important to discuss methods for the future of education based on the use and integration of ai and ict trends to address the learners need. according to fisk (2017), diwan (2017), oecd (2018), rahim (2019), and rahim & sandaran (2021), approaches, frameworks, and educational modules such as obe, cefr, and blended learning approaches can bridge education 4.0 to education 5.0. 2.5.2 theories associated with education 5.0 in this age of education, teaching and learning theories are aligned with post-constructivism. constructivist epistemologies focus on ethics as a system of values in the mind, even when previously co-constructed in a social context against which social 35 agents compare the actions that they mentally plan before performing them (roth, 2013). this approach is challenging, as it forces a wedge between thought and action, body and mind, universal and practical ethics, and thought and affect. drawing on a fragment of a concrete classroom episode as an exemplary case, roth (2013), develop and exemplify a postconstructivist discourse on ethics that centers on the dialogical relation of participants in the conversation and that overcome the problems of the constructivist approach which is also aligned with education 4.0. this practical ethics is consistent with the dialectical (dialogical) conception of the world-as-event. 2.5.3 generation classifications associated with education 5.0 based on the generation classifications, children in education 5.0 area of teaching and learning from 2010 to 2025 are alpha generation. the educational needs of the alpha generation are different from the previous generations since they are involved in every phase of their learning process. according to oecd (2018), the educational needs of students from 2025 to 2050 are not yet predictable due to the growing enhancements of ict, ai, and the growing fields of industry. 2.5.4 skills associated with education 5.0 introducing the skills of education 5.0 requires a broad discussion. even though, covied-19 pandemic has outdated learning orientations and skills whiten the higher education institutions globally. nationalwide lockdowns and new norms of social distancing have motivated scholars and universities towards acquiring new skills. according to rumbidzai & maupa (2020), education 5.0 focuses on five pillars which are research, teaching, community service, innovation, and industrialization. in addition, any educational transformation changes many concepts. in terms of education 5.0, some of the concepts have already changed. the concept of (study-hard) has changed to (studysmart). the concept of (work-hard) has changed to (work-smart). the concept of (change) has changed to (transform). the concept of (invent) has changed to (innovate). the concept of (job ready education) has been changed to (life ready education). these concepts have also provided an opportunity to the higher education institutions to transform education 5.0 and prepare learners for the post-pandemic of covid-19. 3. research methodology the study conducted a qualitative critical document analysis using public records, personal documents, and physical evidence. the public records included the official, ongoing records of educational trends in universities. for example, the transformation in course policies, curriculums, syllabi and layout of the classrooms, strategic plans of the international universities, assessment methods, and annual reports. also, personal documents included first-person accounts of individual’s actions, experiences, and beliefs. for instance, websites, facebook posts, reflections, journals, and newspapers. whereas, physical evidence included physical objects found within the study setting. physical evidence includes posters, agendas, handbooks, exam sheets, and training materials. these three sources of data are used to provide credibility to the research and fulfill the triangulation assumption of the qualitative study (o’leary, 2014). 3.1 data collection the study created a list of texts and dataset to explore from the public records, personal documents, physical evidence. then the study gathered relevant texts and documents and developed the organization and management scheme. the study followed historical patterns of the topics to consider the relationships of the key concepts. analyzing the documents also incorporated coding content into themes similar to how focus group or interview transcripts are analyzed (bowen, 2009). 3.2 data analysis the study applied qualitative critical document analysis which has evolved into one of the most used qualitative methods across several disciplines (kuckartz, 2014 and mayring, 2010). critical document analysis is a form of qualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic (bowen, 2009). its straightforward structure and procedure enable the researcher to adapt the method to his or her special case nearly to every need. thematic illustration is provided after transcribing and coding the themes and subthemes based on the main research questions of the study. in this particular study, the following data analysis procedures are observed. figure 3.1 data analysis procedures 36 based on the stated research questions of the study, data from public records, personal documents, and physical evidence such as websites, journals, academic reports, and exam sheets are collected. after transcribing the data, related codes are sorted to illustrate the themes. finally, the analysis is presented thematically. 4. findings and discussions to investigate education 5.0 and the higher education circumstances in afghanistan; determine the pre-requisite skills for educational transformation, and demonstrate how education 5.0 helps students in post-pandemic, findings are presented and discussed in the following themes. 4.1 education 5.0 and the higher education circumstances in afghanistan education 5.0 provides a comprehensive pathway for learners to observe the progress after the end of every course (jonathan, 2021). indeed, education 5.0 is not only implemented to share knowledge, but also to help learners get inspired, to explore, and discover many creative ideas by themselves. in terms of teaching and learning methods, clear and detailed instructional methods are provided for each lesson to ensure that learners can acquire and apply knowledge into practice easily. according to jonathan (2021), education 5.0 is now a reality having been adopted by the fundamental values of teaching, research, community service, innovation, and industrialization. therefore, teaching as a profession and education in general must simply adapt to the new circumstances of change. a change that requires a transition from (curriculum deliverer) to (learning coach). the new function is to fuel the natural passion and genius of the student, rather than being the protectors of knowledge, forcing students down a pre-constructed road that is built for the masses. according to rüfenacht (2021), learners have to be encouraged to question the knowledge and methods taught by teachers and to find new innovative insights as an individual as well as a collective. in the context of afghanistan, it is recognized that many teachers already fulfilling this particular change. however, the evidence shows that the majority of the teachers express their inability to fulfill this role of change not from a lack of desire, but because of the outdated and obsolete limitations of the systems in which they work in the institutions. according to the evidence, most of the schools and higher education institutions of afghanistan are still functioning through the education 1.0 model. although many would deny that they are focusing on an essentialist-based curriculum with related approaches of teaching and testing. the findings show that the higher education of afghanistan is 80% exam-oriented which is ultimately aligned with education 1.0 of the pre-1800s in terms of generations classification, learning theories, teaching and learning methodologies, and skills. figure 4.1 assessment approaches in afghanistan the above figure indicates the assessment approaches of teaching and learning in afghanistan which is dominated through (10% attendance scores, 10% class activities and assignments, 20% midterm exam, and 60% of final exam). this is aligned with exam-oriented based education 1.0. in addition, the data shows that there is a resistance to change due to the inclusive traditional practices and classic infrastructures in the institutions. despite the efforts for implementing obe, scl, and e-learning in the higher education institutions by the ministry of higher education of afghanistan, the actual practices are aligned with an essentialist-curriculum of teaching and testing. comparing the higher education circumstance of afghanistan with the on-going global education, the post-pandemic area will be very challenging for students. since the requirements of the marketplace is disregarded to the potentials of the current educational practices. applying the traditional education designs, students only acquire limited skills and knowledge of the pre-pandemic. whereas, the skills and knowledge of the post-pandemic are quite different. therefore, students who are learning through education 1.0 are not capable to education 5.0 platforms. according to rumbidzai & maupa (2020), education 5.0 is beyond the ongoing educational practices of all periods. indeed, education 5.0 is the redefinition of the curriculum as a whole and transformation of a smartcurriculum that fulfills the needs of 21st-century learners based on the innovative content of ai and ict to provide learners for learning smart and working smart. 4.2 the pre-requisite skills for educational transformation the dominant skills of the classic curriculum of teaching and testing are reading skills, memorization skills, repetition drills, and corrections which is aligned with education 1.0. this module of education is similar to the first generation of the web, a largely 37 one-way process of information or knowledge. the following figure illustrates the actual teaching and learning practices of the 21st century and the gaps in teaching and learning practices of afghanistan. it also indicates the skills required for transforming into education 5.0. figure 4.2 21st century skills framework source: charles fadel and krishna chaitanya velaga file: framework for 21st century learning.jpg. figure 4.2 illustrates teaching and learning in 21st century that takes place through the use of the core skills in the framework. fundamentally, life and career skills, learning and innovation skills, and information media, and technology skills are facilitating learners and educators to accomplish their educational assumptions. assessments and standards, curriculum and innovation, professional development, and learning environments are followed by fundamental skills such as skills of learning, skills of technology, and skills of life (stauffer, 2021). therefore, the following three categories of skills help the higher education institutions to prepare the students for post-pandemic area and accelerate education 5.0 transformation in higher education of afghanistan. 4.2.1 learning skills critical thinking and analysis, complex problem solving, creativity and innovation, communication and collaboration, and cultural skills are the core skills of learning in education 5.0. these 21st-century skills align students with the global education and employability during the post-pandemic of covid-19 (stauffer, 2021). 4.2.2 literacy skills since education 5.0 is aligned with industrial revolution 5.0 and the rapid enhancements of ict and ai, there are three core literacy skills that help learners to be literate in 21st century (stauffer, 2021). 4.2.2.1 information literacy information literacy is the understanding of facts, figures, statistics, and data. information literacy is a foundational skill which helps students to understand the facts, especially the data points that they encounter online. more importantly, it teaches the learners on how to distinguish the fact from fiction. 4.2.2.2 media literacy media literacy is the understanding of methods and outlets in which information is published. media literacy is the practice of identifying publishing methods, outlets, and sources while distinguishing between the ones that are credible and the ones that are not. indeed, it is distinguishing the authentic from the fake. just like the previous skill, media literacy helps learners to find the truth in a world that is saturated with information. 4.2.2.3 technology literacy technology literacy is the understanding of machines that make the information age possible. technology literacy goes another step further to teach learners about the machines involved in the information age. for instance, computers, cloud programming, and mobile devices that have become more important to the world and the world needs more people to understand these concepts accurately. technology literacy gives students the basic information they need to understand what gadgets perform, the tasks and why. this understanding removes the intimidating feeling that technology tends to have. according to oecd (2018), if learners do not understand how the technology works, it might look to be magic or mythical, but technology literacy unmasks the high-powered tools that run today's world. as a result, students can adapt to the world more effectively. 4.2.3 life skills it is not only about learning and being literate in the age of new technologies, but life skills help students in post-pandemic area as well. since life might be quite different even if the national and international lock-downs are eased. skills such as flexibility and adaptability, initiative and selfdirection, social and cross-cultural skills, productivity and accountability, and leadership and responsibility help students to survive better in the post-pandemic area. 5. conclusion analyzing the documents critically, the study discussed education 1.0, education 2.0, education 3.0, education 4.0, education 5.0, and the educational circumstances in higher education in afghanistan. the result shows that the higher education institutions of afghanistan prepare students with traditional curriculums of teaching and testing which do not address the needs of 21st-century employability in the marketplace. the findings determine education 5.0 as 38 a smart-curriculum reform in the context of higher education which is aligned with trends in ai and ict and enables students for smart education in the postpandemic area. it also demonstrates the 21st-century skills such as learning skills, literacy skills, and life skills that prepare learners and 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(2003). the generation gap and cultural influence: a taiwan empirical investigation. cross-cultural management,10 (3). 23-41. http://www.doi-ds.org/doilink/03.2021-98353846/uijir http://www.doi-ds.org/doilink/03.2021-98353846/uijir https://doi.org/10.31849/elsya.v3i1.5949 https://mattiasuisse.medium.com/educationhttps://www.aeseducation.com/blog/whatjournal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 3, november 2021, pp: 176– 186 doi: https://doi.org/10.31849/utamax.v3i3.7071 176 experiential and interpersonal meanings in women leader’s discourses on covid-19: a case on jacinda ardern and tsai ing-wen laila syafrina nasution universitas sumatera utara, medan, indonesia lailanasution99@gmail.com article history received : 2021-04-14 revised : 2021-10-28 accepted : 2021-11-07 keywords discourse analysis experiential meaning interpersonal meaning female leader’s discourse covid-19 abstract this article aimed to study experiential and interpersonal meaning which was found in the discourses of the new zealand prime minister. jacinda ardern on march, 23rd 2020, and president of taiwan, tsai ing-wen on january, 30th 2020 related to covid-19. the objective of this study is to discover experiential and interpersonal meaning in the discourse analysis context. this present study tried to highlight the best method to adopt for this investigation by employing the four steps proposed by miles, huberman, and sadana's qualitative research method (2014), i.e., data collection, data condensation, data display, and conclusion drawing and verification. the results of the study showed that the material process was prominent in the experiential meaning in discourses by 67.23%, the elements of participant's material process in participants were dominant by 54.61%, and location (27.435) was prominent in circumstances elements. meanwhile, subject was prominent in the interpersonal meaning in mood types by 52.47%, and predicator (52.01%) was dominant in residue types. these highlighted how we can learn from these two female leaders in delivering suggestions, reminders, and persuading society during this covid 19 pandemic. 1. introduction language is the communication tool used in society and human life. language is a resource for meaningmaking. every language has its meaning, and it can be represented in the form of text. the meaning of language needs to be understood by construing the meaning system. systemic functional linguistics is a theory about language as a resource for making meaning which is situated in a context of the situation and a context of culture. it concerns the relation between language and the context in which it is used. halliday points out that this theory has three functions which are known as metafunctions of language. first, language is used to describe, which is known as ideational function. it is classified into two -sub-functions: the experiential function and the logical function. the experiential function uses language as representation and the logical function uses language as natural logic. the experiential function is realized by the transitivity system. second, language is used to exchange, which is known as interpersonal function. it uses language as exchange and it is realized by the mood system. third, language is used to organize, which is known as textual function. it uses language as a message and it is realized by the theme system. discourse is written or spoken language about a specific topic for any purpose in society. discourse is generally used to designate the forms of representation, codes, conventions, and habits of language that produce specific fields of culturally and historically located meanings (foucault: 1971). van dijk (1997) mentions that discourse is usually identified as a form of spoken language, what is said in public speeches for example, or it could also refer to the ideas of certain schools of thoughts, for instance, the discourse of contemporary philosophies. the first human cases of covid-19, the disease caused by the novel coronavirus causing covid-19, subsequently named sars-cov-2 were first reported by officials in wuhan city, china, in december 2019. retrospective investigations by chinese authorities have identified human cases with the onset of symptoms in early december 2019. the present study will analyze the discourse with systemic functional linguistics theory that focuses on experiential and interpersonal meaning. this study systematically analyzes the discourse of the women leaders: new zealand's prime minister jacinda 177 ardern and taiwan's president tsai ing-wen. the role of the state leaders is important to handle pandemic situations. taiwan and new zealand are two of the states which are part of the ongoing pandemic led by women. the discourses of jacinda ardern and tsai ingwen showed society the importance of strictly adhering to health protocols. this suggestion and persuasion successfully brought their states to escape from covid-19 earlier than others. the reason why the present study chooses the discourses of women leaders on covid-19 with theory of systemic functional linguistics, experiential and interpersonal meaning, as the main object which is going to be analyzed is because of some reasons. firstly, discourse is part of language and it‟s one of the ways of people to communicate with others. people can deliver ideas or messages, and even influence and motivate others by using discourse. secondly, discourse consists of the level of meaning, sounding or writing, and saying or wording. therefore, the discourse can be analyzed based on the experiential that is realized by the transitivity system and interpersonal meaning which is realized by the mood system. because the discourses in this study are based on the experiential. the present study will analyze the discourse with systemic functional linguistics theory that focuses on experiential and interpersonal meaning. the discourse is going to be analyzed from the women leaders, jacinda ardern from new zealand, and tsai ing-wen from taiwan. there are some reasons for choosing both women leaders. the first reason for choosing the leaders from new zealand and taiwan is they are well-known amongst countries due to their excellent handling of the covid-19, based on detik 1 news, they successfully brought their countries out from the disease earlier than other countries. mostly, many people in the government make a speech using words/sentences contained in experiential and interpersonal meaning. the second is because jacinda ardern is the youngest prime minister in the world and tsai ing-wen is the first female presenter of taiwan. for those reasons, the present study believes that the discourse from women leaders on covid-19 is quite interesting to be discussed further. therefore, the purpose of this study is to find out the experiential and interpersonal meanings applied and used by the women leaders, especially from taiwan and new zealand leaders in their covid-19 discourses. 1 https://news.detik.com/kolom/d5083005/melihat-pemimpinperempuan-bekerja. 2. literature review 2.1 systemic functional linguistics systemic functional language is a concept about language as the source for making meaning which is based on the context situation and the context of culture systemic functional linguistics (sfl) or also known as systemic functional grammar (sfg). according to martin, matthiessen, and painter (1997:1), functional grammar is about the way of looking at grammar in case of how grammar is used. “grammar is functional in three distinct although closely related senses: in its interpretation (1) of texts, (2) of the system, and (3) of the elements of linguistic structures” (halliday, 1985). functional grammar is natural grammar which is explained by how language is used. it is systemic because sfl uses a theory of meaning as a choice, by which a language or any other semiotic system is interpreted as a network of interlocking options (halliday, 2004: 16). sfl can be used to analyze text in a form of discourse. halliday (1994:30) says that the aim has been to construct a grammar for purposes of text analysis: one that would make it possible to say sensible and useful things about any text, spoken and written in modern english. it is a great deal if the text can be understood by the speakers or writers. eggins (2004) states that systemic functional linguistics is an approach to language which focuses on how people use language with each other in everyday social life. there are four theoretical principles in the systemic functional linguistics view, namely: a) language use is functional; b) i̇ts function is to make meanings; c) these meanings are influenced by the social and cultural context in which they are exchanged; d) the process of using language is a semiotic process, a process of making meanings by choosing. this study gives some significance to the readers in some ways to elevate their knowledge in education, especially teaching or analyzing sfl. theoretically, the present study and the readers know and understand the experiential and interpersonal meaning that can be found in women leader discourses on covid-19. practically, the present study hopes that this study can be a reference for future study, especially for students of the english literature department who are interested in analyzing the speech based on systemic functional grammar. there are many kinds of research about sfl, one of which is mulianita (2019), which observed “experiential function in new zealand prime minister‟s speech: a systemic functional linguistic analysis”. but, in this study, it is not only observed 178 about experiential function but also interpersonal function. the previous study observed the new zealand prime minister‟s speech about unity in religion, but this research observed the new zealand prime minister‟s speech about covid-19, which is the most recent issue of this era. 2.2 metafunction of language according to halliday, all languages involve three generalized functions, or metafunctions: one construe experience (meanings about the outer and inner world); one enacts social relations (meaning concerned with interpersonal relations), and one weaves together these two functions to create text (the wording). later then, halliday developed four functions, three of which show up in the clause column except for the last metafunction because it is not embodied in the clause but in the clause complex-clauses linked together by logic semantic relations to form sequences (halliday and matthiessen, 2004: 61). those four metafunctions are as follow: table 1. metafunction and their reflexes in grammar metafunction (technical name) definition (kind of meaning) corresponding status in clause favored type of structure experiential construing a model of experience clauses as representation segmental (based on constituency) interpersonal enacting social relationships clauses as exchange prosodic textual creating relevance to the context clauses as message culminative logical construing logical relations iterative *adapted from halliday (2004) 2.3 ideational meaning language is used to organize, understand and express people‟s perceptions of the world and their consciousness. this function is known as the ideational function. the ideational meaning relates to the inner and outer worlds of reality; it is “language about something”. it reflects the internal and external phenomena in the world, the representation of phenomena would be the form of “content”. the ideational function represents their direct experience. its form is called experiential meaning. the ideational function is one of the metafunctions that has two -subfunctions: the experiential and logical function. the experiential functions are concerned with content or ideas, while the logical function is concerned with the relationship between ideas. 2.4 experiential meaning the experiential function can be defined as a way of representing patterns of experience. experiential meaning is realized by the transitivity system. transitivity is a system for explaining the whole clause instead of describing the verb and its object (thompson, 1996). the function of the transitivity system is as a clause analysis method in ideational metafunction. it is a system in which clauses are organized to represent reality in language. through the system of transitivity, we shall be exploring the clause in its who=does=whatto-whom, who/what=is-what/who, when, where, why, or how to function. three semantic categories explain in a general way how phenomena of the real world are represented as linguistic structures, are: a. the process itself b. participants in the process c. circumstances are associated with the process (halliday, 2000). there are six types of processes in the transitivity system. they can be sub-classified into the material process, mental process, relational process, verbal process, behavioral process, and existential process. 2.5 interpersonal meaning to provide precise analysis and interpretation of the gathered data the researchers utilized descriptive and inferential statistics. for descriptive analysis, frequency count, mean, standard deviation and percentage was used. to determine the relationship between the extent of technology exposure, study habits, and academic performance of the respondents in social studies 179 subject pearson's r product moment coefficient of correlation was used, and also t-test and the analysis of variance (anova) for the independent samples. the results was interpreted at a 0.05% level of significance. interpersonal function in the language is both interactional and personal; there is, in other words, a component in language that serves at the same time to express both the inner and the outer surfaces of an individual, as a single undifferentiated area of meaning potential that is personal in the broadest sense. the interpersonal meaning of language in its function as an exchange is realized by the mood system. gerot and wignell (1994) state that mood in english is realized by the position in the clause of the subject and finite; thus, indicative mood is the realization of the elements subject and finite. the mood system is represented by the mood structure of the clause, which comprises two major elements: (1) mood, and (2) residue. the mood is made up of subject and finite (thompson 2000). there are two elements in mood, namely subject and finite. subject realizes the thing by reference to which preposition can be affirmed or denied. the next element in the mood system is the predicator. it is the verb part of the clause, the bit which tells what‟s doing, happening, or being. residue as a part of the clause or mood elements is less essential than the mood components. the residue is still needed to see how interpersonal meaning is realized in the text through mood elements. 3. method this study used the descriptive qualitative method. the data in this study were all the clauses found in new zealand prime minister jacinda ardern and taiwan's tsai ing-wen's discourse text, and it has been welltranslated into english. the data has been taken from the internet as the source of data, and related only to covid-19. the discourses of jacinda ardern, prime minister of new zealand occurred on march, 23rd 2020 2 , and the discourses of tsai ing-wen, president of taiwan, occurred on january, 30th 2020 3 . in total there are 235 clauses from both of the discourses. the data in this study analysis is based on the interactive model proposed by miles, huberman, and saldana‟s qualitative research method (2014) that has four steps of data analysis, namely, data collection, data condensation, data display, and conclusion drawing, as well as verification. 2 https://www.newshub.co.nz/home/politics/2020/03/coronavirusprime-minister-jacinda-ardern-s-full-covid-19-speech.html; 3 https://english.president.gov.tw/news/5969 to elaborate more, in data collection, searching and finding the women leader discourses, downloading the discourses, reading and understanding the discourses, and inputting all the data into tables is the main focus. further, the steps of data condensation are selecting the data which can be done by the process of selecting transcripts of discourses of women leaders. the selected ones are jacinda ardern, prime minister of new zealand whose discourse dated back in march, 23rd 2020, and the discourse of tsai ing-wen, president of taiwan whose discourse dated back in january, 30th 2020. the present study focused on the experiential meaning that was realized by the transitivity system and interpersonal meaning on the discourses, simplified them, and analyzed the data by taking it in the same table and transforming the types of experiential and interpersonal meaning into the table form. it will be followed by displaying the data display the data in form of tables, and lastly, drawing conclusions and verification which can give clear information and the result can be verified. 4. results there are 142 clauses found in the discourse of jacinda ardern, new zealand prime minister, and 93 clauses in tsai ing-wen‟s discourse, president of taiwan. all the clauses were described in the form of a table. the first column was the name of the types, the second column consisted of the number of clauses of each type and the third column was the percentage. 4.1 experiential meaning 4.1.1 process type from both of the discourses, it can be seen that there are 142 analyzed clauses in the discourse of new zealand prime minister, jacinda ardern, and 93 analyzed clauses in president of taiwan‟s discourse, tsai ing-wen, totaling 235 clauses. table 2. process types of experiential meaning in the women leader‟s discourses process types frequency of occurrence percentage (%) material 158 67.23% mental 28 11.91% relational 30 12.76% verbal 15 6.38% behavioral 0 0% existential 4 1.70% total 232 100% 180 the highest process found in the discourses is 158 times of material process (67.23%), which refers to the process of construing the material world of doing. then followed by mental process that occurs 28 times (11.91%), and it refers to the process of feeling, thinking, and perceiving. relational processes occur 30 times (12.76%), which refers to the process of being and having. the verbal process occurs 15 times (6.38%), which refers to the process of saying something by the participants. behavioral process cannot be found in the discourses text, and the existential process became the lowest process which refers to the existing occurrence of 4 times (1.70%). 4.1.2 participants types from both of the discourses, there are 293 participants found in the discourses, and it reflects the process types which are characterized in the discourses. as can be seen from the table below: table 3. participant types in experiential meaning in women leader‟s discourses participant types frequency of occurrence percentage (%) actor 160 54.61% goal 19 6.48% senser 26 8.87% phenomenon 12 4.09% attribute 14 4.09% sayer 15 5.12% value 15 5.12% carrier 13 4.44% existent 4 1.36% token 15 5.12% behaver 0 0% total 293 100% from the table above can be seen that the most dominant participant in the discourses is actor with 160 times occurrences (54.61%). it is related to the most dominant process, which is material process. it surpasses participants in other processes. although from the perspective of its occurrence, actors are the most important participants, the total number of participants in the material cannot exceed the total number of participants in the material. 4.1.3 circumstantial types 175 circumstances types can be found in both discourses. table 4. circumstantial types of experiential meaning in women leader‟s discourses circumstantial types frequency of occurrence percentage (%) place 32 18.29% time 48 27.43% means 4 2.28% quality 27 15.43% comparison 0 0% reason 22 12.57% purpose 23 13.14% behalf 2 1.14% accompaniment 16 9.14% matter 0 0% role 1 0.57% total 175 100% in the discourses, the types that can be found are circumstance, are circumstance place, circumstance time, circumstance quality, circumstance manner, circumstance purpose, circumstance behalf, circumstance accompaniment, circumstance matter, and circumstance role. meanwhile, circumstance comparison and circumstance reason cannot be found in the discourses text. from the table above, it can be seen that the dominant circumstantial types in the discourses is circumstance time which occurs 48 times (26.97%). then followed by circumstance place which occurs 32 times (17.98%), and the lowest is circumstance role with 1-time occurrence (0.56%). 4.2 mood system 4.2.1 mood type 269 moods can be found in the new zealand prime minister‟s discourse, and 180 are found in the president of taiwan‟s discourses. it is characterized by subject and finite. the mood types distribution of mood system characterized in the discourse can be seen in the table below: table 5. mood types of interpersonal meaning in the discourses. mood types frequency of occurrence percentage (%) subject 233 52.4% finite 211 47.53% total 444 100% 181 mood types have two elements, they are subject (the person) and finite (the part of a verbal group). mood types occurred 444 times in the discourses, with 233 occurrences of the subject (52.47%) and 211 recent occurrences of finite (47.52%). 4.2.2 residue type residue types have three elements, they are predicator refers to the verb or the process in the text, adjunct which contributes some additional information in the clause, and complement is for answering questions “is/had what”, “to whom”, and “did to what”. table 6. example of residue types in the discourses residue types frequency of occurrence percentage (%) predicator 221 45.66 complement 208 42.97% adjunct 55 11.36% total 484 100% from the table above, it can be seen that predicator occurred 221 times with a percentage of 45.66%, and it became the dominant type in the residue types. then, complement became the second dominant in this type with the percentage 42.97% which occurred 208 times in the discourses. adjunct occurred 55 times with the percentage of 11.36% and became the last dominant in residue types. 4.3 experiential meaning found in the discourses 4.3.1 process and participant material process the material process can be said to involve “doing” words. it expresses the notion that some entity “does” something to some other entity. the “doer” of this type of action is called actor. any material process has an actor, even though the actor may not be mentioned in the clause. in many clauses, the action may be represented as “affecting” or “being done to” a second participant, which is called goal. however, material processes are not necessarily concrete, physical events. they may be abstract doing and happening. the actor may also be an inanimate or abstract entity, and the goal may be human or non-human as the table below shows. in both discourses, the material process occurred 158 times with a percentage of 67.23%. mainly, the material process involves the actor and goal as the participants. the actor occurred 160 times (54.61 %) and goal occurred 19 times (6.48%). material processes which can be found in the discourses are: table 7. example of material process found in the discourses the cabinet met this morning to discuss our next action actor material circumstance: time goal discourse from new zealand prime minister we will implement stringent measures to prevent people from hoarding masks and driving up prices. actor material goal discourse from president taiwan the word “met” and “will implement stringent measures” refers to the doing activity by the subject “the cabinet” and “we” that is usually called as actor in material process. the clause in the table above information about the activity that is done by the actor. mental process the mental process refers to the process of feeling, thinking, and perceiving. it has senser and phenomenon as the participants. many verbs refer to these mental processes, of thinking, imaging, liking, wanting, seeing, etc. the mental process occurred 28 times with the percentage of 12.06% in the discourses. senser occurred 26 times (8.87%), and phenomenon occurred 12 times (4.09%). the finding of mental process in the discourses are: table 8. example of mental process in the discourses we have seen overseas senser mental: perceive phenomenon discourse from new zealand prime minister we must ensure domestic investments are realized. senser mental: cognitive phenomenon discourse from president of taiwan the word “seen” refers to the mental perception, which is perceived through the five senses of a human, and “ensure” refers to the cognitive, which means something is thinking. relational process ''relational process is a process of being that through identification, attribution, and possession shows the link among entities'' (saragih, 2010), relational process is the process of “being”. as the term relational 182 suggests that this is not being in the sense of existing. there is a related category of existential clauses. in the relational clause, there are two parts to the being, something is being said to be something else. in other words, a relationship is being set up between two separate entities. relational process has two forms, first is the attribute which occurred 14 times with the percentage of 4.09% of the total process types. the second is to identify which is supported by the number of carriers that occurred 13 times (4.44%), token occurred 15 times (5.12%), and value occurred 15 times (5.12%) as the participants. table 9. example of relational process in the discourses we have a small window to get ahead of it. carrier relational: possessive attribute these decisions will place the most significant restriction token relational: identify value discourse from new zealand prime minister they were on duty 24 hours a day carrier relational: intensive attribute circumstance: time february will still, be a "high period alert" for the coronavirus outbreak, token relational: intensive value circumstance: purpose discourse from president of taiwan verbal process the verbal process is a process of saying, “saying” covers any kind of symbolic exchange of meaning. this process is intermediate between mental and material processes. the central verbal process, nevertheless, is easily recognized in that it is related to the transfer of messages through language. and it occurred 15 times (6.38%) in the discourses. sayer is the name of the participant in the verbal process. it occurred 15 times (5.12%). table 10. example of verbal process in discourses i announced a covid-19 alert level system sayer verbal discourse from prime minister of new zealand i would like to thank all of you sayer verbal discourse from president of taiwan behavioral process behavioral process is the process of behavior in physiological and psychological, like breathing, coughing, smiling, dreaming, and starting. the names of the participants are behaver and behavioral. in both of the discourses from prime minister of new zealand, jacinda ardern, and president of taiwan, tsai ing-wen cannot be found the behavioral process. existential process existential process is a process of existing or happening. it expresses the only existence of any entity without predicating anything else since it is easily recognizable because of the empty subject there and copulative verb. and the participant named existent. it occurred 4 times in both of the discourses from the prime minister of new zealand and president of taiwan, with the percentage of 1.70%. and also, the existent occurred 4 times (1.36%). table 11. example of existential process in the discourses there is transmission within our community existential existent circ: accompaniment discourse from prime minister of new zealand there has been no community outbreak existential existent discourse from president of taiwan in the existential process, the word “there” has no experiential meaning. it is there because the clauses need a subject (thompson, 1996: 101). moreover, halliday (2004: 56) usually called this as a grammatical subject that is a subject that is placed before the predicate but it does not indicate as the agent of a process. 183 4.3.2 circumstance types the circumstances are the things that surround the process, temporal and spatial settings, etc.; they are represented linguistically by adverbs and prepositional phrases (zhang, 2017). it is divided into location, time, manner, cause, role, and accompaniment. location circumstance location consists of circumstance place that occurred 32 times (17.98%), it tells where. circumstance time occurred 48 times (26.97%) in the discourses. it tells when, how often and how far. table 12. example of circumstance place and circumstance time nonessential businesses in new zealand must now close. actor circumstance: place circumsta nce: time material discourse from new zealand prime minister seven people now in taiwan were infected actor circumstance: time circumstance: place material discourse from president of taiwan the word “new zealand” and “in taiwan” in the example above refers to the place, and it can be probed by the question where. meanwhile, the word “now” in both of the examples refers to time. it can be probed by the question when. manner in the discourses, manners occurred 31 times, and it consists of circumstance means, circumstance quality, and circumstance comparison which refers and probed by what with, what like, and how. meanwhile, circumstance comparison cannot be found in both of the discourses. table 13. example of the manner in circumstantial types new medical modeling considered by the cabinet today phenomenon mental: affect circ. manner. means circ: time we should all be prepared to move quickly. actor material circ. manner. quality discourse from new zealand prime minister we can take to support stores, department stores, and retailers that have been doubly impacted by the coronavirus outbreak. actor material circ. manner. quality circ. manner. means discourse from president of taiwan it can be seen from the example above that “by the cabinet” and “by the coronavirus outbreak” refers to the circumstance which can be probed by what. then, the word “quickly” and “doubly” refers to the circumstance quality, and can be probed by how. cause cause consists of circumstance purpose which occurred 23 times (12.92%) in the discourses, circumstance behalf occurred 2 times (1.18%) which only found in the discourse from the prime minister of new zealand, and circumstance reason occurred 22 times (12.36%). it can be probed by why, how, what for, and for whom. table 14. examples of cause in circumstantial types like the rest of the world, we are facing the potential for devastating impacts from the virus circ. cause. reason actor material circ. cause. purpose we will play that role for you actor material circumstance: behalf. discourse from new zealand prime minister taiwanese people's demands for their health. actor material circ: purpose we will step up monitoring and control of the movement of goods. actor material circ: reason discourse from president of taiwan the phrases “for devastating impacts from the virus.” and “for their own health” refers to the circumstance purpose which can be probed by what for. then, the phrases “like the rest of the world,” and “control of the movement of goods.” refer to the 184 circumstance reason, and can be probed by how or why. the phrase “that role for you.” refers to the circumstance's behalf which can be probed by for whom. accompaniment accompaniment tells with or without who or what and is probed by who or what else. and it refers to the circumstance accompaniment. table 15. example of accompaniment in circumstantial types you „ve seen with other countries. senser mental: perceive circ: accompaniment discourse from new zealand prime minister we will implement proper placement and quarantine measures with prevention actor material circ: accompaniment discourse from president of taiwan from the example above, the phrase “with other countries” and “with prevention” explained the circumstance accompaniment and can be probed by who or what else. role role tells about what as and probed by as what. it occurred only 1 time (0.57%) in the discourse of the prime minister of new zealand, and cannot be found in the discourse of the president of taiwan. table 16. example of role in circumstantial types i can also confirm, as did the directorgeneral of health sayer verbal circumstance: role discourse from new zealand prime minister the phrase “as did the director-general of health” is probed by “i” in the clause above. 4.4 interpersonal meaning found in the discourses 4.4.1 mood types mood types have two elements, they are the subject which is the person, and the finite which is the part of the verbal group. the total of the mood types found in the discourses is 444 times. subjects occurred 233 times with the percentage 52.4% and became the dominant type in both discourses. and finite occurred 211 times with a percentage of 47.53%. examples of the phrases in both discourses about the mood types can be seen below: table 17. example of mood types in discourses the cabinet met subject finite mood discourse from new zealand prime minister i would like to say subject finite mood discourse from president of taiwan from the example above, the word “the cabinet” and “i” as the subject in the clauses, then “met” and “would like to say” as the finite in the clauses. 4.4.2 residue types residue types have three elements, they are predicator; which refers to the verb or the process in the text, adjunct; which contributes some additional information in clauses, and complement that answers questions “is/had what”, “to whom”, and “did to what”. a total of residue types was found 484 times in both of the discourses, from new zealand prime minister‟s, jacinda ardern, and president of taiwan, tsai ing-wen. predicators occurred 221 times with a percentage of 45.66% and became the dominant type in the residue types. then, the second dominant is complement which occurred 208 times with the percentage of 42.97%, and the last is adjunct occurred 55 times with the percentage of 11.36%. the example of the residue types in the discourses can be seen in the table below: table 18. example of residue types in the discourse the cabinet met this morning to discuss our next action subject fin. pred. adjunct complement mood residue discourse from new zealand prime minister they were on duty 24 hours a day to closely monitor the situation subject fin. pred. adjunct complement mood residue discourse from president of taiwan 185 the word “met” and “on duty” refer to the predicator because it is the process and verb in the clauses above. “this morning” and “24 hours a day” gave some additional information in the clauses and it became adjunct. the complement in the clauses answers the "did" question into the "what" question. 5. discussion after analyzing the data, the types of experiential meaning realized by the transitivity systems and types of interpersonal meaning realized by the mood system could be found in the data source. there are 142 clauses found in the discourse of jacinda ardern, new zealand prime minister, and 93 clauses in tsai ing-wen‟s discourse, president of taiwan. all the clauses were described in the form of a table. the experiential meaning realized by the transitivity system is divided into three categories, they are process, participant, and circumstances. the discourse of the new zealand prime minister, the process types found material, mental, relational, verbal, and existential, meanwhile, the behavioral process cannot be found. in the participants, types found actor, goal, senser, phenomenon, attribute, sayer, value, carrier, existent, token, and have behavior cannot be found, furthermore, in the circumstance types found circumstance place, time, means, quality, reason, purpose, behalf, accompaniment, role, and circumstances comparison, matter cannot be found. the existence of process types in taiwan's president discourses, which are material, mental, relational, verbal, existential, as well as behavioral, cannot be found. the existence of types in the participant, which are actor, goal, senser, phenomenon, attribute, sayer, value, carrier, existent, token, and behaver, cannot be found. the circumstance comparison, behalf, matter, and role, also cannot be found. however, the circumstance place, time, means, quality, reason, purpose, and accompaniment can be seen in the circumstance types. the interpersonal meaning is realized by the mood system. it is divided into two types; they are mood type and residue type. mood types consist of a subject and finite. in the discourse of the new zealand prime minister, both subject and finite are 269. in the president of taiwan‟s discourse, there are 180 moods, both subject and finite. moreover, the residue type consists of predicator, complement, and adjunct. in both of the discourses, the new zealand prime minister and president of taiwan consist of it. both of the discourses are specifically related to the covid-19. therefore, the discourses were full of suggestions, reminders, and persuading people, society, and citizens to always obey the health regulation from the government to break out the chain of corona virus in their countries. from both of the discourses, it is apparent that they can also be the proof of how they have tirelessly tried and given full effort to solve the pandemic, and how they have tried calming down citizens so that they did not panic in facing the pandemic. corona virus information is always up to date for all citizens to make sure that they are fully educated and avoiding personal assumption and all heading to one source of information which is the leaders. 6. conclusion from this analysis can be concluded that the experiential meaning realized by the transitivity system in the discourses was material process that has become the highest frequency of occurrence in the discourses which reaches 67.66%. the participants in the material process of actor became the highest which was mentioned 160 times (54.61%) of total participants, and the circumstance location, especially time-location became the highest which was mentioned 27.43% of total circumstances. the interpersonal meaning which is realized by mood systems, in mood type, the subject became the highest frequency of occurrence in the discourses which reaches 52.47% of total mood type, and in residue type predicator is the highest which is mentioned 219 times (52.01%). references banks, d. 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(2017). transitivity analysis of hillary clinton‟s and donald trump‟s first television debate. international journal of applied linguistics and english literature, 6(7), 65-72. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.65 https://doi.org/10.1016/j.ijantimicag.2020.105924 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 80 – 89 doi: https://doi.org/10.31849/utamax.v3i2.6746 80 using technology acceptance model 3 (tam 3) at selected private technical high school: google drive storage in e-learning lila setiyani, femmy effendy & annisa anggraini slamet stmik rosma, karawang, indonesia lila@rosma.ac.id article history received : 2021-05-10 revised : 2021-07-02 accepted : 2021-07-10 keywords analysis e-learning google drive tam 3 abstract during the covid-19 pandemic, almost all schools around the world conduct the learning process by e-learning courses. this brings consequences for various learning materials to be uploaded and stored in google drive. the purpose of this quantitative study was to determine the acceptance of google drive in elearning using the technology acceptance model 3 (tam 3) method at selected private vocational-technical high schools in indonesia, i.e., stmik rosma. sampling was conducted on 40 information system students at stmik rosma out of 83 student population using a proportionate stratified random sampling technique. based on the results, students accepted google drive services in stmik rosma e-learning with the following details, subjective norms (ns) had a significant influence on image (ct) and perceived usefulness (kg), image (ct) had a significant influence on perceived usefulness (kg), perceived enjoyment (ks) had a significant influence on perceived ease of use (kp), and perceived ease of use (kp) had a significant influence on perceived usefulness (kg). thus, google drive is useful and needed in e-learning during the covid19 pandemic. 1. introduction with the rapid development of information technology, exchanging information is easier without having to worry about place, distance, and time limitations. information technology cannot be separated from the development of computer technology. therefore, education is also required to utilize and adapt existing information technology to improve the quality of education. information technology makes it easier for universities to carry out the teaching process without face-to-face meetings but through e-learning. thus, the e-learning system is very influential in the education field, where elementary schools to tertiary institutions carry out the learning process through it. during the covid-19 pandemic, stmik rosma conducted an online learning process through elearning. students can study from home without attending the class and meeting face to face with the lecturers. the lecturers upload various learning materials for their students in the form of word files, powerpoint presentations, photos, and videos. various materials are uploaded and stored on google drive. therefore students can read or watch material from the lecturers. google drive is a storage service media owned by google, inc. google drive was founded in april 2012 and originated from google docs, and the google drive application provides a free storage capacity of 15 gigabytes (gb) for its users (trilaksono, 2020). currently, google drive is a storage medium used by students to upload assignments given by lecturers and used by lecturers to upload learning materials. (ariessanti et al., 2012). the researchers were interested in conducting an analysis to determine the acceptance of google drive in e-learning stmik rosma. the purpose of this study was to find out how stmik rosma students use google drive in the learning process. this study used the tam (technology acceptance model) 3 model and collected the data by distributing questionnaires. tam (technology acceptance model) is a method used to measure the acceptance of technology. tam offers a theory as a basis for studying and understanding user behavior in using and receiving an information system (wida et al., 2016). venkatesh & davis (2000) developed the tam 2 theory to further explain the construct of perceived usefulness. then, venkatesh & bala (2008) combined tam 2 with perceived ease of use developed by venkatesh (2000) to become tam 3 (ladepi, 2018). therefore, researchers used the tam 3 method to determine the acceptance of google drive in e-learning at stmik rosma. https://doi.org/10.31849/utamax.v3i2.6746 mailto:lila@rosma.ac.id 81 mainly, tam was used by companies. however, this study used tam in the education field. companies usually use google drive, but in this study, google drive is used for e-learning at stmik rosma. thus, this is a novelty because no one has disczussed it. some previous researchers (warsito & yuliandini, 2017; pudjastawa & cantika, 2020; saktiono, 2019; rumini, 2019) discussed google drive in an institution or company and not in the education field. this study will have implications for the usefulness of google drive in e-learning. if the acceptance is good, it will have implications on the level of investment from the university. this study will automatically have an impact on the university to be consistently using google drive. based on this description, researchers had the interest to analyze the acceptance level of google drive in e-learning at stmik rosma. 2. literature review 2.1 analysis according to (setiawan, 2020), analysis is an investigation of an event (essay, deed, etc.) to find out the real situation (causes, issues, and so on). an analysis is an activity consisting of activities such as distinguishing, describing, sorting to be classified and regrouped according to certain criteria, then finding the relationship and interpreting the meaning (airifin, 2009). meanwhile, according to sugiyono in fitriani (2020) analysis is an activity to look for a pattern, besides as a way of thinking related to systematic testing to determine parts, relationships between parts, and their relationship with the whole. 2.2 technology acceptance model (tam) there are several measurement methods on the acceptance level of an information system, namely theory of planned behaviour (tbp) (sakdiyah et al., 2019; ananto setiawan et al., 2020; widyastuti et al., 2020), technology acceptance model (tam) (putra et al., 2018; librado, 2017; roziqin et al., 2021) and unified theory of acceptance and use of technology (utaut) (chandra & novita, 2020; nadiyah hidayati, 2020). of these several acceptance methods, tam is the most widely used today. therefore, this study used the tam method. according to surendran (2012), tam has been widely used in various studies and verified by several different situations, conditions and objects to examine the behavior of individual technology acceptance in various information system constructions. technology acceptance model (tam) is a theory to explain the individual acceptance of information technology (palapa & saifudin, 2021). tam is an information technology system acceptance model adopted from the theory of reasoned action (tra) model. davis first introduced tam in 1989 (sefrika, 2018). according to fatmawati (2015), before tam, there was the theory of reasoned action (tra) developed by ajzen & fishbein (1975). based on previous studies on attitude and behaviour theory, tra emphasized attitudes viewed from a psychological point of view (endang fatmawati, 2015). in a recent development, tam 3 has a new dimension to peou. the tam development aims to form predictable and explainable basic assumptions driving the use of evolving technology (adi setiawan & sulistiowati, 2018). tam 3 has 17 additional variables such as anchor factors (computer selfefficacy, perception of efficacy, computer anxiety, and computer playfulness), adjustment factors (perceived enjoyment, objective usefulness), image, job relevance, output quality, result demonstrability, subjective norm, experience, and voluntariness affecting perceived usefulness and perceived ease of use to then affecting behavioral intention and use behavior (ub) (adetimirin, 2015). 82 experience voluntaries subject norm image job relavance output quality result demonstrability perceived usefulness perceived ease of use behavioral intentionuse behavior computer self-efficacy perception of efficacy computer anxiety computer playfulness perceived enjoyment objectived usability technology acceptance model technology acceptance model 2 anchor adjustment technology acceptance model 3 figure 1. tam 3: model source: (adetimirin, 2015) 17 tam 3 variables are explained as follows (prasetyo, 2016): a. subjective norm is a human thought to do something or not at all b. experience is a benchmark variable for determining subjective norms to determine the perceived usefulness to directly determine behavioural intention. c. the voluntary level also affects subjective norms in determining behavioural intention. d. image can directly influence the perceived usefulness and can be influenced by subjective norms. e. job relevance shows the perception of information or technology's importance in helping or influencing the work. f. output quality shows individual belief in an information system or technology used to provide good results for the work. g. result demonstrability shows the measurable results of information technology. h. computer self-efficacy shows the belief to perform certain tassks using computers. i. perception of external control describes the perception of infrastructure or other things supporting the information system. j. computer anxiety is related to reluctance in using a computer. k. computer playfulness is related to human spontaneity to interact with computers. l. perceived enjoyment shows the fun perceived regardless of the results of information systems. m. objective usefulness shows the efforts required to complete a particular task. this component is not a 83 human perception because it can be scientifically measured. n. perceived ease of use defines the human perception to use the information system easily. o. behavioral intention relates to the formulated plan to do or not do particular behaviour in the future. p. perceived usefulness shows the belief in using information systems to improve work performance. q. use behaviors show individual behavior in using an information system. 2.2 e-learning electronic learning or commonly referred to as elearning is a new way of teaching and learning using electronic media, especially the internet as a learning system (sakdiyah et al., 2019). e-learning is a learning method using electronic media or certain devices to deliver learning materials (riski nurida rahmawati & i made narsa, 2019). developing e-learning aims to support the teaching and learning process and to improve the quality of services to students (shandyastini & novianti, 2016). according to novak in (balaji et al., 2016), e-learning can increase interactivity and learning efficiency by giving students a higher potential to communicate more with lecturers, colleagues and access more learning materials. 2.3 google drive google drive is one of the services offered by google to store documents or files for free or for a fee, depending on the storage memory capacity (sijabat et al., 2020). google drive is an internet medium to convey messages or information to support the e-learning learning process (ariessanti et al., 2012). 3. method this study used tam 3 model to determine the acceptance of google drive in e-learning at stmik rosma. of the 17 constructs in tam 3, this study uses eight constructs, namely subjective norms (ns), image (ct), self-confidence (kd), anxiety (kc), facilitating conditions (km), perceived enjoyment (ks), perceived ease of use (kp) and perceived usefulness (kg). the population of this study were 83 students of stmik rosma information system in the class of 2017 2020. this study used proportionate stratified random sampling on 40 samples. data were collected by distributing a google form questionnaire data processing was carried out using smart pls (partial least square) to predict the relationship between constructs and obtain latent variable values as linear aggregates. subjective norms (ns) image (ct) self confidence (kd) anxiety (kc) facilitating conditions (km) perceptions of usability (kg) perceptions of pleasure (ks) perceptions of ease of use (kp) h1 h2 h3 h4 h5 h6 h7 h8 figure 2. model based on the model above, the hypotheses are as follows: h1: subjective norms (ns) has a significant influence on image (ct). h2: subjective norms (ns) has a significant influence on perceived usefulness (kg). h3: image (ct) has a significant influence on perceived usefulness (kg). h4: self-confidence (kd) has a significant influence on perceived ease of use. h5: anxiety (kc) has a significant influence on perceived ease of use. 84 h6: facilitating conditions (km) has a significant influence on perceived ease of use. h7: perceived enjoyment (ks) has a significant influence on perceived ease of use. h8: perceived ease of use (kp) has a significant influence on perceived usefulness. 4. results 4.1 respondents in this study, respondents were grouped based on gender, age, and study program, which can be seen in the following table: table 1. characteristics of respondents by gender gender total percentage men 19 47.5% woman 21 52.5% total 40 100% based on table 1, there were more female respondents (21 respondents or 52.5%). table 2. characteristics of respondents by age age total percentage <20 years 7 17.5% 20-30 years 33 82.5% total 40 100% based on table 2, there were 7 respondents (17.5%) aged <20 years and 33 respondents (82.5%) aged 20-30 years. table 3. characteristics of respondents by year of study program study program total percentage information system 2017 10 25% information system 2018 10 25% information system 2019 11 27.5% information system 2020 9 22.5% total 40 100% based on table 3, there were 10 respondents from information system 2017, 10 respondents from information system 2018, 11 respondents from information system 2019, and 9 respondents from information system 2020. 4.2 validity test instrument items are declared valid if there is a similarity between the collected data and the actual data on the object under study (trihandayani & abdillah, 2019). the indicator is considered valid if it has an ave value above 0.5 or all extreme loading values of >0.7. it can be concluded that the measurement meets the convergent validity criteria. table 4. validity test results variable statement code loading ave subjective norms (ns) my lecturer encourages me to use google drive in e-learning as a storage medium. ns 2 1.000 1.000 image (ct) using google drive in e-learning as a storage medium makes me appear skilful in utilizing technology. ct 2 1.000 1.000 self confidence (kd) i have complete confidence in operating google drive. kd 1 1.000 1.000 anxiety (kc) i feel worried if i press the wrong button while using google drive. kc 1 0.782 0.767 i feel worried when using google drive because i don't have a good ability to use it. kc 3 0.960 facilitating conditions (km) availability of facilities needed to use google drive (for example, laptop/computer, cellphone, internet network). km 1 0.850 0.788 i have the required knowledge to use google drive (for example, knowledge to use a computer). km 3 0.924 85 variable statement code loading ave perception of enjoyment (ks) i like using google drive because it is easier as a storage medium. ks 1 1.000 1.000 perceived ease of use (kp) i find google drive very flexible to use. kp 1 0.897 0.824 google drive features are very clear and easy to understand. kp 2 0.907 i find the google drive system easy to operate. kp 3 0.919 perceived usefulness (kg) by using google drive, there is no need for memory cards as storage media. kg 1 0.800 0.697 the use of google drive can reduce the possibility of losing files stored on google drive. kg 2 0.858 google drive is very useful for me as a storage medium. kg 3 0.846 in table 4, all statement items for each variable met the requirements of the convergent validity test by having a loading value of ≥ 0.7 and also, the ave value for each variable had a value of more than 0.5. thus, all indicators in the variables in this study were valid. table 5. correlation value between variables after testing the validity using loading and ave values, the discriminant validity test was carried out to compare the cross-loading value of the construct and the correlation between constructs (sirait, 2021). based on the table above, the correlation value for each variable with the variable itself had a more excellent value than with other variables. thus, all variables in this study were declared valid and had met the discriminant validity test. 4.2 reliability test after testing the validity, the reliability test was carried out by just one measurement. the results are compared with other questions to measure the correlation between the answers to the questions (karim et al., 2020). if the correlation is 0.7, the item is reliable, and on the contrary, if the correlation value is below 0.7, the thing is not reliable. table 6. reliability test results variable composite reliability subjective norms (ns) 1.000 image (ct) 1.000 self confidence (kd) 1.000 anxiety (kc) 0.732 facilitating conditions (km) 0.738 perception of enjoyment (ks) 1.000 perceived ease of use (kp) 0.899 perceived usefulness (kg) 0.787 based on table 6, all variables in this study were declared reliable by having a composite reliability value >0.7. ave ct kc kd kg km kp ks ns ct 1.000 1.000 kc 0.767 0.027 0.876 kd 1.000 0.384 -0.326 1.000 kg 0.697 0.609 -0.004 0.566 0.835 km 0.788 0.443 -0.166 0.564 0.673 0.888 kp 0.824 0.532 -0.192 0.622 0.733 0.639 0.908 ks 1.000 0.578 -0.105 0.530 0.746 0.606 0.792 1.000 ns 1.000 0.291 -0.291 0.036 0.177 0.126 0.289 0.401 1.000 86 4.3 r-square the r-square value shows the explainability of the independent variable to the dependent variable. the greater the r-square value, the more the independent variable can explain the dependent variable meaning the better the structural equation. table 7. r-square results variable r-square image (ct) 0.085 perceived usefulness (kg) 0.611 perceived ease of use (kp) 0.700 based on table 7, it can be seen that the image variable (ct) had an r-square value of 0.085, meaning that the subjective norm variable (ns) had an influence on the image variable (ct) by 8.5% and the remaining 91.5% was influenced by other variables. perceived usefulness (kg) had an r-square value of 0.611, meaning that the subjective norm (ns), image (ct) and perceived ease of use (kp) variables had an influence on the perceived usefulness (kg) by 61.1% and the remaining 38.9% was influenced by other. finally, the perceived ease of use (kp) variable had a r-square value of 0.700, meaning that the selfconfidence (kd), anxiety (kc), facilitating conditions (km), and perceptions of enjoyment (ks) had an influence on the perceived ease of use (kp) by 70.0% and the remaining 30% was influenced by other variables. 4.4 hypothesis testing the hypothesis is an alleged statement about the relationship between two or more variables based on the researcher's reasoning or derived from an existing theory (perdana et al., 2018). in the hypothesis test, the path coefficient is positive if >0.1 and negative if <0.1. the t-statistics value can be declared significant if >1.96 and insignificant if <1.96. table 8. hypothesis testing results hypothesis path coefficient t-statistics description h1: ns -> ct (+) 0.291 2.793 h1 had a positive and significant influence. h2: ns -> kg (-) 0.087 0.925 h2 had a negative and insignificant influence. h3: ct -> kg (+) 0.321 2.612 h3 had a positive and significant influence. h4: kd -> kp (+) 0.213 1.446 h4 had a positive but insignificant influence. h5: kc -> kp (-) -0.035 0.364 h5 had a negative and insignificant influence. h6: km -> kp (+) 0.164 1.137 h6 had a positive but insignificant influence. h7: ks -> kp (+) 0.576 4.492 h7 had a positive and significant influence. h8: kp -> kg (+) 0.588 5.435 h8 had a positive and significant influence. 5. discussion the first hypothesis (h1) testing results showed that subjective norms (ns) had a positive influence on image (ct). this can be seen from the t-statistics value of 2.793 meaning significant influence because the value is>1.96 and has a path coefficient of 0.291 meaning positive influence because the value >0.1. thus, it can be concluded that h1 (subjective norm (ns) has a significance and positive influence on image (ct)) is accepted. the second hypothesis (h2) testing results showed that subjective norms (ns) had a negative and insignificant influence on perceived usefulness (kg). this can be seen from the t-statistics value of 0.925, meaning insignificant influence because the value <1.96 and has a path coefficient of -0.087 meaning negative influence because of the value <0.1. thus, it can be concluded that h2 (subjective norms (ns) has a positive influence on perceived usefulness (kg)) is rejected. the third hypothesis (h3) testing results showed that image (ct) had a positive influence on perceived usefulness (kg). this can be seen from the t-statistics value of 2.612 meaning significant influence because the value is>1.96 and has a path coefficient of 0.321 meaning positive influence because the value >0.1. thus, it can be concluded that h3 (image (ct) has a positive influence on perceived usefulness (kg)) is accepted. 87 the fourth hypothesis (h4) testing results showed that self-confidence (kd) had an insignificant but positive influence on perceptions of ease of use (kp). this can be seen from the t-statistics value of 1.446, meaning significant influence because the value>1.96 and has a path coefficient of 0.213 meaning positive influence because the value >0.1. thus, it can be concluded that h4 (self-confidence (kd) has a positive influence on perceptions of ease of use (kp)) is rejected. the fifth hypothesis (h5) testing results showed that anxiety (kc) had a negative influence on perceptions of ease of use (kp). this can be seen from the t-statistics value of 0.364, meaning insignificant influence because the value <1.96 and has a path coefficient of -0.035 meaning negative influence because of the value <0.1. thus, it can be concluded that h5 (anxiety (kc) has a negative influence on perceptions of ease of use (kp)) is rejected. the sixth hypothesis (h6) testing results showed that facilitating conditions (km) had an insignificant but positive influence on perceptions of ease of use (kp). this can be seen from the t-statistics value of 1.137, meaning insignificant influence because the value <1.96 and has a path coefficient of 0.164 meaning positive influence because the value >0.1. thus, it can be concluded that h6 (facilitating conditions (km) has a positive influence on perceptions of ease of use (kp)) is rejected. the seventh hypothesis (h7) testing results showed that perception of enjoyment (ks) had a positive influence on perceptions of ease of use (kp). this can be seen from the t-statistics value of 4.492, meaning significant influence because the value is >1.96 and has a path coefficient of 0.576 meaning positive influence because the value >0.1. thus, it can be concluded that h7 (perception of enjoyment (ks) has a positive influence on the perception of ease of use (kp)) is accepted. based on the results, e-learning developers should improve the functionality of the existing system to have better features. an understanding of google drive also provides reasons for the management of educational institutions to take steps in terms of investment so that it can become the basis for the educational strategy planning process. of course, this acceptance analysis does not only relate to the field of information system development, but other fields such as education management and the cloud computing industry. the results of this study can certainly provide the right information to stakeholders in education, the information systems industry, and cloud computing infrastructure in taking the right steps to develop their innovations. 6. conclusion this study aimed to determine the acceptance level of google drive in e-learning at stmik rosma by using the technology acceptance model (tam) 3 method. based on the results, all students accepted google drive services for e-learning at stmik rosma. this acceptance was based on four influential factors/relationships, namely the relationship between subjective norms (ns) on image (ct), relationship between image (ct) and perceived usefulness (kg), relationship between perceived enjoyment (ks) and perceived ease of use (kp) and the relationship between perceived ease of use (kp) and perceived usefulness (kg) by having a significant influence on google drive acceptance for e-learning at stmik rosma. in addition, there were four/ related variables with significant influence on google drive acceptance for e-learning at stmik rosma, namely the relationship between self-confidence (kd) and perceived ease of use (kp), the relationship between anxiety (kc) and perceived ease of use (kp) and the relationship between facilitating conditions (km) and perceived ease of use (kp). references adetimirin, a. 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(2017). penerapan google drive sebagai media penyimpanan bahan perkuliahan dalam mendukung aplikasi mobile app. jurnal ilmiah sisfotenikaj, 7(2), 219–228. widyastuti, l., suhaidar, s., & yunita, a. (2020). analisis penerimaan teknologi financial anggregatir cekaja.com terhadap behavior intention melalui pendekatan prilaku rencanaan (theory of planned behavior atau tpb) (studi pada masyarakat kota pangkalpinang). ijab : indonesian journal of accounting and business, 1(2), 131–152. https://doi.org/10.33019/accounting.v1i2.10 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 68 evaluating indian professionals knowledge for innovation and need for patent education sonu gupta, ravinder nath bansal, surender pal singh sodhi, gursimrat kaur brar baba farid university of health sciences, faridkot, india sonu.dr@gmail.com article history received : 2021-05-29 revised : 2021-07-10 accepted : 2021-07-26 keywords patent invention indian patent system medical methods patent education health care professionals abstract the patent system encourages invention, disclosure, and investment. several patents are granted in medical sciences, but a misconception remains with health care professionals regarding criteria for patentability of their valuable invention. though the indian patent system has promoted the progress of science and technology, its scope has not been extended to treatment procedures in medical and dental sciences. this research was conducted to assess the knowledge and awareness of health care professionals about the indian patent system. the study was conducted to assess the awareness and knowledge of the indian patent system and the need for patent education among professionals of different streams. this cross-sectional study was carried out among private practitioners of different streams (medical and dental, ayurvedic, and homeopathic). results made a poor show of patent education and knowledge. only 6% of participants had more than 50% knowledge regarding this topic. since educational institutions are opting for accreditations. research and innovation is an important criterion for that. this study highlighted that there is a great need for patent education for professional and institutional growth. 1. introduction intellectual property (ip) has a remarkable role in the current economy. intellectual labor along with innovation may benefit at the public level if given due significance. ip is a novel concept generated in the human mind or intellect, artistic, technical, scientific, or literary. intellectual property right (ipr) is a legal right or exclusive right granted to the creator or inventor so that he/she can protect his/her invention for a definite period of time. ipr protects funds, investments, time spent in the invention, and cost utilized in addition to efforts. similar to other properties, ipr can also be transferred or sold. (saha & bhattacharya, 2011) the patent is an intellectual property right. its protection ensures a fair return for companies on their investment or the cost of making a product from an invention. patent rights are obtained by filing a patent application in the patent office. (heus et al., 2017) graduates, students in educational institutes, and universities are indulged in innovation. hence projects and innovative work needs support which in turn adds to reputation (kassiri, corejova, 2015). the patent system encourages progression in science & technology. it provides incentives for an invention, disclosure, and investment, which encourages innovation and efficient use of that invention. developing countries are taking remarkable inspiration from developed countries to efficiently use the patent system to improve the economy which is the most important aspect. in the era of evidence based medicine health care professionals are incorporating rigorous efforts for research and development. medical methods are excluded from the scope of patentable subject matter in most of the countries on the grounds of ethical issues in medicine. (wma statement on patenting medical procedures, 2019) medical devices range from simple products i.e. disposable gloves to highly technical and complex products i.e. surgical implants. diagnostic kits and drug delivery systems are also included in this category. devices are required to yield results equivalent to clinical trials of medicinal products to prove their safety and efficacy. section 4a of the patents act 1977 (as amended by the patents act 2004) states that methods for treatment of the human body or animals by surgery or therapy and diagnostic methods are not patentable whereas patents for medical devices are possible (intellectual property and access to medicines, 2012). patent protection can be granted for surgical, diagnostic or therapeutic instruments or apparatus if they demonstrate novelty with regard to https://doi.org/10.31849/utamax.v3i2.6904 mailto:sonu.dr@gmail.com journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 69 the way to be used in surgery or therapy. patent protection for a known medical device (e.g. an injector pen for injecting insulin) cannot be provided for supplementary use (same injector pen to deliver another drug for the treatment of a different illness). a few products fall on the margin between medical devices and medicinal products. (fact sheetintellectual property considerations for medical devices, 2018). ipr management of medical devices, treatment, and diagnostics is very important (dixit et al., 2011). according to section 4a, if medical methods are patented, they should have an industrial application, but they do not have any such effect (wma statement on patenting medical procedures, 2019., indian patent act 1970, 2015). if the indian patent system permits patent of these methods, then it can serve several advantages, as shown in fig.1 (gupta et al., 2018; method of treatment a patent perspective, 2017, kassiri, corejova, 2015). figure 1. advantages of patenting medical methods as per section 3(i), any process carried out for the prophylactic, curative, surgical, medicinal, or any other therapy for humans/animals/ plants to cure a disease or money-making is non-patentable. (indian patent act 1970, 2015). examples of some methods are shown in table 1 and table 2. table 1. method for treatment by surgery or therapy or medicinally and diagnostic and therapeutic method excluded from patentability (examination guidelines for patent applications relating to medical inventions in the intellectual property office (2016) https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 70 method for treatment example surgery surgical treatment including incision, excision, injection and implant insertion, maintenance, operation, and extraction of a medical device like a catheter, endoscope inside the human body preparatory treatment for surgeryanesthesia for surgery and disinfection of skin before injection/incision cosmetic methods therapy providing medicine or physical treatment to a patient for disease cure or control implanting of a medical device or transplant of an organ – preventing a disease –e.g., tooth decay or influenza maintenance of physical health -.e.g. massage or yoga or pranayama curative and prophylactic treatment of a disease in general curative treatment and alleviation of the symptoms of pain and suffering medicine administration of different drug forms –i.e., capsule, tablet, syrup, injection for the treatment dosing drugs at definite time interval treatment mixing two or more forms of the medicine for the treatment drug dose form diagnostic determination of diseases and physical health, the mental condition of a human body, or prescription or treatment/ surgery plans based on these conditions. (excluding determination by a device) determination any complication inpatient by observing the test result or imaging table 2. few examples of patent applications in medical and dental sciences patent application no. title specification (ref) us20040167646a1 methods for dental restoration provides a method for preparing dental restorations (methods for dental restoration) us 8,759,391 b2 topical anesthetic for rapid local anesthesia a drug is applied topically to an area for injection such that the dermatological procedure (cosmetic injections) can be performed in fifteen minutes (topical anesthetic for rapid local anesthesia, n.d) us 3,860,704 dressing for dry tooth socket the invention comprises a composition for relieving pain and promoting healing in the treatment of dry socket, following tooth extraction (dressing for dry tooth socket, n.d) us 7,021,932 b2 device for tooth extraction a tooth extraction device with a clamp assembly to clamp a tooth to be extracted, and a handle so that clamp assembly can be placed in the mouth of the patient (tooth extraction device, n.d) us 5,244,390 dental scaling instrument for scaling artificial dental abutments made of titanium and it is dilute alloys, which are softer than natural dentition without scratching the https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 71 abutment surface (dental scaling instrument, n.d) us 5,401,504 use of turmeric in wound healing method of promoting healing of a wound in a patient, which comprises administration of turmeric to the patient (use of turmeric in wound healing, n.d) us 6,955,538 b1 equipment for deposition of medicine in the mouth the method is designed to place a slow-release supply of a substance in the oral cavity with a device designed to implement equipment concerning the depot of medicament in the mouth, n.d.) us oo5266330a method for treating pressure ulcers using calendula method for treating human disease conditions and use of the plant extract calendula to treat ulcerative skin conditions (method for treating pressure ulcers using calendula, n.d) indian patent application number 1266/delnp/2005 dental care herbal formulation and it is preparation a herbal formulation comprising a combination of active fractions from citrullus colocynthis and neem for control of dental plaque and gingivitis (dental care herbal formulation and its preparation thereof, n.d) indian patent application number 2002/mum/2011 pharmaceutical combination a combination containing hydroxychloroquine and a dpp-iv inhibitor or their pharmaceutically acceptable salts for prevention, slowing the progress, improvement, treating a condition or a disease due to metabolic disorders (pharmaceutical combination, n.d) indian patent application number 4803/kolnp/2008 a device for securing a dental implant in bone tissue device for securing a dental implant in bone tissue, for example, the jawbone of a patient or the zygomatic bone of a patient. the application also relates to a method of making a surgical template and to a process of securing a dental implant in bone tissue (device for securing a dental implant in bone tissue, n.d) us 2008/0209650 a1 oral hygiene device devices employ an ultrasound transducer (oral hygiene devices, n.d) on the other hand, blanket prohibition has been laid by developing countries on medical procedures via statutory provisions. this dissimilarity between the developing and developed nations is raised due to social circumstances and national patent processes. (wma statement on patenting medical procedures (may, 2019) in dentistry, various patents have been granted in foreign countries, which may be because of a better understanding of ipr. patent grants and applications are very few in india. (bijle, 2011) some of the patent applications are shown in table 2. intellectual property is the creation of the human mind (intellect) (bijle, 2011), and the right granted is termed an ‘intellectual property right’ (ipr). (what is intellectual property? 2020) a patent is granted for 20 years to an inventor, excluding others from using or making a particular invention. (gupta et al., 2018) for that period, patent holders enjoy the benefits, and the public can not enjoy them freely (gupta et al., 2018., bronwyn, 2007). once the term of the granted patent is over, it can’t be patented again, and the patent goes into the public domain, i.e., it becomes public property (gupta et al., 2018), as shown in figure 2. https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 72 figure 2. term of patent indian patent act, 1970 allows patentability of pharmaceuticals or medical devices such as scalpels, surgical sutures, staplers, stents, diagnostic kits, and reagents. (indian patent act 1970, 2015) there has been so much research and development in medical science. however, medical methods are still nonpatentable in the indian patent system with issues and reasons (table no.3) (wma statement on patenting medical procedures, 2019). table 3. reasons on the grounds of which medical methods are not subject to patentability (wma statement on patenting medical procedures, 2019) reasons ethics intrinsic in the medicine practice unbalancing of health care by economic benefit, raised financial load as well as damage to privacy and confidentiality of patient access to that medical method will be decreased for the patient due to provisions of the license physicians might prefer an inferior method instead of licensing the patented method, thus compromising safety the threat of infringement will prevent advanced medical methods be adopted decreased peer review of the method with a resultant decline in safety and quality of novel methods in some countries use of a patented invention is not allowed for academic and research purposes the exploitation of privacy of the patient after examining the patient record for evaluating if a physician has performed patented method today research and innovation is an observed phenomenon but not every research is patentable. in recent years there has been a remarkable increase in patents in dentistry. dental professionals are concerned with practical problems of patent processing to manufacture equipment used to diagnose, prevent, and treat disease. inventions are there in dentistry, but knowledge about ipr and its substantial value in society are questionable. (bijle, 2011). the present study was conducted among healthcare professionals of different streams, i.e., dental, medical, ayurvedic, and homeopathic, to assess knowledge and awareness of health care professionals about the indian patent system and evaluate barriers in ipr i.e.,, paten history of patents is too long. patent granting was initiated in the 1 st decade patent holder “wow” i am enjoyin g 2 nd decade patent holder “wow” i am enjoying patent holder “i feel sad “ after two decades or 20 years public enjoying patent we can’t enjoy now i cant enjoy patent go in public domai n https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 73 fourteenth century. the first indian patent application was made in 1856 based on the british patent system, and it has provided a patent term of 14 years. several acts and amendments followed it. ( saha et al., 2011) shown in table 4. ( what is intellectual property? 2020; manual of patent practice and procedure the patent office, india, 2008; ahmed & kumar 2017). it is briefed in table 1. table 4. history of intellectual property right in india year legislation salient features objective 1856 act vi of 1856 first patent application in india was made to promote novel and useful invention encouragement of disclosing their inventions 1856 patents act i.e., act vi indian government promulgated legislation to grant "exclusive privileges to encourage inventions of new manufactures 1859 act xv of 1859 modification from grant of exclusive privileges to useful inventions and priority period extended from six to twelve months. protection of only inventions and not meant for designs. 1872 patterns and designs protection act’ (act xiii) 0f 1872 to include novel & unique pattern or design or the application of such pattern to an article of manufacture under ‘new manufacture.’ to amend 1859 act to protect designs 1883 act (xvi of 1883) provision for novelty of the invention to amend the 1972 act 1911 (act ii of 1911) indian patents and designs act patent administration brought under the management of controller of patents replacing all previous legislation on patents and designs. 1920 amendment reciprocal arrangements with the uk and other countries for securing priority. to amend 1911 act 1930 amendment grant of secret patents, use of an invention by government, powers of the controller to rectify patent register and term of the patent increased from 14 years to 16 years of addition 1945 amendment filing provisional specification and submission of complete specification within a period of 9 months to amend 1911 act 1949 by government of india under the chairmanship of justice (dr.) bakshi tek chand, a committee was constituted to ensure that the patent system is conducive to the national interest. prevention of misuse or abuse of patent right in india 1950 (act xxxii of 1950) ensure the working of inventions and compulsory license/revocation. to amend 1911 act 1952 act lxx of 1952 compulsory license in for the patent in case of food, medicines, insecticide, germicide or fungicide or an invention for surgical or curative devices the next step to amend the 1911 act 1957 by the government of india justice n. rajagopala ayyangar committee was appointed to amend the 1911 act, which was not fulfilling its objective. to examine the question of revision of the patent law and advise the government accordingly. 19651967 patents bill, 1965 an amended bill referred to a joint parliamentary committee was introduced significant changes in the patent law to purpose patent act 1970 1970the patents act, 1970 on 20th april, most provisions of the 1970 act based on the result of the final https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 74 1972 patent rules, 1972. were active recommendation of the committee replaced 1911 act 1999 the patents (amendment) act, 1999 the amended act that was brought into force from 1st january 1995 to amend the patent act 1970, provided applications for product patents in drugs, pharmaceuticals, and agrochemicals. allowed exclusive marketing rights (emr) to sell these products in india, subject to fulfillment of certain conditions, etc 20022003 the patents (amendment) act, 2002 (act 38 0f 2002). replaced the earlier patents rules, 1972 introduction of the new patent rules, 2003. the second amendment to the 1970 act 20 years term of the patent for all technology. mandatory publication of applications after 18 months from the date of filing etc 20042005 patents (amendment) ordinance, 2004 later replaced by the patents (amendment) act 2005 (act 15 of 2005 ) active from 1st january 2005. the third amendment to the patents act 1970, deletion of the provisions relating to exclusive marketing rights (emrs). extension of product patents to food, drugs, chemicals, and microorganisms. grant of a compulsory license for the export of medicines to countries with limited capacity to meet emergency public health circumstances. 20052006 the patents (amendment) rules, 2005 and the patents (amendment) rules, 2006 last amendments made effective from 5th may 2006 1.2 gaps of the study research studies from the past evaluated ipr among other professionals except for medical professionals. in literature, no study has been found related to this topic. there is a wide gap in the survey of the need for patent education. only a few studies in india have focused on other iprs, not on the patents like in our research. 1.3 rationale of the study mere evaluation of knowledge does not provide information. there is a stringent need to assess the barriers among indian professionals and pitfalls in the education system. 1.4 significant contribution and the novelty from this present study present study will contribute to new gaps in patent education since this type of study was not conducted among medical professionals before. it will encourage other authors to conduct more research on this topic and strengthen patent education. 2. method this cross-sectional study was conducted from a period of may 2017 to january 2018. a convenience sampling method was used. a well-designed study questionnaire (offline) was used, which was divided in 7 parts. the first part consisted of 3 questions (1-3) ; demographic information, part two consisted of 3 questions containing basic knowledge about patent, part 3 consisted of 2 questions (4-5) regarding attitude towards patent, part 4 consisted of 2 questions (6-8); regarding knowledge about the patent procedure and grant, part 5 consisted of question (9)about knowledge of patentability of treatment methods part 6 consisted of 2 questions (10-11); for barriers in the patent knowledge, part 7 consisted of 2 questions (1213); for participant’s enthusiasm towards the patent. participation in the research was voluntary. only those participants who were interested and willing to participants enrolled in the study. the confidentiality of research participants was kept throughout the study. 175 private practitioners and academicians were approached from different streams i.e. (dental, medical, ayurvedic, and homeopathic). out of these, 22 participants refused to participate in the study, and 15 questionnaires were found incomplete, so we excluded them from the final analysis, so we had 138 https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 75 questionnaires for final analysis. data was fed in an excel sheet and analyzed for percentage, correct responses, mean, p-values, and anova followed by a post hoc test using spss version 20, ibm spss statistics for windows, version 20.0. ibm corp., armonk, ny, usa. 3. findings the present study was conducted to gather knowledge for innovation and patent education among professionals from different streams. the response rate in the present study was good i.e. 138/175 (78.8%). table 5. gender wise distribution study participants gender number percentage male 71 51.4% female 67 48.5% gender-wise distribution comprised of 71/138 (51.4%) male participants and 67/138 (48.5%) female participants shown in table no.2. out of 138 participants, medical professionals were 56/138 (40.5%), dentists were 25/138 (18.1%), 29/138 (21.0%) participants were from ayurvedic practice, and 28/138 (20.2%) participants were from homeopathic. table 6. age and profession wise distribution of study participants age number percentage 22 -30 15 11.0% 30-40 34 25.0% 40 -50 26 19.0% 50-60 42 30.0% 60 & above 21 15.0% profession number percentage medical 56 40.5% dental 25 18.1% ayurvedic 29 21.0% homeopathic 28 20.2% in our study, 15 participants were in the age group of 22-30 yrs, 34 participants were in the age group of 30-40 yrs, 26 participants were in the age group of 4050 yrs, 42 participants were in the age group of 50-60 yrs, 21 participants were in the age group of 60 and above. professions distribution include 56, 25, 29, and 28 professionals from medical, dental, ayurvedic, and homeopathic. 3.1 basic knowledge of indian professionals about the patent system our study indicated a poor basic knowledge about the indian patent system, and there was no statistically significant difference in the understanding among various groups. the patent is an intellectual property right, and it is a technical document that requires inputs from technical and legal experts for protection. (gupta et al., 2018) in our study, 94% of participants had less than 50% knowledge, and 6% had more than 50% knowledge about this statement. 3.2 the attitude of indian professionals towards patent in our study, none of the participants had any previous experience with the patent application. on further exploration, it was found that they did not file a patent for an invention before because 99/138 (72%) did not have time, 10/138 (7%) were not interested in a patent application, and 29/138 (21%) possessed a https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 76 lack of awareness regarding this topic but were interested in applying. 3.3 knowledge of indian professionals about patent protection and grant procedure patent protection can be applied for products as well as processes. (gupta et al., 2018) in our study, only 3% of participants correctly responded to this statement. the patent is a right granted by the government to an inventor excluding others from making, using, or selling a particular invention. (gupta et al., 2018) our 93% of participants responded correctly, and 7% did not know. a patent is a territorial right i.e. patent granted once in a country is valid only in the country where the application has been applied, and it is not a worldwide grant. (gupta et al., 2018) in our study, 74% of participants did not know about this statement, and 26% responded incorrectly. 3.4 knowledge of indian professionals about the term of the patent for an invention once granted a patent for an invention it is term is 20 years after applying to the patent office (gupta et al., 2018), so an investor can enjoy their right for 20 years. a patent allows an inventor to disclose an invention publically rather than secrecy. (gupta et al.,2018) none of the participants were aware of the statement. once the term of the granted patent is over, it cannot be patented again, and the patent goes in the public domain i.e. it becomes public property. (gupta et al., 2018) a large majority i.e. 96% participants, did not respond, and a very few i.e. only 4%, responded incorrectly that it can be patented again. 3.5 knowledge of indian professionals about patentability of medical and dental treatment methods medical and dental treatment or surgical procedures are not patentable in india. (wma statement on patenting medical procedures, 2019; gupta et al.,2018) in our study 2% participants responded that these methods are not patentable while 34% participants were having misconception that these methods are patentable and 64% did not give any response i.e. did not attempt question. 3.6 barriers in the knowledge of patent among indian professionals participants accepted that they were not acquainted with patent knowledge. since they were never taught patent in their educational curriculum. lack of topic in educational curriculum was found a barrier in patent knowledge. all participants responded that this topic was never discussed in continuing education programs, seminars, conferences attended by them. 3.7 enthusiasm towards patent among indian professionals in our study, 99% of the study population did not explore the patent search engine, a structure-based search in the patent database. (gupta et al., 2018) due to lack of time, inadequate knowledge, and lack of interest. only 1% of study participants showed interest in exploring and increase their knowledge. as the knowledge was found very poor concerning the indian patent system among participants, analysis of our study data was not presentable through mean, p-values, and anova followed by a post hoc test, so results were presented only in percentage form. 4. discussion our study was conducted to evaluate indian professionals' knowledge for innovation and the need for patent education. education of patent is an important aspect of faculty development programs. the findings from our study indicated a poor show of patent education. traditional medicine serves as an important element of human health care with added commercial value. researchers or companies may also claim ipr over biological resources and traditional knowledge after making slight modifications in the existing invention. the patent applications in the case of traditional medicine, natural products, and herbal medicinal products possess their ipr policies showing a rapid growth in herbal medicine. (saha, 2011) in our study, only 3% of participants responded about the need for patent protection, in contrast to ahmed et al., where 57% of respondents were aware of the need to protect ipr. (ahmed & kumar, 2017) )this indicates a lack of knowledge. in our study, 94% of participants had less than 50% knowledge, and 6% had more than 50% knowledge. further, in one study carried in lucknow, 50% of research scholars were aware of patent. (ahmed & kumar, 2017) in our study, results showed a lack of experience in patent application. large numbers of respondents were not aware of the laws relating to patent protection in contrast to the findings of a study carried by ahmed et al. where 50% of respondents were aware of ipr protection laws. (ahmed & kumar, 2017) researchers in the academic field are deficient in awareness of ip-related issues to proceed with patent application procedures for their invention and publication. once the public disclosure of research findings happens, the invention is not considered to novel anymore. (intellectual property and access to medicines, 2012). universities and academic hospitals generate revenue from clinical care and teaching costs to capture business operations and cost of employees, https://doi.org/10.31849/utamax.v3i2.6904 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 68 – 79 doi: https://doi.org/10.31849/utamax.v3i2.6904 77 leaving minimum residual finances for further development of product and clinical trials. on patent expiry, generic pharmaceutical companies replicate drugs spending only a part of the original costs of drug development, reducing the original cost of the drug (taylor d, 2015). they have to verify only bioequivalence and the quality of the drug in terms of pharmaceuticals. literature review suggests that barriers among health care inventors are limited knowledge of complicated international patent laws with inadequate access to qualified ip lawyers. in addition, increased price (price of filing, legal counseling, and maintenance of patent) increases the product price, time, and logistics resisting them from patent procedure. (chao & mody, 2015). in our study, all participants accepted that they were not acquainted with patent law. they have never been taught about patent in their curriculum, and the topic was never discussed in workshops, continuing education programs, seminars, conferences. this lack of topic in the curriculum was found a major barrier, whereas in one study among library professionals in domains of medical sciences, the source of awareness were found books, the internet, friends, formal courses. (gnanasekaran d, 2014) in our study, 93% of participants responded that patent is a right in contrast to the findings (60%) of the study carried by ahmed et al. (ahmed & kumar, 2017). curricular adequacy among professionals is also found to be deficient (gupta, 2019). motivation level was also found inadequate. (bansal & meenakshi, 2016). our study found no significant difference in knowledge among participants, but it does not mean there is no difference clinically. (prasad, 2019). a large majority (99%) did not explore patent databases due to a lack of time and knowledge. in one study, 23.6% of participants visited sites to be informed about technological innovations. (metallidou, 2020) research advances in science and medicine provide the latest interpretations of already existing facts. research is the activity of human origin that utilizes intellect to investigate and interpret. there arises a need for greater participation in research by the physicians as well as clinicians and patients. (g u p t a e t a l . , 2 0 1 9 ) since intellectual property (ip) is an original creation of the human mind. in our study, only 1% of the participant showed interest in exploring and increasing their knowledge as a part of the research. in a study carried out by ahmed et al in lucknow, only 40% of the respondents were aware of the contribution of ipr in research and innovation.(ahmed & kumar, 2017) none of the participants had any previous patent application experience indicating weak research activity among participants, lack of interest. they did not file a patent for an invention. this is again because of lack of time, awareness, and absence of interest in the research area. in a study carried in greece, only 18.3% of participants had consideration for an innovation. (metallidou, 2020) this study will contribute to filling existing gaps in the field of ipr among indian professionals. findings from this study will reveal new gaps in the literature that had not been previously exposed or adequately described by others. our study necessitates strengthening patent education with a weak backbone. 5. conclusions the findings of the study revealed poor knowledge of patents due to the flawed system in our country. developing countries like india are in extreme demand for improvement or amendments in existing patent law. in addition to improvements in the indian patent system, there is a stringent need to promote progress and development of medical sciences in india. research and innovation is an important criterion for application and approval of such activities. the major implication of our study was the weakened backbone of indian patent education among medical professionals. patent education is not given due importance among them. in past, no such research has been carried out among medical professionals, but some studies among engineering and pharmacy professionals have been conducted. medical sciences pay consideration to this topic only for smoothening of accreditation procedure, not for educational and professional upliftment. medical education emphasizes only research but not on ipr, which is the next step to research. we conclude that there is a great need for patent education for professional and institutional growth. dental, medical, and other associations should include ipr in their workshops, conferences as a significant part of the continued education program. accreditation bodies necessitate educational institutions to have completed research projects and filed patent applications. there arises a stringent need for medical bodies to encourage affiliated institutions, universities to teach ipr. references brajnovic, i. 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(n.d) https://www.wipo.int/edocs/pubdocs/en/wipo_pu b_450_2020.pdf wma statement on patenting medical procedures (may, 2019) https://www.wma.net/policiespost/wma-statement-on-patenting-medical procedure https://doi.org/10.31849/utamax.v3i2.6904 https://patentimages.storage.googleapis.com/c5/4a/0f/bd0d3ab5478eaa/us5401504.pdf https://patentimages.storage.googleapis.com/c5/4a/0f/bd0d3ab5478eaa/us5401504.pdf https://www.wma.net/policies-post/wma-statement-on-patenting-medical https://www.wma.net/policies-post/wma-statement-on-patenting-medical instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 58 – 67 doi: https://doi.org/10.31849/utamax.v3i2.6471 58 arts in science: ‘painting’ health allied senior high school students’ meaningful learning engagement buen euleen v. lainez, jamie marie reynielle d. agonoy, rica madeleine b. bargo, zeth maverick y. chua, mary angel adele b. dizon, russel dustin r. dolendo, ivhan miles s. yumang, juland d. salayo senior high school—university of santo tomas, manila, philippines jdsalayo@ust.edu.ph article history received : 2021-04-11 revised : 2021-07-07 accepted : 2021-07-11 keywords arts and science, arts-based instructional approaches health allied learning senior high school learning role and impact of arts arts health abstract the education system acknowledges the relevance and impact of arts in exploring students' different skills and competencies. however, most of the learners remain bias on the purpose and essence of art-based activities since most of the strands offered in senior high school are academically designed through the k-12 program, which guides and prepares incoming college students in choosing their career path. hence, this study attempted to determine the vital role of arts-based instructional approaches to enrich students' learning in one selected catholic senior high school in manila, philippine. applying a qualitative approach through intensive interviews, 15 health allied students participated in this study. results revealed that arts are highly integrated with the delivery of the different lessons of the involved strand. moreover, arts proved that they have solid and influential roles in improving students' quality of learning. furthermore, the impact and relevance of arts as an instructional approach supports the learning process of health allied students. thus, this research informs and guides the teachers and students on the importance and impact of art as an overlooked field in education that maximizes one's potentials. 1. introduction in continuous reforms to improve the quality of philippine education, learners' needs and differences are usually at the center of the framework to deliver excellent services and results. hence, inclusivity, social justice, equity, and emancipation are the heart of arguments to benefit the learners; in the end, it will contribute to the country's goals toward economic progress, global competitiveness, and sustainability. going back to the classroom setting, which serves as the epicenter of learning and development, teachers do every possible way to improve the instructions to attain such life-long learning. in the most recent development, the philippine department of education (deped) has implemented the k to 12 program, which aims to strengthen basic education, make the curriculum relevant to learners, nurture the holistically developed filipinos, among others (department of education, n.d.). to materialize salient features and goals of the program, teachers and students engage themselves in various classroom strategies and approaches, including the value and impact of arts in constructing their instruction and learning quality. in education, it is not novel to integrate arts in executing lessons. many studies (mahgoub, 2015; kariuki, 2016; punzalan, 2018) have proven that arts leave a positive impact on students' learning and development. in many cases, arts are not just an approach but an instrument to diminish learning anxiety. swapp (2016) reported that art education benefits humans to improve selfconfidence, communication skills, cognition, and selfunderstanding. however, the importance of art in overall learning still faces discriminatory elements because of its nonacademic features like other academically-inclined programs and courses in most academic institutions. to date, many students still equate arts to hobbies; hence, the art-related programs may deem insignificant to their future careers. worse than that, art is not even considered a stable career. for example, in the study of ruppert (2006), it was identified that most of the universities do not prioritize the study of arts as programs or as courses. in effect, many students do not consider arts as opportunities in their future careers. this same study also revealed that children from low-income families are less likely to be consistently tangled in art activities than higher-income children (ruppert, 2006). contrary to this, adolescent art students significantly accomplished more positive https://doi.org/10.31849/utamax.v3i2.6471 mailto:jdsalayo@ust.edu.ph 59 developmental outcomes than others who do not pursue art coursework in schools. in comparing arts and non-arts students, art-inclined students were much more optimistic about attending school, leading them to have a more advanced and developed performance in academics (elpus, 2013). the positive effect of art engagement encourages students to engage more in extracurricular activities because it helps students enhance their performance in the classroom. participating in such art-based activities is one of the crucial parts of every student's high school experience. it teaches them skills that cannot be obtained in the usual classroom events. moreover, engagement with different performing art activities in high school increases the academic attainment of students. additionally, the study showed a definite relationship between arts education and student outcomes despite the absence of a concrete relationship between art instruction and student outcomes (henry, 2011). still, mahgoub’s (2015) study on the importance of the development of art education proved that the arts make a valuable contribution to the comprehensive education of students about academic performance, attitude and behavior, and perceptions on learning. this similar study further asserted the benefits of arts education to fall into three main areas, the child, the teaching and learning environment, and the community. results of this study concluded that there is a significant difference between students' performance before and after the development of art education curriculum and has therefore been recommended its promotion as an integral part of national development policies; thus, ensuring the training of professors for more effective and holistic participatory teaching methods. looking into specific studies that highlight the role of arts to health allied learning, punzalan (2018) indicated that arts are always a relevant part of the human affective experience for communication, expressiveness, imagination, and cultural understanding. this study highlights that visual arts have a wide range of fields; unlike other definite disciplines like humanities, it should extend on some aspects. visual arts-orientated group in studying art appreciation helps performance comparing the traditional lecture-discussion method of the traditional oriented group. corollary, visual arts in various learning involve confidence development and learning advantages that encourage students to participate. additionally, pelowski et al. (2017) stated that specific psychology on art interacts well with learning challenges. by having an artistic background with the holistic method of experience, it has been concluded that this affected a person's development, perception, and critical thinking. when creativity is heard, it is almost exclusively involved with artists, but art has been a natural way of men even outside the scientific discipline. the study concluded common characteristics between artists: the sense of independence, resourcefulness, and idealism. hence, the visual arts can widen a person's visual imagination and result in better learning and understanding. furthermore, singg & mull’s (2017) paper on color and its effect on information retention, a comparative study on young men and women, stated that color impacted the participants' performance based on their gender. many college students practically use a white background with black writing, so the researchers conducted an experiment seeking to find out which visual aspect of the material's background had a more impact on the students' learning. they concluded that newton's color theory affected the result wherein the color yellow reported more anxiety levels than blue. it was also concluded that women prefer softer colors such as pastel while men prefer brighter colors such as neon in their information retention. thus, the color of the information materials influenced the students' performance, and professors must influence influential, positive, and coherent teaching. on the other hand, gibson & larson (2007) conducted action research to test the students in an elementary school with a decreased experience in the arts to identify the relationship between visual arts and academic achievement. visual arts such as painting, drawing, and sculpture have been minimized, resulting in a limitation of their full potential. consequences in school are being dealt with what they taught to students and what they failed to teach. it was evident from the results that children are more well-rounded and enriched with their cognitive, emotional, social, and physical dimensions. with this, a child's development is incomplete, and that many students possess a visual learning style as an increase to one's motivation to learn. tyler & likova (2012) mentioned that art is fundamentally a communicative medium that enhances learning. learning and art production are connected between multiple sensory motors and higher cognitive mechanisms, enhancing a person's capability to learn in other domains. experiencing art has a power to one's development that relates to one's cognitive skills. in this study, the researchers concluded the eight studio habits of mind taught in studying visual arts: to observe, envision, express, reflect, engage and persist, stretch and explore, develop craft, and understand. this is demonstrated through the thinking skills and working styles taught in art classes. relating to the theatre, kariuki (2016) revealed that students exposed to theatre-arts integration have improved in academic performance. it further revealed that it helps the students' overall grades as it increased the students' engagement and participation and decreased the sense of stress and class disruption. students who are taught traditionally are often uninvolved and inconsistent with their work which increases students' lack of interest and frequent absences. the study also showed a significant 60 difference between genders when using theatrerelated strategies to teach english. the researcher suggested that females are more suited to processing language arts. in terms of dance education, carter (2004) aimed to identify its effectiveness to students with intensive training and exposure to this kind of art. a comparison is made between those who do not receive dance instruction and those who focus more on academics, self-concept, overall wellness, and school performance. a significant difference was found between dancers and non-dancers for the said disciplines. among the group of dancers, a positive effect and improved academic performance were observed. however, more interventions address healthier views of wellness and self-concept compared to the non-dancer group. focusing on music as a tool for learning, thomas (2011) showed the impact of musical performing arts on the academic achievement of black males within the united states. the research revealed that black males were one of the lowest-performing demographic groups in america. the study examined the impact of participating in musical performing arts implemented to 112 black males in eighth grade. the study investigated the relationship between music participation and academic achievement. as the results came out, it showed a strong relationship between music performing arts and academic achievement. besides, scripp (2002), in their study on music and learning, showed significant effects of learning between music and academic achievement. it stated that musical ability could assess a person's level of mathematical and language arts fulfillment. music and education should not exist in isolation and are not exclusively divided into two interdisciplinary learning. it has an impact on social-emotional development, behavioral modification, or reinforcement of therapeutic objectives. "if the arts help define our path to the future, they need to become curriculum partners with other subject disciplines in ways that will allow them to contribute their distinctive richness and complexity to the learning process as a whole" (burton et al., 1999. p. 511). similarly, cabanac et al.'s (2013) paper on music and academic performance stated that students listening to music while performing academic examinations had been proven to lower the students' stress levels while still having high grades. this is called the mozart effect. as the researchers examined this study, they were intrigued whether the students' grades got higher because of listening to music or performing better because they are more gifted or motivated. the current paper established relations between music education and academic performance. it is a connection between music and cognition. the results showed that students with musical courses perform better than those who do not have equal initial achievements. music students had higher grades in all subjects. inoa et al. (2014) provide positive relationships between the arts and academic achievement when correlated to the literature curriculum. positive associations have been seen in the arts and different variations within the discipline, such as mathematics and sciences. the study tested whether there is a significant relationship between student achievement and performing arts in the curriculum. it resulted in students' intercession surpass the control group equivalent in both math and language arts. the researchers concluded that participating in art forms can promote academic achievement among involved students, and it also relates to mathematics and other interventions. this study is anchored to schechner's (2003) performance theory stated that, as with academic studies, it was found that certain fundamental principles such as presentation of self, restored behavior, and expressive culture incorporated social drama and rituals. it examined the use of theory to the theatre practitioners, including the concept of performativity, which is closely related to postmodernism that sees performance as a social and political material and not only as essentially artistic or theatrical that constitutes power and knowledge (cavanaugh, 2015). schechner (2003) also stated that people do performances daily whether on stages such as theatre, dancing, and music, in particular social situations like rituals, practices, ceremonies, or people's daily lives. furthermore, gardner (1983) claimed that all people have different strengths and weaknesses; and types of intelligence such as verbal-linguistic, logicalmathematical, spatial-visual, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. the multiple intelligence theory suggested that teaching strategies and other pedagogic tools provide knowledge and skills to students since individuals have different skills and capabilities. in arts-based tasks, the types of intelligence that may apply are: spatial-visual which is about visualizing ideas and design and allowing one to envision and create a concept from his mind; bodily-kinesthetic, which refers to the processing of information and expressions through body movements; musical which pertains to having skills and gaining knowledge through music, its rhythm, tone, melodies, and harmony; interpersonal which refers to the relationship created and related with other people and; intrapersonal that pertains to exploring and expressing one's thoughts and feelings. gardner also asserted that teachers should apply different educational innovations to create goals and values and focus on one teaching strategy when designing instructions. the study associated the two theories in the importance of participating in arts-related activities by 61 grade 12 health allied students. the researchers examined the role of arts (presentation of self, restored behavior, expressive culture) in the students' learning system. this paper stands that despite all the positive claims that arts can produce positive scholastic performance, arts remain an underrated approach in education because works and professions related to art are often compared to more academically-inclined aspects, which are most likely seen and treated by many as the most superior in all professions and educational aspects. indeed, the position of arts in the curriculum is still unsettled and misunderstood. with that reality, many countries, especially the philippines, do not invest in arts because of its questionable and unstable economic advantages. though many still believe that art activities are essential to the education system, it helps develop an individual, its culture, and personal life physically, socially, and mentally. this present study attempts to further establish the impact of artsrelated activities, not just on students' different art skills but also on the overall learning relevant to preparing themselves for a better future. this present study may also support several claims toward the conversion of stem into steam, where art is integrated into science, technology, engineering, and mathematics programs. while stem, as a program, is highly acknowledged to contribute to economic progress, art in action “best prepares children with the skill they will need to become successful, wellrounded thinkers.” hence, the inclusion of “a” helps learners improve their creativity, collaboration, confidence, cultural awareness and empathy, and critical thinking (art in action, 2021). further, being art major students, the researchers want to establish the significant and purposeful role of arts in the curriculum and learning system it hones the learners’ skills and potentials both academically and practically in life and for their future professions. hence, this paper examined the impact of arts-based instructions on the senior high school health allied (ha) students. specifically, this study aimed to determine the following: (a) the common arts-based instructional approaches employed among the health allied students, (b) the different health allied lessons which are delivered using arts-based instructional approaches and strategies, (c) the impact and relevance of arts-based instructional approaches to health allied students’ learning, and (d) challenges encountered by the health allied students in engaging with the arts-based instructional approach. 2. methods 2.1 research design the researchers used a qualitative method to determine the instructional approaches and impact of arts-based activities on the learning capabilities of ha students. according to bhandari (2020), qualitative research aims to analyze non-numerical data such as opinions and experiences of people to accumulate information about the problem of the study. this research used phenomenology that aims to determine the respondents' experiences in a phenomenon that allows the researchers to explore the different points of view of the respondents to determine the complexities of phenomena. this aims to provide more specific answers and explanations to the questions of a problem through the respondents' experiences (khan, 2014). specifically, this study investigated the participants’ association with the arts as classroom learning tools and approaches. regardless of the engagement and participation in arts-related extracurricular organizations or the students' point of view, 15 grade 12 senior high school allied students in a catholic university in manila, the philippines, participated in this study using the purposive sampling technique. to gather the needed data, the researchers interviewed the participants using the researchers-made open-ended questions that aimed to focus on health allied (ha) students’ experiences and challenges in arts-based instructional approaches. to observe ethical standards specifically to ensure privacy and safety, the researchers distributed consent forms to the qualified participants based on the criteria created. after the participants' approval, the researchers scheduled the interview according to the availability and convenience of both the interviewers and interviewees via google meet, zoom, and messenger. during the interview transcription, codes are used, i.e., s1, s2, s3, etc., to further protect their identity. employing open-ended questions during the interview, the researchers analyzed and interpreted the data through fair means and with the critical judgment due to the subjectivity of the responses. being a phenomenology, the analysis focused on exploring thoughts and meaning; therefore, arrangement, observation, and a series of comparisons, differences, and similarities characterized the data analysis. to reduce the amount of raw information, similar answers from the respondents were categorized to identify recurring patterns or constructs necessary for analysis and interpretation. the study objectives, related literature, and framework were instrumental in conducting a thematic analysis to build constructs. despite the study's qualitative approach, the researchers used the percentage of responses in presenting the results to summarize responses quickly. as sandelowski (2001, p. 230) stated: "as in quantitative research, numbers are used in qualitative research to establish the significance of a research project, to document what is known about a problem, and to describe a sample. nevertheless, they are also useful for showcasing the labor and complexity of qualitative work and generating meaning from qualitative data; to 62 document, verify, and test researcher interpretations or conclusions; and re-present target events and experiences. although numbers are important in the treatment of qualitative data, qualitative researchers should avoid the counting pitfalls of verbal counting, overcounting, misleading counting, and acontextual counting." (p. 230) still, the study used non-numerical data, which resulted in an accumulation of varying opinions and experiences provided by the respondents. 3. results and discussion 3.1 arts-based classroom approaches employed among health allied students interestingly, ha professors highly employed artsbased approaches in delivering their lessons as suggested by the curriculum. more than half of the participants claimed that their teachers across disciplines employed graphics arts and design (51.11%). other approaches include video-editing and visual arts with 13.33% and 4.45%, respectively. therefore, most arts-based classroom approaches involved graphic arts and design, such as creating brochures, infographics, and posters mostly done digitally. also, most of the teachers preferred performing arts like theatre and role-playing or group dramatization. according to the participants, these arts support their learning in the different lessons offered to their strand. students also summarized the critical points and keys in their lessons to create this type of output, which helped them learn and understand their topics better individually. while performing arts activities such as dancing, acting in skits and presentations, singing, and song composition given to health allied students developed their interpersonal intelligence as this activity promotes collaborative and cooperative learning that involves social and communication skills. additionally, other arts-related activities employed in the strand were video making and editing original music videos or short films about the assigned topic or lesson. these also permit the students to engage themselves in a group as the activities themselves require collaborative efforts such as scriptwriting, acting, and editing. the equal distribution of workload in a group helped students improve social skills and strengthened the camaraderie among students. lastly, the minor artsbased activity given to the students was visual arts that included drawing, sketching, and painting, which helped students visualize their lessons to have an easier understanding and improve learning development among their lessons. marshall (2015) mentioned two factors that affect the current curriculum. these are (1) art integration which employs simple illustrations of academic topics resulting in a practical understanding while fostering metacognitive skills, and (2) transdisciplinary that aims to achieve deep integration by creating social and cognitive space. both factors allow learners to grasp the potential of changing their understanding of academic topics and disciplines and art, inspiring them to create new models in the education system. this study intends to start a conversation that may spark the need for change in the system. 3.2 lessons/topics employed with arts-based instructional approaches according to the offered subjects/courses data revealed that there are different lessons in the ha strand that applied arts-based approaches. these are evident in the different subjects in the 2nd term of the sy 2020-2021. presenting the results using percentage, health science and media and technology (20.83%) both shared an equal rate in arts employability in delivering different lessons. the majority of the arts-related activities engaged in health science, particularly on the lessons about anatomy, diseases, and its preventions, body systems, proteins, cells, and figures on anatomical positions were in the form of creating brochures and infographics; while media literacy, programming, and computer software fell under the lessons of media and technology which employed activities such as digital art, animations, broadcasting, and podcasts. the middle range was the lessons under communication and literature, specifically, oral and written communication and historical literature (11.11%). these lessons employed the activities namely: posters, infographics, video-making and editing, and role-play presentations. the least percentage lesson employed with arts-based activity such as board game-making was mathematics, mainly calculus and statistics with 2.78%. it mainly focuses on the sciences of the body and the health of a person. it also explained why they prefer art-related activities in these lessons as it generally connected with the medical field and is more inclined in their strand than other subjects' lessons. the arts, in some studies, proved to have a significant improvement on the learning of students in the medical field as arts-related activities, namely: brochures, infographics, and figures on anatomical positions, helped students remember concepts and influence imagination, visualization, creativity, and growth. as a result revealed, lessons under media and technology had the same percentage as the health science subject since both subjects have the concepts, specifically in medicinal technology, a medical course, computers are now used on many health procedures. therefore, this revealed that most of the students engaged in art-related activities by their professors fell on their specialized subject, health science. hence, they acknowledged that engagement with art-related activities helped them absorb basic concepts and integrate art; digital art, animations, 63 broadcasting, and podcasts prove students’ creativity using technology. parallel to the results, maclean (2007) stated that incorporating humanities, social sciences, and arts contributed to medical and health practitioners' education. hence, aesthetic aspects of teaching need to be attended in medicine through unimaginative ways as arts foster a different and unique way of illustrating illnesses and diseases. in the study, numerous artists taught various courses and incorporated art-related projects in medical schools. the survey found that the arts nurture the students' well-being, learning capacity, and relational skills. in conclusion, the broadening of students' understanding of arts beyond k-12 education significantly contributed to improving one's preparation through the field of health and medicine. 3.3 impact and relevance of arts-based instructional approaches to the respondents’ learning data revealed that arts-based approaches showed a relatively high impact on the learning of the respondents. it received 60% of the students' perception that the arts-based classroom approached positively and recognized its impact as a factor for developing their learning. in comparison, 33.33% of the respondents believed that arts-related activities negatively impacted their academic performance. furthermore, 6.67% of the students recognized artsbased classroom approaches applied in their strand negatively impact their learning and capabilities. this showed that despite the difference of art to the medical field, the positive impact and objective of art is to improve performativity and develop flexibility of oneself was recognized by the majority of the ha students. “nakaka-help siya for me kasi parang ang plain lang pag pure text and parang mas madali kang mawawalan ng gana mag aral pero pag may onting arts and colors design ganyan, may visual kang nakikita, parang it motivate you para mag aral,” (s11) (arts can help me to learn because if [materials] are just pure text, it does not motivate me at all. when there is a little bit of creativity and visual aspect to it, i am more motivated to study, s11). arts-based classroom approaches tend to reach the attention and focus of the students by its visual elements that showed the direct topic of their lessons, i.e., anatomy is easier and more convenient to learn and understand when shown visually, which allowed the ha students to discover themselves personally as visual learners. with this type of classroom approach, students absorb information immediately and accurately since with including art in the discussion, it becomes concise yet still directly on point. moreover, these participants believed that artsbased activities affect their learning development and maximized their potentials and flexibility in doing tasks like incorporating creativity, improving experimenting and criticizing skills, and practicing time management within their works. furthermore, as for these respondents, arts also served as a form of transportation for more accessible communication and transmission of lectures and ideas between the students and the educator and benefitted individually since art finds its way to connect personally. “art can help you express yourself. you could communicate your ideas easier kasi (because) you translate it to other forms of art” (s10). furthermore, the smaller number of respondents believed that arts-based classroom approaches contributed both positive and negative impacts but did not conclude that it affected their learning positively or negatively. they only recognized the functional approach when given and applied to the lessons practically and appropriately. they claimed that art helps in their understanding but is too pressuring since not all students are musically or artistically inclined. these students also found arts-based classroom approaches calming yet experienced difficulty with brainstorming as they could not communicate or release their ideas and thoughts about their lessons and activities. on the contrary, the least percentage of students took the arts-based activities negatively as it consumed much of their time and effort, which they find unnecessary since they cannot distinguish the connection of the art applied in their lessons and believe that art has nothing to do with their strand. according to the study of de la croix et al. (2011), medical students values art-based learning in their education because it provides more comprehensive exploration about the non-scientific elements such as the communication and the political, social, emotional, and spiritual aspects of the human experience which contributes in the performance of their examinations, presentations, and placements. arts-based learning also offers and introduces different skills and opportunities to students, such as creative writing, theater, and action movements shaping their flexibility and well-roundedness. students who engage in these learning practices can communicate and relate to people with different backgrounds and cultures, which prepares them to face and handle endeavors and situations in their future medical profession. in terms of the perceived relevance, data showed how relevant arts-based classroom approaches are to the curriculum and learning of ha students. sixty-six and sixty-seven percent (66.67%) of the respondents agreed that arts-based classroom approaches and activities were significant in their field of study and future careers. furthermore, 20% considered artsrelated activities irrelevant and useless for their curriculum and field of education. in comparison, 13.33% stood neutrally in this type of classroom approach if relevant to their field of study. 64 this reflected that most ha students perceived arts-based classroom approaches immensely relevant and helpful to their field of study as they may be used in the effective immersion of students in medicine and science such as anatomy. "art-related activities help me in understanding anatomies, parts of the body. although it is hard, (but) once i get to draw and color it, i get to visualize it more and understand what its functions are" (s5). art plays an influential role in their learning and understanding of their lessons. this showed the possibility of what and how art may be utilized in teaching science and vice versa. in terms of the profession in the medical field of the respondents, the health allied students recognized the significance of arts-based classroom approaches employed to their strand for their future careers, “mas madali kong ma-eexplain sa pasyente in an artsy way, maipapakita through visuals, especially sa mga batang pasyente,” (it will be easier to explain medical conditions and terms in an artsy way to my patients, i can show them visual aids that may show a better representation for them to have a better understanding, specifically for children that i have to handle) (s2). additionally, the arts-related activities assigned to the students also affect their (1) intrapersonal intelligence through improving one’s confidence and practices and; (2) interpersonal relationships by building one’s ability to communicate with different people. moreover, the minority of respondents stood in a neutral position over the relevance of arts-related activities in their field; they perceived it as a break yet a distraction from academic workloads. arts-based approaches helped some students overcome and manage their stress in their studies even though it is not directly relevant to their studies. however, sometimes, it was also the primary source of stress and anxiety for some as they perceive it as an additional subject or skill needed to their curriculum and considered existing only for art for art's sake rather than a contributor to the development of learning the students. additionally, many respondents perceived art-related activities as irrelevant to their field of study as they considered it unnecessary and not belonging in their strand because art and science are distantly oppositional fields in terms of academic content. besides, gullatt (2007) mentioned, "americans became consumed with mathematics and science education and saw arts simply as frills" (p. 216). unfortunately, that belief still exists today despite the voluminous research studies conducted showing the value of arts. “even though school officials realize the importance of educating students to become active, self-motivated learners, collaborative workers, and risk-takers (aprill, 2001) and encouraging students to have the conviction to stand up for what they believe (perrin 1994; luftig 2000), they have chosen to eliminate arts.” (p. 216) if these outcomes are indeed crucial to the education of the future workforce, then arts are needed in education because of their power to develop these skills, which connects to the respondents who do not see the importance of arts in the education system. 3.4 challenges encountered by the respondents in engaging arts-based instructional approaches there are also different identified problems encountered by the participants with arts-related activities given to the ha strand. the participants’ common problem was the lack of skills or knowledge in the arts, with 33.33%. consequently, 14.29% struggled with time management in doing these activities, and with an equal percentage, some students do not find any problems engaging in artrelated activities. the challenges encountered by ha students were tied up in a percentage of 9.52%, namely: problems in collaborative or group works, limited sources, and financial problems. lastly, the least percentage of students, which was 4.76%, struggled because of the anxiety that arts-based classroom approaches brought to the students and the difficulty of owning an original and unique style and idea in arts. therefore, most of the respondents struggled with their lack of skills and knowledge in the arts. students tend to be left with no option but to do the arts-based activities assigned to them by their professors, but not all students have developed their potentials and genuinely engage in arts yet; hence, the students who have not to find the creativity within them struggles in arts-based classroom approaches because as even with their eagerness to achieve a high grade, but with them lacking the skills and knowledge, they tend to not give their hundred percent performance in it. the health allied students who did not experience any problem with this type of activity and personally engage in arts were aware and understand that some of their classmates deal with this problem every time there was an arts-based activity given to them. “it's okay for me, but it would be better if they lessened it ‘cause we aren't focused on art. i'm already inclined in art as it is my hobby, but my classmates who aren't will have a hard time coping up." art can be beneficial for improvement and development, but academically, some still got left behind in understanding and skills in art. students faced difficulty in time management due to art activities taking up most of their time and leaving no room for other academic requirements for their other subjects. 65 furthermore, group work art-based activities and engagements also produced challenges. as stated earlier, some students are not artistically or musically inclined; when they engage with arts, the latter tend to perform better, which damages the nature of collaborative works. this results in unequal workload and unfair grading or scoring since a teacher assessed the group as one. to make more precise, some who are not participative enough quickly receive the same grade as those who exerted much of their time, effort, and skills into the activity. moreover, due to materials mainly being costly and out of the budget allowance of the students, some experienced financial problems when it comes to doing arts-based activities, e.g., the contribution for their group works, transportation for presentation practices, and other materials needed for their activities since many students in the health allied were not artistically inclined, they may not have the right amount of resources needed to have better materials for their work hence, requiring them to buy art materials. lastly, anxiety and the originality factor of their works also affected the students – as with connection to the lacking of art skills, the students doubt the originality and uniqueness of their works since they still do not have and not knowledgeable about their art styles resulting in them to get anxious about their performance in this type of activities in affecting their grades. anxiety sometimes may be out of control, affecting their performances and learning in other subjects and to them personally. though some problems encountered in arts-based activities may be inevitable, these challenges may also push the students to enhance performativity, improve the presentation of themselves and restored behavior, understand the expressive culture and maximize their potentials that they may use in their future professions in the medical field. in a study made by alnajm (2020), medical professionals were required to be involved or immersed in art-based learning as it provides a broader exploration of the clinical processes through the integration of arts. generally, arts enhance one's understanding of the world in a non-scientific way with the usage of literature in the medical field as it is considered as the first and easiest way to communicate and understand people efficiently; and with the usage of visual arts and performing arts as well as music since these are leading players in medical therapies which involve relaxation or stress prevention. 4. conclusion because of the lack of solid appreciation and acknowledgment of the value of art in achieving quality learning, art-related programs and courses become among the least priorities of the young learners today in choosing their future careers. however, contrary to these common beliefs and practices, arts-related activities proved essential in shaping their attitude towards arts and building their interpersonal and intrapersonal intelligence, which also proved that art is innate to everyone regardless of course and strand they partake in. despite different arguments about the role and impact of arts in learning acquisition, this study has proven that teachers highly employed arts in their instructions to meet competencies. these approaches include graphics and designs that are materialized through brochures, infographics, and posters. additionally, performing arts like theatre arts, role-playing or group dramatization, and visual arts are also among the bucket lists of teachers' classroom practices in successfully executing healthrelated topics that help learners organize their thoughts and analyze a particular topic and its essence differently. additionally, ha students' encounters with artsbased approaches helped them absorb more concepts in their field. this approach is functional as arts serve to effectively and efficiently learn ideas and properly visualize anatomical and biological compositions and arrangements. incorporating arts with the education system integrates creativity and innovation for future medical professionals. hence, art-based instructional approaches positively impacted the respondents' learning, especially if they were given controllably and appropriately. arts may be distant from health and medical science, but they enrich students' learning and capabilities. nevertheless, still, some tend to overlook the purpose of arts in learning advancement. likewise, arts-based classroom approaches are relevant and vital to learning regardless of their difference to sciences in terms of content – as long as it is connected to their lessons, arts may still be utilized to enrich and enhance the quality of education. although most of the ha students recognized the importance of artsbased classroom approaches, it is undeniable that most of them experienced problems. lacking skills and knowledge in arts challenged the students the most as they tend to not exert their hundred percent in the activities even with the eagerness to perform well; thus, resulting on creating other problems such as group work issues, anxiety, difficulty in finding own originality, limited resources, and financial problems. additionally, students struggled with time management because arts-related activities consume most of their time, leaving no room for other requirements. with the study results, the researchers believe that the integration of arts as classroom instructional tools and approaches be acknowledged in designing curriculum and lessons to deliver the target learning goals and competencies excellently. the results open implications to pedagogical success and advancement across disciplines. 66 references alnajm, a.l. 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(2012). the role of the visual arts in enhancing the learning process. frontiers in human neuroscience, 6(8). 6. 8. 10.3389/fnhum.2012.00008. instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 3, november 2021, pp: 167 – 175 doi: https://doi.org/10.31849/utamax.v3i3.7071 167 investigating the impact of covid-19 toward depression rate of indonesian senior high schools teachers helma malini universitas tanjungpura, pontianak, indonesia helma.malini@untan.ac.id article history received : 2021-06-18 revised : 2021-10-31 accepted : 2021-11-04 keywords pandemic covid-19 depression work stress work load role of conflict abstract the covid -19 pandemic, which has been ongoing for over a year, has become a burden to the world, causing anxiety and depression. the purpose of this study is to investigate the depression and stress levels of senior high school teachers in indonesia during the covid-19 outbreak since they have experienced substantial teaching situations change as a result of it. in particular, the changes in their professional, as well as personal lives, pose challenges during the pandemic. this quantitative study distributed questionnaires to 50 high school teachers in indonesia. the findings indicate that social support is the most significant factor (0,46%) needed to prevent depression and stress among the teachers. meanwhile, workload and role conflict cover 0,74% and 0,84% respectively of variables that teachers can change with the assumption that both variables exist even before a pandemic arises. this study also reveals that teachers continue to receive less attention and support, especially in terms of their stress and depression coverage. it is because the prevailing perception is that teachers should be the ones giving attention, not the ones receiving it. the study is that to withstand the pandemic's uncertainty where high school teachers can minimize and overcome their depressions. 1. introduction the covid 19 pandemic affects human life, especially in education and social life. the indonesian government determined to use online or distant learning methods to prevent covid-19 spread in march 2020. the policy implementation is far from excellent, and the decision is made without much preparation (iglesias-pradas et al., 2021). the covid-19 epidemic forced 165 countries to close schools, teachers must go above and above to keep nearly students earning. teachers must always be creative, inventive, and enjoyable in delivering the information online learning through digital technology, so it has a favorable impact on students or students during the epidemic. covid-19 (bhumika, 2020). unsupported equipment and resources, in this case, the teacher, show inadequate preparation. due to rapid policy changes, students suffer from sadness and stress. (vladova et al., 2021). however, because of the imbalance of demands and abilities to cope with changes in the education sector caused by the covid-19 pandemic, teachers may suffer from health issues and increased stress. concern parties such as parents and society highlight student stress and despair, but few recognize that teachers are equally affected (bhumika, 2020; realyvásquez-vargas et al., 2020; tan et al., 2020). teachers have changed their teaching and learning methods, adjusted their learning plans, and dealt with uncertain situations as a result of the covid 19 pandemic. teachers have changed their teaching and learning methods adjusted their learning plans and dealt with uncertain situations due to the covid 19 pandemic led to depressions (tan et al., 2020). when you are depressed, you experience emotions of melancholy and/or a loss of interest in activities that you previously enjoyed. it can result in several mental and physical problems, as well as a reduction in your capacity to operate at work and in your personal life. when it comes to depression in students, research produced during the covid 19 pandemic in the realm of education continues to be focused on this issue, with various types of policies being implemented by various stakeholders to prevent student depression. educators require a policy that is centered on them, one that pays attention to the problems of depression that they experience, and one that will ultimately assist them in facilitating teaching and learning activities throughout the pandemic (baker, 2020; evanoff et al., 2020; iglesias-pradas et 168 al., 2021) educational performance is, in essence, the level of performance demonstrated by instructors in the course of their professional responsibilities as educators. (gopal et al., 2021; kulikowski et al., 2021). according to this definition, performance is driven by processes, whether human or otherwise. according to the statement, performance can be classified as follows: work performance, work implementation, work accomplishment, work results, or work performance (tan et al., 2020). the quality of a teacher's performance will have a significant impact on the overall quality of educational outcomes. (realyvásquez-vargas et al., 2020), mostly since teachers are the individuals that have the most direct interaction with students during the learning process in educational institutions. when it comes to attempts to build human potential resources in the field of development, the teacher is fundamentally one of the components in the learning process that plays a (lockee, 2021; xiao et al., 2021). for a teacher to establish himself as a professional teacher, they must participate and position himself as a professional by the demands of a growing society. this requires integrity, loyalty, dedication, and responsibility on the part of the teacher, as well as on the part of the student. as a result, the primary goal of this study was to examine how instructors have dealt with depression and to determine the amount to which they are affected by stress, anxiety, and depression. although it is expected that teachers will be disproportionately affected by stress-related symptomatology, we also expect that the levels of anxiety, sadness, and stress will not be uniform across the sample. in other words, it is expected that there will be specific and significant differences between groups in the future. our specific goal is to look into any variances based on gender, age, and amount of labor being done. in the future, it is expected that women would have higher levels of unfavorable psychological symptoms than men. it is also projected that younger teachers, those with a history of chronic illness, and those who have family members who suffer from chronic diseases may have higher levels of stress, anxiety, and despair. pandemic impositions that last for an extended period might be harmful. a hostile event that can result in severe mental health illnesses and depressions in teachers is a traumatic experience. it was discovered that quarantine was associated with high rates of sadness (31.2 percent) and anxiety (29.8 percent) even during the sars pandemic (28.9 percent) (tan et al., 2020). similar to the 2009 h1n1 pandemic, substantial levels of anxiety were recorded during the outbreak; a study from china discovered that people in pandemic situations experience boredom, loneliness, irritation, worsening anxiety, and psychological distress (gopal et al., 2021). previous research, on the other hand, focused solely on one side of the equation, namely, pupils, and did not address the other side, which is the teachers, who are increasingly playing a vital role. as a result, the purpose of this study is to investigate how teachers have been affected by the pandemic in terms of their mental health and relationships in three major areas: job, family, and social interactions. 2. method this study is a survey study with a cross-sectional design that was analyzed using data analysis ibm spss version 22 software. in this study, 50 senior high school teachers from indonesia took part in the survey that we select randomly by sending the questionnaire to schools. online distribution of questionnaires is made possible by a google form. work stress is the dependent variable in this study, which is determined by the independent variables, which are workload, role conflict, and social support. the research data were examined using univariate and bivariate employee status, as well as the frequency of occurrences depending on the independent and dependent variables, among other methods. a descriptive statistical analysis is a tool to describe data. as defined by widodo (2018), descriptive statistics are a data analysis technique that is used to describe the condition of research variables. this descriptive statistical test is used to provide an overview and description of data so that it can be easily understood by readers in the context of their research. the information that has been gathered will be processed in stages to provide evidence in support of the hypothesis that has been put forward. the purpose of this study's multiple regression analysis is to determine the direction of the relationship between the independent variable and the dependent variable, whether each independent variable is positively or negatively related, and to predict the value of the dependent variable if the value of the independent variable increases or decreases over time. the general formula for multiple linear regressions is as follows: y = ɑ + β1x1 + β2x2 + β3x3 + ℯ testing of hypotheses a hypothesis is an assumption or a set of assumptions that may or may not be true. hypotheses are frequently used as a basis for making decisions or as a reference for further research, among other things. in hypothesis testing, the acceptance or rejection of a hypothesis under investigation is the focus of the investigation. parametric statistical testing, one of the statistical test tools, was used in this investigation. when the null hypothesis (h0) was determined, and 169 the alternative hypothesis (ha) was determined, parameter testing was carried out to evaluate the significance level. test for the coefficient of determination (r2) the r2 test is used to determine how much the ability of the independent variable can explain the capacity of the dependent variable. consequently, if the value of r2 is minimal, it indicates that the independent variable's ability to explain the dependent variable is limited. it is assumed that the independent variable can provide almost all the information required to predict the dependent variable. the more accurate the regression model is with the existing data, and therefore, the more precise this model can be used to explain the dependent variable utilizing the independent variable, then it is assumed that it is close to one. test of statistical significance (f statistic) the f statistic test is designed to examine whether or not a given model is feasible, and it is used to determine whether or not the independent variables have a combined effect on the dependent variable. to put it another way, the f test determines whether all of the independent variables in the model have a combined effect on the dependent variable. aside from that, the f test can be used to determine whether or not the regression model being employed is significant, given that the p-value is less than (0.05) and the f count exceeds the f table, which indicates that the model is significant and can be used to test the hypothesis. 0.05 is the degree of confidence for hypothesis testing when the level of confidence is 95 percent, or (5 percent). t. statistical evaluation the conclusion to determine this test is to determine whether or not there is a significant relationship between each independent variable and the dependent variable partially, specifically whether or not there is an influence between company size and profitability on purchasing decisions partially. assuming that the t-count is statistically significant, which can be determined from the regression analysis, and that it is less than 5 percent, this indicates that the independent variable affects the dependent variable, as can be seen in the table above. bivariate analysis using chi-square 2 x 2 test with a significant level of p> 0.05and 95% confidence interval. multivariate analysis using logistic regression test where if the results show a significance value of p <0.05 means all independent variables as a whole are significant estimators for the dependent variable (sugiyono, 2014). table 1. respondent demographics profile characteristics number age 26-35 15 36-45 18 46-55 17 gender female 32 male 18 last education bachelor 42 master 8 employment status contract 14 civil servant 36 respondents aged 36-45 years were represented by 18 people; respondents aged 46-55 years represented by 17 people; and respondents aged 26-35 years represented by 15 people, as revealed by the results. participants in this study included 32 women and 18 males who answered the survey's questions. with as many as 42 persons responding, bachelor's degree is the most recent education they've received, while strata 2 (s2) has as many as 8 people. the employee status of the respondents, who were divided into 36 civil servants and 14 contract workers, was determined. 3. result and analysis table 2. distribution of respondents based on research variables variable number percentage workload high 37 0,74 medium 13 0,26 conflict role high 34 0,68 medium 8 0,16 social support high 18 0,36 medium 32 0,64 work stress high 42 0,84 medium 8 0,16 the distribution of workload variables shows that 37 respondents (0,74%) experienced high workload and 13 respondents (0,26%) experienced low workload. while conflict role does exist with 34 respondents (0,68% experienced high conflict role while 8 respondents (0,16%) experienced low role conflict. half of the total respondents received a high social support level, namely 18 respondents (0,36%) and 32 respondents (0,64%) accepted low social 170 support. 42 respondents (0,84%) experienced high work stress while low work stress was experienced by 8 respondents (0,16%). respondents of this study reported having a significant amount of work to do, which included not only teaching but also guiding students, marking assignments, and correcting examinations. they also reported having a significant amount of administrative work outside of their job as teachers, as shown in the table above. these demands on instructors increase during times of pandemics or changes in the online teaching and learning system when teachers must develop new lesson plans while also adapting their teaching methods for use in online learning environments. while junior high school and elementary school instructors utilize whatsapp to facilitate online learning, senior high school teachers employ full online learning platforms such as google meet or zoom to deliver their lessons to their students. meanwhile, 0.68 instructors at senior high school, on the other hand, report experiencing substantial role tensions in their daily life. high school teachers in indonesia must juggle the demands of the classroom, the demands of family life, and the demands of additional structural tasks associated with operating the school. because of this role conflict, the effort increases, and there are no dividing lines between the numerous responsibilities during the epidemic and online learning sessions. before online learning classes were mandated, there was a clear distinction between the teacher's job at school, at home, and in other responsibilities; but, once online learning classes were mandated, the line became one unit, increasing the level of sadness. teachers, on the other hand, have the smallest amount of social support available to them in comparison to the intense workload and conflict that they face as a result of the pandemic situation, in which everyone is caught up in their situation and often people only ask and pay attention to the most vulnerable party while paying less attention and focus to teachers, although teachers are also the most affected. table 3. the relationship between workload and work stress work load work stress p-value high medium medium 35 (74,5%) 4 (13,8%) 0,000 high 12 (25,5%) 25 (86,2%) n% 47 (100%) 29 (100%) total 76 (100%) table 3 revealed that the majority of teachers at the senior high school suffered work stress as a result of the epidemic. a contributing factor was the transition from an offline to an online learning environment, as well as the adjustment from offline to online classrooms, which reduced the likelihood of receiving social support and spending time with friends. according to (novitasari et al., 2021), since the majority of indonesian teachers also serve in administrative capacities, the relationship between workload and work stress is extremely significant. this might be perceived as most of the people overburdened with work, while the environment is changing as a result of the epidemic, and it required some time for everyone to get used to it. the increased workload associated with the preparation of learning materials that are packaged with interesting and easy to understand information that will later be displayed and taught to students when learning online using whatsapp, google meet, or zoom, which is very different from face-to-face learning systems, is experienced during online learning systems. following instruction, teachers conduct evaluations, verify collected student assignments, and generate reports, all of which add to the time required to complete the work. this condition is experienced by respondents in this study, and it has the potential to produce job stress. if this problem is not handled, it will have an adverse influence on the psychological and physical health of teachers. in the event of a traumatic occurrence, teachers are at risk of experiencing psychological discomfort. the progression of the pandemic is unpredictable, and it may have long-term consequences for mental health. as a result, it is critical to establish a policy that includes the most effective interventions for identifying susceptible subgroups and planning for acute and long-term psychological services to regulate and reduce the burden of psychological disorders. table 4. the relationship between conflict role and job stress conflict role work stress p-value high medium medium 38 (80,9%) 4 (13,8%) 0,000 high 9 (19,1%) 25 (86,2%) n% 47 (100%) 29 (100%) total 76 (100%) 171 this result is in line with research conducted by (gopal et al., 2021) on teachers in several high schools in india which shows that there is a relationship between the role of conflict with work stress where 33% of respondents with high role conflict experience work stress. according to lockee, (2021), stress can cause severe depression that leads to mental health deterioration. meanwhile, a lack of awareness about the supporting technologies for teaching and learning in indonesia's senior high school is another aspect that contributes to role conflict. most of the reason for this is the frequent change, which forces teachers to quickly adapt to the new environment. meanwhile, regular work continues as usual, albeit with higher levels of stress as a result of the pandemic outbreak. when teachers are asked to explain and convey the changes that have occurred as a result of the pandemic to associated parties such as teachers and pupils, the role of conflict becomes even more important. this research is in line with research conducted by (chua, 2004). according to the report, teachers who are suffering role conflicts are more likely to experience increased work stress as a result of using online learning tools. among the difficulties encountered are the dual jobs that must be performed at home, the restrictions of learning facilities such as inadequate technology, additional internet quota fees, and a poor internet network. table 5. the relationship between social support and job stress conflict role work stress p-value high medium medium 17 (36,2%) 21 (72,4%) 0,002 high 30 (63,8%) 8 (27,6%) n% 47 (100%) 29 (100) total 76 (100%) in this study, one of the primary objectives is to determine the association between social support and occupational stress. when it comes to dealing with pandemic circumstances, social support is becoming increasingly vital in the realm of human health. social support comes from close relatives, friends, coworkers, neighbors, and pals in the teacher's surrounding area, as well as from online communities. teachers in high school benefit greatly from social support, which helps them maintain good mental health and reduce stress levels. in general, teachers receive social support from families, colleagues, and friends who live in the same or similar proximity to them in their professional lives. but when a pandemic strikes, teachers may have trouble gaining social support since the regularity with which they can meet with relatives, colleagues, and acquaintances is restricted by distance limitations and social distancing imposed by the government during times of emergency. furthermore, social support is a type of moral assistance that should be delivered in the form of face-to-face interactions. however, because the majority of teaching activities are now conducted virtually, social support can only be acquired through the use of a computer monitor screen. the results of the bivariate test in this study indicate that there is a relationship between social support with work stress (p = 0.002). research conducted by (tan et al., 2020) in china in more than 7,000 respondents also indicated that there is a relationship between social support and work stress with a value of p = 0.001. based on current research, better levels of the social support offered by the surrounding environment are associated with decreased levels of stress and depression experienced by high school teachers. teachers, on the other hand, are frequently adults who are expected to contribute rather than receive help, and as a result of this social shame, the lack of social support provided to teachers, both ethically and in terms of attentive care, is magnified. it appears from the findings of this study that instructors do not receive the ideal degree of social support since they are experiencing conflict in their roles as educators and administrators. teachers must pay attention to their kids while on the job, and they must also pay attention to their families when they return home from school. as a result of this conflict in roles, the social assistance supplied to teachers is not at its best. table 6. logistic regression analysis of job stress variable b pvalu e or 95% ci lowe r upper work load 4,361 0,001 0,013 0,001 0,157 role conflict 4,447 0,000 0,012 0,001 0,131 social support 3,235 0,002 25,402 2,408 267,987 meanwhile, using logistic regression, table 6 attempts to demonstrate which variable has the most influence on job stress. table 6: according to the findings of the study, high school teachers experience increased job stress as a result of a lack of social support from their colleagues. when compared to workload variables and work conflicts, a low degree of social support has a p-value of 0.002 and an odds ratio of 25.402, indicating that it is 25 times more 172 likely to cause work stress. therefore, teachers can make adjustments to their workload, and even when the workload increases during the pandemic, teachers can make adjustments to account for the increased effort. meanwhile, due to the separation of roles at work as a teacher with additional administrative responsibilities and the role of teachers at home, the role conflict can be adjusted by instructors so that it does not generate stress at the workplace. furthermore, the purpose of this study is to establish which variables have the most impact on the occurrence of work stress. following the results of the logistic regression test, it was discovered that social support is the variable most related to job stress (p = 0.002), with an odds ratio of 25.402 for this variable. low social support received by respondents was found to be 25.4 times more likely to cause work stress. social support can help people become more mentally resilient, especially when faced with the uncertainty that we all face. teachers are concerned about when the situation will return to normal, as well as the possibility of health issues resulting from the covid-19 pandemic, which they are experiencing. teachers should get support from all relevant parties, which in this case includes not only the government but also the surrounding environment, particularly from the parents of pupils who are enrolled in the school. teacher forums and communities can also be a source of social support for one another, particularly when it comes to providing answers to difficulties that arise during a pandemic. the unsettled nature of educational environments, as well as the life stage of teachers who are "in transition" from face-to-face to online learning during a sensitive career shift, renders them particularly vulnerable to the negative psychological effects of traumatic experiences. the psychological distress levels measured in our study are consistent with this interpretation: students' concerns about their teaching activities, both in terms of delays regarding the completion of the pandemic and their sense of loneliness and isolation due to physical distance from their peers and partners concerning covid-19 effects and containment measures, are associated with the psychological distress levels measured in our study. research by (marazziti et al., 2021; tan et al., 2020) stated that when someone is experiencing a life crisis, social support becomes extremely crucial, according to the author of the book. to avoid being corroded by despair and stress, social support becomes a pillar of strength. according to the findings of the study, 85 percent of instructors who have complete social support may also perform effectively. meanwhile, according to another study, teachers who do not receive adequate social support have poor teaching effectiveness and do not achieve the desired results (lockee, 2021). 4. discussion during the covid-19 conference in indonesia, this study examined the level of depression among senior high school teachers. according to the findings, teachers are not only overwhelmed by the epidemic that has occurred, but they are also experiencing feelings of concern as a result of changes in learning methods and a lack of social support available to them in their profession. generally speaking, teachers conceal and hide their feelings from the wider public, and the recent pandemic may have exacerbated this problem even further. teachers, according to studies, endure uncertainty during a pandemic, which results in stress and anxiety for them. teachers may have fewer coping methods available to them during times of uncertainty and stress. teachers in this study, notably those in the age range of 36 to 45 years, reported higher levels of anxiety as compared to their older counterparts. as is well known, younger teachers are continuously burdened with more work than they can handle, which can lead to an increase in despair. although work overload provides an opportunity to obtain job experience. during a pandemic, on the other hand, the experience is restricted to screens only. teachers in senior high school appeared to have a higher degree of worry than their students, which led to the hypothesis that teachers in junior high school and primary high school suffer a higher level of anxiety during times of epidemics or pandemics, according to the findings from (hawes et al., 2021; tan et al., 2020), there is no definitive explanation has been provided, although it's possible that junior and primary school teachers were more informed about what to expect as the pandemic progressed than the senior high school teacher. the highest levels of anxiety were experienced by teachers who were staying alone, as opposed to those who were staying with family and friends. in the current situation, those who are remaining alone are typically separated from their families, and the sudden threat to their safety and security during this epidemic could have made these students feel even more isolated while posing issues from various perspectives. tracking long-term loneliness and intervening quickly is critical in reducing feelings of anxiety because they promote a sense of belonging and help people feel less isolated. mental and social well-being must establish and sustain relationships, which is one of the features of a teacher's life. unfortunately, the covid19 pandemic has triggered a "social recession"—a pattern of social distancing that has persisted beyond the immediate pandemic and is resulting in a lack of emotional support as well as broader societal consequences, such as elevated levels of anxiety among the general public. the most often mentioned stressors were mostly financial limits, remote online classes, and worry 173 about the future as a result of covid-19 and lockdowns, according to the survey. in terms of finances, the students were concerned about their ability to manage their school financial obligations as a result of their family's loss of income as well as their loss of opportunity to work and self-finance their education. it is particularly shocking to see that some teachers were required to attend 6–8 hours of daily online classes, which added to their already overwhelming stress and health problems. the fact that they were uncertain about the situation had a significant impact on their anxiety levels. teachers, particularly those who bear an additional burden of work, have reported feeling a great deal of stress and anxiety as a result of being overburdened with ongoing alternative evaluations. this research also revealed that teachers who taught online classes experienced higher levels of anxiety. this could be related to the prominence of the physical surroundings, and the fact that they are more familiar with health issues than the general public puts them at greater risk of psychological distress. furthermore, this finding could be explained by the fact that instructors who are more invested in their professions are normally more empathic and altruistic, and as a result, they are more likely to experience negative psychological reactions in a health crisis. moreover, this result is consistent with prior studies, which found that those living near the area’s most hit by the pandemic experienced higher levels of psychological distress (in our case, in pontianak). teachers were more likely than the general population to experience anxiousness. this discovery is similar to the one made by (alzueta et al., 2021; bhumika, 2020), when compared to other professions, teachers do not express their feelings as frequently, and the recent epidemic may have aggravated the problem. the uncertainty tolerance threshold of teachers is lower than that of other professions and passing that threshold causes undue tension and worry in the classroom. teachers may have fewer coping methods available to them in times of uncertainty and stressful conditions. our findings also indicate that increasing the willingness of teachers to assist in efforts to contain the pandemic was associated with increased levels of worry, indicating that the experience of losing control over one's health risk management can cause psychological suffering. according to the findings of this study, there is a relationship between teacher and anxiety level, which is consistent with earlier studies that have found that females are more likely than males to have anxiety symptoms in response to health emergencies and imposed quarantines. it is advised that additional studies should be conducted to incorporate proven coping tactics employed by teachers during testing times, such as the covid-19 epidemic. students' anxiety and adverse psychological effects should be minimized through the use of effective teaching, learning, and assessment methods in this new normal environment. this can have the dual benefit of increasing learning outcomes while also reducing anxiety and adverse psychological impacts. to conclude, more research should be conducted into the utilization of digital technology and psychological artificial intelligence solutions to manage the anxiety levels of instructors. 5. conclusions teachers are not only overwhelmed by the epidemic that has occurred, but they are also experiencing feelings of concern as a result of changes in learning methods and a lack of social support available to them. it was discovered from the demographic profile of high school teachers who participated in this study that instructors with civil servant status possessed greater mental resilience than teachers employed as independent contractors. this mental fortitude is attributed to the certainty of having a job during a pandemic, which allows them to remain more focused on their jobs even when faced with the increased workload, the role of conflict, and a lack of social support from their colleagues. to the best of our knowledge, this is the first study to evaluate the influence of the covid-19 epidemic on the mental health and psychological well-being of teachers. studies on this topic are still in their infancy. the sample and cross-sectional nature of our study, which limits causal interpretations, are the most significant limitations of our study. the use of selfreported measures rather than clinical diagnoses of anxiety and depression was a further drawback, even if the scales used were validated and were widely used in the field of psychology. the majority of instructors are experiencing depression-related difficulties such as anxiety, depression, and trauma as a result of covid-19. some of the most significant risk factors include social alienation and isolation, economic crisis, stress, and traumatic experiences. it is recommended that the government give services to assist instructors in dealing with the psychological harm that covid-19 poses to them as a result of this problem. as a result, in the pandemic's uncertainty, related parties, in this case, the government, must direct policies toward teachers, particularly by providing psychological counseling services and providing training or seminar facilities, so that teachers can survive the uncertainty of the pandemic. it is advised that additional studies be conducted to incorporate proven coping tactics employed by teachers during testing times, such as the covid-19 epidemic. research should also be directed on teaching, learning, and assessment approaches in the ―new normal‖ domain, which can have the dual benefit of increasing student learning outcomes while simultaneously 174 reducing teacher anxiety and detrimental psychological effects on their students and 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(2021). impacts of working from home during covid-19 pandemic on physical and mental well-being of office workstation users. journal of occupational and environmental medicine, 63(3): 181–190. https://doi.org/10.1002/jclp.23082 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 97 – 105 doi: https://doi.org/10.31849/utamax.v3i2.7133 97 do vary of english shows good for the children during stay at home?: a library research novalia tanasy1, sitti aisyah1 & nashruddin2 1 universitas muslim maros, maros, indonesia 2 stkip muhammadiyah barru, barru, indonesia novalia@umma.ac.id article history received : 2021-06-27 revised : 2021-07-12 accepted : 2021-07-28 keywords children’s english developmental english shows the advantages the weaknesses the abstract children can naturally acquire languages easily and quickly even without formal teaching from teachers. english shows provided the children new knowledges and updates without leaving the comfort of their homes due to lock down. this study was designed to analyse the use of english shows to build the children’s english developmental for learning english as foreign language, including discussion of its advantages and weaknesses. library research and qualitative method were used to explain the findings. the data collection was documented from 3 working papers, 25 journal articles and 4 renowned books related to the topics. the analysis reveals that the children were able to retell the shows scenes, characters, topics, stories, opinions and they can pronounce english words alike as the natives do. from english shows, the children can learn some positives values and habit from the characters. the weaknesses of this strategy is control means that parents must spare time to accompany their children while watching the shows which may boring and tiring them. the other weakness is cultural shock. the english shows were mostly created by american and european whom have different basic cultures from indonesian, therefore parents must ready to explain some scenes which are unfamiliar to ours. lastly, watching english shows from television and youtube also considered as more expensive instead of learning from classroom since it still need payment, subscription, fast internet connection, gadget and electricity. 1. introduction by the end of 2019, an unidentified virus emerged from wuhan, china and in short resulted rapid outbreak globally including to our country. by who this virus is officially named as covid 19 (wu et al, 2020). the disease effects respiratory infection that lead to acute complication to death. the rapid deployment had the government taking crucial decision to protect the community such as worshiping at home, implementing programs from home, early closing various places that contain crowds (café, mall, market, recreation area etc), working from home, even learning from home. learning from home is conducted through internet where the students following the teachers’ instructions and doing their obligations independently from home and after that they are expected to keep staying at home to prevent the virus. this condition made the parents worry that their children do not get enough knowledge as their children normally had from school and thinking alternative ways to fill the gap. some parents choose to support their children’s education by joining online tuitions, but some other parents let their children learn from television or youtube shows to get the knowledge naturally because they believe that watching knowledgeable shows can enhance children’s cognitive development explicitly, especially about language (anderson, 2012). children can naturally acquire languages easily and quickly even without formal teaching from teachers. the acquisition automatically appear as a sign that their brain works normally. they have easier ways to adopt new languages compared to adults. early childhood started at age 2 up to 5 years old is a golden period where they can develop not only physical but also cognitive, socio-emotional and soul, including language development (winke, 2010). previous studies and experts showed different suggestions on the exact age for children to learn new languages, but mostly they said that it is best done before they reach age at 10 (hanly, 2012). teaching new language to children is different from adults since the children have unique characteristics (hariyono, 2020). their characteristics https://doi.org/10.31849/utamax.v3i2.7133 98 can be seen through their certain attitudes, as syafrizal and haerudin (2018) added that if the children like the new language learning process, they will show it through clear intention, more energic, and easier to secure themselves with the environment. in line with that, juhana (2014) revealed that children who are attracted by the lesson process will have great curiosity and excitement to experience new things which will make them easier to absorb and understand the new language. once they feel into the learning process, rest of it will run as natural enjoyment process just like they are playing. thus, ramadhani (2019) declared that to lead children successful in learning foreign language, requires particular approach which is diverse from teaching adults because they both have different needs and visions influenced by ages. when adults see learning foreign language is a must to support their carrier and social life sectors, the children simply experience the foreign language as something unintentionally they found through activities and they feel like to try it to get involved to the activities process such as songs, games or movies (manurung, 2016). anyhow, learning foreign languages is a useful asset that will change the children lives. later on, the foreign languages can lead them to explore new places, new cultures, new people and certainly new experiences. further, by able to master foreign languages undeniably opening new opportunities for the children in terms of good education and better employment. this is why millennial parents are working hardly to provide facilities for their children to be able to learn foreign languages. beside learning foreign languages from formal school, parents also have option to support their kids such as informal language courses, games, retell stories, songs, television or by using gadgets. since covid 19 hits this era, mostly the children are staying at home and the parents underpin their children with television or gadget to reduce the boredom. but for some moderate parents, these stuffs are not only for entertainment but also for studying. because from those, children can access foreign shows based on foreign languages, like english. some of the shows that introduced in english are team umizoomi, blaze and the monster machine, barney & friends, max & ruby, peppa pig, blue clues, sofia the first, mickey mouse clubhouse, paw patrol, dora the explorer, miraculous ladybug, bubble guppies, the odd one out, domics, jaiden animations, something else yt, let me explain studios and many more. these shows are not only accessible on television but also on youtube channel. the shows are very educative since they are brought with simple english, slow pronunciation but still terrific on the screen. the english shows mentioned above are providing the children new knowledges and updates. children will enjoy those as entertainment and education as well without leaving the comfort of their homes due to lock down. rao (2019) mentioned that television (and any other visual platform like youtube) is a well common and powerful medium that can be helpful to see the worldwide. these media can give children opportunities to see the new places, people, culture, languages that haven’t been experienced before. while onayasa (2004) said that motion pictures (from television or videos) are very effective in relation to build the learners positive attitudes based on the subject’s instructions, kurniawati (2016) completed it by added that any kind of video materials can be used as alternative learning media because those contain real life dialogues from proficient english native speakers which give impressive contribution to master the language. these backgrounds lead the authors aims to analyze the use of english shows to build the children’s english developmental for learning english as foreign language, including discussion of its advantages and weaknesses. 2. review of literature plenty of studies about relationship between children’s language development and english videos or shows from many resources had been done. those studies were conducted to see the effectivity of the media to support the children in learning english as foreign language and its results. nowadays this strategy back to the track since our activities are limited because the government apply periodic activity restriction due to the virus transmission. in developing the language as foreign language, the children confront problem such as lack of experience which affecting the total production and typical language they learnt, also losing interest quickly and get bored easily. those dragged the children’s power of concentration in learning implicitly short (lutviana & mafulah, 2017). while lelawati et al. (2018) stated that it is not enough to have verified teachers only to teach the children foreign language, but the teachers also should able to manage the factors, techniques, and media especially in teaching children which easily lose their interest at any time. in the other hand, canning & wilson (2000) on their research result said that the foreign language learners showed their preference in learning when offered videos. for them, videos which contain visual moving objects with sound were considered more entertaining such as movies or documentaries (including english shows), if compare to conventional way like learning in the classroom. the students also feel way better in learning because they can see and hear the conversation lively. 99 almost similar, kelsen (2009) and silviyanti (2014) studies revealed that the learners were more enthusiast learning english supported by youtube shows. by using shows from youtube, the learners encountered better atmosphere which are joyful and meaningful. further, their studies also found that this strategy is more beneficial and motivating when conducted outside the classroom (several still prefer doing it from home) because for these students this was not only learning but entertainment as well. kim (2015) claimed that videos (or any moving shows) are better and more effective as tool to develop language skill rather than lecture-based instruction in the classroom. she added that teachers must deal with technology and know how apply it in their teaching process. she also suggested the teachers to start using youtube shows or contents which is suitable to the learners needs. tanasy (2019) on her mixed method study brought conclusion that teaching english as foreign language needs improvisation to excite and motivate the learners, do not teach them only in the classroom because it is too boring for them. she continued that the learning process may incorporate with videos or any moving visual objects because it has visual and audible feature to enrich the language learning results. television or youtube english shows are the kind of improvisation too that the teachers and learners deserve to consider. further, another research brought by tanasy (2017) discussed english television show entitled make way for noddy concluded that the use of noddy cartoon can improve the learners’ english ability and change their attitude as well into positive in learning english after being treated with several noddy cartoon episodes. this experimental study also found that the learners’ learning ability indicated a significant difference through their academic scores after being treated by this show to compare with those who just treated with conventional way. latest, janah (2021) concluded that in using television shows for learning and teaching of english language and literature, there are some activities that can be done such as asking the learners to describe the plot, setting, characters, point of view, symbol, and theme and asking the students to find the language features that are probably used, such as alliteration, hyperbole, imagery, irony, metaphor, personification, simile, and many others. this strategy also boost the learners’ motivation in learning foreign language, help them easier to memorize the material, and caught their interest while the learning process run even longer. english shows, whether from television or youtube channel are potential resources to learn as foreign language because these shows are enriched by various kind of skill, knowledge and especially new vocabularies. further, television and youtube shows can be alternative choice or education medium for children without serious intention to learn english. why english, because most of the shows used english as the language instructions. this statement is supported by frumuselu et al. (2015), on their studies, they discovered that english shows provided on television programs are related to unconscious and nonintentional pedagogical which can boost the learners’ motivation in learning english. with this incidental strategy, the children can acquire many advantages in learning english informally and enriched it by classroom environment formally to make it even more perfect. 3. methods this study attempted to analyze the use of english shows to develop the children’s english aware and acquisition in learning english as foreign language. the authors conducted library research, as an investigation controlled from starting point to finish by highlighting 3 renowned papers, 25 journal articles and 4 books . this study also applied multiple theories in content analysis (ca) i.e., hsiu-fang hsieh & sarah e. shannon (2005) three approaches to qualitative content analysis; philipp mayring (2004) qualitative content analysis and ellen hijmans (1996) logic for qualitative media content analysis: a typology to help with the interpretation schema. the findings then were explained qualitatively. the main analysis were based its data from paper and articles from journals about learning english through various english shows, published on 2002 till 2021, analysed at makassar on april – june 2021. as additional results, this study analized and discussed about the advantages and the weaknesses of using english shows to build the children’s english developmental. therefore, the results were presented by exploit the combination ideas from some studies carried before related to this strategy. 4. findings the raw data on this study was gathered from 3 renowned papers, 25 journal articles and 4 books regarding to the children english’ s development. the author select these materials since all are freely to download from any search engines and authored by renowned scholars. however, during the data cleaning and underlining the aims this study’s aims to draw the children’s english development after being treated by using english shows, then the author based it main perspectives as it platform of thinking from five most influential ones based on the citation number. 100 table 1. the most influencing data citation author (s) (year) title 5.962 jeremy harmer (2007) the practice of english language teaching 1.257 jack c. richards, willy a. renandya (2002) methodology in language teaching 429 paula winke, susan gass, tetyana sydorenko (2010) the effects of captioning videos used for foreign language listening activities 35 stuart webb (2011) selecting television programs for language learning: investigating television programs from the same genre table 1 shows that those five data are the highest frequency in citation. the researchers then read and identify the important content regarding to this study. then the researchers sit together to discuss the findings as explained below. according to harmer (2007), english shows are the sequences of still images representing scenes in many motions with the help of the technology of electronically, then captured, recorded, reconstructed, processed, stored and then transmitted to the receivers at their places. through this, learners feel beyond in learning and remember the language items better than learning manually in the classroom. the learners also agreed that the show they watched can be related to their real life experience and optimize the learning potential results. while in richards and renandya (2002), richard stated that learning through audio visual videos can develop the learners memory, transfer, motivation and other factors that are important in learning. this strategy successfully stimulate which serves to elicit behaviour, response and reinforcement which functioned mark the response as being appropriate and encourages the repetition of response for memorization and learning through dialogues and drills. further, this is also associated to better behavioural and psychology in learning results production. in this paper, stempleski also added that english shows on television (or youtube) are one way from many to learn english which the students expect, in the other hand also to be entertained on their leisure time. then winke (2010) found that by applying videos on learning process, the learners are better able to aurally recognize the new words than learners presented with books in the classroom. the selected videos give important role of attention in learning a second language. she also figured out that many of the learners’ comments indicated that the videos served the function of drawing learners’ attention to the new language. the using of videos seemed to help isolate what the learners perceived to be important and helped them determine what to pay attention to in subsequent viewings. next, webb (2011) declared that using television programs such as video is likely to be difficult at first, but it changed and can be supportive material which able to support the learners comprehension if the learners being served with the video over and over again on the television and they are more likely to watch them regularly. he also noted that learners who learn english through watching english shows are experiencing the new language from two ways; (1) they watch the english shows altogether with the entire batch in the classroom. this way usually led by teacher or instructor where they watch the shows or programs from episode to episode (sometimes also movies of several tittles), after that they continue it by completing some activities designed earlier to support the learning process. this kind of activities are considered as an enjoyable because changing the paper-based activities usually they through. but this method proves lesser benefits in learning the new language. anyhow it works on developing the listening comprehension along with the vocabularies. (2) the learners may watch the english shows not from classroom (maybe from their own home or studio). this option enables the students watch the english shows individually even from their room or along with their group. this way is outweighed for learners who willing to watch the english shows as entertainment, enjoy it but at the same time can absorb the knowledge. they do not see this way as a learning process which is heavier for them if they take it so. by enjoying this way, the students can keep on learning unintentionally by watching the english shows to some extended scopes. further, silviyanti (2014) admitted that 76% of the learners agree that the use of youtube was useful to make the class interesting. the first content she used was about john foppy’s daily activities, made the learners enthusiast and motivated to see the how he got through the tough life and experiences even 101 without his hands. actually john foppy performed how he dealt with life by using difficult words in his speech, but since the learners able to see what his doing meanwhile, the learners eventually understood with his meaning. in another content silviyanti used which was from maria pascal, the learners mostly laughed and entertained because maria pascal showed the new unique things that malaysian people do, funny similarities that malaysian and indonesian people do in daily lives, and several unpredictable and interesting facts about malaysia. maria pascal brought these all so well on her content that 87% of the learners agreed that learning english can be so joyful. they admitted that the way she gave her speech, singing, telling stories were interesting that the learners can learn her native accent and intonation through her content. another studies also contributed some results such as from permatasari (2013) by saying that a video is one of the visual aids that can be used in learning english which can make lesson process more fun. she suggested suggest that regular viewing of english programs may lead to large incidental new language developmental progress. therefore kamelia (2019) on her paper also contributed that the most advantages benefit the students can acquire from english videos or shows are not only vocabulary knowledge, listening comprehension or speaking skill, but also many other aspects. the shows she attached from several resources (tivi, cassette, youtube) become the main factor that advantageous to improve the learners english knowledge. 5. discussions english shows are included at any content produced for viewing moving scenes on a television program or youtube channel which can be broadcasted via over the air, satellite, cable, advertisements, or trailers that are typically placed between shows. the content including variety shows emanating from a television studio stage or youtube personal/team studio, animation or a variety of film productions ranging from movies to series (wikipedia, 2021). nowadays the technology innovations develop very rapid and giving impact to the utilization of it to the education sector also very common. television or youtube channel also take part in giving the children lesson of new languages related to the technology by presenting supporting english shows for english developmental. by applying english shows from television or youtube channel to support the children english developmental, parents must aware of several things and considerations. first of all, parents must have assurance that the shows are in line with the main intention that is developing the english ability. next, the shows’ content must consist of supporting knowledge in english developmental especially the vocabularies, speaking and listening. last, the shows must be suitable with the children age, the age sections must clear to maintain the knowledge of each age levels. when these 3 first considerations are clear, then the parents can provide the shows to the children as medium to develop their english ability along with the entertainment. from several studies mentioned before, we can see how english shows can be so beneficial to develop the learners english ability. the shows which contain audio visual content with good panoramic quality, will attract the intention to watch longer and absorb the language lessons. the shows provide real life experience, associated to better behavioural and psychology in learning results production, to isolate what the learners perceived to be important and helped them determine what to pay attention to in subsequent viewings, become supportive material which able to support the learners comprehension to learn native accent and intonation. farther, the shows also make lesson process run more fun and allowing the learners acquire more than just vocabulary knowledge, listening comprehension or speaking skill, but also many other aspects which are efficient to improve english ability and confidence in speaking. since the shows are interesting and interactive, this strategy can be applied to children. because many of the english shows (cartoon or not) are considered effective to help them learning english such as titled mentioned earlier. therefore, the english shows demanded to be useful for the children in improving their english developmental plus their confidence. as stated before, harmer (2007) claimed that watching english shows can optimize the learning potential results to children aged 1 year and more, but in the other hand he also strictly said that this strategy is not effective to children younger than that because those children will not get any cognitive benefit but as entertainment only. the same thing also stated by richards (2002) that even tough english shows give better behavioural and psychological effects in learning result production else than language lesson, mostly young children see the shows as entertainment resources only, not for education, and the learning results they got are only based on incidental not intentional. further, he also declared that watching the shows displaces the importance of social interaction. then winke’s study (2010) emphasized that by applying videos on learning process, the learners isolate their attention to the new language and tend to copy whatever they saw from the show. but in some cases, the children cannot distinct between what they can copy or cannot copy from the shows including the rough words. nevertheless, webb (2011) concluded that better understanding through english shows has been found from children over 5 years old and beyond, the shows attributed them not only new languages but also new life experience, increasing awareness to unknown things, help them to learn other’s thought and see 102 things from unique perspective after watching the shows continually. this mean, english shows are potentially effective to children aged more than 5 years old in relationship to improve their cognitive and language development. yet, english shows are only available on paid cable television program or youtube channel which had the parents to pay extra to get those facilities. along with that, some of the shows also require fast internet connection which is not provided in every area, for example in rural or district. the most annoying situation may happened when the children are watching the shows and in between interrupted because of the bad or slower connection, this had the children pause and wait for the show to continue again which means wasting their time and boring. if this continually happen, the motivation to learn english through the shows will fading away. on the other hand, english shows which are carried by native speakers some time is too difficult for the newbies, like when the natives speak too fast, using difficult words, or talking in a certain accent which is too complicated for children. solutions to overcome this matter is by letting the children watching the shows with their friends so they can help each other to understand the situations and sharing ideas. therefore, the most profitable of applying english shows from television or youtube channel to support the children english developmental might be its big opportunities and advantages in learning the new language. kamelia, (2019) stated two opportunities for students to acquire in learning language by using television or youtube channel. (1) television program or youtube channel functioned as a vehicle in transmitting knowledge, including in english developmental. television program or youtube channel give the students possibilities to access wider range of learning opportunities, easier, simpler that offer them various kind of chosen programs or shows. this can help the students to find their needs according to their necessity. (2) the english shows provided can function as stimulation to the students critical thinking which is the most promising benefit of this method. here, the students can give their spontaneous responses while or after watching the shows programs. by doing this, they can develop their analysis and critical observation along with the other skill proficiency. (3) english shows or programs can motivate or encourage the students to expose their confidence and self-expression orally or written base. wigren also clarified that in this method, english shows can be very crucial in sharpening the students listening skill. therefore, by watching english shows the students can get another learning sources which valuable and skills. last but not least, english shows is an alternative to learn new language in exciting way. applying the english shows as a learning purpose in developing the new language is also considered as more interesting way, more meaningful and more authentic. miščin & miščin (2018) described 3 english shows that contributed in teaching english such as: (1) the black books (intermediate to advance) the students listened to clip based on “the black books” without watching the show. then they have to guess the characters speaking, number of the characters and explaining the show plot. after completing the answer, they can watch the show containing the clip given before to check whether their answers were correct or incorrect. after that, they continue the activity by writing the show continue based on their own imagination. (2) friday night dinner (intermediate to advance) this is a show about 2 brothers who usually play pranks at each other on friday night dinner. the topic is about the brothers who tried to put profiteroles in the fridge, but their father stopped them and intentionally hiding something. this show can be played and stopped many times to encourage the students asking some questions related to the show such as “what is their father hiding in the fridge this evening?” and “who will be accused by dropping the profiteroles?” or “what is the reason the father hiding the thing?”. after that the students can answer the questions and then try to describe the next scenes and relate it to their real life experiences. next level, the students can watch the show again and note down the expression they may hear and explaining the use. this show contains some strong language (such as bloody or damn), this is why the show is suggested for students age 15 to 18 who are not so surprised and accustomed to exposed with these kind of expressions. this activity will be ended after asking students to finish the story by writing down their experiences related to the show as homework. (3) buffy (pre-intermediate to advance) buffy is actually a serial, but there is a special episode entitled ‘hush’ which telling that the main characters (namely buffy, willow, spike and xander) lost their voices. hereafter they can just moving their lips or using gestures to communicate. while watching this show, students must able to guess what the main characters are trying to say. this activity are applied to several groups of students for better results where they had to determine what the characters are trying to say. then the students must present their suggestions in a role play to make this activity even more competitive. looking at the shows miščin described, we can say that learning english can be exciting by using the english shows he suggested. therefore, authors suggested two other titles of english shows which are 103 also considered useful in learning english, especially for the children. (a). mickey mouse clubhouse the show is about mickey, minnie, donald, daisy, goofy, pluto and friends’ adventures. in each episode they have to solve problem which is easier by the help of some special feature namely mousekedoer. mousekedoer will give some clues to mickey and friends to solve the problem. then the audiences (children who are watching the show) can take part by guessing too. another feature mickey got is mystery mouseketool. mystery mouseketool presented some questions that mickey and friends have to answer to ease their journey, here the children also can answer the questions too. mickey also has mouseke-thinkabout-it tool and toodles features to make the journey even fun and easier. in the middle of the show there is song that the characters singing, and this song used to play several times on several show’s episode so that the children can memorize this song and understand it better. (b). barney and friends this show is about barney’ adventure (a purple and green tyrannosaurus) with his friends namely baby bop (a green triceratops, aged 3 years old), bj (baby bop’s brother, a yellow protoceratops, aged 7 years old), riff (baby bop and bj’s cousin, an orange hadrosaur, aged six year old) and their humans friends. this show is very educative because each of the episode conveys educational messages and new experiences from worldwide through adventures, songs, dances and daily routines. sometimes the characters presented silly attitude but in the end they all end up with optimism. mostly this show is started by songs, then showing the children were doing their daily activities like at school, home, yard, garden etc. later on the children involved into a confusion of daily matter, then barney suddenly appeared into their imagination and bring them into a fantastic journey to solve the confusion with entertaining journey and educative. in the last episode barney and friends always sing “i love you” to complete the day experiences. this song has moral messages to keep the kids close and appreciate at each other. english shows can be great supportive knowledge sources if parents can choose wisely the suitable shows for their children. to make the learning process flows fluently, webb (2015) arranged 6 principles that each parent must follow as below: (1) parents must see the show’s benefit regarding to the language learning. (2) parents must able to choose the right level shows for their children. (3) parents must consider more the shows that can improve the children’s speaking and listening skill. (4) parents must give priority to the children’s comprehension and it should increase gradually time after time while watching the shows. (5) parents must prepare some strategies to keep supporting the new language learning process in case the children choose another show. (6) parents must have time to accompany their children watching the shows, give explanation especially in the early episodes to encourage and motivate the children developing their language competence. this study also found that unintentionally the children develop their english through the shows by watching the shows repeatedly to understand the language meaning. then after that they need to visualize it into their real life experiences to apply the language target with their friends, siblings or parents so the new language attached longer into their memory. 6. the advantages and weaknesses 6.1 the advantages as explained before that english shows carry several advantages to develop english ability. by watching the shows repeatedly and regularly, the children can gain benefits such as retell the show’s story to improve their speaking and listening skill naturally from the natives. nicolas et al (2017) decided that young aged children (lesser than 5 years old) affected the english ability better than the older children. syafrizal (2018) and hariyono (2020) studies also found that watching english shows was also related to motivation of the kids to get closer more to english by reading english books. in future, this habit will influence the children’s academic behaviour (including the score which is very possible higher than those children who only watch local shows), confidence and their target in learning and profession. thus, allowing children watching english shows will lead them to higher academic behaviour and achievements. 6.2 the weaknesses some advantages of watching english shows have been mentioned before, but actually this strategy also has several weaknesses. nowadays we can easily find english shows for children through cable television program or youtube channel. this means that parents must choose selectively the right shows for their children to support the english developmental. parents must spare time to accompany their children while watching the shows, especially in the several first show’s episodes to avoid undesirable scenes. this may boring and tiring parents, but very useful 104 considering that children cannot decide which 1 is proper shows and which one is improper. some english shows from television or youtube channel mentioned earlier can be solutions for parents who cannot stay accompany their children watching the shows entire time. those shows are very save, helpful and educated for children even the youngest ones to develop their english ability. tough, those shows were created by natives (american and european) whom have different basic cultures from indonesian, therefore parents must explain some scenes which are not matching to ours, such as calling older people by their names, individualism, materialism, secularism and hedonism which is not suitable for children. watching english shows from television and youtube also considered as more expensive instead of learning from classroom because those need payment subscription, fast and stable internet connection, certain gadget and electricity. anyhow, wise parents can decide what to do to support their children in learning english through english shows, reduce the weaknesses or negative impacts but maximize the advantages or the positivity. 7. conclusion since the technology grows very fast everywhere, take the advantages of it is very common including in education world. the technology can be used in vary ways for many purposes. using english shows to develop the children english ability is suggested by several verified studies before. this strategy enable the children learn english unintentionally along with their daily activities. the results, children will able to retell the shows scenes, characters, topics, stories and opinions. the children also will able to understand english utterances and utter those into simple daily conversation. the best part of this strategy is that the children can speak and pronounce english words alike as the natives do. from english shows, the children also can learn some positives values or habit the foreign people have such as prioritize pedestrians, prioritize people with special needs (disabled), punctuality and queue which is rare being taught by parents nowadays. further, watching english shows can make the english learning process flows naturally, interesting and authentic. watching english shows regularly give some advantages to the children such as ability to retell the show’s story which can improve their speaking and listening skill naturally. children younger than 5 years old affected the english ability better than the older children by watching the shows regularly. further findings saying that watching english shows also related to motivation’s improvement reading english books. by allowing the children watching english shows will give improvement in academic behavior, confidence, target and scores. anyhow this method has several weaknesses. since every child has access to find english shows through cable television program or youtube channel, parents must choose selectively the right shows to support the english developmental. parents also must prepare some spare time to accompany their children while watching the shows to avoid undesirable scenes, which is may boring and tiring the parents. those shows were created by natives (american and european) whom basically have different cultures from indonesian, therefore parents must explain some scenes which are not suitable to ours. for some people, watching english shows from cable television and youtube also considered as expensive because those need payment subscription, fast internet connection, gadget and electricity. lastly, applying english shows through television program or youtube channel for children’s english developmental require preparation and wise consideration before. wise parents can decide and support their children in learning english through english shows, because not all english shows 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(2020). the outbreak of covid 19: an overview. journal of the chinese medical association, 83 (03). instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 3, november 2021, pp: 198 206 doi: https://doi.org/10.31849/utamax.v3i3.7780 198 purposes and challenges of integrating ict in english language teaching in nepalese context prakash bhattarai tribhuvan university, kathmandu, nepal prakash.766671@gse.tu.edu.np article history received : 2021-09-16 revised : 2021-11-22 accepted : 2021-11-23 keywords ict elt language development motivation learner autonomy challenges abstract this phenomenological study explores how english language teachers become information and communication technology (ict) literate and why they make use of ict in english language class and to find out the challenges in integrating ict in english language teaching (elt). for this purpose, two secondary-level english teachers were selected purposively, and in-depth interviews were conducted to collect data. the collected data were analyzed using the thematic analysis technique. the findings drawn from the lived experience of the teachers reveal that teachers become ict literate and updated by taking formal classes, training, and teaching their students; they make use of ict in elt for students' language development, motivation, and autonomy. the challenge of keeping the students on the right track is the major challenge english language teachers encounter while integrating ict in elt. though there are challenges, every english language teacher should try to teach the english language integrating ict. 1. introduction information and communication technology (ict) has impacted every aspect of human life, from which the education sector in general and teaching-learning activities, in particular, cannot be an exception. in other words, as in other sectors, ict has been widely used in teaching-learning activities. defining ict, hafifah (2019, p. 21) states, "information and communication technology, or ict, is defined as the activities of using technologies, such as; computer, internet, and other telecommunications media (radio, tv, smart-phones) to communicate, create and disseminate, store and manage information," and ict in education means teaching and learning by the use of different ict devices. icts are being used in education to support students to learn more effectively by providing teachers with access to a wide range of new pedagogy (dhital, 2018). the use of icts in education has changed several factors like pedagogy, student-teacher relationship, the concept of literacy, and students' learning achievement. students and teachers who were only exposed to traditional ways of teaching-learning activities have shifted their way of teaching and learning. students can compete in this global market. ict in education has a multiplier effect throughout the education system, by enhancing learning and providing students with new sets of skills; by reaching students with poor or no access (especially those in rural and remote regions); by facilitating and improving the training of teachers; and by minimizing costs associated with the delivery of traditional instruction (unesco, 2014). different policy-related documents in nepal i.e., national information and communication technology policy (ict policy, 2015), school sector development plan (ssdp 20162023), and 15th plan (2019), focus on the use of ict in education. these documents suggest empowering schools and teachers to make them ict-friendly. in other words, they focus on infrastructure development and teacher training to integrate ict in education. one of the objectives related to ict of ssdp, 20162023 is to improve classroom delivery by establishing an ict enabling learning environment (including the institutional and professional capacity of managers and implementers) and based on need and context (ministry of education [moe], 2016). similarly, ict policy, 2015 aims to integrate computer skills into the teaching and learning process at primary, high school, and tertiary levels. (ministry of information and communication [moiac], 2015). from these lines, it is clear that ict-related policies and documents emphasize the use of ict in education in the nepalese context. for the use, it is essential to make schools and teachers ict friendly via infrastructure development and training, respectively. integration of ict in education is not only the focus of policy-related documents but also of the general 199 public and all the stakeholders of education in nepal. in line with this, poudel (2015) mentions that there is a huge demand from the general public to integrate ict in classroom instruction in the present context. for the integration, service-providing institutions should create ict-friendly teaching and learning. the integration of ict with education in general and elt, in particular, is both an opportunity and challenge for english language teachers. opportunity in the sense that it makes teachers use modern student-centered strategies on the one hand and teach different language skills and aspects effectively on the other. challenge in the sense of teachers facing some problems in the course of integrating ict in elt. several studies have been conducted so far to explore the reasons, opportunities, and challenges of integrating ict in elt but very few of such studies have focused on secondary level english language teachers' lived experience on being ict literate and integrating icts in elt in the context of nepal. keeping all these things in mind, this study aims to answer two research questions: how do english language teachers become ict literate? and what are the purposes and challenges of integrating ict in elt? 1.1 ict and english language teaching: an overview the use of technology in elt perhaps started when english language teachers used tape recorders and cassettes to develop listening skills on the part of learners. later on, with the advancement in science and technology different modern ict devices were invented and they were used in education along with elt. stating the history, acharya (2014, p. 3) writes; “computer-based materials for language teaching, often referred as call (computer assisted language learning) appeared in the early 1980s including the activities like cds, teaching computer programs, computer test, and encyclopedias.” from this evidence, we can say that ict is being used in elt for decades. if we look at the elt scenario around the globe along with our own nepalese elt scenario, we can find a vast change in the use of ict in elt from then to now. several recent ict innovations are being increasingly used in elt. as the recent innovations, mobile assisted language learning (maal), computer assisted language learning (call), technology enhanced learning (tell), blended learning, and e-learning have been increasingly used in english language classrooms (holmes & gardner, 2016). ict in education in general and elt, in particular, have shifted the way of teaching-learning activities. english language learning and teaching methodologies have endured many changes over the last four decades: it has shifted from traditional grammar-translation methods to student-centered methods (shrestha, 2011). this change has not only seen the shift in methodologies but also in the use of technologies/tools to teach the english language. it means along with the change in methods, the tools used in teaching-learning activities are changed. gone are the days when the teachers based their teaching only on traditional methods and some materials like flashcards, word cards, and sentence cards. instead of such materials, teachers make use and/or have to make use of different ict devices like computers, laptops, interactive whiteboards, the internet, smartphones, tv, radios, and different applications like youtube, social media, google forms, zoom, etc. these days. overall, the 21 st century of teaching stresses the integration of ict into all levels of education settings, especially in elt (hafifah, 2019). ict in elt empowers both the teachers and students with several opportunities and choices that were not experienced before. in other words, the ict integration in elt has provided a host of opportunities to both the teachers and learners. it has been argued that “the teachers of english can take full advantage of technology to teach english in the nonnative speaking countries” (pun, 2013, p. 31). icts help english teachers teach different language skills (listening, speaking, reading, and writing) and aspects (vocabulary and grammar) effectively to their students. integration and utilization of ict in elt enhance students‟ english language competency and provide a positive learning environment (raman & mohamed (2013). learners can easily be motivated and their curiosity towards learning is increased. in this line, pazilah, hashim, and yunus (2019) state that technologies in the esl classroom are the source of motivation and interest. as icts are interactive in nature, learners can interact and share their knowledge and help, fascinate and stimulate learners by making the classroom interesting and lively. in line with this pun (2013) states that the use of multimedia technology motivates students to learn english, develops students‟ communicative competence, widens students‟ knowledge of english culture, improves teaching efficiency, enhances interaction among students and between teachers and students, creates a conducive teaching environment in the classrooms and provides opportunities for english teaching outside the classrooms. moreover, learners‟ hesitation shyness and any difficulties which are considered hindrances of language learning can be removed by the amount of exposure provided by the use of ict in elt. 1.2 challenges of integrating ict in elt despite several advantages, the use of ict in elt is not free from challenges. the teachers who use ict to facilitate their teaching-learning activities experience several ups and downs in course of using it. first and foremost, the teachers have to be ict literate to make use of ict in elt. in this line, 200 hafifah, (2019, p.22) states, “teachers are demanded to be ict literate in dealing with tech-savvy students.” similarly, unesco‟s ict teacher competency standards modules demand the basic hardware and software operations knowledge along with the knowledge of productivity applications software, a web browser, communications software, presentation software, and management applications on the part of teachers (unesco, 2014). similarly, the teacher competency framework (2016) takes ict as one of the eight competency areas. taking ict as one of the competency areas, demands teachers to be competent to select and use instructional strategies with appropriate use of ict, competent to design appropriate digital materials, and use them in teaching-learning activities and evaluation (national centre for educational development [nced], 2016). using ict in teaching-learning activities and being updated with icts is quite challenging to teachers in the initial days. the teachers who are not ict friendly and/or ict literate take being ict literate as a challenge since they need to have their extra effort and time to be ict literate. some challenges are caused due to the unavailability of infrastructures like electricity, ict devices, internet facility, and financial hazards. dhital (2018) mentions that lack of qualified teachers to teach ict in schools, lack of electricity, problems related to policy, lack of computer (hardware and software resources), financial problems, and curricular-related problems as the challenges to use ict in government school education of nepal. icts are just the means but not the ends. but these are taken as ends which have created problems/challenges to both the teachers and students. the use of icts lacks sufficient interaction between students and teachers. moreover, some teachers face difficulty to keep their students on the right track in course of using icts in elt. the technology sometimes gives restrictions to students‟ thinking potential and a student may distract and misuse the chance they get (pazilah et al., 2019). similarly, shyamlee and phil (2012) point out that major means replaced by the assisting one (i.e., the teachers may be turned into slaves to the multimedia and cannot play the leading role in teaching), loss of speaking communication, the restriction of students‟ thinking potential and abstract thinking replaced by imaginable thinking as the problems/challenges of the application of multimedia to english teaching. not all the schools, teachers, and students in developing countries like nepal have the access to icts due to which a digital divide among schools, teachers, and students has been created. “the use of information and communications technology (ict) for education in developing countries has been a subject of great interest and speculation, with its proponents arguing that ict improves educational quality, develops critical thinking skills, expands access, increases economic competitiveness, and facilitates inclusion in a rapidly expanding global information society” (shields, 2011, p. 1) but at the same time, it has created a digital divide. in the context of nepal, not all schools, teachers, and students have the access to icts. due to this fact, those who are in access are getting the chance to make use of ict in elt and they are benefiting. but those teachers and students who just have to rely on just blackboard, chalk, and duster as teaching materials are deprived of the benefits of icts. the divide is not only seen among the schools of the nation but also students of the same schools. by these reviews, it is found that english language teachers make use of ict for different purposes in their english classes on one hand and they face challenges to use ict in elt on the other. the purposes and challenges of ict raised in this literature are general in nature. it means that they are not based on the real experience of teachers who make use of ict in elt. therefore, this present study adds the purposes and challenges experienced by english language teachers in integrating ict in elt. 2. method this study is a phenomenological study that is based on the lived experience of secondary-level english language teachers who often make use of ict in elt. defining phenomenology, maruna and butler (2005, p. 2) write; “phenomenology… simply refers to the description and understanding of lived, human experience through observable forms of immediate cognitive experience and reflective analysis”. the phenomenological approach is viewed as the highly appropriate means to research human experience (wimpenny & gass, 2000) due to which this design was selected for this study. to explore secondary level english language teachers‟ experience on the use of ict in elt, i selected two secondary level english language teachers teaching at public schools purposively as the participants. phenomenological samples are nearly always purposive (clark, 1998 as cited in whitehead, 2002 p.499). one of the participants was from one of the public schools in kathmandu, nepal and the other was from one of the public schools in lalitpur, nepal. since both of them have decade-plus experience in teaching the english language integrating ict at the secondary level, they were selected for this study. after informing the objectives and confidential nature of the study, both of the participants provided their verbal consent to take part in this study. after the consent, i arranged a time for interviews and took in-depth interviews from both of the participants in two different phases. in the first phase, both of the participants were interviewed and their interviews were audio-recorded taking their permission. i used the open-question „funnel‟ technique while taking interviews. the „funnel‟ technique of interview which 201 was described by cohen and manion (1989), starts the interview process with general non-threatening questions that are designed to place the interviewee at ease in the initial stages and after the interviewee appears to have relaxed, the focus of further questions becomes more specific and knowledge-intensive (whitehead, 2002). after transcribing the recorded interviews, i realized that some important points related to the experience of participants which were crucial to this study were missing. so, i arranged the next phase of interviews to include some more points related to the participants‟ experience. then, i embedded the data gathered through the second phase in the interviews taken in the first phase. the thematic analysis method was used to analyze data. this is a method for “identifying, analyzing and reporting patterns (themes) within data” (braun & clarke, 2006, p. 79). six phases of data analysis of thematic analysis as presented by braun and clarke (2006) were used to analyze the data and present the report of the themes. accordingly, in the first phase, i transcribed all the interviews and became familiar with my data reading and re-reading them. then, coding of data in a systematic fashion from both transcribes was done. in other words, i generated initial codes. after generating initial codes, i collated codes into potential three themes and their subthemes and gathered all data relevant to each potential theme and subthemes. then, the themes were reviewed to make sure if the themes work. finally, the themes were given names, and the report was produced. though the interview was taken in the nepali language, i translated myself the selected extracts to use them verbatim to clarify the themes. i tried my best to make the translation as accurate as possible. 3. findings and discussion 3.1 learning by experiencing different pieces of training, workshops, and formal classes help teachers to become ict literate and use icts in teaching-learning activities effectively. as learning other different things, learning ict is being a necessity to english language teachers these days. some teachers learn icts with the help of their self-effort whereas some others take pieces of training provided by their institutions or any other related organizations. in a query, how they became ict literate, the participants of this study recalled their past and shared that they both had taken formal basic training which helped them to know the basic things like starting the computer, typing on it, creating files and folders, and saving them. basic knowledge of surfing the internet was also given to them in the training. such training helped them to be ict literate. regarding the experience on how he learned to operate the computer in his initial days, rajendra (pseudonym) recalled; i took a basic ict class for three months in an institute that was near to my room. i learned to switch on and off the computer along with creating file folders and saving and transferring them [rajendra, 20 th december 2020]. this view suggests that taking formal classes and training is one of the ways to become ict literate. such class and training not only help to be ict literate but also to make use of ict in teachinglearning activities. in a study rana, greenwood, and turnbull (2020) found that the participants of their study became ict literate after they received a course (of varying length) in ict training from the ngo which supported their schools with ict infrastructure. though no organization helped the participants of this study to become ict literate, they learned ict by taking formal class/training for three months on their effort. this finding partially matches with the finding of rana et al. (2020). teachers‟ update on recent trends in ict helps teachers make use of ict effectively. to be updated, teachers take help of different means. this shows that being ict literate does not work throughout one‟s career. in a query on how they become updated with icts, the participants of this study stated that they keep on taking different pieces of training and help of the one who is good at ict. rajendra, who gets knowledge on different ict tools and their use in english language teaching via different means, shared his experience as; there are several things that we have to learn on ict since different new things are added. i learn such new practices especially with my colleagues who are experts and with the help of different training. i even talk with the teachers and friends in our teachers’ professional development (tpd) pieces of training [rajendra, 20 th december 2020]. this implies that learning is a continuous process. the knowledge on ict that teachers have today becomes outdated tomorrow due to the changing nature of ict. in other words, due to the advancement in science and technology, the knowledge that teachers have today becomes outdated tomorrow. in this line, the teacher competency framework (2016) suggests teachers be updated themselves on the development of ict (nced, 2016). to be updated, teachers take the help of the experts of ict or their colleagues who are good at ict. moreover, different refreshment pieces of training also help teachers be updated with the changing trend of ict. further,, teachers get the knowledge of different ict devices and their use in teaching-learning not only with the help of formal training and classes but also with the opportunities they get to have real exposure to it. in other words, some teachers have the experience of learning the use of different ict devices due to the chance they get to teach. surendra (pseudonym), who had to teach his students computer course in his 202 school where there was no subject teacher of computer, struggled hard to learn and teach computer courses. he recalled his hardships that sometimes he had to spend hours learning the terminologies related to computers and the operation of different applications. he had to do so because the next day he had to teach his students effectively. regarding this experience, he recalled; sir, as there is a well-known proverb in nepali ‘padhera vanda parera sikinchha’ (meaning we learn more by experiencing than reading). when i got an appointment in a secondary school in bhaktapur, nepal no one except me knew to operate the computer. i had to teach a computer course which made me learn and be updated with ict [surendra, 25 th december 2020]. this infers that the teachers better learn and become updated with ict if they get a chance to teach some ict-related courses. ict policy, 2015 states, “steps will be taken to ensure that integration and deployment of icts in the education system will be adequately funded through government resources” (moiac, 2015, 12.2.1), unlike the essence of this line, a majority of community schools in nepal lack ict teachers due to which other teachers (english, science and maths teachers very often) have to teach some courses related to ict. teachers who are obliged to teach such courses, first learn different aspects of ict for the effective delivery of subject matter. they not only teach their students but also learn simultaneously. this result shows that there is still a lack of teachers who can deal with ict courses in public schools in nepal. so, the stakeholders of education should take efforts to manage teachers who can teach ict courses and scaffold other subject teachers in integrating ict in education in public schools of nepal. from the experience shared by the participants of this study, it can be summarized that the nature of ict, ict devices used in teaching-learning, and activities keep on changing. the formal knowledge gained via different formal classes may not work equally throughout teachers‟ careers. due to these changing phenomena, teachers need to be updated with such changing facts for the effective use of ict in teaching-learning activities. for being updated with such changes secondary level english language teachers take different pieces of training, take support of experts and colleagues, learn with the help of different youtube tutorials related to the subject matter and learn in course of teaching their students. 3.2 ict for different purposes teachers make use of ict in language classrooms for different purposes. some use different ict devices in the language classroom for entertainment and motivation and some others for language development on the parts of students and learner autonomy. in a query of why and how they make use of ict in english language teaching, the participants of this study shared that they make use of icts for different purposes. they also shared that their school administrator is supportive to manage different ict tools needed in teaching-learning activities. the purposes of using ict in english language teaching, are discussed and interpreted in the subsequent subthemes. 3.2.1 ict for motivation and fun icts play a significant role in motivating students. different ict devices are novel to our students due to which they become curious and motivated to learn the use of such devices along with learning english with such devices. it is the technology that plays a crucial role in bringing innovation and motivation for the learners (stockwell, 2016). supporting this line, the participants of this study make use of different motivational videos to motivate their students. both of them shared that their students become happy and motivated when they inform their students that they are going to the computer lab for reading. similarly, some other videos related to their subject matter are used to make students visualize the whole story or text. as rajendra stated, “visualization of such texts not only helps the students get real exposure on authentic language but also comprehend the text easily and develop their language” [rajendra, 27 th december 2020; follow up interview] regarding this matter, surendra shared; let me share my experience while teaching compulsory english of class eleven … as you know there is a text named ‘worn path’. we can find a video of the story which is of 25/30 min on youtube. by showing the video students can easily visualize the whole story and comprehend it more easily than we teach them in our class. students are motivated [surendra, 25 th december 2020]. motivation helps the students to learn the subject matter with fun. as the participants shared their experiences, they make their students engage in different language-related games which help their students to learn a language with fun. students engage themselves to be the winner in such games due to which in course of competing in such games they develop their language as the byproduct. rajendra shared his experience as, i make my students engage in games like ‘kon banega karodpati’ (meaning who becomes a millionaire?) hosted by amitab bachan (famous indian actor) using quizzes.com. i prepare questions from the previously discussed content. they get marks on correct answers which makes them motivated. they feel like a competition. […] they develop their language with fun [rajendra, 20th december 2020]. 203 from the experience shared by the participants, what can be said is the use of ict in english language teaching arouses motivation and fun on the part of students. it is the teacher‟s job to motivate their students using icts and “motivated students will be more likely to perform at their highest levels because of the opportunities that their teachers have made available” (joshi & paudel, 2019, p. 69). different language games which are designed to teach language skills are not only effective to teach language but also equally effective to create motivation and fun on the part of students. 3.2.2 ict for language development ict is used for language development. to develop different language skills and aspects, teachers make use of different ict tools and applications. some modern electronic devices such as computers, television, mobile phone, multimedia, and web-based applications have played vital roles in language teaching (joshi & paudel, 2019). tabs, laptop, mobile set, smartboard, computer lab, youtube, powerpoint, google docs, google forms, and other different websites are some common ict tools and applications often used to teach different language skills and aspects to the students. while having a query which ict devices are often used and why surendra shared; as an ict tool, i often use mobile. sometimes i save something important on my mobile and show it to my students. these days, i use a computer, laptop, powerpoint projector, and smartboard to teach different skills and aspects to my students [surendra, 28 th december 2020; follow up interview]. rajendra also shared a similar type of experience, i use youtube to teach different vocabulary and grammar along with other different skills. as you know sir, these days we find a great deal of stuff on youtube which is very much helpful to teach different aspects and skills to our students [rajendra, 20 th december 2020]. the experience shared by both of the participants reveals that different ict devices can be used to teach different language skills and aspects on the part of our students. technology is remarkably significant for the teaching of all aspects and skills of language (sharma, 2012). teachers feel easier to teach language using different ict devices in comparison to the traditional way (i.e. without integrating icts) and students learn easily. ict can be used to integrate listening, speaking, reading, and writing skills (ghasemi & hashemi, 2011). 3.2.3 ict for learner autonomy the use of ict in english language teaching has promoted learner autonomy as it has been replacing traditional one-way traffic methods. holec (1981 as cited in xhaferi & xhaferi, 2011, p. 150) defines learner autonomy as “the ability to take charge of one's learning.” icts have not only made english teachers shift their way of teaching but also have made students autonomous. the students engage in different activities actively when teachers make use of ict in english language teaching. the students can do it on their own just with little or no facilitation from their teachers both in and outside the classroom. the participants of this study shared how icts have promoted learner autonomy in an inquiry on why they make use of icts in english language classrooms. they even shared that some of the students in their classes are better than them who can guide their friends easily. regarding this line, surendra shared; ict has promoted learner autonomy. students learn on their own if we just guide them. let me share my one incident. once, i assigned project work to take an interview with a local business person to my students. they took the interview, recorded it, transcribed it, translated and finally, made a report and submitted me along with the recorded interview on their pen drive [surendra, 25 th december 2020]. rajendra also shared a similar type of experience. he mentioned, some of the students of this era are far better than us in ict. such students become teachers are some cases. they not only learn themselves but also teach their friends. they can learn on their own even in the absence of teachers [rajendra, 20 th december 2020]. this result advocates the use of ict for learner autonomy. ict helps teachers to promote learner autonomy. ict supports autonomy because it provides greater freedom and flexibility to learn at one‟s own pace and convenience (ghasemi & hashemi, 2011). traditional educational practices no longer provide skills to students to be independent in learning due to which learner autonomy and learner independence can be sought in the classroom through the integration of icts (joshi & paudel, 2019). similar to this result, rana et al. (2020) found that teachers had shifted their teaching to student-centered from teacher-centered due to the use of ict. the shift in teaching strategies from traditional methods to student-centered is caused due to the use of ict in the classroom. it has not only helped teachers to shift their teaching strategies/methods but also promote learner autonomy. from the experience shared by the participants of this study, what can be said is the use of ict in elt has helped teachers to manage time, promote learner autonomy, develop language skills, and motivate students. it shows that the integration of ict in the teaching and learning process brings about powerful learning environments which help students to deal with knowledge in active, creative, and self-directed 204 ways (bhusal, 2020). furthermore, it has helped teachers to feel that teaching is an easy job if they make use of ict in teaching-learning activities. 3.3 derailing the track along with the opportunities as discussed above, the use of ict in elt has several challenges too. it means despite several benefits; the use of ict in english language teaching is not free from challenges. in a query on the challenges that they face using ict, both of the participants stated some common challenges like power cut, unavailability of some tools, large classes, the problem of devices maintenance, and protection of ict tools. such challenges as the participants stated are caused by students, school, their knowledge, and sometimes their coworkers. but to be specific, they experience the misuse of ict by the students in the course of teaching-learning activities. they shared that students often misuse or derail from their track if they are not monitored well. supporting this line, surendra stated; “what happens is when i ask the students to be engaged in different activities providing them some guidelines for their language development, the students misuse the devices and time and engage themselves in some other personal affairs of their interest” [surendra, 28 th december 2020; follow up interview] in this line, rajendra shared; our students of secondary level are teenagers. due to their age, they do have different curiosity mmm when we use ict they misuse the chance… they watch things that are of their interest especially when there is no monitoring [rajendra, 20 th december 2020]. this suggests that some of the challenges that the teachers face are caused due to the lack and weak management of infrastructures in schools. in this regard, rana et al. (2020) found that the teachers have experienced barriers to integrating ict in education due to the barriers like unavailability of the internet, school‟s financial problems, and expensive mobile data. similarly, hashemi and kew (2021) found a lack of teachers‟ confidence in using technology, lack of effective training, and lack of time as the challenges of integrating ict in elt. though both of the participants of this study do not experience as the participants of rana et.al. (2020)‟s study since they both are from wellfacilitated schools of kathmandu valley, they are not free from the challenges/ barriers. leaving the track is one of the major challenges that the participants of this study experience when they integrate ict in english language teaching. students derail the tracks due to some factors like their age, motivation, interest, and type of subject matter that they are asked to be engaged in. some students are likely to leave the track due to the lack of sufficient knowledge on operating ict devices. the students should be monitored and facilitated effectively to make sure that they are on the right track and they are learning via icts as surendra stated. 4. conclusions ict is perhaps the most talked-about phenomenon in teaching-learning activities these days. as it has impacts on other different sectors, it has a great impact on teaching-learning too due to which it is widely used in our classes. being ict literate for integrating it in teaching-learning is a great need for every teacher. as the findings of this study reveal, teachers become ict literate and are updated with the changing trends of ict via different formal and professional platforms like training, teacher support groups, and classes. moreover, they learn by experiencing i.e., the chance they get to teach some ict-related course. after being ict literate, teachers make use of ict for different purposes in their classes. the purposes vary based on the nature of the subject matter they are dealing with. the main purpose of using ict in english language classes is for language development, learner autonomy, and motivation. the learners are motivated if they are exposed to different icts. as a result, they can develop different language skills and aspects on their own. no doubt, ict has several advantages; it is not free from challenges too. the teachers who make use of ict in english language teaching have different challenges. some of the challenges are caused due to unavailability of infrastructures and some others are caused by students. the students due to their age factor misuse icts and derail their track if the teachers make use of icts in the language classroom. however, this challenge can be solved by monitoring the students effectively either by the teacher himself/herself or by class/ group monitor. the teachers who have not been using ict due to different factors should be encouraged to clarify the concept that using ict is not a burden rather ease. the teachers who are not ict literate should be given literacy training and those who are literate should be given refreshment training to make them updated with the recent trends of ict. for this, teacher professional development (tpd) training provided by nced and other related agencies should incorporate ict-related subject matter. moreover, the policies and documents related to ict should function as per their essence to integrate ict in education. finally, teachers should try their utmost to use ict in education in general and english language teaching in particular leaving their unnecessary pretends. this study due to its limitations touched the base on secondary level english language teachers‟ experience on being ict literate, purposes of using ict along challenges they face in course of teaching english language using ict. there are still several areas like students‟ experience on ict, solutions that teachers adapt to overcome the challenges, school administrators‟ view and management on ict, and like which need further studies for their exploration. 205 references acharya, c. p. 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(2011). developing learner autonomy in higher education in macedonia. procedia social and behavioral sciences, 11, 150-154. https://doi.org/10.1016/j.sbspro.2011.01.051 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 2, july 2021, pp: 115– 124 doi: https://doi.org/10.31849/utamax.v3i2.7101 115 the levels of transformational leadership (tl) practice and its impact on the organizational health (oh) of school teachers in selangor and perak: a systematic review manimaran armugam1, ramlee ismail1 and daljeet singh sedhu2 1 universiti pendidikan sultan idris, tanjong malim, malaysia 2 universiti teknologi mara, seri iskandar, malaysia drdaljeetss@uitm.edu.my article history received : 2021-06-23 revised : 2021-07-19 accepted : 2021-07-26 keywords transformational leadership organizational health teachers leaders abstract the main purpose of this review is to explore the relationship between transformational leadership and organizational health in the context of leadership practices in schools. this review also aims to look at the characteristics of transformational leadership and how transformational leadership is created from various basic leadership theories. the methodology used is a systematic review in which n = 34 articles were selected for review after the filtering process based on a number of pre-determined criteria. this systematic review found that there was a correlation between the transformational leadership aspects introduced by bass and the organizational health elements introduced by hoy and miskel. this is very important because it forms the basis of this research. the four aspects of transformational leadership, namely ideal influence, inspirational motivation, intellectual stimulation and individual consideration are related to organizational health elements, namely, integrity in institutions, collegial leadership, relationships between teachers and academic emphasis. 1. introduction the main purpose of this review is to explore various aspects in tl and oh. according to boberg, bourgeois and bryant (2016), although some scholars challenge the idea that leadership plays a strong role in organizational performance, and that there are false assumptions about the importance of leadership factors to organizational functioning, early researchers such as avolio, bass and jung (1999) have reached the conclusion that leadership is truly important in organizations and that leaders play an important role in the achievement of organizational goals by creating a climate that will influence employee attitudes, motivations, and behaviors (bass & avolio, 1994). in the context of oh as well, tl has played a very important role in creating an effective educational organization by integrating various important aspects such as communication, integrity and accountability. hameiri and nir (2016) have pointed out that school oh is one of the clearest predictors of school educational success. thus, although there is disagreement about leadership field research as a strong strength in organizations, the general understanding is more in favor of the active role of leadership toward organizations. school organizations need to be more flexible in responding to the needs of customers or students and responding to competitors ’efforts to undermine their market position. the main purpose of this review is to look at the tl elements inherent from the various basic leadership theories. in the meantime, the review will look at the various surveys made on oh theory and how oh and tl are interrelated. basically, the need for this study is to explore in more depth the impact of leadership methods or theories on the health of educational organizations in selangor and perak. to date, the metaanalyzes conducted show positive causes of transformational leadership on employee attitudes and performance (antonakis, banks, bastardoz, cole, day, eagly & hogg, 2019) which are an indicator in the context of organizational health (oh). the relationship of oh with tl was also demonstrated through surveys that confirmed a positive relationship with employee health (seltzer, numerof & bass, 1989). tl has a significant impact on job satisfaction that leads to the consolidation of the level of administration at the organizational level (bass, 1999). although there is a large amount of research that has examined the concept of job satisfaction (hooper, & bernhardt, 2016) and the role of leaders, studies on the impact of leadership on oh and its challenges are still lacking. recent studies show that the tl process, influences leaders to exhibit tl behaviors that can influence aspects of oh (werang, loupatty & tambajong, 2016). however, there is a research gap in terms of research that identifies the challenges of practicing tl and its impact on oh. https://doi.org/10.31849/utamax.v3i2.7101 116 2. method this study has used a systematic survey method. several key keywords and criteria have been set for the resources used for this survey. researchers have determined that the keywords for resource search are ‘transformational leadership’, ‘organizational health’, ‘schools’, ‘teachers’ and ‘leadership’. the setting of these keywords is in line with the title of the study where the need for this systematic review is to explore aspects of tl that lead towards oh in the school context. criteria were also set to ensure that the sources reviewed were in line with the direction of the research. therefore, the sources referenced should be from the latest publications within the year 2016 and above. in addition, each selected article must be in the form of a literature review related to a predefined keyword. the next criterion is that in terms of publication, each article selected must be from an authentic journal. figure 1 shows the process of conducting this systematic review. after a repeated screening process, the researchers found a total of 34 articles that met all the selection criteria. figure 1. the process of conducting systematic reviews of the study. 3. research findings 3.1 leadership the main part of this review is related to previous studies related to the concept of leadership in general. an understanding of tl should reflect an exploration of the fundamental theories in leadership that trigger the concept of transformational leadership. tl in this study is based on the theory introduced by bass (in anderson, 2017) which is based on four main elements namely ideal influence, inspiring motivation, intellectual stimulation and individual judgment. according to ali (2017) research in the field of leadership has started as early as the 20th century because the aspect of leadership is seen as part of human psychology that builds the intellect. nawaz and khan, (2016) in their survey review found that there is various preliminary research has been published and reinforce the statement and fact that leadership element is a distinctive feature for each individual and there should be certain actions to highlight such leadership characteristics. a survey by ali (2017) found that every major change in society is subject to actions taken based on the nature of individual leadership traits that are capable of shaping changes in the behavior of others. early writings such as sir francis galton in 1869 (quoted from nawaz & khan, 2016) have shown that only certain individuals are capable of adopting leadership traits that can change the perceptions as well as the behavior of others. a review by uzohue, yaya and akintayo (2016) showed that transformational leadership is an aspect based on the vision and mission of the organization where leaders adhere to certain principles and lead the organization towards achieving those principles. in general, the leadership aspect becomes a part of daily life when every decision taken has an impact on oneself as well as others. in a review by uslu (2019), various highly significant leadership theories in the field of leadership research were surveyed where there are similarities with tl. the main purpose of the survey was to provide an in -depth review of the concept of leadership that opened up a discussion of human behavior in organizations and management. leadership is still a very popular theme among researchers as there is a development in terms of a very active field of research especially in the context of education. a major problem found in the survey is that barriers still exist in terms of leadership theory integration because although there are various researches, there are still no studies that can summarize the characteristics of each leadership theory to produce a perfect leadership model. thus, a more specific review is needed to explore some of the basic theories in leadership theory to see the similarities between the theories. among the theories that have been reviewed in the writing include the theory of "great man", the theory of nature, the theory of behavior and the theory of contingency. throughout the review there are past studies that divide these theories into general leadership theories as well as theories that are more specific to the situations faced in a particular organization. in addition, the results show that the theory of "" great man "" has characteristics that are very different from the theory of nature because it is an early leadership theory and has very universal characteristics. the “great man” theory has also been criticized for having a tendency towards men and marginalizing the role of women as leaders. one of the very significant results of the study is the findings of a study that shows that there are most of the theories of leadership that originate in north america. past reports, articles and research obtained from eric, elsevier, sage, the leadership quarterly, journal of school leadership, journal of educational leadership and policy, leadership, educational administration quarterly and google scholar (n=1978) past reports, articles and studies obtained after screening (n=219) past reports, articles and studies that meet the criteria (n=34) 117 this also sparked a critique as it showed that there were elements of north american culture that might influence the concept of leadership brought about through such leadership theories. in the meantime, research results also show that there are too many leadership styles and leadership models produced for various organizations around the world but most of them contradict or just repeat the same thing because no one leadership theory can combine all the characteristics of leadership. a review by uzohue et al. (2016) also showed that the exploration of tl leadership theory requires an overview of the triggering of such theories through various early theories in the context of leadership. the basis for the leadership theories that exist today can be drawn from various original definitions of the concept of leadership in prehistoric societies (shafique & beh, 2017). a review by shafique and beh (2017) also reported that, in the context of prehistoric societies, leadership was seen as a heroic trait capable of making a particular group or group of people a great group compared to other groups. this original theory is known as the "great man" leadership theory. this is an important indication for the current study as there are features about the concept of leadership derived from the various surveys of this study. one point of similarity with tl is in terms of the aspect of ideal influence that should exist naturally in the individual who leads. yahaya and ebrahim (2016) found that preliminary studies show that leadership is a natural trait that must be present in every leader and cannot be applied through education. this is because original theories such as the “great man” theory were founded by researchers who studied leaders such as napolean, genghis khan and various warriors involved in the formation of world history today. it is believed that leadership is a trait that exists naturally in individuals who have the ability to lead and led to the emergence of leadership theories based on nature. the theoretical perspective of tl looks at organizational change from the aspect of leadership traits that exist in leaders that can change the behavior and perceptions of the individual being led. tl theory sees leadership as a team effort in which a leader can invite a sense of cooperation among his followers by showing positive behaviors as well as increasing their motivation to jointly achieve set objectives. leaders demonstrate transformational leadership when leaders inspire followers to share a vision, empower them to achieve a vision, and provide the resources needed to enhance their personal potential. these leaders serve as icons, positive advocates and focus on increasing employee motivation and efforts to connect employees ’sense of self with structural values. transformational leadership meets basic needs and meets higher needs while inspiring and motivating followers to provide newer solutions and create appropriate workplaces (bass & avolio, 1993). this theory is a theory derived from the “great man” theory which offers a more specific framework for research purposes related to aspects of leadership. in trait theory, many early pioneers did research and managed to list some important traits that make an individual a perfect leader. in a simple sense, this theory is one of the earliest definitions that offers a list of qualities that a leader should possess. the characteristics listed in this theory are directed at the ability of individuals to demonstrate a high workforce, high integrity, exceptional skills in their field of specialization, wisdom that goes beyond the wisdom of ordinary society and the ability to instill trust among individuals. the results of xie's (2019) survey also see trait theory as a theory that has a specific relationship to personality or specific characteristics that make each individual unique and complex. an understanding of the concept of individual personality through nature theory makes research in the field of transformational leadership more in-depth to understand the emotional factors, certain behaviors and certain situational aspects that can influence each individual’s leadership attitudes. uzohue et al. (2016) also support this finding because they found that more in -depth research through trait theory has led to a general understanding of some general traits in the context of leadership. first, the qualities inherent in a person that make him a leader are stable and dominant qualities as well as qualities that will last for a long time. next, those natural traits are different traits for each individual. finally, such natural traits can influence individual behavior that makes a person a person who is capable of leading others. trait theory is one of the basic theories to the understanding of the theoretical framework in leadership research. the review by xie (2019), yahaya and ebrahim (2016) and uslu (2019) also reported that trait research has been reviewed repeatedly by different scholars, for example such as, lord, de vader and alliger and stogdill. according to harrison (2018) two reviews by stogdill are widely compared to find out how the conception of the importance of the nature of a leader evolved over a quarter of a century. in his first survey, stogdill (in harrison, 2018) examined the results of a study of one hundred and twenty -four traits from 1904 and 1948. a number of traits were found that distinguished repeatedly between leaders and non leaders in some studies. the results show that a leader is someone who acquires status through active participation and demonstration of the ability to facilitate the group’s efforts in achieving its goals. characteristics relevant to a leader’s role include intelligence, alertness to the needs of others, understanding of tasks, initiative and perseverance in dealing with problems, self-confidence as well as a desire to accept responsibility and occupy positions of dominance and control. furthermore, according to harrison (2018) and xie (2019), in the case of certain traits, such as dominance and intelligence, there are 118 some negative correlations, which may indicate a curved relationship. although there is evidence that leaders tend to differ from non -leaders with respect to certain traits, stogdill found that outcomes vary greatly from situation to situation (nawaz & khan, 2016). in some studies that measure conditional factors, there is evidence that the relative importance of each trait depends on the condition. thus, stogdill (in harrison, 2018) concludes that a person does not become a leader because he possesses some combined trait but the personal trait pattern of the leader must have a relevant relationship with the characteristics, activities and goals of the follower. a survey by dan (2019) found that successful leaders are those who want to take over the task. however, they do not have to handle all aspects of the task, nor do they use styles that intimidate subordinates. if a person does not want to be a leader, he or she will not be an effective manager, because the nature of dominance affects leadership as well as the role of management. according to bass (in dan 2019), high energy leaders have passion and work hard to achieve goals. high -energy leaders also tend to have stamina and good tolerance. high -energy leaders are usually enthusiastic and do not easily give up hope. however, they are not viewed as coercive and annoying. they tend to have a high tolerance for disappointment, as they strive to overcome obstacles through preparation. one of the important characteristics in leadership is that self -confidence indicates whether a leader has confidence in his or her evaluation, decision -making, ideas and abilities (dan, 2019). asrar-ul-haq and anwar (2018) according to their literature review, stated that leaders who have confidence in their abilities tend to cultivate confidence among followers. by earning the respect of their followers, leaders with high levels of self -confidence influence their followers. their survey found that the locus of control indicates the extent to which leaders believe that he or she has control over their behavior and what happens to them. leaders who have external control locations believe that they have no control over their destiny and their behavior has little to do with their performance. leaders with internal loci of control believe that they control their destiny and that their behavior directly affects their performance. leaders who have internal control are responsible for who they are, for their behavior and performance and for the performance of their organizational units. the employees working under the transformational leaders see their leaders as caring about them, their health and safety is in safe hands that will allow them to work in a safer and healthier way. this understanding helps them remain satisfied and motivate them to work by choosing the ways they feel more safe and effective (fulwiler, 2011). moreover, transformation leaders actively convey safety goals, which in turn positively affect employees' perceptions of safety priorities, and employees' perceptions of safety environment and employee safety behavior (clarke, 2013; j. mullen, kelloway, & teed, 2017). rotter, (1966) agreed that internally controlled people achieve more, are more motivated, and are more resistant to manipulation than externally controlled people. scholars have long regarded intrinsic motivation as a proximal predictor of creativity and innovative behavior (g. chen, farh, campbell-bush, wu, & wu, 2013).individuals with a high sense of tl attitudes have an important and beneficial influence on healthy workplace cultures (weng et al., 2015) meanwhile, a survey by asrar-ul-haq and anwar (2018) found that leaders who show a high level of emotional stability will be able to control themselves peacefully, and positively. leaders with high levels of self -awareness and a desire to improve, achieve more than those who do not. effective leaders tend to have a good understanding of their own strengths and weaknesses, and they are oriented towards self improvement rather than being defensive. according to asrar-ul-haq and anwar (2018) integrity refers to honest and ethical behavior which is a characteristic of a trustworthy person. reliability is an important factor in business success. trusting relationships are the lifeblood of profitability and sustainability in a global knowledge -based economy. according to asrar-ulhaq and anwar (2018), good leaders generally have a moderately intelligent intelligence. intelligence refers to the cognitive ability to think critically, solve problems, and make decisions. however, intuition, also referred to as hidden intelligence, is equally important for leadership success (beverborg, sleegers, endedijk & van veen, 2017). according to beverborg (2017), flexibility refers to the ability to adapt to different situations. leaders must be able to adapt to rapid changes in the business world. without flexibility, leaders will only succeed in situations that suit their leadership style. effective leaders tend to be flexible and able to adapt to different situations. according to damanik and aldridge (2017), sensitivity to others refers to understanding group members as individuals, what their views are and how best to communicate with them as well as how to influence them. to be sensitive to others, leaders need a sense of empathy, the ability to put themselves in the position of others to see things from the point of view of others. in today’s global economy, companies need people -centered leaders who are committed to treating people as valuable assets. usle (2019) in his review, classifies attitudes or belief systems, which he refers to as assumptions, as theory x and theory y. theory x and theory y explain and predict leadership behaviors and performance based on leaders ’attitudes toward followers. those with a theory x attitude believe that employees do not like jobs and must be closely supervised to carry out tasks. attitude theory y believes that employees love to work and do not need to be closely supervised to perform tasks. according to 119 daneshfard and rad (2020) managers with theory y attitude tend to have a positive outlook, are optimistic about employees, and show a more engaging leadership style, based on internal motivation and appreciation. in 1966, when mcgregor (in daneshfard & rad, 2020) published theory x and theory y, most managers had theory x attitude. recently, the focus has shifted from management to leadership, leading to a change from theory x attitude to theory y attitude. , as more managers begin to adopt more participatory leadership styles. a study of over 12,000 managers explored the relationship between management achievement and attitudes toward subordinate employees. managers with theory y attitude are better at achieving organizational objectives and better at harnessing the potential of subordinates. managers with a strong theory x attitude are far more likely to be in the low -performing group. a survey by al-malki and juan (2018) found that autocratic leaders make decisions, tell employees what to do and monitor employees closely. democratic leaders such as transformational leaders encourage participation in decisions, work with employees to determine what to do and do not monitor employees closely. according to burns (in al-malki, & juan, 2018), the first study of leadership behavior conducted at iowa state university by kurt lewin and colleagues included a group of children, each with a self-directed adult leader to act in an autocratic or democratic style. the results of these experiments yielded some interesting findings. groups with autocratic leaders performed well as long as the leader was present to supervise them. however, group members are unhappy with the autocratic leadership style and feelings of hostility often arise. the performance of the group assigned as democratic leaders was almost as good and this group was characterized by positive feelings rather than hostility. in addition, under the democratic leadership style, group members perform well even when the leader is not present. participating and decision -making techniques with majority methods such as those used by democratic leaders serve to train and engage group members, so that they perform well with or without the leader present. these characteristics of democratic leadership may partly explain why employee empowerment is becoming a popular trend in many organizations. a survey by harms, wood, landay, lester and lester (2018) showed that leader -centered leadership style refers to the extent to which leaders take over tasks to complete work. leaders instruct subordinates by communicating clear roles and goals, while managers tell them what to do and how to do it as they work toward achieving goals. employee -centered leadership styles such as transformational leadership refer to the extent to which leaders focus on meeting the human needs of the employee while building relationships. leaders are sensitive to subordinate employees and communicate to develop trust, support, and respect, while seeking their welfare. according to harms et al. (2018), the extent to which leaders should be centralized as leaders or dependent on subordinate employees in an organization. leaders must adjust their behavior to suit the situation. for example, if there is time pressure on the leader or if it takes too long for subordinates to learn to make decisions, the leader will tend to use an autocratic style. when subordinates can easily learn decision -making skills, an adventurous style can be used. also, the greater the skill difference, the leader’s approach will be more autocratic, as it is difficult to bring subordinate employees to the leader’s level of expertise. followers may not be so free when their leaders are autocratic. moreover, a critical review by andriani, kesumawati and kristiawan (2018) on transformational leadership theory refers to the leadership skills in principals that are able to pioneer the school to a new level behind school development. a school does not always innovate smoothly. different circumstances and factors make the process look different as sometimes there is progress, sometimes it becomes a dead end which is even worse otherwise. bass, avolio and goodheim (in andriani et al. 2018) argue that everyone would rather be advanced than know nothing. by placing an emphasis on transformational leadership, members of the organization hope principals can create conditions that can inspire all school people with their higher levels of leadership (andriani et al., 2018) for school improvement at the same time, ultimately making the school out of chaos and realizing a shift in difficulty. thus, transformational leadership is a key quality of principals. however, principals who want to have transformational leadership can face challenges from practical problems. banks, mccauley, gardner and guler (2016) argue that members working with transformational principals will directly experience and summarize transformational leadership improvement practices while personally supervising and discussing schools. al-syaidh (2016) through his review found that, in this conflict where the classical leadership approach does not work well, the survival of a large part of the organization depends a lot on the effectiveness and efficiency of its leaders. leadership is to make people work together for a specific goal, and refers to the amount of knowledge and skills to achieve this intended goal (banks et al., 2016). another component is interactive feedback, which provides customized and timely individual feedback in an effort to enhance the student’s specific learning. the goal of this feedback is to provide ongoing monitoring of the child’s progress. principals have a key role in preparing and developing the learning environment. banks et al. (2016) concluded finally there are two types of schools: learning -enriched schools and learning -deficient schools. according to al-syaidh (2016), most of the educational literature indicates that transformational leadership is the most relevant type of leadership in dealing with change. 120 3.2 organizational health (oh) a survey by velarde, ghani, adams and cheah (2020) stated that school oh refers to the interpersonal relationships of students, teachers and administrators in a school. in addition, it is used to study the school climate. the term oh has been used in literary management primarily as an abstract idea of what constitutes a “good organizational structure”. velarde et al. (2020) asserted that a healthy environment is not only an organization that survives its environment but also a structure that always uses its capabilities to overcome difficulties and survive in the long run. hoy, tarter and bliss (1990) perfected the concept of oh as the ability of an organization to successfully adapt to its environment, create unity among its members and achieve its objectives. school leaders can play an important role in penetrating the double demands of these rural schools, serving as agents of cultural change or cultural bridges, where they bridge the gap between local cultural values and expectations and national educational goals. however, the contemporary school context in the united states is also shaped by global political and economic forces that drive industrial mobility, prioritize low -wage workers and support the replacement of public goods and services with private or semi -private providers. further, scheerens (2016) commented in depth on important aspects in the context of oh and set out the aspects of manpower, students and financial resources as aspects that contribute towards the level of oh at the school level. moreover, charisma of a leader can be achieved if the leader has great self-confidence and good communication skills, especially in one-to-one discussions with employees (khuong & hoang, 2015) however, the writing by alqarni (2016) adds to the knowledge content about oh in the context of school management with some more relevant aspects such as human resources, materials, curriculum content, motivation level of students and teachers, leadership style of teachers and administrators, teaching quality, vision and educational mission, study time and teacher education. this provides a clear view of the role of leaders in creating effective schools through healthy organizations that improve the quality of teachers work. the school effectiveness model according to scheerens (2016) refers to several key dimensions such as effective leadership, effective facilitation, learning considerations, triggering positive school culture, high expectations consideration, student work, monitoring progress at all levels, staff skills improvement and inter -school networking. parlar and cansoy (2017) agree that one of the key aspects in a healthy organization is the ability of the school organization to trigger effective facilitation that needs to be influenced by appropriate leadership such as instructional leadership. however, instructional leadership is not sufficient to cover a broader range of aspects of oh as it involves all elements inside and outside the classroom. a review by thomsen, karsten and oort (2016) has presented several indicators linking the concept of oh with the concept of school culture as an element of the dominant beliefs shared by teachers and principals about student control. waller (in thomsen et al. 2016), in one of the first systematic studies of the school as a social system, reminded of the importance of student mastery in relation to the structural and normative aspects of school culture. in fact, most studies that focus on the school as a social system have described antagonistic and conflicting student subcultures as well as student problems. student behavior and student control are key aspects of school life. given its advantages, the concept can be used to measure school oh. the model for a culture of care is the traditional school, which provides a rigorous and highly controlled environment where the preservation of order is paramount. students typically have traditional characteristics in terms of their parents ’appearance, behavior, and social status. according to khan (2019), in the oh perspective, teachers with a caregiving orientation regard schools as autocratic organizations with a rigid student-teacher status hierarchy. the flow of power and communication is only adjacent and descending i.e. students must accept their teacher’s decision without question. teachers do not seek to understand student behavior but instead regard bad behavior as personal abuse. they regard students as irresponsible and undisciplined people who must be controlled through punitive sanctions. singh and jha (2018) conducted a survey to obtain a perfect oh construct for a school and found that the oh inventory introduced by hoy and miskel (1987) is an important inventory that combines various oh elements under one perfect theory. according to the theory, the first element is integrity in the institution. according to singh and jha (2018) integrity in institutions is an element of value that reflects the accountability of teachers for the tasks assigned to them to achieve educational goals holistically. velarde et al. (2020) agree also with this statement because integrity to schools creates an organization that has goals that are aligned and in line with educational needs. this will lead to more precise directions such as management and control of pupils in schools to achieve effective and quality facilitation. veeriah, piaw, li and hoque (2017) found that there is a very clear relationship between transformational leadership style with oh aspect of institutional integrity because tl emphasizes ideal influence showing examples of right responsibility values to nurture teachers to also show similar responsibility. veeriah et al. (2017) argue that the integrity aspect plays a very significant role in explaining oh theory because it provides a more abstract view of an organization’s need to have a direction or goal that coincides with the organization’s purpose. for example, leaders need to demonstrate how every work in the school should not be influenced by personal goals or individual opinions and this creates an oh that leads to effective school 121 management. furthermore, oh theory also has a core that defines a leadership style known as collegial leadership as in the recommendations put forward by hoy and miskel (1987). collegiate leadership refers to the ability and skills of school leaders to build positive networks and relationships among teachers in a school. in a literature review by mitchell (2019) there is a correlation between kt with the skills of providing a positively communicating school climate to ensure all teachers and staff are able to give higher commitment to the achievement of organizational direction and goals. according to his survey, a leader who practices aspects of college leadership is an individual who has the ability to coordinate relationships between all teachers and staff to further increase the level of organizational effectiveness by avoiding various internal conflicts. doganay and dagli, (2020) also put forward the suggestion that collegiate leadership in oh refers to the skills of leaders to find and gather resources that are important for the implementation of each program in the school so that teachers ’work can be done more effectively. according to their survey, this refers to the strong communication that needs to be established with various parties including the community and parents to always ensure that support in terms of resources and finance can be obtained to improve the quality of education in schools. the aspect of relationship between teachers is also one of the important aspects in the context of oh theory which plays a role in creating an effective and positive organization. according to a survey study by abdulrab, zumrah, almaamari and al-tahitah (2017) there is a need to create positive and effective group dynamics by emphasizing positive communication among individuals in schools. this includes communication between teachers, between teachers and administrators and teachers with staff or members of the implementation team. this element is closely related to the aspect of collegial leadership because it also emphasizes the element of communication. however, yaghoubi and rahimi (2016) state that this element is more closely related to the aspect of positive communication created jointly by all individuals in the organization. according to yaghoubi and rahimi (2016) oh in terms of communication needs to be created by integrating the elements of spirituality and organizational climate as its unification leads to stronger relationships among teachers and staff. from the perspective of tl, this can be realized with the influence of ideals, inspiring motivation and individual consideration. leaders who can motivate the staff of the organization by creating communication that takes into account each individual is able to bring a more positive leadership influence. oh in this context also encompasses aspects of academic emphasis that determine the achievement of a school organization in particular. a study by arokiasamy (2016) extensively explored the oh element towards student academic achievement and found that the tl element greatly influences oh and academic achievement. in the context of oh, arokiasamy (2016) agrees that academic emphasis is in line with the goals of the educational organization and guides leaders and teachers to continue working towards more relevant goals. doganay and dagli (2020) also found that the element of student academic achievement is very important for oh because it reflects the level of confidence of teachers that ensures the quality of education in the long run. singh and jha (2018) criticize academic emphasis as an element of oh because it creates a work situation that is too examination result-oriented so that teachers and leaders neglect more abstract educational tasks and roles. however, this depends on the definition of academic emphasis set by the organization as it covers a very wide scope. getachew and zhou (2018) emphasize how a transformational leader should be able to look ahead to set long -term goals so that the academic emphasis is not only examination results centered but holistic in nature. 4. conclusions this review finds that there is a correlation between the tl aspect introduced by bass and the oh element introduced by hoy and miskel. this is very important as it forms the basis of this research. the four aspects of tl namely ideal influence, inspiring motivation, intellectual stimulation and individual judgment are related to the oh elements i.e., institutional integrity, collegiate leadership, teacher interpersonal relationships and academic emphasis. a review of various past studies and articles found that leadership is an overly abstract field of research and there needs to be a more precise setting of scope so that each research does not deviate from its goals. oh, on the other hand, is more relevant to commercial organizations and there needs to be a more specific search for the concept of oh in the context of education. in detail, this review will have an impact on three parties, namely school leaders, teachers and also the administration in the malaysian education sector. the importance of this review is in adding input to the various courses implemented throughout the program by offering issues and challenges faced by headmasters. prospective leaders need to be prepared to face various challenges and obstacles that exist in school administration and organization especially in schools and this study offers a more detailed platform to provide an overview of the challenges that exist in the realities of management and administration of schools. at present this review will provide an opportunity for teachers in the schools involved to be more sensitive and aware of the challenges and obstacles faced by their headmasters especially in ensuring that every teacher can work in a more comfortable environment as well as a more positive environment. this review is important to educate teachers who serve 122 in school so that they can achieve self-awareness of the concept of tl and how it can lead to a more robust oh. by understanding the needs of tl and oh aspects, teachers are expected to provide more effective collaboration to their headmasters to achieve organizational goals for the common good. this review is among the earliest studies in pioneering issues in tl practice in schools. therefore, this review is expected to be a major guidance for the officers in charge of leading and guiding the headmasters and teachers in the schools in particularly. this is to create a stronger relationship between the administration and educators who face challenges in the reality of education. in this study, a relationship between the challenges faced by headmasters in schools in practicing tl and its impact on oh levels in each of these schools are reviewed in detail. the relationship between the two elements will offer more recommendations to administrators at the district level as well as the state level, to create skills improvement programs that are more specific to the problems faced by headmasters as well as teachers in schools. references abdulrab, m., zumrah, a. r., almaamari, q., & altahitah, a. 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(2016), "leadership styles and organizational commitment: literature review", journal of management development, 35(2), 190-216. https://doi.org/10.1108/jmd-012015-0004 https://doi.org/10.1177/1741143220937311 https://doi.org/10.1108/ejtd-06-2018-0056 https://doi.org/10.1108/jmd-01-2015-0004 https://doi.org/10.1108/jmd-01-2015-0004 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 1, maret 2022, pp: 39 – 49 doi: https://doi.org/10.31849/utamax.v3i3.8242 39 the effect of mental pressure due to covid-19 on students’ educational performance: a study from karachi, pakistan aisha rahat 1, farida lodhi 2, rizwan muneer 3 & huma mahmood 4 1, 3 university of karachi, karachi, pakistan 2, 4 jinnah university for women, karachi, pakistan aark755@gmail.com article history received : 2021-06-09 revised : 2022-01-11 accepted : 2022-02-12 keywords mental pressure mental health virtual learning depression educational performance abstract coronavirus pandemic had not only affected the physical health of people but also the mental health of people globally. it has developed a fear in the minds of people regarding their selves as well as their loved ones. the essential change in the lifestyles of people and the need for social distancing has stopped the normal activities of people which caused mental disturbance among them. the present quantitative survey-based research has been led to know the impression of covid 19 on the mental pressure of the students regarding their academic progress. the hypothesis were developed from which one was a null hypothesis; h1, was to find that whether there is a positive relationship between mental stress and covid and third, h2, was to find whether there is any negative relationship between mental stress and academic progress. both, h1 and h2, were accepted through conducting quantitative research by circulating an online survey that consists of 14 close-ended questions regarding the 2 research questions made. respondents were taken from 5 universities of karachi, iqra university, jinnah university for women, ned university of engineering and technology, university of karach, and zabist university. the samples was consist of 90 students (54) were females and (36) were male selected by simple random sampling. the statistical method used to analyze the results was the simple percentage method as it clearly defines what percentages of the students were affected by covid and how it impacted their mental pressure. it was found that there was a positive relationship of covid on mental pressure that means the complex spread of covid 19, higher the mental pressure and there was a negative relationship between covid 19 and academic performance that means that high mental pressure was the cause of the lower performance. 1. introduction corona virus pandemic has not just highlighted the physical health concerns among the affected people but, its prominent spread also affected the mental health of a lot of people around the world. it has developed a fear in the minds of people regarding their selves as well as their loved ones. the drastic change in the lifestyles of people and the need for s sure of patients, young children, and the general population and hospital workers. kaiser family foundation undertook a poll, recently, that showed that covid-19 resulted in social distancing that has halted the day-to-day activities of people which caused mental unrest among them. a review done recently on the outbreak of coronavirus showed that it has affected health in the form of infections, fear, irritation, lifelessness, financial instability, etc. most research on mental pressure has been done in china and many of them only focus on the adverse negative health and developed metal stress. moreover, nelson conducted research that highlights that there are severe symptoms of depression and anxiety in north america and europe. generally, apart from a few studies, china has clear evidence on how the mental health of students was affected due to the pandemic, this study also converges with the studies in other countries. much work has been done on this topic, but, indeed, there is always room for improvement in every field. this study throws light on the effects of mental pressure on students' academic performance in this study the researcher tries to point out the different factors which influenced the student's mental health due to the covid 19 pandemic. coronavirus is a new virus that has been discovered with its outbreak in wuhan, china, in december 2019. now, it has spread at a lightning speed to affect several countries. according to who https://doi.org/10.31849/utamax.v3i3.8242 40 (2020b), on march 31, 2020, this virus has reached 202 countries, areas, or territories with 693,224 confirmed cases and 33,391 deaths (hamouch, 2020) the immeasurable amount of information of covid-19 from the media whether it is ingenious or bogus, can worsen the situation and contribute to anxiety in society. the reality shows that this pandemic gets robust exposure from social media as well which spontaneously adds to the worry and restlessness and further provokes extreme stress within entities. covid-19 elicits the impact of stress and mental health to those indirectly and directly having contact with the virus. each individual needs to understand the consequence of mental stress. to obtain proper mental health, it has to begin with positive person-to-person relationships that will produce a more healthy and peaceful situation which may lead to concentrating effectively on all educational matters. the ability to believe, love, and support others (spouse, children, parents, and colleagues) is an important input for the consolidation of the individual's mental health that will minimize the stress faced during and post-covid-19. this research would play a vital role to determine the affecting areas (stress, anxiety depression, and isolation), etc. it is a humble attempt to develop a workable strategy to focus on affected areas to establish an effective correlation between covid-19 and academic performance. many countries have decided direction by applying alternative actions to avoid the infection spreading. in this international concern (pheic), and on march 11, 2020, the who announced coronaviruses as a pandemic, coronavirus is thought to be increasing in pakistan. the first coronavirus was reported from karachi on february 26, 2020, whit an estimated populace of pakistan as 204.65 million. successively, the virus spread into various regions nationwide and has currently become an epidemic with a high level of contamination (e.g. china, italy, france, spain, us, canada). on january 30, 2020, the world health organization (who) declared coronavirus outbreak as the six public health emergency of distancing imposed everywhere tourism constraints, close borders and canceled flights from and to country such widespread outbreaks are associated with adverse mental health consequences. (raj kumar, 2020) people's life and occupation have widely been affected, due to the coronavirus diseases (covid-19) outbreak around the world. as the world health organization (who) declared a global pandemic in the second week of march 2020. while the terms ‘academic performance’ and ‘academic success’ are widely used, there is no easy or universally acknowledged definition of either term. (reuter & forster, 2021) hardship, stress, and adversity are inevitable parts of the human experience,(fullerton etal.,2021) students always show concern about their academic progress and the outbreak of coronavirus has further heightened this concern, and in some cases, it has transformed into a mental pressure for the students especially for college and university students. one of the notable reasons is that college and university students are more concerned about their career prospects and graduation thus they tend to worry about their education and its completion. because of the lockdown and the risk of spread of coronavirus, all the schools, colleges, and universities shut down, in some cases, this resulted in some universities delaying their semesters, and therefore, the uncertainty increased the stress among them. the college students were unsure whether they will be able to get admission to universities, nationally and internationally. furthermore, it is creating pressure on students to adapt to modern mediums of communication to learn. di pietro (2020) with other authors stated in his book that children tend to learn most in schools as it provides a formal learning environment but as the schools have been closed and most of the learning is becoming home-based thus children are spending very little time in studies. a school-barometer survey was conducted for almost 10 days starting from 25th march showed that students including primary till 19 years old have reduced their learning time in between 4 to 8 hours as compared to the times when schools were opened. the covid-19 pandemic is a major health crisis affecting several nations, with over 720,000 cases and 33,000 confirmed deaths reported to date. academic stress among high school students in a rural area of nepal: a descriptive cross-sectional study. (gurung et al., 2020) around 6.91 million people were down with coronavirus disease as of june 7th, 2020 from which 0.4 million was the confirmed casualty rate worldwide. consequently, several nations implemented precautionary and safety anti-epidemic measures, that included traveling restrictions for local and foreign citizens, closure of public parks, libraries, and other places, halting the transit system throughout, just to control and contain the spread and transmission of the extremely contagious infection from one to another. in continuous efforts and struggle to contain the widespread of coronavirus diseases (covid-19), in most of the countries around the world, their educational ministry and educational institutions collectively decided the termination of in-person teaching and learning and adapt to remote teaching and learning model (online teaching and learning). as per unesco's report, towards the end of april 2020, a total of 186 countries put a closure on their educational institutions that had an impact on 74% of learners around the world, whose education was in progress and were enrolled in different programs. 41 lockdown has forced people to quarantine themselves in their homes to fight against the unparalleled pandemic; this has made academic and professional careers uncertain and has resulted in adverse effects on the mental health of students. as per the united nations educational, scientific, and cultural organization (unesco), over one billion students in 129 countries across the globe were affected due to covid-19, their learning was interrupted due to the pandemic. the succeeding covid-19 pandemic is making a psychological messy circumstance as nations have been revealing a harsh rise of mental health issues, including tension, depression, and stress, sleep disorder unhappiness, fear, etc.,(makhbul & rawshdeh, 2021) discusses the published literature addressing mental health distresses linked to the covid-19 pandemic. the outbreak of covid-19 is influencing the entire world. its impact on the education sector is also adverse as it is putting pressure on students to cope up with academic performance and challenges. the episode of coronavirus had prompted extreme pressure on students' minds. echoing the above explanation this present study would like to analyze the effects of the covid-19 pandemic on the mental health of students, and to discover the association between mental pressure and academic performance of students. coronavirus pandemic has not just highlighted the bodily health concerns among the affected people but, its prominent spread also affected the mental health of a lot of people around the world. it has developed a fear in the minds of people regarding their selves as well as their loved ones. the radical change in the lifestyles of people and the need for social distancing has halted the day-to-day activities of people which caused mental unrest among them. 1: does covid-19 have increased the mental pressure on students with regards to their academic performance? 2: does the mental pressure adversely affect the academic performance of the students? h0: there is no relationship between the impact of covid-19 and mental pressure on students regarding their academic performance. h1: there is a positive relationship between the impact of covid-19 and mental pressure on students regarding their academic performance h2: there is a negative relationship between mental pressure and academic performance. 2. theoretical framework figure 1. theoretical framework the theoretical framework shows the dependent and independent factors of the study. the impact of mental pressure due to covid on a student's academic performance. the framework above shows that academic progress is an independent factor because it is being affected by two dependent variables that are covid 19 and mental pressure. a study conducted by the human sciences research council (2020) reported that 33% of south africans were depressed, while 45% were fearful, and 29% were experiencing loneliness during the first lockdown period. (nguse & wassenaar, 2021) many countries have demonstrated leadership by implementing emergency measures to prevent the infection from spreading. in this context, schools and universities, kindergartens, cinemas, museums, restaurants have been closed, public gatherings and events have been canceled, people quarantined, travel restrictions closed borders, and canceled flights from and to countries with a high level of contamination (e.g. china, italy, france, spain, us, canada…)(hamouche, 2020). each national disaster can and should be viewed as being both all the while dangerous and useful: they break up yet additional reconstitute human networks. this is brilliantly delineated by german-american political scholar, arendt (1954,p.4), who argued that "in every crisis, a piece of the world, something common to us all, is destroyed"; which rings true when we consider that common individual experiences can only appear where there is a shared objective world of stable structures, spaces and things "which as the table gathers together those who sit around it" .(raaper & brown, 2020) 42 the coronavirus disease 2019 (covid-19) pandemic first detected in china in december 2019 has had a substantial impact on people’s physical and mental health. (mccartan et al., 2021) covid-19 pandemic attacks the entire world including indonesia, thus causing restrictions on community interaction. physical distancing in all fields of life, both in education, economics, and other social fields. (fajri et al., 2021). the covid-19 pandemic has made the biggest interruption of instruction frameworks ever, influencing almost 1.6 billion students over 190 nations and all continents. terminations of schools and other mastering spaces have affected 94% of the world's understudy populace, up to 99 percent in low and lower-center pay nations. (brief, 2020). during a pandemic, fear increases anxiety and stress levels. health anxiety is the somatic and mental concerns about having a severe illness and is triggered by perceived bodily changes. (kurcer, 2021)humanto-human transmissions were identified, and the number of confirmed cases and suspected cases increased rapidly. people experienced stress in response to information on covid-19, changes in daily routines, and the uncertainty regarding the future of the epidemic. (xie et al., 2021) mindfulness-based programs improve psychological flexibility, mental health, well-being, and time management in academics. (marais et al., 2020)with incendiary speed, covid-19 has transformed economies, health services, and education structures, informing new methods for remote teaching. (lungu & lungu, 2021)education is no exception. students from privileged backgrounds, supported by their parents and eager and able to learn, could find their way past closed school doors to alternative learning opportunities. those from disadvantaged backgrounds often remained shut out when their schools shut down. this crisis has exposed the many inadequacies and inequities in our education systems from access to the broadband and computers needed for online education, (aji, 2021). the covid-19 pandemic is having a wide-running effect. attributable to the pandemic, all sar governments have shut heis. by and large, the terminations have come around the finish of the scholarly year, the upsetting culmination of the schedule for the scholastic year, assessments needed for progress or graduation from he, and additionally assessments or confirmations techniques for section into he. the covid-19 pandemic has carried many challenges to higher education in terms of teaching, learning, research associations, and institutional authority. moreover, this pandemic brings about an excellent opportunity for various stakeholders to rethink and even re-design higher education with an operative risk-management plan to increase the sustainability and flexibility of this sector in the future. this crisis forces higher education shareholders to reexamine the role of information and communication technologies (ict), specifically reviewing the effectiveness of online learning in higher education. although online learning has been treated as a remedy for higher education problems (e.g. rising tuition costs), students and instructors have expressed many negative concerns regarding learning effectiveness and collaborations during the pandemic. (kong et al., 2021)students' mental health is greatly affected when faced with a public health emergency, and they need attention, assistance, and support from the community, family, and tertiary institutions. it is recommended that the government and schools should collaborate to solve this problem to provide crisis-oriented psychological services that are of high quality and timely bad character to students. (pragholapati, 2020) the covid-19 emergency has achieved fast changes in schooling around the world. the outcomes of the emergency may set aside an effort to turn out to be completely clear. (lei & medwell, 2021). the covid-19 pandemic is a non-natural disaster that can have an impact on the mental health and psychosocial conditions of everyone. according to who (2020), the emergence of a pandemic caused stress to various levels of society. although so far there has not been a systematic review of the effects of covid-19 on mental health, several studies related to pandemics (including bird flu and sars) have shown a negative impact on the mental health of sufferers. (pragholapati,2020) the covid-19 pandemic exceptionally influenced undergrads because of the conclusion of campus discharge quarters and restricted grounds eating and food outlet accessibility for the last piece of the spring 2020 semester. (tanang & abu, 2014) first-class understudy competitors, who work on their game and scholastic professions simultaneously, have expected to adjust both their preparation and studies because of the lockdown brought about by covid-19. under ordinary conditions, understudy competitors put forth an attempt to perform the two exercises at the same time, coordinating and improving their experience with the assistance of their coach. (abenza-cano et al., 2021) the risk of covid-19 in higher education has affected all its degrees and forms of training. unexpectedly, a whole generation of young people has had to continue their education differently in an unusual situation. (ilieva et al., 2021) effect on training going to class every day is that the most straightforward open course of action device open to help aptitudes. while instructive occasions are routinely fun and should raise social aptitudes and social care, from a financial viewpoint the main motivation behind being in school is that it fabricates a child's ability (bao, 2020). to be sure, even a practically short period in school does this; even a relatively short time frame of missed school will have repercussions for fitness improvement. regardless, would we be prepared to evaluate what degree the 43 coronavirus impedance will impact learning? restrictively, as we are during a different universe; yet we'll use various assessments to support a greeting for scope. (mohamed et al., 2020) the current pandemic is an extraordinary occasion with numerous variables identified with understudy accomplishment that are difficult to measure, including its immediate effect. in any case, given the size of our information and what we know from past research, we can make conceivable gauges about the expected effects of covid-19 dependent on numerous situations and suppositions about how learning may have changed during the 2019–2020 school year and will change over the 2020–2021school year. regardless of whether conjectures can just give a scope of potential effects dependent on various presumptions made about the current circumstance, figures are in any case important in aiding teachers and policymakers get what's in store as understudies return in fall 2020, including how learning may advance distinctively throughout the 2020–2021 school year. (kuhfeld et al., 2020) college and university students are confused and unsure about their academic credibility and value, they are finding it difficult to cope up with the fact that the whole world has been facing the after-effects of covid-19, they are stuck in an unfavorable situation where they have no secure path that will lead them to a confirmed placement in the industry. the covid-19 chaos has brought darkness over students' academic performance, they are socioeconomically weak and mentally disturbed. one of the factors for anxiety and depression found in students was that most of them were stuck in a foreign land with no family and friends, it isolated them and affected their mental comfort given the length of time that may be required to continue practicing social distancing, it may be years before academic research institutions reach a new normal. although some beneficial practices may become more routinized (e.g., more alternative work arrangements and virtual meetings), there will undoubtedly be far more deleterious impacts across higher education. anticipated budget shortfalls from multiple revenue streams suggest that the ongoing pandemic will hamstring institutions financially for years to come. (wigginton et al., 2020) the covid19 pandemic has carried numerous difficulties to advanced education as far as instructing, learning, research coordinated efforts, and institutional administration. additionally, this pandemic brings about a great open door for different partners to reconsider and surprisingly re-plan advanced education with a viable hazard the executives intend to expand the maintainability and versatility of this area later on (ye, 2020). the coronavirus pandemic again raises issues of things to come of worldwide higher education. would the coronavirus offensively influence worldwide teaching and understudy portability? various gatherings of worldwide higher education partners understand the significant impacts brought by the pandemic on global higher education. (kong et al., 2021) the overall understanding of covid-19 has expanded throughout the world, yet its immediate and long-term mental health impacts on children are challenging to estimate. measures to prevent the virus from spreading and tackling the uncertain situations pose risks to the psychological well-being of the children. (shah et al., 2020) furthermore, it is significant for us as teachers to perceive the foundational disparities that exist in advanced education and the way that understudies are inconsistent put to prevail in their college concentrates during the covid-19 emergency. for instance, we need to recognize that a few understudies have less admittance to solid mechanical apparatuses which thusly may diminish their chances to utilize a support that exists on the web, for example, either through colleges' true administrations or casual friend networks that understudies may grow locally, broadly or even globally. a few understudies, for example, care leavers or irritated understudies may have restricted or no contact at all with their families to get fundamental help. it is in this way fundamental to stress the arrangement of mechanical gadgets and online help to understudies who are out of luck. (raaper & brown, 2020) 3. method in this research study quantitative descriptive research design is adopted to answer the research question and to test the hypothesis. this research design is measured suitable for the study since it allows the researchers to generate data through standardized data collection techniques based on a highly structured investigation tool(s), well-defined research perceptions, and correlated variables. in the study the population selected was the 90 students at 5 universities out of 54 universities of karachi pakistan. which is almost more than 10% of the population. random sampling has been used. the researcher designs a closed-ended questionnaire for the collection of data. the questionnaire is according to the objective of the study and consists of 14 questions. the questionnaire was distributed via an online survey on google forms and collected the data within almost two months. the researcher collected the data and interpreted it with the help of a simple percentage for easy understanding at a glance. 4. findings the following questions were developed to understand the demographics of the respondents. table 1. distribution of respondents according to age 44 age percentage 15-18 3.7% 19-22 15.6% 23-25 54.6% onwards total 25.6% 100% the above table shows that most of the students belonged to the age of 23-25 which contributes to almost 55.6%, following the 25.6% of students who were of the age of 25 years and onwards. 15.6 % were in the 19 – 22 bracket. the lowest contribution is of the students between 15-18 years old that is 3.7%. table 2. distribution of respondents according to gender. gender percentage male 40% female total 60% 100% the above table shows that 60% of the respondents out of 90 responses for the survey were females and the 40% remaining respondents were males. out of 54 female students 18 were engaged in science faculty, 18 were students of social sciences and 18were of business administration. out of 36 male students 12 were engaged with science faculty, and 12 social sciences and business administration. table 3. distribution of respondents according to qualification qualification percentage matriculation 1% intermediate 2.8% bachelors 22.6% masters total 73.6% 100% the above table shows that 73.6% of the students who participated in the survey were pursuing master’s degree following the ones who belongs to bachelor’s degree program.the results of the questions mentioned below were developed to find out how covid-19 had an impact on the mental pressure on students. 1) statement 1: has covid-19 affected you mentally and physically? table 4. the students’ responses of statement 1 response percentage yes 91.1% no total 8.9% 100% the results showed that almost 91% of the students were affected both mentally and physically by covid-19. the percentage is significant enough to gauge the impact of the novel corona virus the fatigue was mainly due to the lack of face-to-face interaction with the teachers as well as difficulties in online education like slow internet, power failures, etc. 2) statement 2: did covid-19 lead to the closure of you educational institution? table 5. the students’ responses of statement 2 response percentage yes 97% no total 3% 100% the result revealed that we all are aware of the fact that covid-19 lead to educational institutions closure for a long period. almost 97% of the people responded with yes. and only 3% said their educational institutions were not closed. the answer yes was obvious as all the educational institutes had been closed by the government. 3) statement 3: did covid-19 affect your academic performance as a student? table 6. the students’ responses of statement 3 response percentage yes 91.1% n0 total 8.9% 100% the responses of samples almost 91.1% of the respondents believe that covid-19 has affected the academic progress of the students and only 8.9% believe that their academic progress has not been affected. the respondents with the answer yes are way higher than those who believe their academic progress is not affected. although there were online classes they largely failed because of lack of basic facilities and insufficient orientation and awareness among the respondents. 4) statement 4: did your learning/educational expenses and cost increase due to covid-19? table 7. the students’ responses of statement 4 45 the question has somehow equal answers to the question being asked. almost 55.6% of the people said that their expenses and cost does increase due to covid whereas, 44.4% said that their cost did not increase due to covid, the reason can be that people cannot comprehend the hidden cost they had to bear due to covid as they cannot convert it in financial terms. 5) statement 5: did your graduation get delayed due to covid-19? table 8. the students’ responses of statement 5 the collected data showed that almost 75.6% of the respondents marked yes for the question being asked. most of the institutes got closed to control the spread of the coronavirus. thus, the academic session got delayed which resulted in the graduation of students being delayed. this impacted the mental health of students because their future became uncertain, and they started worrying about their future careers and higher studies. 6) statement 6: did you get anxiety due to covid-19 that affected your health and academic performance? table 9. the students’ responses of statement 6 the sudden outbreak of this deadly virus created anxiety among people because of their uncertain future and because of the social isolation policy. 90% of the students marked yes whereas, 10% selected no as an answer for their anxiety. 7) statement 7: did you delay enrolment in an educational program/due to covid-19? ? table 10. the students’ responses of statement 7 the responses were equal for the answer that is 50% of people's enrollment got delayed in other educational programs or degrees due to covid-19. on the other hand, 50% said that their educational degree enrollment does not get affected due to covid-19. 8) statement 8: did you miss any opportunity of applying to abroad collage/universities due to covid-19? table 11. the students’ responses of statement 8 this question also has almost similar weightage allocated to both the options that are 51.5% and 48.5% found it not applicable, as they were not looking for any opportunity abroad and want to stay at their homeland. 9) statement 9: did you find it difficult to concentrate on your studies at home due to covid-19? table 12. the students’ responses of statement 9 the result shows that 91.1% of the students said that it became difficult for them to concentrate on their studies, and this created mental pressure as they became worried, whether they will catch up with their academic progress or not. only 8.9% disagreed. 10) statement 10: did you have reliable access to internet during online classes after covid-19 outbreak? table 13. the students’ responses of statement 10 response percentage yes 55.6% no total 44.4% 100% response percentage yes 75.6% n0 total 24.4% 100% response percentage yes 90% no total 10% 100% response percentage yes 50% no total 50% 100% response percentage yes 51.5% no total 48.5% 100% response percentage yes 91.1% n0 total 8.9% 100% 46 the collected data regarding the question revealed that 30% of the people said that they did not have proper internet connection in the times when covid-19 forced students to take online classes from home. almost 70% of the students did not face any internet issues. it must be kept in mind the respondents belong to different classes and areas. some were from fewer privileged areas where a constant supply of electricity was a huge challenge. 11) statement 11: did you find it difficult to cope up with changing dynamics of educational activities due to covid-19? table 14. the students’ responses of statement 11 the result showed that covid-19 made a radical change in the entire educational system and it became difficult for students to adopt the new changes in the system. almost 82% faced problems in adapting to the dynamic of educational activities and only 18% easily adapted to the changes. . it was obvious for a reason that the students were not oriented and trained in attending online classes, there were power failures, lack of awareness in interacting and lack of gadgets is well. 12) statement 12: did lack of gadgets (smart phones, laptops, tablets) effect your academic performance and caused stress? table 15. the students’ responses of statement 12 the responses showed that not everyone was ready to accept these new changes in the educational systems. many students were not well-equipped to take online classes. the result shows that almost 56.8% of the students have a lack of gadgets available at their homes and it caused stress amongst them. whereas, 43.2% mentioned that they did not face any stress due to the lack of gadgets. 13) statement 13: do you feel that academic stress has weakened your immunity? table 16. the students’ responses of statement 13 the result revealed that stress plays a critical role in the health of people. many illnesses happened due to stress. thus, it weakened the immunity. 81.1% of the students marked that stress led their immunity to get weakened. on the other hand, 18.9% marked no as an answer. one of the factors that add up to the stress is lack of basic health facilities and poor approach from the authorities on one side there was financial deprivation and on the other the ever increasing inflation. 14) statement 14: has covid-19 caused to depress you, due to closure of educational institutions and lack of learning? table 17. the students’ responses of statement 14 the outcome of the question described that majority of the students went through depression due to the closure of educational institutions as they were not able to learn their respective subjects. only 11.1% said that they did not face any depression due to the closure and lack of learning. whereas 88.9% were affected. with closure of institutions. 5. discussion the study is conducted on the impact of covid 19 on the mental pressure of students regarding their academic performance. the findings of the study put clear evidence of the fact that covid 19 has increased the mental pressure on students which in turn has adversely affected the academic performance of students in pakistan the findings showed that stress, anxiety, and depression are the determinants of destructive mental health has been developed due to covid 19. this supported the hypothesis that was being developed for this study. the study also answers the rqs. response percentage yes 70% no total 30% 100% response percentage yes 82% no total 18% 100% response percentage yes 56.8% no total 43.2% 100% response percentage yes 81.1% no total 18.9% 100% response percentage yes 88.9% no total 11.1% 100% 47 5.1 does covid-19 have increased the mental pressure on students with regards to their academic performance? the general stance on this study is that there is a positive correlation between the coronavirus and the mental pressure of students regarding their academic performance thus it can be said that corona adversely affected the mental pressure of the students that have put a negative impact on the academic performance of the students. h2 was also accepted that says that there is a negative relationship between mental pressure and academic performance as the higher the mental pressure lower will be the academic performance. anxiety is an intangible thing that can cause severe health problems among people. it measured anxiety as it causes mental pressure by asking the sample whether they got anxiety due to covid that affected their academic performance. 90% of the respondents answered with yes, whereas only 10% said no. this shows that anxiety was a prominent factor that developed due to covid and that also affected the health and academic progress of the students. the results showed that 88.1% of the respondents went through depression due to covid 19. whereas only 11.1% were the ones who didn’t face any depression. the results support our hypothesis and research questions as depression is a significant factor to create mental pressure. the reason can be the fact, that the sudden outbreak of covid made the future of almost all the people including students, uncertain. moreover, students were not able to go to their educational institutions thus their social networking came to a halt, and isolation made people depressed. this increased their mental pressure. 5.2 does the mental pressure adversely affect the academic performance of the students? academic stress happens when the students are given an extra workload or when there are not enough resources to keep up with the academic flow. the study measured stress through the question of the lack of gadgets that hindered academic progress and caused academic stress. as everything moved towards virtual learning thus lack of gadgets made it more difficult to cope up with the studies and created mental pressure. almost 57% marked yes and 42.2% marked no. also, it was found that academic stress has weekend immunity of people of which 81.1% said yes and the remaining 18.9% said no. this shows that academic stress also had effects on the immunity of the people. as a whole, stress, depression, and anxiety were all developed due to covid and it affected the academic performance of the students. if all the variables are accumulated it can be seen that 78.36 percent of the students face mental pressure in the form of stress, anxiety, and depression among the 90 participants. it measured whether there was any effect of covid on academic performance or not? 91.1% of the students responded with the yes and the remaining 8.9% said no. this clarifies that covid has affected a large population regarding their academia. delay in graduation can affect academic performance for students who have plans for their careers and studies. 75.6% of the respondents faced a delay in their graduation and the remaining 24.4% did not face any graduation delay. the delay in graduation affects academic progress and performance as people are not sure about their future and this led them to worry about their studies. it is important to have a full concentration of the students on their studies to understand the lecture being thought to them to perform well in academic endeavors. 91.1% marked that they face difficulty concentrating on studies at home due to covid and the remaining 8.9% said that they did not face any difficulties. as everyone was at home, thus, it was difficult to find a proper space and environment to carry out learning, this leads to mental pressure for most of the students as despite wanting to perform well in their academics, and they are not able to do so. overall, the accumulated results show that almost 86% of the respondents said that mental pressure negatively affected academic progress. 6. conclusion the study highlighted that the problem of students learning process and mental health that is related to the experience of isolation due to precautionary measures that are necessary to take around the world in the form of lockdown, social distancing, remote learning, etc. the research added significance to an understanding of the effects of covid and its impact on mental pressure on students regarding their academic performance. it was found through the quantitative research that there was a negative impact on the performance of students and they also developed mental pressure regarding it. covid-19 not just led to millions of deaths around the world, but it also caused depression, anxiety, stress, and several mental illnesses that affected the well-being, academic progress, academic pressure, and day-to-day activities of individuals. 7. acknowledgment i would like to thank the anonymous reviewers for their constructive feedback to improve this article. i have no conflict of interest. references abenza-cano, l., leiva-arcas, a., vaquero-cristóbal, r., garcía-roca, j. a., meroño, l., & sánchezpato, a. 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(2020). pediatric mental and behavioral health in the period of quarantine and social distancing with covid-19. jmir pediatrics and parenting, 3(2), 1-8. https://doi.org/10.2196/19867 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 3, november 2021, pp: 125 – 141 doi: https://doi.org/10.31849/utamax.v3i3.7280 125 technology exposure: its relationship to the study habits and academic performance of students ronilo g. berondo 1, & jayson a. dela fuente 2 1 capiz state university-tapaz satellite college, capiz, philippines 2 northern negros state college of science and technology, sagay city, philippines delafuentejayson89@gmail.com article history received : 2021-07-11 revised : 2021-10-12 accepted : 2021-10-13 keywords academic performance relationship secondary school’s students study habits technology eexposure abstract the 21st century emphasizes the role of technology in different facets of life, especially in the educational system, as it serves as a platform for teachers and students in the delivery of effective teaching and learning process. in this perspective, descriptive-correlational research determines the level of technology exposure and its relationship to the study and academic performance in social studies subject of the one hundred seventy-four (174) students who were randomly chosen from a total population of six hundred eighty-eight (688) during the school year 2018-2019 in the three selected public secondary schools in the district of tapaz west, schools division of capiz, philippines. the data were gathered using a standardized survey questionnaire and analyzed using descriptive statistics: mean, percentage, frequency count, and standard deviation. for the inferential statistics: ttest, analysis of variance, and pearson r correlation at 0.05 level of significance through the aid of the spss software version 27. the study's significant findings revealed that exposure to technology significantly relates to students' study habits. at the same time, it does not significantly relate to their academic performance in social studies subjects. the findings suggest that school administrators, parents, teachers, and other stakeholders should ensure that students are properly guided to the right technology platforms to support learning and improve their study habits towards excellent academic achievement. 1. introduction the 21st century emphasizes the role of technology in different facets of life, especially in the educational system. it serves as a platform for teachers and students to deliver effective teaching and learning processes (dela fuente, 2021; aktürk, 2020). technology advancement and development has widespread its significant role through information and communications technology (ict). however, the use of technology in the education sector still focuses on the dissemination of information. ortiz, et.al, (2011) stressed that in the so-called “digital age,” it is necessary to help students become adept and technology savvy on the pedagogical and technical use of ict to advance their academic career. schools as an academic institutions are mandated to educate students holistically with different necessary skills for survival. in a complex and competitive era wherein things are run by technology, schools should shift to the demands of the present time, as suggested by fu, (2013), to prepare students for a more sophisticated digital society. the social studies subject as one of the subjects taught by the teachers in the secondary schools has been regarded as the essential attribute for liberal education. bruhwiler and blatchford (2011) believed that a good education in social science has become imperative because of its practical application to other disciplines, and it widens student’s perspectives on society. however, to sustain its momentum as a gamechanger field of discipline there should be intensive training for teachers by integrating technology to effectively deliver quality social studies subject learning to the students (halem, 2011). apparently, students are exposed to technology at home and school due to different technological platforms like social media. the school administrators and teachers should design a curriculum in which technology is appropriately integrated (dela fuente, 2021; tondeur, 2018); and take advantage of the technology to deliver quality and effective teaching for students' active engagement and positive academic https://doi.org/10.31849/utamax.v3i3.7280 126 performance (lee, 2009). technology has been a compulsory field as in the 21st-century skills that students should possess to become adept in the new trends of education. akturk and ozturk (2019) underscored the significant role of technology as they engage its practical application that enhances and foster their cognitive development. therefore, students should master the appropriate techniques to process, transfer, and acquire information brought about by different technological platforms in compliance with the legal and ethical norms of handling data for privacy (mikis, 2002). this research was supported by ghamravi (2013) that technology education can provide opportunities for students not only in the academe but also in the workplace. seemingly, dela fuente (2019) stressed that parents are essential factors as they play a vital role in a student's career choice and good study habits to perform and excel academically in school and give pride to the family. in support of the role of parents, they provide the necessary tool like technology for their students to advance in school learning activities (stock & fishman, 2010). the statement was supported by halem (2011) that technology has a positive effect on students' cognitive development. technology has been integrated by teachers in the teaching process as it can stimulate students' interest and active engagement in class discussions and to have better learning (dela fuente, 2021; lee, 2009). individual differences in students' academic performance have been linked to intelligence, personality, and study habits. arias and walker (2004) highlighted that when students have good study habits portray a pre and post-academic achievement. congruently, tezci (2011) indicated that students in public schools have good study habits in social studies, thus leading them to perform academically. ertmer and ottenbreit-leftwich (2010) affirmed such findings that students would have well even outstanding academic achievements if they developed good study habits. therefore, the student's academic success of the students in school is greatly affected by their ability to have good study habits that can stimulate their positive engagement for meaningful learning activities (ghavifekr et al., 2014). several factors identified on students' study habits preference was gender groups. wilson (2011) asserted a statistically significant difference between males and females in terms of visual, auditory, and tactile individual learning study habits. based on the study conducted by singapore and caucasian undergraduate students in michigan it was reported that asian female students have a strong preference for auditory and visual learning (aslan & zhu, 2015; alharthi, 2020). research on study habits has an enormous significance concerning establishing the context of applying student's understanding for positive learning and excellent academic achievement (barrett & toma, 2013).ll the given overview inspired the researchers to investigate and gather empirical evidence to determine the extent of technology exposure and its relationship to students' habits and students' academic performance through a descriptive correlation study. the results will shed light on the appropriate intervention to attain students' academic on the proper intervention. 1.1 objectives of the study the study sought to determine the extent of technology exposure and its relationship to students' study habits and academic performance in social studies subjects. specifically, it aims to answer the following questions: 1) what is the level of study habits of the respondents according to their profile in terms of age, sex, educational attainment of parents, household size, and monthly income? 2) i̇s there a significant relationship between students' technology exposure and study habits based on their profile in terms of age, sex, parents' educational attainment, household size, and monthly income? 3) is there a significant relationship between technology exposure to study habits and students' academic performance in social studies subjects? 1.2 null hypotheses ho1. there is no significant difference in students' technology exposure and study habits when grouped according to age, sex, parents' educational attainment, household size, and monthly income. ho2. there is no significant relationship between technology exposure, study skills, and academic performance of secondary school students in social studies subjects. 1.3 conceptual framework about figure 1, it shows how the study was conducted. the student’s profile as to age, sex, educational attainment of parents, household size and monthly income, the respondent’s exposure to technology, and the study habits are considered the inputs to determine the student’s academic performance in social studies subject. 127 figure 1. schematic diagram showing the framework of the study the conceptual model shows that ict exposure, study skills of secondary high school students, and its relationship to their academic performance are assumed to be affected by personal-related variables, such as age, sex, parents' educational attainment, household size, and monthly household income. the student's academic performance in social studies is assumed to be related to ict exposure and study skills. 2. methods 2.1 research design the descriptive-correlation research design was used in this investigation. it seemed essential and appropriate to determine the extent of students’ technology exposure to their study habits and academic performance. 2.2 respondents of the study using slovin’s formula, the identified respondents of the study are the one hundred seventy-four (174) students who were randomly chosen from a total population of six hundred eighty-eight (688) during the school year 2018-2019. moreover, the researchers decided that the study will be conducted to the three (3) nearest big schools out of five (5) public secondary schools in the district of tapaz west, schools division of capiz, the philippines, due to its geographical location, which is far from each other. moreover, the selected schools have been considered top-performing schools for the past five consecutive years. the chosen secondary schools are the candelaria (n=64), san nicolas (n=49), and tapaz (n=61) national high schools. table 1. samples of the respondents school n n % candelaria nhs 256 64 37.20 san nicolas nhs 191 49 27.90 tapaz nhs 241 61 34.90 total 688 174 100.00 *nhs (national high school) profile of the respondents: •age •sex •parents educational attainment •household size •family monthly income study habits technology exposure students’ academic performance in social studies subject 128 2.3 research instrument the researchers employed a standardized survey questionnaire which is consists of three parts. part i is the profile of the respondents in terms of age, sex, parents' educational attainment, household size, and monthly income. part ii is the scale composed of statement indicators to capture the level of technology exposure of the respondents. the response choices were: (5) always, (4) often, (3) sometimes, (2) rarely, and (1) not at all. in comparison, part iii is the study habits inventory comprised of 14 statements. moreover, the average grade of the students was taken from the office of the school's principal for validation and accuracy of the gathered data as to the students' academic achievement. 2.4 data gathering procedure before the data gathering started, a permit was secured from the schools division superintendent and school heads/principals of the three high schools. after the license was granted, coordination was done with the secondary school principals for the schedule of the data gathering. the researcher did data gathering, and the researcher did retrieval was done by the researcher. the researchers sent a letter to the division superintendent and school principal asking permission to conduct the study and to access the respondents. teachers were then given informed consent and explained to them the purpose of their participation and assured that their responses would be treated with the utmost confidentiality. to ensure one hundred percent of data retrieval, the researchers administer the survey questionnaire to the respondents. then it was analyzed using the appropriate statistical software, statistical package of the social sciences (spss) version 27. 2.5 statistical tools to provide precise analysis and interpretation of the gathered data, the researchers utilized descriptive and inferential statistics. for descriptive analysis, frequency count, mean, standard deviation, and the percentage was used. to determine the relationship between the extent of technology exposure, study habits, and academic performance of the respondents in social studies subject, pearson's r product moment coefficient of correlation was used t-test and the analysis of variance (anova) for the independent samples. the results interpreted at a 0.05% level of significance.. 2.6 scoring interpretation the following variables were used in the study to categorize the academic performance of students in social studies subject guided with the standard scaling of general weighted average (gwa) and its verbal interpretation by the department of education. general weighted average scale verbal description 90-95 outstanding 86-89 very satisfactory 80-85 satisfactory 75-79 fair general weighted average scale verbal description 4.20-5.00 very high 3.40-4.19 high 2.60-3.39 average 1.80-2.59 low 1.00-1.79 vey low study habits scale verbal interpretation 2.57-3.00 very good 2.23-2.56 good 1.89-2.22 average below 1.89 poor 129 3. results the first two tables clearly reflect the distribution of the respondents as to age and according to sex with a total of 174 identified respondents by the researchers which was participated in the study. table 2. distribution of the respondents according to age age f % 14 and below 9 5.17 15 16 and above 79 86 45.40 49.43 total 174 100.00 table 3. distribution of the respondents according to sex. sex f % male 88 50.57 female 86 49.43 total 174 100.00 table 2 indicates that most of the respondents are ages 16 and above that comprises almost 49.43% (86 sample) of the total population. this was followed by 15 years which are the 79 samples (45.40%). whilst, 14 years old and below got the lowest percentage (5.17) about 9 of the total respondents in terms of age. moreover, table 3 shows that there is a small gap in terms of the number of samples between male and female respondents with 88 and 86 respectively. the figures further convey that the respondents are male (50.57%) dominated than female (49.43%) in terms of sex. table 4. respondents’ parents educational attainment (father) educational attainment f % elementary level 7 4.02 elementary graduate 9 5.17 high school level 9 5.17 high school graduate 97 55.75 bachelor’s degree 8 4.60 bs with master’s units 10 5.75 master’s degree 14 8.05 master’s degree with doctorate units doctorate degree 10 10 5.75 5.75 total 174 100.00 table 5. respondents’ parents educational attainment (mother) educational attainment f 1% elementary level 7 4.02 elementary graduate 3 1.72 high school level 21 12.07 high school graduate 79 45.40 bachelor’s degree 18 10.34 bs with master’s units 10 5.75 master’s degree 25 14.37 master’s degree with doctoral units doctoral degree 5 6 2.87 3.45 total 174 100.00 as reflected in table 4, the majority of 55.75% of the respondents’ father was a high school graduate and 8.05% are master’s degree holder. the same percentage of about 5.75% for a doctorate, master’s degree with doctorate units and bachelor’s degree with master’s units respectively. moreover, the same percentage (5.17%) for high school level and elementary graduate. furthermore, 8 or about 4.60% are bachelor degree holder and 7 (4.02%) are elementary level. in terms of the educational attainment of the respondents ‘mother as highlighted in table 5, it was found out that majority are high school graduate with 79 samples that comprises of about 45.40% of the total population. moreover, 25 (14.37%) are a master degree holder, 21 (12.07%) are high school level, 10 (5.75%) are bs with master’s degree units, 7 (4.02%) are elementary level, 6 (3.45%) doctorate holder; 5 (2.87%) are master’s degree with doctorate units and 3 (1.72%) are elementary graduate. table 6. respondents household size household size f % 4-8 121 69.54 9 and above 1-3 34 19 19.54 10.92 total 174 100.00 130 table 7. respondents family monthly income monthly income f % php10,000 and below 59 33.91 php10,001-15,000 php15,001 and above 59 56 33.91 32.18 total 174 100.00 in terms of household size of the respondents, table 6 revealed that the 121 which is about 69.54% of the total population have 4-8 family members, 34 (19.54%) have 9 and above members while the (10.92%) have 1-3 household members. on the other hand, table 7 presents the monthly income of the respondents’ parents in which php10,000 and below and php10,001-15,000 gained the same results of 59 (33.91) of the total respondents while only 56 (32.18%) of the parents has an income which is above php15,001. the computed mean of php17,390 indicates that the respondents' households were living above the national poverty threshold of php14,000 for the family of six according to the philippines’ national economic and development agency (neda). table 8. level of the respondents technology exposure. technology exposure f % very high 54 31.03 high average low very low grand mean = 3.90 high 43 32 23 22 24.71 18.39 13.22 12.64 total 174 100.00 based on table 8, the level of respondents technology exposure shows that 54 (31.03%) of the samples have very high exposure. the 43 (24.71%) are high exposed, 32 (18.39%) are average, 23 (13.22%) are low, while 22 of them are at a very low exposure to technology. the computed mean of 3.90 indicates that the respondents have a high level of exposure to technology in general. table 9. level of respondents study habits study habits f % very good 91 52.30 good grand mean = 87.48 very high 83 47.70 total 174 100.00 table 10. level of the respondents academic performance in social studies subject study habits f % outstanding 16 9.20 very satisfactory satisfactory grand mean = 85.11 63 95 satisfactory 36.21 54.60 total 174 100.00 as to the study of the respondents, table 9 highlighted that almost 91 (52.30%) have a very good study habits. whilst 83 (47.70%) of the samples are at a good level. in general, the level of the respondents' study habits is very high with the grand mean of 87.48. moreover, as reflected in table 10, it indicates that in general the students’ academic performance in social studies subject is in the satisfactory level with a grand mean of 85.11. there are 95 (54.60%) who are in the satisfactory and 63 (36.21%) in the very satisfactory respectively. table 11. difference in respondents technology exposure according to age sources of variation sum of squares df mean squares f-value p value between groups 1.657 2 0.829 0.887 ns 0.414 within groups 159.699 171 0.934 total 161.356 173 *ns (not significant) 131 table 12. differences in respondents technology exposure according to sex compared groups df m sd t-value p-value male 3.29 0.95 172 2.209* 0.029 female 2.97 0.96 *significant at 0.05% level in reference to table 11, the results of the analysis using t-test revealed that there is no significant difference in the technology exposure of the respondents when group according to age with the value of (f = 0.887; p= 0.414). therefore, the null hypothesis is thereby accepted. this implied further that regardless of age the respondents have the same perceived technology exposure. moreover, table 12 presents that based on the result of the t-test as to whether there is a significant difference in the technology exposure of the respondents when group according to sex, the findings indicated that there is a significant difference in the technology exposure when respondents are group according to sex as shown by the t-value of 2.209 and 0.029 level of probability respectively. thus, the findings revealed that there is positive statistical evidence to reject the null hypothesis. furthermore, the results conclude that the technology exposure of the respondents was directly affected by their sex. the results affirm the findings of aslan and zhu (2015), eickelmann and vennemann (2017) that the male and female students differ significantly as to their exposure to technology. table 13. differences in respondents technology exposure according to parents educational attainment (father) sources of variation sum of squares df mean squares f-value pvalue between groups 36.630 8 4.579 6.057** 0.000 within groups 124.726 165 0.756 total 161.356 173 ** highly significant at 0.05% level table 14. differences in respondents technology exposure according to parents educational attainment (mother) sources of variation sum of squares df mean squares f-value p-value between groups 20.041 8 2.505 2.925** 0.000 within groups 141.315 165 0.856 total 161.356 173 **highly significant at 0.05% level 132 table 13 indicates that based on the result of the analysis using the f-test, there is a significant difference in the respondents’ technology exposure according to the educational attainment of their father with the fvalue of .925 and a p-value of 0.000 respectively. therefore, the null hypothesis which states that there is no significant difference in the technology exposure of the students when classified according to the highest educational attainment of their father is thereby rejected. the findings affirm to padasas (2012) that the technology exposure of the students significantly differs when grouped according to their father’s educational attainment. moreover, as shown in table 14, the findings indicate that there is a significant difference in the technology exposure when respondents were grouped according to the educational attainment of their mother (f=2.925; p=0.000). therefore, the null hypothesis which states that there is no significant difference in the students’ technology exposure when they grouped according to the educational attainment of the respondents’’ mother is also thereby rejected. table 15. differences in respondents technology exposure according to household size sources of variation sum of squares df mean squares f-value p-value between groups 0.707 2 0.353 0.376 ns 0.678 within groups 160.649 171 0.939 total 161.356 173 *ns (not significant) table 16. differences in respondents technology exposure according to family monthly income sources of variation sum of squares df mean squares f-value p-value between groups 21.851 2 10.125 13.392** 0.000 within groups 139.505 171 0.816 total 161.356 173 ** highly significant as shown in table 15, based on the results of the analysis on the differences of technology exposure when respondents were grouped according to household size using the f-test, the findings indicate that there is no significant difference in the level of students technology exposure (f= 0.376; p>.05). this was the basis for accepting the null hypothesis that there is no significant difference in technology exposure when students are grouped according to household size. on the other hand, the result of the analysis using the f-test, table 16 indicates that there is a significant difference in technology exposure when respondents are grouped according to family monthly income (f=13.392; p=0.000). therefore, the null hypothesis which states that there is no significant difference in technology exposure of the students according to family monthly income is thereby rejected. the findings implied that the higher the family’s monthly income of the respondents the higher was their exposure to technology. the results affirm the study of ghavifekr et al. (2015) and eickelmann and vennemann (2017) that there is a significant relationship between technology exposure and household monthly income. 133 table 17. differences in respondents study habits according to age sources of variation sum of squares df mean squares f-value p-value between groups 0.149 2 0.074 0.797ns 0.452 within groups 15.957 171 0.93 total 16.106 173 *ns (not significant) table 18. differences in respondents study habits according to sex compared groups df mean squares standard deviation t-value p-value male 2.60 0.49 172 3.440 ns 0.001 female 2.35 0.48 ** highly significant the reflected findings in table 17 indicates that there is no significant difference in the respondents' study habits when group according to age. this was the basis for accepting the null hypothesis that there are no significant differences in the study habits when classified according to age (f=0.797; p=0.452). the results suggest that the student study skills are similar regardless of age. the findings indicated in table 18 shows that there is a significant difference in the study habits in social studies subject when respondents were classified according to sex given the t-value of 3.440 and the level of probability which is less than 0.001 the null hypothesis is thereby rejected. this affirms the findings of aslan and zhu (2015), eickelmann and vennemann (2017). table 19. differences in respondents study habits according to parents’ educational attainment (father) sources of variation sum of squares df mean squares f-value p-value between groups 1.521 8 0.190 2.151 * 0.034 within groups 14.585 165 0.088 total 16.106 173 *significant 134 table 20. differences in respondents study habits according to parents’ educational attainment (mother) sources of variation sum of squares df mean squares f-value p-value between groups 0.552 8 0.069 0.733 ns 0.663 within groups 15.554 165 0.094 total 16.106 173 *ns (not significant) the results of the analysis using the f-test as indicated in tale 19, there is a significant difference in the study habits of the respondents in term of the educational attainment of their father (f=2.151; p=0.034). therefore, the null hypothesis which states that there is no significant difference in the study habits when the respondents were classified according to the educational attainment of their father is thereby rejected. it was found out that respondents whose father have a higher level of education had better study habits than those with a lower level of education. moreover, table 20 indicates that there is no significant difference in the study habits in social studies subject when respondents were classified according to the educational attainment of their mother. this was the basis for accepting the null hypothesis which states that there is no significant difference in the study habits of the respondents when classified according to the educational attainment of their mother (f=0.733; p=0.663). the results suggest that students study habits is the similar regardless of the highest educational attainment of their mother. table 21. differences in respondents study habits according to household size sources of variation sum of squares df mean squares f-value p-value between groups 0.504 2 0.252 2.763 ns 0.066 within groups 15.602 171 0.091 total 16.106 173 *ns (not significant) table 22. differences in respondents study habits according to family monthly income sources of variation sum of squares df mean squares f-values p-value between groups 0.016 2 0.008 0.085 ns 0.919 within groups 16.090 171 0.094 total 16.106 173 *ns (not significant) 135 as shown in table 21, the result of analysis on the difference in the study habits in social studies subject when the respondents were classified according to household size (f=2.763; p=0.066) the findings indicates that there is no significant difference. this was the basis for accepting the null hypothesis which states that there is no significant difference in the study habits in social studies subject when the respondents are grouped according to household size. whilst, table 22 revealed that when the respondents were classified according to the family’s monthly income the results of the f-test convey that there is no significant difference (f=0.085; p=0.919). the result leads to the acceptance of the null hypothesis stating that there is no significant difference in the study habits in social studies subject when the respondents are grouped according to household monthly income. this means that the study skills in social studies subject is similar regardless of the family’s monthly income of the respondents. table 23. differences in respondents academic performance in social studies subject according to age sources of variation sum of squares df mean squares f-values p-value between groups 15.882 2 7.941 1.021 ns 0.362 within groups 1329.819 171 7.777 total 1345.701 173 *ns (not significant) table 24. differences in respondents academic performance in social studies subject according to sex compared groups df mean squares standard deviation t-values p-value male 85.06 2.94 172 -0.272 ns 0.782 female 2.35 0.48 *ns (not significant) table 23 revealed that there was no significant difference in the academic performance of the respondents in the social studies subject when they were classified according to age as shown by the computed f-value of 1.021. this means that regardless of age the respondent academic performance towards the subject remains the same. when students are grouped according to sex, the result of the t-test revealed that there is no significant difference in the performance of male and female respondents (t=-0272; p=782). the results lead to the acceptance of the null hypothesis stating that there is no significant difference in the academic performance of the respondents when they were classified according to sex as shown in table 24. 136 table 25. differences in respondents academic performance in social studies subject according to parents’ educational attainment (father) sources of variation sum of squares df mean squares f-value p-value between groups 23.190 8 2.829 0.362 ns 0.939 within groups 1322.512 165 8.015 total 1345.701 173 *ns (not significant) table 26. differences in respondents academic performance in social studies subject according to parents’ educational attainment (mother) sources of variation sum of squares df mean squares f-value p-value between groups 61,486 8 7.686 0.987 ns 0.448 within groups 1284.215 165 7.783 total 135.701 173 *ns (not significant) the f-test results under table 25 shows no significant difference in the academic performance of the respondents in the social studies subject when they were classified according to the educational attainment of their father (f=0.362; p=0.939). this was the basis for accepting the null hypothesis which states that there is no significant difference in respondents’ academic performance. in table 26, when students were classified according to the educational attainment of their mother, the results shows that there is no significant difference in the academic performance of the respondents (f=0987; p=0.448). the result serves as the basis to accept the null hypothesis stating that there is no significant difference in the academic performance of the respondents when they were classified according to the educational attainment of their mother. table 27. differences in respondents academic performance in social studies subject according to household size sources of variation sum of squares df mean squares f-value p-value between groups 5.661 2 2.830 0.361 ns 0.697 within groups 1340.040 171 7.836 total 1345.701 173 *ns (not significant) 137 table 28. differences in respondents academic performance in social studies suject subject according to family monthly income sources of variation sum of squares df mean squares f-value p-value between groups 11.848 2 5.924 0.759 ns 0.469 within groups 1333.853 171 7.800 total 1345.701 173 *ns (not significant) as reflected in table 27 based on the analysis on the difference in the performance of the respondents in social studies subject using f-test when grouped according to household size (f=-0987; p=0.448) the result shows that there are no significant differences in the respondents’ academic performance in social studies subject. thus, the null hypothesis stating that there is no significant difference in the performance of the respondents when they were classified according to their household size is thereby accepted. on the other hand, table 28 shows with the given value of (f=0.759; p=0.469) it was found out family income has no significant difference in the students’ academic performance in the social studies subject. table 29. relationship on the extent of technology exposure to study habits of the respondents in social studies subject variable technology exposure study habits r prob r r prob technology exposure 1.00 0.000 0.193* 0.011 study habits 0.193* 0.011 1.00 0.000 *significant the results of the analysis of the relationship on the extent of technology exposure and study habits in social studies subject as reflected in table 29 with the given rvalue of 0.193 and the p-value .011 indicates the presence of a positive moderate correlation between the two variables. therefore, the null hypothesis stating the absence of a relationship between the extent of technology exposure and study habits is thereby rejected. this implies that the higher technology exposure directly affects the respondents’ study habits. table 30. relationship on the extent of technology exposure to academic performance of the respondents in social studies subject variable extent of technology exposure academic performance in social studies subject r prob r r prob academic performance in social studies subject -0.015ns 0.845 1.00 0.000 *ns (not significant) 138 the finding indicates in the table 30 revealed that there is no significant relationship between the extent of technology exposure and the respondents’’ academic performance in social studies subject (r=-015; p=0.845). the results lead to the acceptance of the null hypothesis stating that there is no significant relationship between the extent of technology exposure and the students’ academic performance in social studies subject. table 31. relationship between study habits and academic performance of the respondents in social studies subject variable extent of technology exposure performance in social studies subject r prob r r prob study habits in social studies subject 1.00 0.000 0.027ns 0.726 academic performance in social studies subject 0.027ns 0.726 1.00 0.000 *ns (not significant) the result of the analysis on the relationship between study habits and academic performance in social studies subject as indicated in table 31 with the given r-value of 0.027 and a p-value of 0.726 it was found out that there is no significant relationship between the two variables. therefore, the null hypothesis stating that there is no significant relationship between study habits and academic performance in social studies subject is thereby accepted. it implied that academic performance in the social studies subject of the respondents is not significantly affected by study habits. 4. discussion improving the quality of education is a complex and challenging process that involves intensive and concrete action planning and decision-making of academic stakeholders (dela fuente, 2021). in the results, the majority of the respondents were 15 years old and below of which male-dominated with fathers who were high school graduates and mothers who are at least high school level of education which belong to a household with 4-8 members, and had a monthly income of 15,000 and below. padasas (2012) believed that the technology exposure of the students significantly differs when grouped according to their parents' educational attainment. the respondents have a very high exposure to technology which implies that these students must have been provided with opportunities to be exposed to the different technological platforms to improve further and support the education process. students' exposure has a significant implication of having developed excellent study skills in social studies, which attract their interest towards the subject (stock & fishman, 2010). their exposure to technology was significantly affected by their sex, educational attainment, the monthly of their parents, and household size. the study skills of the respondents were greatly influenced by their sex, the educational attainment of their parents. furthermore, the results conclude that the technology exposure of the respondents was directly affected by their sex. this was affirmed by aslan and zhu (2015), eickelmann and vennemann (2017) that the male and female students differ significantly as to their exposure to technology. interestingly, their age, the educational attainment of their mothers, their household size, and their monthly income does not bear any influence. it was inferred that the study skills of the respondents are a personal attribute that cannot be interfered with by any external factors and forces. the study skills are innate to the students in which they are the ones who can discover their own and unique study skills (ghavifekr et al., 2014; eickelmann & vennemann, 2017). the performance of the respondents in the social studies subject was found to be not significant as to their age, sex, educational attainment and monthly income of parents, and household size. however, there was a significant relationship between technology exposure and the study skills of the respondents in the social studies subject. vividly, technology exposure and the study skills of the respondents were not significantly related to the respondent's academic performance in the social studies subject (halem, 2011). notably, the satisfactory performance level of the students in the social studies subject sheds light on areas that need to be improved to attain the ultimate success in education with the aid of different educational technologies. 139 it was inferred that parents educated on the vital role of technology in their students' academic performance have a strong influence on students' technology exposure. moreover, parents are actively engaged and devote time to provide guidance and supervision on the proper use of educational technologies. students from households with a high monthly income have significantly higher exposure to technology which implies that their parents can provide for their technological needs. apparently, students' academic performance in social studies is consistent regardless of their age, sex, parents' educational attainment, household size, and monthly household income. high exposure to technology can significantly improve students' study skills of students in social studies subjects. students have high regard and perception of the significant role of technology in their academic success (akturk & ozturk, 2019). therefore imperative that students should be provided with opportunities to expose themselves to different technologies for it helps enhance their cognitive abilities. the learning can be enriched with the aid of educational technology in delivering the quality teaching and learning process (dela fuente & biñas, 2020). decisions of policy-makers on how to improve the quality of education should anchor on the assessment of the existing procedures and practices that includes the expansion and application of relevant technology to provide meaningful learning experiences to students in the context of the technological age of the educational system. 5. conclusion technology is essential nowadays for it to become partners of teachers in the delivery of quality and effective teaching, thus providing interactive engagement to students. the teachers in the academic should take advantage of the use of different technological platforms to attract students' attention towards the subject. the present study revealed that students have excellent study habits in social studies topics. it implies that students developed an interest in the subject as they were exposed themselves to technology as a source of their academic learning activities. the respondents have a perception that they had high technology exposure implying that these students must have been provided with opportunities to be exposed to the different educational technology platforms. hence, they have excellent study skills in social studies, which further implied that they had developed excellent study skills and their likelihood of the issues. male students significantly have higher exposure to different technologies. they have better study habits in the social studies subject with the significant preference of which their parents strongly influence better study skills. the satisfactory level of performance in social studies of the respondents highlighted areas needing interventions to improve students' performance towards the subject. perhaps, if parents are well-educated, they can better understand the advantages and disadvantages of higher exposure to different technologies. thus they provided strict parental guidance and supervision to their children regarding the proper and appropriate use of technologies. students coming from a household with a high monthly income significantly have higher exposure to technology of which is very understandable that their family can provide the needs of their children, including their need for technology, through different educational platforms for their studies. students' satisfactory academic performance in social studies subject should be elevated to a higher level or even towards an outstanding or excellent grade. thus, intervention should be done to address this phenomenon. moreover, male students have significantly higher exposure to technology which was inferred that this group of students has a greater chance to excel academically in social studies subject. the academic institution should look at it as a gender bias issue that should be addressed by providing equal opportunities to different gender preferences as to their exposure to technology for the academic endeavor. 6. recommendations based on the present study, the following are recommended to strengthen the contribution and impact of technology exposures to students’ academic achievement. 1) the department of education (deped), through its management personnel, may develop academic plans to regulate students’ technology exposure through strong collaboration and partnership with stakeholders. 2) the school management may provide and expose students to different technological platforms for academic purposes to enhance their study habits in social studies but also in other disciplines. 3) the teacher may design/develop 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(2018). enhancing future teachers’ competencies for technology integration in education: turning theory into practice. international journal of media, technology and lifelong learning, 14(2), 216-224. https://doi.org/10.1080/02619768.2011.587116 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 3, november 2021, pp: 142 – 153 doi: https://doi.org/10.31849/utamax.v3i3.7282 142 a study of high school students’ english learning enjoyment (ele) in china yibo zhi 1 & honggang liu 2 1 shenyang no.120 high school, shenyang city, china 2 northeast normal university, changchun city, china liuhg213@nenu.edu.cn article history received : 2021-07-11 revised : 2021-10-23 accepted : 2021-10-25 keywords english learning enjoyment (ele) ele-teacher ele-private ele-atmosphere high school students in china general levels abstract english learning enjoyment (ele) potentially sustains students’ motivation of english learning, especially under china’s fresh context where national english curriculum standards for senior high schools issued in 2017 has directed teachers to cultivate students’ core competencies of english as a subject. its theoretical framework was established by dewaele and macintyre (2014) on foreign language enjoyment (fle) and then subcategorized by li chengchen et al. (2018) into ele-private, ele-teacher, and ele-atmosphere. the three dimensions have thus made it possible for the following quantitative research, where an enormous space remains on senior high school students in china, despite exhaustive studies beforehand with either overseas background or distinctive educational contexts. this quantitative study will concentrate on the general levels of ele, both overall and for each dimension. thus with li chengchen et al.’s (2018) ele scale came the investigations of 351 senior high school students of all grades with diverse academic levels, whose data were analyzed through spss in terms of general levels (both mean values and standard differentiations). the results have looked at an intermediate and converging level of overall ele with a more prominent level of ele-teacher than ele-private and ele-atmosphere. inspired by the results comes a disclosure of students’ positivity in english learning under the guise of their inclination to teachers’ efforts instead of automatic drive or constructive environment for authentic language development. thus an integrated approach is recommended by dint of an elaborate picture of ele-private and ele-atmosphere to reclaim the lost authentic ―self‖ of senior high school students. 1. introduction conspicuous disparities between individuals in english learning, from an overlook of complete stages of language acquisition for chinese english learners, are primarily ascribed to their adaptability to senior high school english study, emotionally or academically. the junction of learners' transformation to the intermediate language level features its more critical requirement of vocabulary storage and its greater complexity in deciphering english texts in reading comprehension tasks. in this case, it has necessitated learners' diverse language competencies as stipulated in the national english curriculum standards issued in 2017. yet stark contrasts have been underlying its guidelines and the student's actual performance, derived from the cumbersome contents to be completed within restrained course schedules and the stratified students' academic levels in senior high schools. the former indicate overdue coverage of indicates knowledge. in contrast, the latter signifies students' discrepancies in their language competencies, be it a failure of english education in their compulsory education period or their burnout of potentials at the present stage. more crucially, however, the latter factor has disclosed various groups of students differentiated not only in the language itself but affectively by dint of their english learning enjoyment (ele), the pivot of this study. coined terms from both psychology and second language acquisition (sla), ele has constituted one source of students' motivation towards their language proficiencies, frequently embodied in the newly-issued curriculum standards, which shall serve as a pillar to guide students throughout their three-year unswerving efforts in language learning. 143 for ele, prototypically a positive emotion, raw speculation can be drawn that an enjoyable atmosphere through appropriate classroom management and a teacher's apposite affections will enable students to experience what other positive emotions in fl or l2 learning shall render, namely to raise the learners' consciousness of language input and perceptions of linguistic forms, and boost their use of multiple problem-solving strategies, thus leading to the enlargement of the learners' language knowledge base (piechurska-kuciel, 2017; boudreau & dewaele, 2018; jin & zhang, 2018). it is also conducive to attenuating the effect of negative emotions resulting from language learning difficulties, increasing resilience from setbacks, and forging social bonds in the classroom through active peer-and-teacher relationships generated in their decision-making processes (dewaele & alfawzan, 2018; jin & zhang, 2018). that said, such positivity has been differentiated from senior high students' status quo on account of the verbatim extrapolation of the term. "enjoyment," in such conception, has been more interpreted as a parameter that shall determine english learners' (or senior high school students, in this context) resolution of further study than a positive emotion per se. the imperative breaches of conventional perception, in not only the transformed identity of "enjoyment" but also its intuitive hypotheses of an all-rounded positive outlook, have made it a necessity to move off from the stereotype and genuinely probe into the general levels on the three dimensions of ele, i.e., ele-private, ele-teacher, & ele-atmosphere based on li chengchen et al.'s (2018) study. this will compensate for the significant deficiencies in recent domestic research on ele or related niches where unity hasn't been reached regarding their interpretation of students' english learning from an emotional perspective. it will also see its previous fuzzy nature segmented based on the three dimensions, thus specifically researching students' emotional status from the interior with proper and scientific parameters. to this end, a purely quantitative study will be applied in such inception of a more profound exploration of english learning emotions for senior high school students in china, where questionnaires based on a comparatively large sample shall refine this study's results in their general levels, as indicated by mean value (m) and normal differentiation (sd). the targeted analysis will be made available to evade double-prone conclusions between positivity and negativity instead of getting down to its development to a specific extent. hence a balance will be potentially reached utilizing possible adjustments to the favored dimensions to develop a real incentive for their english learning. therefore, the current study will be conducted in ways to reveal chinese senior high school students: 1) general levels of ele-private; 2) general levels of ele-teacher; 3) general levels of ele-atmosphere. in terms of its format, with ele detailed by definition and in its related studies, the paper will simulate li chengchen et al.'s (2018) process by dint of an introduction to the current study's research framework and methodology, eventually coming to results and discussions by dimension, as well as its implication to optimize emotional momentum of this learning population. 2. literature review 2.1 definitions of foreign language enjoyment the rooted in positive emotions and epitomizing their traits of positivity in prior correlational studies with foreign language classroom anxiety (flca), foreign language enjoyment (fle, or english learning enjoyment for this study, ele) has emerged as a burgeoning term somehow with scanty persuasive definitions. there have been pioneering qualitative studies with learning enjoyment serving as one parameter for probing correlations with another. still, it was not until the foreign language enjoyment scales developed by dewaele and macintyre (2014). their large-scale surveys witnessed their focus on anxiety and enjoyment that eventually shed light on its parameters for the subsequent quantitative studies. the current definitions for learning enjoyment, if combined with the context of this study, will trace down on csikszentmihalyi (1997, 2004, 2008), who contends that enjoyment, as a critical component of flow experiences, is the emotion that is felt when one not only meets their needs but also surpasses them to accomplish something in their english studies, and will take on unexpected or surprising intellectual focus, heightened attention, and optimal challenge with its occurrence in simple conducts in a language class. by dint of csikszentmihalyi’s concept of the learning experience of flow comes dewaele and macintyre (2018), who has generalized that enjoyment is ―indicative of a state in which psychological needs are being met,‖ and in a combination of the primary emotion ―joy‖ by most emotion theorists, ―a key part of the family of emotions that surround the core emotion of joy which will be reflected with challenges of certain degrees.‖ 144 definitions from other perspectives cover pekrun, elliot, and maier (2009). they stipulate that in the field of sla, enjoyment has been examined as a trait-like emotional experience and a state reaction to learning tasks attributed to the perceived control of language learning activities and of the language being learned, with their dichotomy of trait emotion and state emotion and the distinguishing features between dispositional enjoyment and momentary enjoyment which conceptualize a chronic and a specific response respectively. besides, piniel and albert (2018) have referred to delight in their literature review on the control-value theory of achievement emotions by pekrun, frenzel, goetz, and perry (2007) as ―a positive activating and activity-focused emotion with relaxation as its deactivating counterpart‖ (pekrun et al., 2007), which, subsumed into positive activating emotions, have been unveiled with its positive relation to students’ academic achievement. noteworthy is that learning enjoyment has demonstrated its coexistence with principles in other realms such as psychology and ethics. nevertheless, despite its interdisciplinary nature, its scope of the definition has paled when confronted with its correlational studies with its counterpart of fla, where ele was derived after a ponderous number of studies on negative emotions, thus vindicating its necessity for further study of its essence especially in the chinese context of english learning in high school which shall demonstrate its practical value for researching at an effective level. quantified measurement for students’ emotional degree at unprecedented levels, on the other hand, shall facilitate targeted judgment of their authentic emotional drives and serve as hardened proofs supplemented by qualitative data. therefore, for this study, dewaele and macintyre’s (2018) definition will be implemented through de-structuralizing its theoretical framework into three dimensions, namely ele-private, ele-teacher, and ele-atmosphere if to reinterpret them for the current study, due to its consistency, as defined, with this study’s probe into senior high school students’ psychological preparation for english learning at whatever their circumstances. 2.2 studies on english language enjoyment using the majority of studies on ele, instead of their sole focus on learning enjoyment, have been found to serve as representative parameters for research on positive emotions to measure its influences on the subjects, or referential parameters for correlative studies with its counterpart of anxiety to serve as one of their variables. on the other hand, qualitative studies have been taking their more dominant roles than their quantitative counterparts. the probe into learners or teachers through recording their response to activities in such empirical research, with the contents coded by the preconditions of researchers. piniel & albert (2018) has conducted qualitative research that indicates that the two emotions most frequently experienced by english majors in writing practices are partially related to enjoyment, and it varies not only according to the skill involved but also depending on the context of language use (in class or outside class). gregersen et al. (2014) has made a heralding study on emotional intelligence of a learner and the other a pre-service teacher, whose analysis shows the interactions of four branches of emotional intelligence with three activities on positive psychology: savoring, three good things, and learned optimism, which has arrived at conclusions of higher attainability of the subjects’ possible selves in their reaction to positive psychology interventions, strategic arrangement of activities to encourage participants to reflect on grateful events for savory and learning optimism, and proper awareness of their emotions to facilitate their thinking and comprehend in emotions of both their own and those around them. the qualitative approach to ele has not been confined to positive emotions (or psychology) themselves. carried out by pavelescu & petrić (2018), four case studies of adolescent efl learners on love and enjoyment in their sociocultural context of romania had summarized their results as love being the driving force in the learning process compared with enjoyment, creating effective coping mechanisms when there was a lack of enjoyment in specific classroom situations and motivating learners to invest more significant effort into language learning in and out of the classroom. similar case studies have also been conducted by oxford & cuellar (2014) on the psychology of five mexican university students learning chinese in mexico or china with a narrative approach that led to the conclusion of language learning functioning as a significant journey in self-discovery, rich in positive emotions tied to experiences of engagement, relationship, meaning, and accomplishment. in contrast to the qualitative approach, researchers are invariably lavish for the quantitative approach due to its persuasiveness and directness in result demonstration guaranteed by properly-designed questionnaires and targeted data analysis. de smet et al. (2018) has conducted research on probing into the mechanism of the target language in foreign language classes in terms of classroom enjoyment in clil and non-clil, collecting data from 896 pupils in french-speaking belgium. its results indicate that english learners report significantly more enjoyment than dutch learners. while primary school pupils report stronger emotions, the effects of clil and english are much more significant at the secondary level. dewaele et al. (2017) have probed into the connection between fle and 145 flca within a range of internal learner variables and teacher/classroom-specific variables in a particular specific educational context. with flca thus seeming less related to teacher and teacher practices than fle from the results of 189 participants, the research’s pedagogical implication lies in teachers’ effort to boost fle rather than worry too much about students’ flca. dewaele & dewaele (2017) have looked into the dynamic interaction in foreign language classroom anxiety and enjoyment, utilizing a pseudo-longitudinal investigation among pupils between 12 and 18 years old to discover the evolution of both positive and negative emotions of the same 189 foreign language pupils in the former study, its results with little variation in flca and a slight increase in fle when aligned with growing age groups. it also suggests the dynamic nature of the fluctuation of emotions. occasioned by common stereotypical perception on language learners’ motivation, the hypothesized dichotomy between fle and flca once belonged to a source of significant debate but has somehow been proved a slight overlap between double elements by dewaele and macintyre (2014). in their study of anxiety and enjoyment as the ―two faces of janus,‖ they conducted a classroom-based investigation and analyses based on likert scale rating of 21 items as well as one of flca on eight items extracted from the flcas (horwitz, horwitz & cope, 1986) have come out that levels of fle were significantly higher than those of flca. fle and flca were linked to several such independent variables as participants’ perception of their relative level of proficiency within the fl classroom, the number of languages known, education level, number of fls understudy, age group, and general level of the fl. alongside with inherent factors of gender and cultural background, participants’ views on episodes of enjoyment in the fl class have revealed the importance of teachers’ professional and emotional skills and of a supportive peer group and the moment for their consciousness of accomplishment, which will be further justified in the current study. the breached hypothesized dichotomy has disclosed the non-alternate nature between enjoyment and anxiety and made it feasible for quantitative measures to separate research on enjoyment from anxiety with the facilitative construct on both research targets, as there will be zero necessity for a connection built between low level of enjoyment and high level of anxiety, and vice versa. the combination of the two approaches has also come to a scientifically-conducted study delineated by the dominant subject of fle v.s. flca in the form of interviews, recording, and other non-statistic means of research so that the data-based results will prove its universality. specifically speaking, an idiodynamic approach to the research enjoyment and anxiety in second language communication by boudreau et al. (2018) has applied the conglomerated methods where the participants have rated their per-second fluctuations in each emotion while watching a video recording of their tasks after being recruited to finish oral tasks in their second language, and were interviewed about their attributions for fluctuations in their ratings. the dynamic relationship between enjoyment and anxiety resulted from this discovery, accompanied by varying correlations ranging from negative to positive. dewaele & alfawzan (2018) have also probed into the two emotions in less-tapped foreign-language performance. apart from the 189 british students in the preceding studies, another group of 152 saudi english was also investigated in the effect of fle and flca on foreignlanguage performance. correlation analyses showed that the positive impact of fle on performance was more substantial than the negative effect of flca, a slight more inclination to fle in fl performance. the complementary qualitative material collected from the saudi participants shed light on such causes of fle and flca as teachers’ well-prepared presentation for the former and malicious pedagogical practices for the latter, as well as their changing decisions on the study of the fl. in the meantime, dewaele et al. (2016) have also delved into gender differences in terms of the correlation between anxiety and enjoyment in the foreign language classroom, where randomly selected 1736 fl learners (female: 1287; male 449) from around the world were first rated on a likert scale reflecting various aspects of fle (dewaele & macintyre, 2014), and then eight items extracted from the flcas (horwitz et al., 1986). yet qualitatively, the narrative data were also supplied by open questions on the fle, which, when combined with the quantitative of individual t-tests, has revealed more interest in fl classrooms and more confidence in their language performance than that of male counterparts, but more solicitude with language mistakes and application, thus a conception of such beneficial emotionality for the use and acquisition as more positive and milder negative emotions. for all the qualitative approaches to delving into ele, this considerable portion of studies, if to look into the significant gap from this study, hasn’t turned out an entire theoretical construct as the remaining quantitative studies beforehand have never come out with or capitalized on a persuasive framework to look at the emotional development of various target groups. yet, the quantitative approach can still bring silver lining for this. it invariably features a multidimensional interpretation of research implemented in ways that will consolidate existing theoretical framework or contribute to new construct to some extent. besides, whatever approaches have been applied, the chinese context, 146 particularly the critical three-year educational stage in senior high schools, has been deficient. however, there have been scant instances in domestic research, and they are relatively small in scope without effective results based on a given theoretical framework. more importantly, ele here hasn’t served as means to their ends, such as an overall theoretical framework, but one of the final proofs for a general picture of a particular group or other research targets. finally, mired long in the dichotomy between flca and fle before disclosing their overlap, inadequate attention has been endowed for the latter, still another gap from the current study yet an inspirational perspective if a partition is done. limited efforts have been dedicated to compensating for the gaps except in the conglomeration of quantitative and qualitative approaches towards english language enjoyment which is conducive to and even significant for the current study. they have not been circumscribed with studies utilizing the existing research designs but extended so that a rectified version of the foreign language enjoyment scale has been validated in the chinese context to explore what chinese high school students have undergone in their foreign language studies, as conducted by li chengchen et al. (2018) to examine the psychometric properties of the fle scale. the results have come to validate a new scale with 11 items subsumed into three factors, with the dimensions of the highest scores on fle-teacher, fle-private, and fle-atmosphere in the first two stages of research. in contrast, internal and external variables of individual experiences have come into form through stage 3, which has analyzed qualitative data from 64 participants. the application of this method will result from this elaborated on in the research framework to research ele of chinese high school students. finally, research on foreign language classroom enjoyment and their effect on foreign language achievement conducted by jin & zhang (2018) has investigated the dimensions of foreign language classroom enjoyment and explored their influences. to this end, 320 first language chinese year-1 senior high school students learning english as a foreign language (efl) have been engaged in adapting the foreign language enjoyment scale. through collecting their mid-term examination scores and factorial analysis, a 3-factor solution has been revealed, including enjoyment of teacher support directly affecting language achievement, and enjoyment of student support, and foreign language learning indirectly affecting it. thus the study encourages freedom of speech, a reasonable approach to error correction, and cooperative research to foster interaction and collaboration among learners. considering the shortage of related research domestically, especially that with broader participants, the current study has been inspired and will take on li chengchen et al.’s (2018) research process. apart from more excellent participants involved, which will present a comprehensive picture of senior high school students’ emotional status of english learning from year 1 to year 3, this study will focus on the root causes of students’ ele based on the prevailing test-oriented senior high school english education in china, as compared to li’s validation stage which fell short of contextualized analysis. finally, if to present an overview of the chinese context for this study, conflicts between test performance and quality development have formed a precarious balance that tends to fall to the former, with english learning part of students’ preparation for their admission to higher education, or what is crowned as ―life-changing‖ opportunity. this mindset has been permeating into them since year 1 so that the participants selected will conversely cater to the current research’s intent to discover emotional correlates (ele for this study) of these students’ fl learning (jin & zhang, 2018) and to have them optimized by dimension. in so doing, english learning for similar groups of these students to come will gradually grow into a platform to develop their core competencies and language qualities from an emotional perspective rather than a mere device for tests and academic achievements. 2.3 research framework for the multi-faceted ele, the current study will consult the research in terms of language learning enjoyment conducted by li chengchen et al. (as in 2.2 of literature review on li et al.’s 2018 paper), where exploratory sequential design was intended to detect the conceptual structure of fle for chinese efl learners. the quantitative data were then collected from her adapted version of foreign language enjoyment scale by li chengchen, jiang and dewaele (2018) originally out of dewaele and macintyre (2014, 2016) and translated into chinese after shrinking into 11 items. the dimensions constituting these questions were subsumed into fle-private, fle-teachers, and fleatmosphere and were sought based on fle’s theoretical framework, with qualitative data dovetailed within several participants through transcriptions of interviews. as for their interpretations, fle-private refers to its emphasis of private sentiments coalescing around students’ achievement and intriguing efl learning experiences (li chengchen et al., 2018), fle-teachers its focus on teacher-related efl learning experiences featuring teachers’ support and encouragement, and their versatile pedagogical qualities (li chengchen et al., 2018), and fle-atmosphere enjoyable episodes 147 throughout classroom learning indicative of enhancing students’ learning enjoyment (li chengchen et al., 2018). with fle contextually identified as ele (english learning enjoyment) for the current study, so will its questionnaire render theoretical framework for the current study in terms of ele in preparation for the general levels of each dimension. 3. method 3.1 research participants three hundred fifty-one participants have been opted from students of stratified academic levels by dint of their schools which were technically subsumed into a demonstrative high school at the provincial or municipal level and an ordinary high school. two classes within all three academic years from each school were arbitrarily sampled, with genders evenly controlled, irrespective of any ambivalence within each type of school triggered by conformity in academic progress and knowledge foundation, or in overdue relation to their temporary state of study and levels of ele to justify objectivity of the study. samples from two classes randomly selected in two high schools of exceptional levels will be conducive to implicating their general level of ele in that data will be harvested from each school whose general level shall represent their strata of learning competencies, featuring typicality through which to constitute an entire picture of senior high school students concerning their english learning. the participants are as a result of this evenly distributed based on the following parameters in the table: table 1. statistics of participants by gender and school type. grade male female total n1 % n2 % n1 % n2 % 1 28 33.7 29 33.7 32 35.2 29 31.9 118 2 27 32.5 29 33.7 30 33.0 32 35.2 118 3 28 33.7 28 32.6 29 31.9 30 33.0 115 total 83 23.6 86 24.5 91 25.9 91 25.9 351 notes: n1: sum of participants from demonstrative high school at provincial or municipal level n2 : sum of participants from ordinary high school 3.2 research instruments the current quantitative study will look at its application of li chengchen et al.’s (2018) revalidated version of the foreign language enjoyment (fle) scale, which originated from macintyre and dewaele’s 21-item 5-point likert scale (2014), which ranges from ―1‖ (strongly disagree) to ―5‖ (strongly agree). it subsequently established its foundation on their rectified version (2016) more economically with appropriate reliabilities both from an overall perspective (14 items, α=0.86) and from two constructive factors (i.e., fleprivate α=0.78; fle-social α=0.87), and has had its primordial dimension of fle-social subcategorized into fle-teacher and fle-environment with its items shrunk into eleven ones after confirming its validity by deleting those of loadings lower than 0.40 for more productive items. applied in the english-learning context after being translated into chinese by the researcher and distributed in ways displayed in table 1, the freshly developed scale has witnessed its results at acceptable levels after undergoing two rounds of confirmatory factor analysis. in contrast, its application for further analysis has been successively testified by their prominent differentiation among the eleven items (p<0.01 for all) and its internal consistency (i.e., global α=0.826; eleprivate’s five items, α=0.792; ele-teacher’s three items, α=0.896; ele-environment’s three items, α=0.778) and split-half reliability indicating high reliability, together with qualitative data collected through interviews which enrich its findings and prove it feasible for the study. 148 table 2. item distribution, reliability and typical examples for each dimension of ele in the questionnaire dimensions of ele items sample questions ele-private 1、2、3、4、6 0.868 3. in class, i feel proud of my accomplishments. ele-teachers 7、8、9 0.934 7. the teacher is encouraging. ele-atmosphere 5、10、11 0.808 5. it’s a positive environment. α: the reliability of each dimension in li’s (2018) ele scale based on the current study for the current study, which has followed the translated version of the questionnaire, the scale has also seen its results at appropriate levels, testified by their reliability shown in table 2. (i.e., ele-private’s five items, α=0.868; ele-teacher’s three items, α=0.934; ele-environment’s three items, α=0.808) thus further indicating the plausible distribution of the eleven items, and its applicable essence for investigating senior high school students in china in terms of their english learning. from the data’s perspective, the current study will share its likelihood with li chengchen’s (2018) in genuinely demonstrating the true nature of students’ emotional state of english learning. its results are expected to be congruent with a further qualitative study based on the current quantitative one. 3.3 research procedures the following tasks have schematized the current study: participant selection: around 300 participants were opted from students of stratified academic levels (from senior high schools of different groups) after the final examination to ensure objective and correct data; data collection: the participants were distributed with integrated questionnaires on ele. the overall data collection and refinement processes were fulfilled on wenjuanxing, a chinese online platform for questionnaire design and data collection; data analysis: the data were analyzed through spss in terms of parameters related to their general levels both overall and by dimension; discussions and conclusions: conclusions have been as a result of this generalized based on the results from data analysis, with implications for teachers and future researchers a step forward. 4. results the descriptive results after data collection for the first eleven items of this comprehensive questionnaire, a complete version of li chengchen et al.’s (2017) foreign language enjoyment (or english learning enjoyment for this study, ele) scale with three dimensions, are displayed in the following table 3: table 3. descriptive analysis of ele variables min max m sd ele-private 1.00 5.00 3.39 .97 ele-teacher 1.00 5.00 4.25 .99 ele-atmosphere 1.00 5.00 3.27 1.04 overall ele 1.00 5.00 3.59 .76 a preliminary overview of the statistics has disclosed a medium-high level of ele (m>3 across the board). from a metacognitive perspective, students’ inherent willingness and emotional devotion to their participation in english learning hopefully perpetuated readiness for whatever is unpredictable. statistics have also seen ele-teacher with the highest value (m=4.25), with ele-private (m=3.39) and ele-atmosphere (m=3.27) its runners-up, an indicator of students’ most significant exposure to teachers throughout english learning. 149 specifically speaking of respective significance, ele-teacher, a dimension rated with the highest mean value among the three, has reiterated teachers’ imperative role in alternating between assiduous inculcation and effective recognition to english learners. concerning ele-private regarding students’ perception over english learning in general, the mean value shows its degree close to the overall mean value for ele scale, therefore representing the authentic mental characteristics of senior high students in english learning that weighs more in personal accomplishments. ele-atmosphere, ranking the bottom among three dimensions has looked at its generally positive evaluation on students’ surroundings in association with english study (item 5’s m=3.50; item 10’s m=3.56), yet a drastic downfall in the item ―we form a tight group‖ (m=2.74) which eventually downgrades its importance. an overall statistical picture has demonstrated a resounding justification of the current study’s pertinence on data collection, which has been primarily vindicated by this study’s relative levels of mean value among variables aligned with li chengchen et al.’s (2018). despite their slight inconsistency with their counterparts in relative levels, the standard deviations have performed a similar attempt to make superior its rather more sporadic levels in ele-teacher (sd=.99) and ele-atmosphere (sd=1.04) than the rest, even of close affinity to those of original research. the pertinence of data is also justifiable when the mean value of each dimension is verified to be appropriately enclosed in error bars (li chengchen et al., 2018) with which to stipulate its acceptable deviation in the original study’s bar chart describing their profiles, robust evidence for data collection as efficacious to depict their general levels. 5. discussion 5.1 the general levels of ele-private ele-private is seen converging more in egocentric behaviors than in affective attitudes regarding its standard deviation (sd=.97), in likely relation to scattered samples of distribution of academic achievements. it features an uneven distribution of mean values among each item, with their majority ascending to over 3 (3.48—3.77). in contrast, the item ―i feel confident with my english test scores‖ plummeted to 2.70, which has lagged the overall mean value behind. students’ meager confidence towards their academic results is explanatory in that english examinations for senior high school students, manipulated as a mimicked system of elite selection typical of the annual national gaokao, will invariably insert their targets into multiple tasks in such latent manner as to obfuscate revision process, particularly for those devoid of their sense of automatic development in language competencies simultaneously with daily blocks of knowledge foundation. discrepancies from english learning in junior high school, leading to agonizing transformation for grade one students and leaving fleeting and irrevocable opportunities to progress, have eventually damaged their confidence, even if they can rank in front. on the contrary, those undergoing a smooth transformation of learning methods have taken it for granted to deserve the confidence and excellent test scores, reputations from peers even further. thus the disparities in test scores, followed by confidence, account for the highest standard deviation of this item (sd=1.27) among the five items. such phenomenon, in hindsight, has also been elucidated by dewaele et al. (2016) in private feeling from their experiment in which personal feelings were dominantly subcategorized into real-time internal sentiments during the investigation, ranging from pride, pure enjoyment to contentment facing extreme barriers. besides, the qualitative data were also predominated by prestige derived from their immediate success and satisfaction – pure internal sentiment at work. however, they argued that future research was necessitated to unleash students’ conversion in private feelings over an extensive period (dewaele et al., 2016), which might result in transformed interpretations of enjoyment even with such recurrent recognition as ele-teacher within students (dewaele & macintyre, 2014) to be elucidated in the following 5.2. among them, in the context of this study, students’ adaptability to senior high school english learning, or test-based elite selection system in nature, is represented as a time-consuming and influential factor to observe changes in private feelings, especially students’ confidence over their scores. as much as students’ exam-based confidence belongs to an essential element to potentially comprise an intact construct of fle-private, it is noteworthy that its supplementary position is still bolstered by items concerning internal sentiments towards english learning, which explains why items of such in the questionnaire for this study are arranged – four on inner sentiments versus one on confidence with test scoress. 5.2 the general levels of ele-teacher a natural interpretation of prevalence in teachers’ role from general perception, as indicated in data collection for ele-teacher, teachers’ encouragement, affection, and countenance in senior high school have attained students’ universal acceptance. be it a cure for their potentially morbid mentality or a savior from their state of being mired in academic drawbacks; this is a perception as panoramic as justified in all the three items averaged above 4 in accordance with the three traits, even though there isn’t a unanimous appeal to teachers’ efforts to have each member collaborate 150 (sd=.99) on account of teachers’ experience or qualities either academically or pedagogically. the result has also been generalized by jin & zhang (2018) while probing into the identical discovery of three dimensions for fle to li et al. (2018) and further illustrated by dewaele et al. (2016), contending, on the one hand, that teachers’ charismatic approaches to their guidance for students of distinctive competencies will promise a rapport throughout classroom learning where capacities of each student shall be separately taken into consideration, and, on the other hand, that teachers’ identity accountable for the overall management of students’ emotional atmosphere has made it incumbent for them to handle contingencies malicious to classroom stability. in comparison to the context of social communication with which english as a subject has also consented, teachers are dually functioning as an organizer to oversee classroom atmosphere and a motivator to encourage individual’s performance. 5.3 the general levels of ele-atmosphere devaluation in ele-atmosphere on account of lopsided antipathy towards collaboration in senior high school classroom has frequent recourse contextually sharing similarity with fle-private – the educational atmosphere in china that has constantly been conducted under the baton of test-based elite selection system throughout the compacted three years of senior high school. therefore, for all their helpful enthusiasm hereafter to formulate an environment conducive to english learning, group learning has been discarded for its incongruence to efficiency and competitiveness over rivals, thus eliminating group format in schools of all levels whose solitary expectation is continuously peering at their percentage of admission to higher education. however, never shall context determine its merits, as has been signified by strzałka (2016) in his experiment on the intercultural communication program that teamwork has factually rekindled students’ enthusiasm towards the program against the backdrop of voices of dissent among participants, another indicator of its efficacy. whatever context the tactic is installed in, dimensionally speaking, it is atmosphere rather than private sentiments that pales when the stability of emotion is entailed, with the prototypical ―love‖ by petrić et al. (2018) a case in point to maintain positive emotions across students’ english learning whether out of its practical significance to personal success or into their unalloyed fascination with the beauty of language. hence reasonable interpretation will be endowed with students’ more inclination to be obtained in eleprivate, as conveyed in the results of this study, and subsequently their divergence in terms of their surroundings’ influences on english learning (fleatmosphere’s sd=1.04), with their stances discernible from the extent to which their affection towards the english language will endure.endure. 6. implications contextualized dewaele’s private feelings (2018) in china’s senior high school english teaching are constantly undertaking alternate streams of compliment and criticism for its targeted accomplishment among students of multiple generations. this belongs to a practical approach to academic success currently at significant variance, with stark negligence of subjectbased core competencies. another pair of controversial standpoints for private feelings which have cropped up out of individuality belongs to a universal recognition over students’ development of autonomy, especially functioning in classrooms of authoritarian styles of teaching, and a similar extent of questioning on proper manipulation from overdue individuality that may get students’ mind fossilized and teachers undignified. such binary complexes, as illustrated by the two based on private feelings, will significantly account for a dispute whether to persist in an individual-prone approach to english education or to excavate fresh ground for innovation to fetch its repercussion in the future. the present study will claim its stance on the latter due to constant innovation at either theoretical or pragmatic levels. indeed, with a middle-level eleprivate weighed significantly for personal accomplishments, the present study does sing its complement to private feelings attempt to cultivate students’ autonomy so that they could automatically resort to outbound assistance to their advantage, as long as inappropriate management emotionally. furthermore, as identical to other quantitative research, the present study will pull out measures of adjustment in accordance with data collection from fieldwork, which thus certifies its feasibility for students and educators alike and indicates its unbiased stance towards a targeted educational approach to improving test-based performance. however, the innovative facet is not without its pitfalls. it is not fresh ground but the primitive private feelings themselves that deserve to be overhauled to agree with optimized measures for english education. an overhaul based on primitive, instead of fresh ground of private feelings, will witness more excellent elements on quality education imparted in the traditional teaching process, or core competencies of english as a subject as stipulated in national english curriculum standards issued in 2017 as language ability, cultural awareness, thinking qualities, and learning competencies. of particular note are the latter three competencies, which are conducive to enriching the original private feelings in ways that will extend 151 students’ enthusiasm in english learning. to take reading practice, most imperative of all language training sections in senior high school, for example, transitional sessions for the students shall have their private momentum fructified in ways that feature a continuous enclosure of fresh senses of autonomy regarding language competencies, including, and not restricted to, test-related reading materials to be further elaborated on its ethical norms (for narration), its background information for essays on history and culture, and stylistic knowledge for such particular genres as news reports, expositions, and argumentations. besides, these materials can capitalize on an even cruder approach to transferring students’ solitary focus on tests, namely selected reading for the original, where an unabridged version of reading materials will render broader exposure to not only courses of current test development but also their oliver-like expectation by simply ―asking for more‖ in reading provided that familiar topics or inquisitive phenomena rivet them through various reading opportunities. with transferred attention fulfilled in preparation for more excellent space to enrich students’ private feelings, so come specific measures, for this will encompass reading tasks covering test-oriented training in balanced quantities with cultural perception practices including task-based writing on cultural elements or critical viewpoints, which are also common in items of actual test papers, or with incorporated learning methods for fundamentals between the self-served and teacher-inspected, like vocabulary check and guided assumption on word meaning so that students will gradually develop their english learning competencies rather than merely prepare for monotonous english knowledge check. the shared purpose for all activities above will go to a transferred students’ concentration from pure academic success to refined personal qualities whose foundation is laid on their life-related contents and shall promote curiosity over a longer term of their english study since they are from now on capable of discovering more untapped ground to fulfill their english competencies other than a settled terminal for a particular session of learning. by utilizing the predominant position of the contextualized private feelings, enriching them with fresh perspectives for lifelong english capability will enable students’ individual-based motivation to function more salubriously and permanently in favorable combination with test-oriented learning where it is adaptable by seeking common grounds between conventional test training and innovations on quality building, and readily observable to see them plunge full speed in their improvement of basic language abilities.to strengthen the contribution and impact of technology exposures to students’ academic achievement. 7. conclusions this study on senior high school students’ general levels of ele, if summarized in order of the significance for each dimension, has emphasized eleteacher’s predominant significance in students’ emotional acceptance for possible endeavors academically under the guidance of english teachers. second, to ele-teacher insignificance, ele-private has disclosed students’ passive and utilitarian nature towards their language learning with such indiscriminative target for each participant as unified national tests, regardless of any formative accomplishments to trigger considerable discrepancies between individuals in affection building, also a backfire to their summative assessments. eleenvironment of both the lowest significance and most diverged perception has implicated a clash between the blind quest for efficiency and fulfillment of salubrious private feelings as authentic english learners, and, in close alignment with ele-private, signified an integrated causeway straight towards a stabilized emotional development for each senior high school students. resolving the fuzziness of students’ english learning enjoyment that constitutes their emotional status to achieve academic progress, this study is likely to disentangle peer perception from qualitative measurement by channeling it into a positive account of students’ emotions. this will somehow bring this study closer to reality, as the essential elements have all been encompassed in the parameter. on the other hand, the negativity can also be revealed without resorting to flca that turns out unable to interpret its overlap with fle or makes it difficult to eliminate its positive repercussion from anxiety. yet for all the enlightened attempts to bestride into a new epoch of senior high school english teaching and learning, where teachers are preempted with their contributions to the influx of fresh pedagogical ideas, it is the interior of all students that deserves further investigation with which to analyze any possible regression to stimulate an authentic ―self‖ for english learning with the environment of appropriate ambiance co-built by teachers, students and renewed criteria that examine formative progress. 8. acknowledgements this work was supported by the project of the tertiary education reform at northeast normal university titled ―empowering the english microteaching class via pbli‖ (grant no. 421-131003198) and the project of discipline innovation and advancement (podia) foreign language education studies at beijing foreign studies university (grant no. 2020sylzdxm011) 152 references boudreau, c., macintyre, p., dewaele, j. 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(2016). can earning academic credits be enjoyable? positive psychology in a university course of intercultural communication. in positive psychology perspectives on foreign language learning and teaching (pp. 307-321). springer, cham.. https://doi.org/10.21832/9781783097722-003 https://doi.org/10.14746/ssllt.2012.2.2.4 https://doi.org/10.14746/ssllt.2014.4.2.2 https://doi.org/10.14746/ssllt.2014.4.2.3 https://doi.org/10.14746/ssllt.2018.8.1.4 http://dx.doi.org/10.1037/a0013383 https://doi.org/10.14746/ssllt.2018.8.1.6 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 1, maret 2022, pp: 29 – 38 doi: https://doi.org/10.31849/utamax.v3i3.8242 29 exploring challenges and opportunities of remote teaching at nepalese community secondary schools during covid-19 pandemic hiranya lal lamsal tribhuvan university, butwal, nepal meislamsal40@gmail.com article history received : 2021-09-19 revised : 2022-02-26 accepted : 2022-03-03 keywords remote teaching community secondary school challenges and opportunities teachers digital literacy abstract in the nepalese education system, synchronous teaching has not been practiced severely. due to covid-19 crisis, many schools are compelled to conduct the classes through virtual mode which is really a challenging phenomenon for the teachers especially in community schools. the main purpose of this study was to explore challenges and opportunities of remote teaching for teachers at community secondary schools in nepal. whether they take this as a challenge of teaching or chance for learning. employing a phenomological design of qualitative research, the researcher selected 26 teachers from 13 community secondary schools of devdaha municipality in rupandehi district. from each of the schools, 2 secondary level teachers were chosen as the population purposively. the researcher designed a set of open-ended questions and conducted semi-structured interview to the teachers of each school in order to collect data for the research. in this study, the researcher focuses on the effectiveness and significance of remote teaching by exploring its obstacles, challenges, and opportunities for the teachers. the result of the study asserted that remote teaching is effective if the designated challenges and obstacles are addressed in an expected manner. the majority of the teachers responded that online teaching is such a platform that makes every teacher familiar with different kinds of resources and it always provides an opportunity for developing innovation and creativity. similarly, virtual mode provides ample chances to boost communication towards various national and international conferences, online sessions, and so on. online teaching creates opportunities to access and share information more easily and readily for the teachers at community schools in nepal. 1. introduction nepal is a small himalayan country, being landlocked country first encounters of the covid-19 pandemic in the phase two, especially the transmission caused from the foreign countries. then the government announced formal measures and restrictions on the public mobility. because of the lockdowns, many schools and universities in nepal have been temporarily shut down for about six months. due to the compulsory closure of schools and universities for a considerable period of time, the educational activities have changed dramatically. many discussions were appeared regarding to conduct teaching and learning activities in the school and universities. various countries have developed a range of measures to respond to pandemic depending on their available resources. for example, countries which are technologically advanced such as america, uk, france, australia and many european countries have adopted distance learning as a means to conduct teaching and learning activities in the schools and universities. they quickly commenced their elearning platforms. on the other hand, countries without plenty of infrastructure are using to traditional means of technologies such as radio and tv to conduct teaching learning activities in the schools. as a low income country, nepal has big gaps in comparison with other developed countries in conducting teaching learning activities during the pandemic period. the present scenarios indicate that in nepal are affected differently by the pandemic .the current technology infrastructure and the distribution of access in the urban and the rural areas have created two tiers of inequalities in the nepalese citizenry. there are some sorts of facilities available in the urban regarding the modern advanced technology but rural areas have unavailability of it. anyway, this pandemic has made everyone think an alternative way to teach the students. recently, few schools have started to run online classes. generally everyone believes that virtual/online teaching learning activities will probably never be an alternative to face-to-face https://doi.org/10.31849/utamax.v3i3.8242 30 teaching particularly in the schools context. there are various challenges to conduct online mode of teaching in the government schools of nepal. many students are from poor socio-economic background and even the teachers have digital illiteracy .there may be the obstacle of power outage .teachers are simply forced to do the job. these situations raise several questions such as have we considered whether teachers are able to run online classes? don’t they need training on online teaching? do all the teachers have access to internet and digital devices? the technology such as wi-fi internet services aren’t available in remote areas, so that the majors telecommunication companies like nepal telecom, ncell, and others network can have high data charges. many people in nepal cannot on data to broaden their mind; they must give first priority to their food to sustain lives in such crisis time. due to this fatal pandemic, many people are dying of hunger and some have even committed suicide because of the scarcity of food. in this scenario, internet cannot be expected to be affordable to each student in nepal. furthermore, most teachers in nepal aren’t well trained for online classes. online teaching requires trained and skillful teachers. many teachers are ignorant towards the digital literacy there is also the problem of load shedding that always put pressure to conduct online classes in an expected manner. regarding this matter, mohamedbhai (2020) exactly points out: it is a fallacy that online learning can be effective by merely posting a lecture’s notes online or having a video recording of the lecture. quality online learning requires that the teaching aid is made by an expert instructional designer, that the lecture is educationally trained for conducting the program and the pupils are equally revealed to the pedagogy of online teaching and learning .actually, unplanned online delivery will have a severe impact on the quality and presentation of the program. thus, it indicates that the teachers in nepal are provided with training opportunities for remote teaching as almost all of them haven’t done the job before. here, it is needed to ensure that each student gets access to technology and internet. but most of the students are from lower socio-economic status in community schools in nepal. in such circumstances, to conduct remote teaching is really a challenging task in the community secondary schools of nepal. 1.1 remote teaching: an overview remote teaching is a kind of synchronous teaching. here it’s good to familiar what the word ‘remote’ means, there’s more to this to comprehend and. why not just call it online teaching or ‘distance learning’?, the concept of ‘remote teaching’ isn’t permanent perception of it because there was some need to receive a traditional classroom teaching and transferring towards online. in the recent days the covid-19 pandemic focused on the remote teaching and learning as a result of school shutting down entirely in the global scenario. in a very short span of moment, schools and universities had to halt their present teaching and learning activities with other processes such as curriculum, assessment, and instruction into an internet learning and teaching space. actually, that does not display and reveals the weakness. different types of courses made to be conducted through online that can be provided to take merits of the online teaching and learning while compromising for its drawbacks and demerits. assume how complex and inappropriate it would be to receive an online course and almost over day and night transform it into a teaching series of units, lessons, and activities. it would, of course, be clumsy and absurd. contrary when a school is forced to ‘move’ the ‘class’ online for a long period of time, agreements have to be done to handle the teaching learning activities. in remote teaching, teachers are doing their very best to re-conduct the school year’s value h of work into an online space. so often, various online spaces using tools they don’t always get to select while congesting it all to be getable to every single person in the (this time remote) classroom. the challenges of doing this well is monumental. to perform such over a long period of time with the fixed and limited tools and resources most tutors are handed simply, isn’t durable but that will be a concern topic to investigate in the coming days. in such circumstances, the developed countries are applying new strategies to run academic activities. china has planned flexible online teaching methodologies to facilitate learning. it has strengthened online security through the collaboration of all service providers and created a provision of psych-social assistance for ensuring 100% online learning (azzi-huck & shmis, 2020). but in nepal, most people cannot spend to keep internet at their houses and there are no any good plan and policies from the government side too. phuyal (2020) argues that most people in nepal are not able to spend on data; they must give priority to their food to sustain their lives in such a crisis, internet cannot be expected to be affordable to each student in nepal. while considering about the virtual class, stanley (2019) discusses that online teaching is the practice of teaching a language between the persons interactively via videoconferencing. similarly he enumerates that it varies from tele-collaboration which especially gives priority on enabling language teaching and learning activities to take place rather than on intercultural collaboration. in the virtual teaching, both students and teachers interact through two-way communication technologies that are differed from face-to-face presentation. in the same way. remote teaching is also known to as live online language teaching process to indicate to synchronous (i.e. in real-time) computer assisted communication for language teaching (swertz et al., 2007). in remote teaching, teachers focus on both pedagogy and technology to provide 31 huge opportunities for effective learning and collaboration beyond the physical classroom. the teaching learning activities involve various methods, concepts and ways that are much more connected with the new advance technologies. regarding the online teaching process, in belz and thorne’s (2006) view, rlt aids learners’ interaction with the teachers and groups, peers, encourages them to have much more converse, debate, and mutual and intercultural exchange. remote teaching is known to as live online language teaching the learners in real-time computermediated communication for language teaching. whereas, whyte and gijsen (2016) discuss that there is an adequate challenges for the teachers to conduct the classes remotely than for daily face-to-face classes. tutors are dedicated to assisting the learners with these various ways of performing and teaching them in the best way possible. teachers need and prepare appropriate and written teaching materials to take the benefit of the teaching and learning context and receiving method (i.e. video conferencing).hence remote teaching is an advance and novice innovative way of adjusting cultural, social and geographical distances and makes the teaching and learning activity of languages to pupil who would unless have the chances. remote teaching occurs outside of a physical classroom. facilitators are far from their learners in time and distance. it is particularly conducted through technology, such as video conferencing software, discussion boards or learning management systems. this kind of teaching activity may be virtual; where the learners watch teachers deliver their classes live where learners watch lecture recordings at a later time in the form of recorded version. in addition to this, remote teaching, which is synonymous with elearning, takes place online. both teachers and the learners communicate via two-way communication technologies. in fact the best practices for remote teaching indulge: supplying ongoing reinforcement, feedback, preparing homework guidelines fair, and making effective use of online resources and documents. in this regard, dhawan (2020) asserts that virtual learning can be a boon in this pandemic period. “computer literacy makes the ability to use information and communication technologies to find, evaluate, communicate information, requiring both cognitive and technical skills” (digital literacy task force,2013,p.2). “children from low income families are at double disadvantages during the crisis period, school closure: interruption to class time and economic uncertainty” (tiruneh, 2020). it indicates that virtual teaching is not an easy task to be conducted. at the present time in nepal, many community schools are conducting remote teaching due to severe impact of the covid-19, i.e. second variants of it. however, the fatal pandemic has shown the essentiality for the readiness of teachers to conduct online teaching for the continuation of the education system. many schools and universities have been halted without running teaching learning academic activities s because most of the teachers have lack of knowledge towards digital technology, online mode and many more. they are only familiar about conducting effective face-to-face classroom activities. actually to conduct virtual teaching platform for them is not easy task. they have both challenges and opportunities while conducting the class through remote teaching mode. if they start teaching through online process, they will have ample opportunities to deliver knowledge of digital technology. in such scenario, the present study is carried out in order to explore the effectiveness and opportunities of remote teaching for the teachers especially in community secondary schools. similarly, it is equally attempted to find out the obstacles and challenges faced by teachers and students while conducting remote teaching. therefore, this present study intended to reveals “what are the challenges and opportunities of remote teaching for teachers at community secondary schools in nepal?” 2. literature review face–to-face teaching learning has been traditionally implemented in nepal educational system. most of the community based schools are not using computer based teaching learning process to some extent till now. especially, highly facilitated private schools in urban areas of nepal have conducted ict based platform in the classroom for teaching learning activities. the advent of fatal pandemic i.e. covid-19 has severely affected the face-to-face teaching and learning environment globally, including nepal too suffered a lot by lockdown, staying in isolation, home quarantine and social distancing. because of such long lock down period, the government of nepal has stopped face-toface classroom teaching and encouraged to start the class through virtual mode. there are full of challenges for the teachers to conduct remote teaching especially in the community secondary schools because there aren’t proper internet accesses in the school, at teachers and students’ houses. on the other side most of the teachers are unaware of using technology because many of the secondary level teacher belong to over fifty in their ages. they have digital illiteracy. therefore, this study is trying to explore the perception of every community secondary teachers towards online teaching mode and while conducting, what kinds of obstacles, challenges they are facing. besides to what extent they are getting opportunities to upgrade digital literacy. here, the main purpose of the literature review is to analyze and discuss the past records, history and best practices of remote teaching in the schools, colleges and university. review of previous literature is essential to comprehend the groundwork which has already been researched and presented by the researchers on 32 areas related to the study. to comprehend the research areas in-depth, the researchers will review the literature associated with the core concepts. based on different journals and magazines, e-resource, electronic data base and book sites of literature whatever the researcher found he has reviewed thoroughly with taking its concepts and analyzed them. the researcher went through a number of national and international research studies related to remote teaching and found some studies have been carried out in it. however, this is quite new. the researcher has reviewed some of the recently carried out studies in this field. in the online teaching learning process, there have some research studies, to review some, son et.al. (2011) argued the skills of indonesian english language teachers and reviewed that teachers frequency of using computer applications in the classroom was minimal though they had positive perceptions towards using computer assisted language learning and teaching. in addition to this, beauchamp (2012) insisted that ict provides a number of advantages, both essential and combined, which contribute to broaden and designate the procedures used inside the classroom. ict, as a communicative tool, could the learners able to look instant sequences for specific matter which might help in their understanding. this study found out that ict in education provides ample benefits for the teachers and the students. in the same scenario, ransburg (2018) reviewed on positive outcomes in online teaching and found that learning practices can enhance student satisfaction and encouragement. obstacles and challenges in the online context imply the necessity for improvement in pre-requisite and organizational assistance. here; assistance denotes training of facilitators and educators to bring reform in ict performance, competencies and multidisciplinary team support to upgrade course preparation, design and distribution. this study found out that online teaching and learning can encourage satisfaction and retention not only the teachers but also to the students. the case study conducted by basilaia and kavavadze (2020) in a private institution in georgia about the executing online education found that thought there occurred challenging in conducting online mode in the quick transition. it resulted that online form of education was successful. in this matter, bucker et.al (2020) rightly pointed out that schools and teachers will be under extremely pressure while conducting the class through online mode, the focus should be given to what the teachers need to do and ultimately it makes the learners prepare for a better future. using ict based education, dawadi and giri (2020) investigated that nepal has prepared a number of ict and education based plan and policies since 2000; but the challenges it is approaching in the arrival of covid-19 are generally due to its wrongly application of appropriate methods, strategies and inability to apply those plan and policies. this study explored online teaching and learning is an important alternative during the covid-19 period. poudel (2020) asserted that online education can be a different and alternative medium of traditional education, if mixed approach is applied, the academic process would be more influential and successful in the contexts like nepal. the study explored that online education can be a good alternative in comparison to the traditional approach to teaching and learning. after going through different research studies related to the topic, the researcher turned up to know that online teaching can encourage both the teachers and the students in teaching and learning process because it has some opportunities despite its challenges. however, none of the researchers have carried out this type of study on exploring the challenges and opportunities of remote teaching for teachers at community secondary schools in nepal. the objective of the present study was to explore the challenges and opportunities of remote teaching for teachers at community secondary schools of nepal. 3. method the present study was carried out to explore the challenges and obstacles faced by community secondary level teachers of nepal the study adopted a phenomological research design, that “describes the meaning for several individuals of their lived experiences of the concept or a phenomenon” (creswell, 2007, p.57) with a focus “on the participants’ perceptions of the event or situation “ (williams, 2007, p.69). this research study is qualitative in nature in that it attempts to explore information regarding the challenges and opportunities of remote teaching for teachers at community secondary schools in nepal. 3.1 participants the participants of the study consisted of 26 teachers from 13 community secondary schools in nepal. from each of the schools, 2 secondary level english teachers were chosen using purposive sampling technique. the participants were notified before, after and during the research activities about the objectives. 3.2 data collection to collect the data, this study used a set of open ended questionnaire and semi-structured interview for the participants. questions and interview were developed using mainly two sections: challenges and opportunities of remote teaching for teachers at community secondary schools. the data from each participant was collected through questionnaire, and interviewed based on semi-structured interview protocols. the questionnaire was developed in google form and distributed using e-mail and messenger. the interview was conducted using telephone and with their permission it was recorded. before sending the 33 questions, the researcher briefly explained the purpose of the research, then, established rapport for the development of familiarity and trust between researchers and the participants by sending a sincere message. after that, the researcher received the data under the permission and ethical circumstances. the researcher edited and coded the collected data properly and organized, interpreted and analyzed them generating different themes descriptively. 3.3 data collection and analysis procedures to collect the data, this study used a set of open ended questionnaire and semi-structured interview for the participants. questions and interview were developed using mainly two sections: challenges and opportunities of remote teaching for teachers at community secondary schools. each participants was asked mainly two questions: 1) what challenges do you face while conducting remote teaching class at community secondary schools?. 2) what sort of opportunities do you notice while conducting remote teaching class at community secondary schools?. in addition to this questionnaire, teachers were interviewed based on semi-structured interview protocols. the questionnaire was developed in google form and distributed using e-mail and messenger. the interview was conducted using telephone and with their permission it was recorded. after that, the researcher received the data under the permission and ethical circumstances. the researcher edited and coded the collected data properly and organized, interpreted and analyzed them generating different themes descriptively. 4. findings the researcher analyzed participants’ views from a set of open ended questionnaire and semi-structured interview. questions and interview were developed using mainly two sections: challenges and opportunities of remote teaching for teachers at community secondary schools that were enumerated descriptively. 4.1 the challenges of remote teaching at community secondary schools in nepal remote teaching is synchronous teaching that is beyond the traditional classroom teaching. taking the classes through virtual mode especially in community schools keep always pressure for the teachers. along with several brighter sides of remote teaching in this digital era, teachers of community secondary schools revealed some darker sides of it. after analyzing the data, the following challenges and obstacles of remote teaching have been explored: 4.1.1 internet connectivity issues for all the students there is no much more availability of internet connectivity to all the students. most of the students are from underprivileged status and rural communities too. majority of the teachers responded that most of the students who come to study in the school fall under lacking material possessions. there are many families who couldn’t afford basic needs of their children. so, using internet and wifi is far from their expectation. they used mobile data and some of them take help from their neighbor. in such circumstances, conducting remote teaching is full of challenging and troublesome. in this context, the teacher of “a” secondary school claimed, “economically backward students are unable to attend in remote teaching programme; whenever i asked them to join in it they frequently replied that they did not have any access of internet and wi-fi. they revealed that their fellow friends sometimes went to their neighbor in order to attend online classes.” [telephone:1:see in appendix……] from his response, the study came to know that there is no proper access of connectivity for all the students that are a great obstacle to handle remote teaching. 4.1.2 students participation/engagement remote teaching and face-to-face teaching in the classroom is so many differences. in the classroom teaching, student’s engagement and attendance is always high whereas in the virtual class, there is a great issue of student’s engagement. in order to access to the internet and to devices, tutors concern themselves with the challenge of students’ participation in the online environment. teacher of “b” secondary school asserted, “in my class, there are 48 students who were attended and engaged regularly in classroom teaching, but in remote teaching hardly 20/21 students attended and participated in group activities. i have found that students’ engagement and attendance is very low so that i couldn’t perform effectively in online mode”. [e-mail:1…] students’ participation, engagement and attendance play crucial role in teaching and learning process, if it lacks, no teacher imagines his/her teaching will be effective. 4.1.3 parental involvement / guidance parents’ support and guidance always play unique role in shaping child’s behavior towards learning. if no proper attention towards their children, only school couldn’t do everything. besides school times, every children spend much time at home. sometimes schools seek out families in need and safely provide the childcare and tutoring those students require. in this context, teacher of “c” secondary school shared his experience thus. “most of the students’ parents in our areas are illiterate, they couldn’t be able to provide https://www.theedadvocate.org/using-video-to-maintain-the-human-connection-during-the-covid-19-school-closures/ 34 support or directly involve in their children teaching learning process. some of the students’ parents have gone to abroad for the sake of their livelihood. those students are looked after by grandparents who are old in age and don’t know how to guide today’s digitalized age kids the children are also less supervised by the parents while taking the classes. there are more chances of getting distracted and being engaged in playing online games”. [e-mail:2…] here, the teacher’s experience showed that in such circumstances, where there are no good attention and involvement of parents towards their children, it is a great challenge to every teacher to conduct classes through remote teaching. 4.1.3 digital literacy and level of competence in remote teaching, digital literacy is essential for every teachers and students. even the teachers are unaware of using laptops and computer. on the other side, all the students did not have the same digital literacy and level of competency. the students faced problems while submitting the assignments, communicating with the teachers, and handling the tools. in this regard, one 55 years old teacher of “d” secondary school asserted, “i have a problem of handling classes through online mode. i couldn’t operate the laptops and computer properly. i have few years remaining to do retire .my mind hasn’t captured all this. i have become old enough to run class through virtual mode. i am unaware of searching information and materials through internet. therefore, i feel it’s a great challenge for me to overcome it”. [telephone:2…] the opinion indicated that for the remote teaching digital literacy and level of competence is essential for both teachers and students. therefore, it is a great obstacle for every teacher to be updated with the new technology. 4.1.4 time–consuming for the teachers teaching through virtual mode isn’t an easy task for the teachers. they have to spend much more time to prepare materials for the class. it is very timeconsuming for the teachers to design the lessons and spending more on screen. the teachers have to spend more time preparing different slides for powerpoint presentations and giving feedback to the students because of the technical problems sometimes the teachers are unable to give the class and communicate with the learners properly. in this circumstance, teacher of “e” secondary school expressed his experience. “i think, remote teaching has some challenges and obstacles to every teacher, while i was taking the class through online mode, i had to spend much more time for preparing many slides for powerpoint presentation. sometimes, i searched much information in the web. internet is really helpful to search information and it also assists to learn us about some new information that brings the teaching lively and fresh”. [telephone:3…] the experience of the teacher showed that remote teaching is a great threat because one has to spend much more time for preparing materials i.e. designing slides for powerpoint presentations. 4.1.5 power cuts and disconnection while conducting the synchronous class, electric power and internet connection should be paid under consideration. no power and connection means no possible of remote teaching. in this condition, teacher of “f” secondary school imparted his ideas, “recently, power cuts issues have been seen .it creates an internet connection problem. many times i faced this problem so that i couldn’t able to run class that particular day”. [telephone:4…] the idea of the teacher exhibited that power cuts and disconnection of internet are the challenges to be faced while running the class through virtual mode. 4.2. opportunities of remote teaching at community secondary schools in nepal in every darkness, there hides dazzling brightness. in the same way, although there are many challenges and obstacles of remote teaching, it has many opportunities for every teacher who involves in it. after analyzing the data, the following opportunities of remote teaching have been asserted: 4.2.1 broaden communication remote teaching not only makes update with technology but it also develops the communicating skills of the teachers. it always broadens communication between home and school. when the teaching learning activities don’t learn from the school, at that time, through the use of online mode the communication between teacher and students, home and school can be launched. in this context, teacher from “f” secondary school revealed, “i found online teaching is really appealing. it made me to be aware of playing with new technology that is quite helpful to broaden communication between the teacher and the students during the virtual session. besides, it is equally fruitful to develop our communication with other seminars, conferences and online mode sessions”. [e-mail:4…] 35 the perception of the teacher asserted that remote teaching provides ample opportunities to develop our communication towards various conferences, online virtual sessions and programmes and so on. 4.2.2 developing innovation and creativity although remote teaching entails some difficult issues, it presents a chance for developing innovation and creativity; online teaching is platform for upgrading our innovative ideas and developing creative mind which can be beneficial for our personality growth and also genuinely helpful in teaching learning process too. in this matter, teacher from “g” secondary school explored her idea, “in this digital era, remote teaching has lots of benefits and assets. if you want to be innovative in your ideas, then you need to be updated with the novice assumptions that you can obtain from different virtual sessions. it is such kind of platform, where you can upgrade your professional career in the next level. nowadays we should think learn locally and fit globally”. [e-mail:3…] the idea of the teacher indicated that remote teaching makes every teacher aware of online teaching platform and it helps everyone to develop their level of perception. it creates a chance to upgrade personal growth as well as creativity. 4.2.3 availability of resources for planning lessons and projects online network not only enables instant communication with students and their families but it also helps to explore appropriate resources for preparing lessons and the projects. it is an opportunity to the teachers that they will be familiar with different sites to use it for various lessons and the designs for the projects. in this context, teacher from “h” secondary school opined, “i found remote teaching beneficial in the sense that it helps me to be familiar with different resources from the internet which i have to use to the students. i am now totally acquainted with availability of resources for the planning of the lessons and different kinds of projects”. [telephone:5…] the opinion of the teacher imparted that remote teaching is such a station from where you can be familiar with different kinds of resources that are essential in your teaching leaning process. 5. discussion the study results reveal that virtual teaching learning in nepalese community secondary school is extremely challenging task due to various obstacles such no adequate access to internet in all the community schools. there are internet connectivity issues for all the students that make low participation of the students. when, the teachers ask the students about their absence in the virtual class, most of the students’ response that they don’t have internet facility at their houses that ultimately hinder the students’ learning process. it also creates challenges to every teacher to make students participation compulsorily. similarly, parental guidance is another genuine aspect because that make the students propel towards their better learning. in the absence of the parents ,students don’t pay much more attention towards their study especially in virtual mode; whether they are studying or only hanging on the internet .another obstacles or challenges appear is power cuts and disconnection. due to this, virtual class cannot be able to run smoothly though, nepal is rich in water resources, there is less electricity produced that make power outage and disconnection problem which directly affects the learning atmosphere for the students during this covid-19 pandemic period, it is a great challenge for the teachers to conduct online class. likewise, most of the teachers have digital illiteracy, which is a great challenge of remote teaching in community school. if the teachers don’t know about operating computers and laptops, then, in this virtual mode of teaching, they will face great obstacles to conduct remote teaching classes. so level of competence about digital literacy plays vital role in virtual mode learning class. on other hand, phuyal (2020) asserts that most of the guardians or people in nepal cannot spend data to enlarge their thirst of learning; they must give initial emphasis to their basic needs to sustain their breaths in such a critical period. due to this fatal pandemic, many people are facing famine and some of them committed suicide because of scarcity of food. in such scenario, internet cannot be considered to be available to each pupil in the country like nepal. so, conducting remote reaching is a great obstacle for every teacher especially in community secondary schools where students of under privileged are studying. regarding teachers’ background, it is the fact that teachers in nepal are not provided with training opportunities for online teaching. most of them have not performed the task earlier. rai (2020) argues that a few organizations such as tribhuvan university and kathmandu university of nepal have commenced virtual training lecturers but in the school levels, no any virtual training has been conducted so far. poudel (2020) points out that the nepalese government has just started to broadcast a few classes on radio and television, but all the students cannot get access to that platform of learning as 20% people in nepal have no access to radio and television. the ministry of education is seeking for a new plan to address those 20% students especially from community schools whose parents are illiterate. vahid (2020) discusses that students perhaps have some problems such as some may have family duties 36 at homes for caring and looking after their parents and kinships, some may have taking care senior citizen parents and some other may have burden of family. it is considered that teaching online mode in community secondary schools have full of troublesome in such pandemic situation. almost all the teachers are unaware of using internet in classroom teaching in the secondary school level specifically community schools. in this regard, the remote teaching is effective if the designated challenges and obstacles be addressed in an expected manner. majority of the teachers responded that online teaching is such a platform which makes every teacher familiar with different kinds of resources and it always provides an opportunity for developing innovation and creativity. due to the remote teaching activity, teachers get an opportunity to absorb ample information about handling digital technology .it makes an obligation to every teacher familiar about the virtual mode and using laptops and computer. it is the time to mound with technology by involving in remote teaching platform. familiar with remote teaching with digital medium is always assets for every teacher who has digital illiteracy. in the context of nepal, very few teachers have digital illiteracy especially in community secondary schools. for them, remote teaching is a great obstacle at the beginning but later on, when they have to teach the class in virtual mode in any way, then, they are bound to transfer themselves and build the level of competence in digital technology. similarly, virtual mode provides ample chances to boost communication towards various national and international conferences, online sessions and so on. gijsen (2016) arguments that there appears a great challenge for the teachers to conduct the classes virtually than face-to-face classes. teaching the students through physically participation brings the class lively and students also seem to be very attentive. every teacher has habituated to teach in the class room but most of the teachers are unaware of using technology .they should be trained about virtual class about a week for preparing their online classes. it will certainly make them familiar with the technology and an update regarding the teaching subject matter which is a vital assets and opportunity for every teacher. as the studies reviewed for the study suggest that online/remote learning shall probably never be the best option to face-to-face learning in the classroom especially in the community schools because there are various affective components missing in the process of learning and teaching. however, it can be inferred that online education creates opportunities to access and share information more easily and readily. tutors and the learners are able to participate into online communities of practice, based on their areas of interest rather than different geographical location. similarly, dhawan (2020) talks that virtual learning can be a vital asset in this pandemic period where traditional method of teaching cannot be performed. this pandemic got us to consider an alternative way to teach the students. during this period, the emphasis and priority should be more on virtual learning including television, radio and online education mode. in addition to this, paudel (2020) opines that online education can be a different and alternative medium of traditional education. the study explores that remote teaching can be a good platform in this crisis period. in such circumstances, remote/online is the best medium to conduct teaching learning activities. virtual platform can boost up the learners learning experience by creating ample chances for crossdisciplinary and cross-cultural activities in the country like nepal, like any other low-income countries, has a big gaps among its citizenry in the case of their socioeconomic and educational background. the present system of education and disproportionate distribution of its means and resources have often been blamed for the widening gaps between the haves and have-nots, in the arrival of covid-19, the digital divide and the uneven access to e-learning and resources will increase the gaps. the present scenarios indicate that students in nepal are affected differently by the pandemic. likewise, online learning mode enhances digital literacy skills that are highly essential in contemporary society and workplace environments, and it gathers a mechanism for proportionate opportunity among the pupils and the teachers living with a disability, or who have accessibility obstacles that restrict their ability to attend a face-to-face class medium. 6. conclusion the study has surveyed the challenges and obstacles appear while conducting online teaching learning process in the nepalese community secondary schools. it also aims to explore the opportunities in teaching online class for every teacher of community secondary schools in nepal. this study found that community secondary school teachers had faced challenges to conduct virtual classes due to low participation of the students, no proper access of internet to the community schools and students are from poor background, parents have less awareness towards the online teaching class. similarly, the study indicated that it made the teachers active and dynamic in their teaching learning activities. those teachers who were illiterate in operating computer, they got an opportunity to be familiar using it and they could participate indifferent virtual conferences, seminars and workshops that assisted them in their professional development. online teaching made every community teacher should be updated in their pedagogical knowledge. thus, remote teaching is conducted by teachers performing their very best to re-construct an entire school year’s value of work into an online mode and often various kinds of online spaces using tools they 37 don’t always get to choose while preparing it all to be reachable to every single person/learners in the online classroom. the challenges of doing this well is monumental. to do it over a long period of time–with the limited means, tools and resources most facilitators are given–simply isn’t durable but that’s a topic to investigate in the coming day. the data shows that remote teaching has adequate benefits such as: increased flexibility of time and location; online resource, diverse and enriching experience; access equity, disability and information sharing. online education creates opportunities to access and share information more easily and readily. especially, teachers and students are able to participate online communities of practice based on their areas of interest rather than different geographical location. in addition to this, virtual medium keeps access to greater depth and breadth of resources and information. finally yet most importantly, this study will assist to find out the challenges and obstacles that the community teachers faced while going through remote teaching classes. similarly, they will also see bundle of opportunities in the arena of teaching and learning process, which can be beneficial to upgrade the standard of education by applying new modes of teaching. so, the researcher expects this study can contribute particularly to fellow teachers, teacher educators and students. in addition, the researcher has expected that it can be one of the additional resources for the policy makers, syllabus 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(10). principles to consider when introducing icts into remote, low-income educational environments. edutech: a world bank blog on ict use in education. https://blogs.worldbank.org/edutech/10principles-consider-when-introducing-ictsremote-low-income-educational-environments vahid, f, (2020). a message from a professor to fellow professors and students about athome learning during covid-19. http://www.youtube.com/watch?y=daqgsuax8 fa&feature. journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, july 2022, pp: 146 – 159 doi: https://doi.org/10.31849/utamax.v4i1.9876 146 the students’ ict skills in producing infographic media and video: guidance and counselling e-project tasks dydik kurniawan, & tri wahyuningsih universitas mulawarman, indonesia dydik.kurniawan@fkip.unmul.ac.id article history received : 2022-02-05 revised : 2022-07-11 accepted : 2022-07-29 keywords ict video design e-infographics media guidance counselling mixed method abstract the study sees, there is still a lack of student ict skills in producing a multimedia platform to support guidance and counselling services. this mixed method aimed to analyze the ict skills of students from the department dept. of guidance and counselling in producing interesting, effective, and efficient infographic media and video as well as evaluation materials for lecturers in correcting the shortcomings of the lecture process. using saturated total sampling technique of 76 students’ from class of 2020 this present study focuses on infographic design, video, and material. data collection were based in the form of documentation include e-infographic project tasks, video tasks, infographic assessment sheets, and video assessment sheets which analyzed using descriptive statistics in the form of average values and percentages, which are then converted to qualitative data. the results of the assessment obtained for infographic design (3.53 ), materials in the appropriate category (3.78), and for video (4.00). media that has been created by students in the form of infographics and videos provides one of the solutions in providing guidance and counselling services during the covid-19 pandemic or in the new normal situation. therefore this study highlighted the excellence in-making skills of students or candidates for guidance and counseling of mulawarman university in creating infographic media and videos are very important in supporting and providing guidance and counselling services as their career path in the future. 1. introduction education is a conscious and planned effort to develop the human person where there are changes in behaviour, knowledge, and skills that are realized in family, community,s and national life. learning activities will not run optimally without the support of the educational component, one of which is the media. the purpose of media creation is so that the learning of guidance and counseling services runs effectively and efficiently. learning by providing effective and efficient guidance and counseling services can be achieved by utilizing the media (bystrova, 2020). media is very important in learning activities of guidance and counseling teachers because it becomes an information media for distributing lecturers' knowledge to students (al-sofi, 2021). many added values obtained by students as prospective teachers are guidance and counselling when using the media, including clarifying the presentation of messages so as not to be too verbalized (in the form of written or spoken words) (gupta et al., 2022), overcoming the limitations of space, time, and sensory power, causing learning excitement, allowing more direct interaction between students with the environment and reality, and allowing students to learn on their own according to their abilities and interests (kurniasih, 2017) media is an alternative in the learning process/provision of guidance and counseling services because students will not only get material from one source but materials from various sources selected through the stages of analyzing student needs. the position of the media is certainly very important because it serves as an intermediary. it will be able to cover the shortcomings of teaching delivery in learning (mansur & rafiudin, 2020). therefore, educators are expected to be able to conduct appropriate media selection, develop media, and apply the media in the process of both learning / providing guidance and counseling services. in the process of guidance and counseling services, there are interactive activities between educators and learners in the atmosphere of the educational environment, as well as mutual communication that takes place in educational https://doi.org/10.31849/utamax.v4i1.9876 147 situations can facilitate achieving learning goals. therefore, teacher must be also an educators who can bridge interests and facilitate these educational needs through genuine efforts that can be applied in educating their learners (saptodewo, 2014). one of the real efforts implemented by educators in the process of providing guidance and counseling services is to utilize the media the process of providing guidance and counseling services with the use of media in guidance and counseling services can provide a stimulus to students' learning interests can increase (mansur & rafiudin, 2020) infographic media is meant to present complex information quickly and quickly (tsai et al., 2020). infographic media is very suitable for providing guidance and counseling services that require interest from participants. high interest can be obtained with interesting data visualization (ismaeel & mulhim, 2021). one visual media of data that is widely used is infographic media. infographics are the most effective form of communicating information in the digital age. moreover, infographic media is very effective for presenting information in visual form. (bystrova, 2020). infographics aim to inform, entertain or invite readers or audiences. infographics have many purposes, depending on what infographics are created and who they are made for (de haan, et al., 2017) that, “picture of the usefulness of information visualizations in the news, and contribute to a growing literature on alternative ways of storytelling in journalism today”(resnatika et al., 2018). infographic media contains illustrations that present information systematically and systematically. the illustration clarifies the material with a combination of images to make it easier for the reader to learn the manuscript's contents. the illustration is the art of creating images that serve to clarify and explain the manuscript (westbrook et al., 2021). problems obtained from the initial observations made by researchers, in this case, lecturers who teach in the guidance and counseling media course in the guidance and counseling study program, mulawarman university tends to lack innovation because educators who are less able to create and choose the suitable learning media to be done through the process of analyzing the needs of students. (mansur & rafiudin, 2020). in this research, the material discussed the creation of infographic media and video. based on the results of the evaluation of student project works or media in the class of 2018 and 2019, the press made is still based on non-digital or printed either in the form of posters, brochures, banners, etc., while for the 2020 level my researcher, in this case, the lecturer has implemented with a digital-based media project. for this reason, researchers have determined the next project for the class of 2022 students, namely making e-infographic media and infographic videos. creating media projects that were originally non-digital to digital is expected to increase students' creativity as prospective guidance and counseling teachers by combining various applications such as making infographic media, some applications that have been used by students, namely building canvas applications, photoshop and corel draw. in contrast, in making videos, guidance , and counseling, students can use several applications such as zoom. recorded, moviemaker, corel editing video, kinemaster, etc. (listya, 2018). using various applications, students as prospective guidance and counseling teachers in the future can freely develop their creativity and innovation in creating einfographics and videos. the difference in the results of the media work of students in the class of 2018 and 2019 is still non-digital, namely, in the form of printed paper. the shortcomings of print-based infographic media include: 1) not stored properly even many media collected in damaged conditions (lack of places to store, some have been torn and eaten by termites), 2) there is still limited creativity from students due to the lack of use of existing applications. the advantages of infographic media and digital-based videos are that they can be stored well in google drive and are not damaged because they are in the form of soft files. furthermore, the current condition during the covid-19 pandemic that is endemic throughout the world, especially in indonesia, affects all sectors, especially in the world of education. the impact of the pandemic is that in every school for the learning process from 2020 to 2022, learning is held face-toface limited; even schools organize the learning process online. the impact of this pandemic problem is that teachers must provide various innovations so that schools' learning processes, guidance , and counseling services continue to run optimally. one of the solutions provided is through infographic media and digital-based videos. according to maknun (2012), the problems faced and experienced by teachers in organizing guidance and counseling services are a lack of knowledge and skills teachers in managing guidance and counseling services. teachers are less able to plan, formulate goals, manage and assess so that they are less arousing of students' thinking processes. practical activities are practically rarely implemented and take a lot of time. based on the regulation of the minister of education and culture number 22 of 2016 concerning the standard of the primary and secondary education process, it is indicated that the learning process in the education unit is held interactively, inspiringly, fun, challenging, motivates students to participate actively, and provides sufficient space for the initiative, creativity, and independence by students' talents, interests, and physical and psychological development. following this regulation, it can be interpreted that a teacher must have higher competencies and skills in creating guidance and counseling media and use, especially for guidance and counseling teachers. 148 previous research has several similarities and differences with the title "development of infographic learning media to increase student learning interests."hamsi mansur et al. lambung mangkura obtained similarities and differences from previous research, namely 1) previous research data collection techniques only used design assessment instruments and materials. another similarity is from the subject studied, namely the students. while the research conducted today uses design instruments, materials and video, 2) the type of research in the experiment and control group, quasi-experimental method while in this study using a method mix, 3) in the previous research the resulting media is only based on digital infographics without being supported by explanations from guidance and counseling teachers directly, or in other words, the previous research is only visually based. in contrast, in this study, the results of the media are already based on audio and visual. based on the challenges faced by the previous studies that have been presented above, both from nondigital free media and the pandemic itself, this is the basis for researchers to shift to digital-based media with good intentions in terms of effectiveness and efficiency and as a solution to the impact of the covid19 pandemic itself (chongpornchai et al., 2021; dowhos et al., 2021). moreover, the results of infographic media and videos from students' guidance and counseling can be used as a solution for the provision of limited face-to-face services. nevertheless, the results of this research are used to correct shortcomings in the teaching process of developing guidance and counseling media so that students or prospective tutoring and counseling teachers can improve competence and produce digitalbased infographics and video media to become the optimal medium for use in the implementation of guidance and counseling services. students can explore their creativity to the maximum by utilizing existing facilities and infrastructure such as laptops, computers, smartphones, and various applications that can be used to create interesting media. 2. method this mixed method research was carried out at the mulawarman university at the department of guidance and counseling for the 2021/2022 academic year. it’s used to pictured the skills of guidance and counseling students. this study use saturated sampling technique to select the students of the guidance and counseling class of 2020, which amounted to 76 people. in this process the students used canva, photoshop, and corel draw applications in making infographic media. while, for video creation use zoom record, moviemaker, corel editing video, and kinemaster. data collection will be based on the infographic media assessment sheet with 15 items, 14 item material assessment sheet, and 2 item video assessment sheet based on each aspect of skill required. quantitative data is obtained from the infographics assessment instrument and video from each student project assessment in the form of a score. the information that has been inputted is then analyzed using descriptive statistics with a likert scale (dorneles et al., 2020; mansur & rafiudin, 2020) in the form of averages and percentages and converted into qualitative values using the table 4.1: table 1. assessment scale no score category category category 1 4 very suitable excellent highly skilled 2 3 appropriate good skilled 3 2 less suitable less good less skilled 4 1 not appropriate bad unskilled percentage formula used: average percentage= sum score total scor 𝑥 100% 3. results and discussions this assessment is carried out by observers, namely lecturers who teach guidance and counseling media development courses, to assess the number or absence of items requested in accordance with the assessment sheet (umami et al., 2016). in the presentation of the results of the study, each complement of e-infographic media creation skills includes images, typefaces, numbers, font size, space numbers, and colouring (sugiarto, 2020), while video includes editing audio and visual meeting. the assessment results for infographic media can be seen in the table below. 3.1 research results research on the analysis of student's ability to create infographics and video media as a medium of guidance and counseling services in schools. subjects as many as 76 students. researchers gave a direct assessment of the work/assignments of students consisting of 17 design items, an infographic material 149 of 14 items, and an assessment of 2 items. the study results are outlined in the form of a frequency distribution table. the calculation results for the categories of each sub-variable and variable in the research instrument are found in table 1, table 2, and table 3. three important aspects of infographics (lankow, etc., 2014: 40,; chongpornchai et al., 2021) it is the allure, compliment, and retention. allure is an aspect that can make audiences interested in seeing an infographic for a long time so that the message in the infographic can be conveyed. the allure can be created through visual design by using simple, unique icons, the layout of design elements in such a way, and the selection of colors that are pleasing to the eye that causes the audience interest to find out more about what the content of the infographic is mentioned (listya, 2018). in designing infographics and videos, we not only how to make them interesting, but we also have to think about the message for the audience to understand. some infographics are interesting but difficult to understand, so the impact of the message in the infographic is not conveyed well and effectively (rotolo et al., 2022). the role of verbal communication styles such as word selection in infographics needs to be considered and made according to the intended target audience. not just. the narrative and depiction of icons in infographics must also be adapted to the infographic's content and audience analysis results. the last aspect is retention, a visualization that helps the audience remember the information conveyed in the infographic media (lankow, etc., 2014: 44-45). the concept of aida (attention interest desire action) communication can be well fulfilled with all three important aspects in infographics (listya, 2018). table 2. infographic media assessment no assessment item average score category 1 conformity of size with infographic content material 4 very suitable 2 consistent layout element placement based on pattern 3 appropriate 3 the separation between sentences is clear 3 appropriate 4 spaces between text and illustrations accordingly 3 appropriate 5 infographic titles and subtitles 4 very suitable 6 illustrations and image captions 3 appropriate 7 don't use too many typefaces 4 very suitable 8 use of letter variations (bold, italic, all capital, small capital) not excessive 4 very suitable 9 spaces between lines of normal text arrangement 4 very suitable 10 normal text array width 4 very suitable 11 spaces between normal letters 4 very suitable 12 the title level is clear, consistent, and propositional 4 very suitable 13 able to reveal the meaning of objects 3 appropriate 14 the accurate and propositional form is in control of reality 3 appropriate 15 creative and dynamic 4 appropriate sum 54 appropriate average 3,6 overall percentage 90% based on the results of table 2. the material assessment shows that 94.6% of the work of students / prospective teachers regarding the material that has been made in the infographic follows the assessment item/assessment rubik, which indicates that this material is suitable for use in infographic media. based on the infographic design indicator can be seen from several representative images below the shortcomings of infographic media, namely. 150 figure 1. layout element placement. the picture above shows the lack of consistency in the good location of the image placement and text that is not ideal such as explanatory sentences that are not reached at the edge of the worksheet. for the particular improvement of the location of the image adjusted to the explanatory sentence and for the sentence, the incarnation must be consistent with the left, right, upper, and lower borders so that no explanatory sentence is attached to the edges. figure 2. separation between sentences based on figure 2. it can be seen that the boundaries between sentences are not so clear because of the coloring of the lines/limits, and there are no restrictions/separators, so when the reader reads the sequence does not understand the order from which to be read. and from the other image, some words cross the border of the text, making it less interesting when viewed. 151 figure 3. spaces between text and illustrations based on figure 3. it can be seen the spaces between texts aesthetically are not appropriate. because there are spaces so far away that there is a blank space that should be associated with the vision of the relevant image. the standard space used in infographics is 1.15. figure 4. illustrations and image captions based on figure 4. the images used are not correlated with what is described in the infographic media, a good infographic can correlate images with text. some images do not match the title or material, for example, the feeling of being symbolized with the image of people sitting, and even no pictures. 152 figure 5. reveal the meaning of the object. based on figure 5. it can be seen the lack of it that there are still some uses of objects that do not fit the meaning of the material contained in the infographic media. we recommend that the image/object used be able to reveal meaning or meaning per the infographic's explanation. figure 6. the form is inaccurate and not propositional. based on figure 6. infographic product observation results are still propositional text sizes that do not fit and in the selection of typefaces that are not appropriate, and the size of letters and numbers that do not fit so that it is less effective and even not read clearly at least for the letter size of 20. moeller (2013) in gormley and mcdermott (2015) added that to make it easier for readers to read the contents of infographic messages, the font size must also be taken into account according to the size of the infographic. “they are asked whether they can find more information in the image; this encourages them to reexamine the image for additional and deeper information, much like they do when closely reading alphabetic text” (gormley & mcdermott, 2015) (resnatika et al., 2018). further tabulation of the assessment of materials used in the research in table 3: 153 table 3. material assessment no assessment item average score category 1 material completeness 4 very suitable 2 material breadth 3 appropriate 3 depth of matter 3 appropriate 4 accuracy of concepts and definitions 4 very suitable 5 accuracy of data and facts 4 very suitable 6 accuracy of images, diagrams, and illustrations 4 very suitable 7 accuracy of terms 4 very suitable 8 encourage curiosity 4 very suitable 9 the misrepresentation of the concept 4 very suitable 10 accuracy of sentence structure 4 very suitable 11 sentence effectiveness 3 appropriate 12 the term "filthy." 4 very suitable 13 understanding of messages or information 4 very suitable 14 ability to motivate learners 4 very suitable sum 53 average 3,8 appropriate percentage 94,6% based on the results of table 3. the material assessment shows that 94.6% of the work of students or prospective teachers regarding the material that has been made in the infographic follows the assessment item/assessment rubik, which indicate that this material is good for use in infographic media. based on the material assessment indicator can be seen from several representative images below the shortcomings of infographic media, namely. figure 7. the breadth of matter, 154 based on figure 7. in infographics to relate the breadth of the material, many students are still concerned when combined with some other material, although interrelated but very limited to the material made without associating with other material. figure 8. depth of matter, based on figure 8, obtained still lack explanation/strengthening of the concept in detail from the material made through infographics so that, if like this must be given direct explanation by guidance and counseling teachers . figure 9. less effective in sentences, based on figure 9, this study obtained some repetitions of the incarnation and the word contact that is not needed so that it results in a less effective and efficient sentence journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, juli 2022, pp: 74 – 83 doi: https://doi.org/10.31849/utamax.v4i1.9876 155 table 4. infographic video rating no assessment item average score category 1 clarity of images 4 very suitable 2 clarity of the audio 3 appropriate sum 7 average 3,5 appropriate percentage 87,5 % table 5. average values of e-infographic design skills, materials, and video no aspects score category 1 e-infographic design 3,6 appropriate 2 material 3,8 appropriate 3 video 3,5 appropriate sum 10,6 average 3,6 appropriate table 6. percentage of e-infographic ratings, materials, and video no aspects percentage (%) 1 e-infographic design 90 2 material 94,6 3 video 87,5 average 90,7 based on the video results that can be seen on youtube:https://www.youtube.com/channel/ucx67h4 ashsup8fjn4nog4wa. e-infographic and video media are then examined using infographic design, materials, and videos used as guidance and counseling services. the assessment results have been converted into percentages presented in table 1, table 2, and table 3. the results of the assessment can also be seen in the following graph: chart 3.1. the results of the assessment based on the graph 3.1 , the percentage of 87.5% must be maximized so that the resulting video is much better, while the design and material also need to be improved and improved again. 3.2 discussion from the results of the collection of assessment sheet instruments from aspects of design, materials, and video, then the input of the score of each item so that it can be analyzed using descriptive statistics and then converted qualitatively. from the analysis results, researchers can provide a detailed explanation of the improvement of student skills competencies in the class of 2020 in infographic and video media. on average, the observation results of student assignments in infographics and videos have allured visually and audio. a person who reads infographics and views videos can easily understand the information he conveys compared to reading full text (resnatika et al., 2018). information in infographics is not only conveyed in the text but can be a design concept that https://doi.org/10.31849/utamax.v4i1.9876 https://www.youtube.com/channel/ucx67h4ashsup8fjn4nog4wa https://www.youtube.com/channel/ucx67h4ashsup8fjn4nog4wa 156 provides information for the reader (lee & cavanaugh, 2016). for the information to be understood by the reader, there must be a clear picture of the information conveyed. in infographics, writing supported by images, graphics or photos makes the information they want to convey easier for the reader to understand (apriyanti et al., 2020; jacob, 2020). from the design aspect, this material and video are the focus of researchers in discussing infographic media and video in the design aspect for infographic assessment based on indicators including compatibility of size with infographic content material, infographic titles and subtitles, not using too many fonts, the use of font variations (bold, italic, all capital, small capital) is not excessive, space between lines of normal text arrangement, width of normal text arrangement, normal space between letters, clear, consistent and propositional title levels, and creative and dynamic obtained a value of 4 with excellent categories, while the assessment results for the indicator: placement of consistent layout elements based on patterns, separation between clear sentences, spaces between text and illustrations accordingly, illustrations and image captions, able to reveal the meaning / meaning of objects, and accurate and propositional forms with the fact obtained a value of 3 with good categories on this aspect based on the results of interviews with some students this is done less precisely such as still confused in determining a suitable typeface, spaces on text that forget to change, and still confused decide the image used, and put the right image. however, in the aspect of design for guidance and counseling students, the average result is 3.6 in the appropriate category, so it can be highlighted that some infographic designs from students' work as prospective teachers can be used for guidance and counseling services in the fields. based on the assessment aspects, infographic materials can be seen from the indicators. the accuracy of data and facts, the accuracy of images, diagrams, and illustrations encouraging curiosity, and understanding of messages or information obtained a value of 4 with excellent categories, while for indicators of material completeness, material breadth, depth of material, accuracy of concepts and definitions, accuracy of terms, lack of concept presentation, accuracy of sentence structure, the effectiveness of sentences, the ability of the term, and the ability to motivate learners obtained a score of 3 with a good category. this is because there is still a lack of reading literacy among students, so both material coverages eems still not good in terms of breadth, in-depth coverage, and concepts, etc. however, the analysis results also obtained an average of 3.8 in the appropriate category, so it can be sees as well that the material made by students as prospective teachers regarding infographic media can be used to provide guidance and counseling services in schools. despite, the students still lack reading literacy, both material coverage is still be able to be presented coverage the elements of breadth, depth, concepts, etc. (joshi, 2021). however, the analysis results also obtained an average of 3.8 in the appropriate category, that the material made by students as prospective teachers in infographic media can be used to provide guidance and counseling services in schools. based on the aspect of video assessment that has been assessed from the indicator clarity of shooting on the video obtained a value of 4 with an excellent category, while the clarity of the audio obtained a value of 3 which is under a good category, even though only a few of the videos have been manage to produce. at the level of audio clarity, there are still many videos with sounds that are not clear this is due to some good constraints of the device used, as well as the condition of the room when recording, there are still sounds from outside that enter the video which is needed to be highlighted as future assignment. however, the average result of the assessment was showing 3.5 which is in the appropriate category, so it can be said that the video of the work made by students as prospective teachers can be used to provide guidance and counseling services in schools. based on the results of the assessment, there are still shortcomings in the aspects of design, materials, and video, where these shortcomings become the evaluation material for lecturers to improve the lecture process so that in the future, the media produced becomes the maximum media both in terms of design, material, and video. based on graph 1. it can be seen that the percentage of student ability that must be improved in making the video is 87.5% lower than the design and material aspects. in the aspect of the video that must be improved, namely in terms of audio because the average is still less clear, this will certainly have an impact on the explanation video that is less than the maximum, while for design and material must still be improved so that the results of the media made by students will be more optimal to support in guidance and counseling services at school both carried out online and offline. moreover, the advantages of infographics and videos are more durable because they can be operated through digital devices such as computers, laptops, and handphones. the infographics display and videos are more interesting than printed media. infographics and videos integrate various elements of static type infographics so that they are attractive to users. the resulting infographics and videos have no severe drawbacks, as they provide better visuals and audio with more memorable and understandable material (ozdamli, et al., 2016). infographics and videos developed are easy to operate and can provide meaningful learning. students can easily find the concept of a given material in static images because they can determine their learning steps or so-called flexibility. somehow, this is in accordance 157 with the results of hassan's research. (2016: 95), which shows that static infographics and videos are properly designed and used in a more effective process (smith & robertson, 2021; wulandari, 2019). the results of this design and material assessment are in line with the results of research conducted by mansur (2020), which highlighted the infographic media is worthed to use for the learning process. the equation with this research is that the design and material assessment instrument has the same indicators. as well as the work of students from 2 aspects, namely design and materials obtained appropriate conclusions to be used in providing guidance and counseling services in schools. while the difference is in the innovation research made where this research student make infographic videos where in the video students explain the material in the infographic they make so that this media becomes very interesting examples of video results can be seen from the following link (https://youtu.be/qv7lgll2iaq,https://youtu.be/fgsj vn3o_mk, https://youtu.be/tix3_ojwvhk, ), nevertheless, skills in making guidance and counselling media by utilizing technology are something that every guidance and counseling teacher must master in developing students' learning interests, as well as improving students' abilities to the maximum and thoroughly to achieve the learning goals they want to achieve (apriyanti et al., 2020). every guidance and counseling teacher must use skills in making guidance and counseling media to support guidance and counseling services in schools, both online and offline (dowhos et al., 2021). moreover, the results of this e-infographic media and video work by students are one of the media that is very helpful and supportive in the service of guidance and counseling in school effectively and efficiently both for students and for guidance and counseling teachers. this infographic and video media work is one of the stimuli in controlling, improving, and developing the creativity in dept. of guidance and counseling students in producing quality media for education issue. the results of this research will be used as a benchmark for evaluating the teaching process given by lecturers to students or prospective teachers guidance and counseling by reinforcing the aspects of infographic design, video, and material for the following lecture. from the results of the average percentage obtained, 90.7%, it can be stated that 2020 guidance and counseling students are skilled in using ict in creating guidance and counseling media to be used in the process of guidance and counseling services. this resulting media can be one of the solutions for guidance and counseling teachers in schools during the covid-19 pandemic that is now sweeping worldwide, especially in indonesia (al-sofi, 2021). 4. conclusion the data highlighted the average skill of students in making infographic media and videos using ict is classified under skilled category. the infographic media seems produced quite good in design, material. it seems can be used in providing guidance and counseling services both online and offline. infographic media and videos produced by students seems have several which can be accessed repeatedly, anytime and anywhere. the result of this digital-based infographic and video media innovation is a solution during the covid-19 pandemic or the new normal situation so that the provision of guidance and counseling services can run well. this study can be seen as one of the references to evaluate in the production of guidance and counseling media, and for lecturers to improve on indicators that are less than optimal and maximize those that are very appropriate. references al-sofi, b. b. m. 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(2019). pengembangan media pembelajaran e-book infografis sebagai penguatan kognitif siswa x mia. jktp: jurnal kajian teknologi pendidikan, 2(1), 37-44. journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 3, november 2021, pp: 154 – 166 doi: https://doi.org/10.31849/utamax.v3i2.7101 154 impact of disaster on underprivileged children in the covid-19 pandemic: policy response for emergency education mrinal mukherjee 1 , chanchal maity 2 & somdutta chatterjee 3 1, 3 west bengal university of teachers’ training, education planning and administration, kolkata, india 2 bankura university, bankura, india dr.mmrinal@gmail.com article history received : 2021-07-31 revised : 2021-10-18 accepted : 2021-10-28 keywords covid-19 pandemic social disaster underprivileged children marginal section right to education abstract it is necessary to recognize and address the differential impact of disasters on society. it is quite possible that a significant number of children to become victims of the covid-19 caused the social disaster. as a result, there would be an increase in school dropouts and child labor, which indicates a substantial number of children will be deprived of their right to education. any alternative response during school closure, like internet-based remote teaching-learning, might not compensate for the loss of learning as nearly half of the world is without access to the internet. "emergencies" are considered any situation; either artificial or natural disasters suddenly disrupt the ordinary course of life, empathy, and educational opportunities of children. the present study intended to find out the nature of social disaster caused by covid-19 and how it impacted the learning loss and socio-emotional immunity of the underprivileged school-going children. a narrative review technique was used for this research study to explore the policy advocacies adopted on an emergency basis in mitigating the impacts of the ongoing pandemic on such underprivileged children. the data were derived from published articles and reports available in national and international data repositories. the findings reveal that the closure of schools raises the vulnerability of underprivileged children as they are being deprived of their right to education and socioemotional security. the present pandemic has led to an adverse situation, disrupting delay or denying the right to education. it is time to rethink adopting a new policy and mechanism to continue their education and provide socioemotional immunity in time of emergency to address the gravity of the crisis. 1. introduction in an emergency, when normalcy remains being paralyzed, children usually are the worst sufferer. in the history of humanity, children remain most vulnerable in all kinds of natural and social disasters. billions of children are suffering each year in the different parts of the world by conflict caused by war, rampant criminal violence, climate disaster, and contagious disease outbreak (world bank, 2016; world bank, 2011; laframboise & loko, 2012). unesco (2011) asserted that the world needs to respond for 'emergency learning,' realizing the simple truth of the suffering of the millions of children in the regions of the globe which are highly affected by crisis and children are being deprived of their right of access to education. in conflict-affected parts of the world, almost 50 million elementary school goers are already denied the right to education. (save the children, 2013). in the same way, natural disasters have impacted negatively on children's education for a long (united states agency for international development, 2014). the world is witnessing the disaster caused by epidemic and pandemic in the last couple of years by contagious sars, ebola, and now covid-19. the unprecedented pandemic caused by covid 19 seems to have brought drastic changes affecting all aspects of the daily lives of crores of people across the world. education is one of the worst affected sectors as institutional closer was the immediate response to the covid 19 outbreak. as far as world bank data in 2020, the global number of students in countries where schools remain fully closed is 1,220,242,191, and the number of students is 84,184, 176 in the countries with partially closed schools. research findings in the backdrop of previous episodes of short-lived infectious disease outbreaks and epidemics found substantial evidence that child protection risks are exacerbated. early studies show alarming signals on children's sufferings in the context of the covid-19 pandemic as a significant socio-economic impact. children who are immediately separated from parents and family and are deprived of alternative care are more vulnerable 155 (unicef, 2020a). the marginalized section was facing dire consequences and other crises during this period of the pandemic, and such social fragility needs to be handled carefully with much care and state responsibility (unesco & cdmrp, 2020). covid-19 pandemic has already created a situation that puts children and adolescents at various risks, millions of them including their wellbeing and safety with the exploitation of gender-based violence, abusive and negligent treatment, social exclusion, and often the separation of children from caregivers. in recent pre-covid years, adolescents' mental disorders and psychosocial disabilities have been increasingly recognized as global development issues (mukherjee, 2020). the previous experience of epidemic exhibited that adolescent girls are disproportionally affected in such extreme emergencies. school closures as a response to contagious disease outbreaks deny access to educational facilities and are also being deprived of minimum healthcare services. while going through trauma and stress, the children are being deprived of livelihoods, and they are forced out of any social support system. quarantine, lockdown, and subsequent disruptions of earning and wages due to covid-19 caused the pandemic to impact the children and their families of the marginal section to a higher degree. withdrawal of emergency services has further dismantled the stability of this section of people who were already suffering from the inadequacy of resources and marked by poverty. measures like movement restrictions shutting down public transport have further dented their income and thrown many as jobless. most importantly, school closure indulges social isolation, delinking from a social service support system for such marginalized children as programs like 'direct cash transfer' and 'direct food transfer' also hampered to some extent. then the stress level of home climate has further aggravated the degree of domestic abuse, conflicts, and violence led to civil unrest (unicef, 2020b). in the pandemic, as migrant workers earn less in a compulsive situation due to business closure and economic slowdown, their families suffer. previous research of the earlier recession proved that it considerably cut remittances in most of the courtiers affected. here it is worth noting that forty-one of the asian financial crisis studies have shown that remittances support family businesses while supporting education and preventing child work (yang, 2008). in earlier cases of a social disaster, the value of the financial contribution of a child may be reduced by the forced return of these migrant workers, or the commitment of children in the employment could increase if new resources, protocols, and technologies were brought to the home by the mobile workforce (dinkelman et al. 2016). the gender perspective of such a crisis period is crucial to societal design as children usually work by their mother's side. when a mother is absent from home, her children are less likely to work than when the economically active mother is present (acosta, 2011). according to a recent study in nepal, the sudden shutdown of brick kilns and subsequent lack of transportation left approximately 12,000 people, including 2,000 children, stranded for a long period and forced to suffer intensely. according to sources, about 1359 children had returned from kenya, lebanon, mozambique, saudi arabia, and sudan as part of public health responses to covid-19 as of june 2020. (ilo & unicef, 2020). legally working adolescents having age between 15-18 years are already going through a highly stressful situation. approximately 63% of india's child labor workforce are aged 15-18 are employed in hazardous work (save the children, 2016). in the context of minimizing force and other restrictions to compensate the rate of production during covid-19, in many cases, the working hours have been extended to 12 hours a day. so the adolescent workforce is compelled to work for more than standard time with a lower rate of income. according to the global multidimensional poverty index 2018, published by the university of oxford (oxford poverty and human development initiative, 2018), india still has 156 million children under poverty, amongst which 27.1%, around one in four, are younger than ten years. no doubt such dismantled socio-economic situation will further severely affect the indian children by the covid-19 pandemic. governments worldwide have kept close educational institutions as an immediate response to break the epidemiological cycle of the covid-19 pandemic. according to the data of unicef, globally, 214 million students from early childhood care education to higher secondary education in 23 countries have missed at least three-quarters of classroom instruction time since march 2020. of these 214 million students, 168 million in 14 countries missed almost all classroom instruction due to school closures (unicef, 2021). overall, about 43% of schools are closed partially or fully for face-to-face instruction, including in india. the education as suffering as a result of the institutional shutdown was regarded as a distortion, and it was thus deemed an emergent situation. (reimers and schleicher, 2020). in tune with the global pattern of immediate response in india, nationwide school closure was imposed by the relevant union government authority and respective state government authority. approximately 32 crore students are affected in india only, with 15.8 crores being female and the rest being male. upholding the right of such learners in its policy advocacy, unesco appealed to all the countries to engage a wide variety of ways to continue learning teaching either with high tech or low tech or even without involving technology as possible considering the ground-level reality. 156 it was pretty impossible to reach all the learners at the school level while strict social isolation was imposed and the school remained closed. so, the expectation and situation were quite contradictory. online emergency remote learning teaching appears as a practical solution despite the ground reality where half of the world is without access to internet facilities. as per unesco estimations, nearly twothirds of the school-level learners are denied such facilities globally. in the backdrop of the above context, the study examined the objectives mentioned here. due to the pandemic mediated economic downturn, household income losses will be caused, and more children will be forced into dangerous and exploitative jobs. those children who are already engaged in such an effort could be further exploited. gender disparities will be a significant concern, and other inequalities within families can become acute. girls of a tender age may be put under pressure to do further household work and external work. as school closures are extended from time to time, household engagement is enhanced further. the global community must keep in mind that the scale and depth of the impact of the covid 19 mediated social disaster are not comparable with any such previous crisis. its magnitude is more significant than we anticipated, and it may cause social harm in novel ways. if such newer injuries are not sought, identified, and addressed, society may suffer for a long time, and the global aspiration of inclusiveness will lag far behind. as of now, there are some impact studies available that have focused only on a few aspects, and some policy instruments have been adopted as emergency response without studying feasibility and efficacy. so, it is high time to analyze the gravity of the crisis more holistically and address the emergency to protect children from the disaster of a covid-19 mediated pandemic. the present narrative review, in that sense, is unique in that it explores the impact of policy responses to sketch an overall picture of social disaster. such an endeavor of analyzing the nature of the effects of the current pandemic mediated social disaster and related responses would be an instrumental template to address the future crisis and related policy-level challenges. 1) the present study seeks to determine the nature of social disaster in the context of education caused by the covid-19 pandemic. 2) the present study seeks to find out how this pandemic mediated social disaster impacted the learning loss of the underprivileged school-going children. 3) the present study seeks to determine how this pandemic mediated social disaster impacted the socio-emotional immunity of the underprivileged school-going children. 4) the study also intended to identify and analyze the policy response adopted by international and national agencies to mitigate the negative impact of the pandemic mediated social disaster. 2. method a narrative review technique was used in the research (demiris et al., 2019; fins et al., 2000). the articles explored in this literature study were chosen based on the research's direction from two preceding research repository groups: for policy papers, unesco, unicef, and world repository (e.g., world bank) along with the official website of the relevant department of government of india, and education-specific databases, google scholar repository; particularly scopus, web of science, and jstor. a few key phrases were chosen to locate publications in the 'google search' relevant to the present study's goal during the search. as such, the key-words were 'covid-19 as a social disaster, 'policy response to mitigate ate impact of covid-19 on children', 'policy on emergency learning during pandemic' or "policy on online learning or virtual learning during covid-19, 'state of underprivileged children in covid-19 pandemic', and 'socio-emotional impacts underprivileged get school-going children during covid-19'. finally, the articles from research reviews and other works that have been published not more than fifteen years were chosen and scanned to locate articles from additional databases that may have been missing and omitted in the preliminary searches (corry and stella, 2018). there are a total of 60 titles that are relevant and fulfill the selection criteria. all duplicates were deleted once the search was completed. ultimately, 28 research papers were finalized (refer to table 1) to meet the study's objectives. the data was analyzed by reading the abstract (for scanning purposes) and the entire article (for final research). 157 table 1. list of finalized articles total article selected=60 selected for final study= 28 repository group(s) author(s) 1. policy papers & related report (13 were selected from a total of 22 papers/report) unesco, 2021; united nations, 2020; ilo & unicef, 2020; unicef, 2020a; unicef, 2020b, unesco & cdmrp, 2020; mhrd, 2020; malala fund report, 2020; bbc news, 2020; world bank, 2020; sidhu kanho birsha university of purulia (2020) save the children, 2016; committee on the rights of the child, 2008. 2. published research studies (15 were selected from a total 38 studies) mukherjee, 2021; kaur & byard, 2021; de winter et al., 2020; correia, 2020; imran et al, 2020; o’brien & tolosa, 2016; campbell, 2020; fuhrman et al., 2020; idris, 2020; thanthong-knight, 2020; sonawane, 2020; dhenuka,2020; reimers and schleicher, 2020; torani et.al., 2019; yakubu & dasuki, 2019. 3. findings the analysis reflected many layers of the crisis. such a pandemic is very complex for school-going children, and the results are different for different sections of society. no doubt that the underprivileged school-going children are the worst victims. the overall findings may be analyzed in the following subsections: 3.1 social disaster caused by pandemic: gravity of the crisis an endeavor has been made to ascertain the very nature of the pandemic caused by the covid-19 to address the study's first objective. unesco has been apprehending with a projection that nearly 24 million children may not return to education, estimating 190 countries of the world after 2020 due to social disaster caused by the covid-19 pandemic (united nations, 2020). the worldwide closure of schools due to the covid-19 outbreak is unprecedented in history. more than 1.5 billion children and youth are affected by the 188 country-wide closures. concerning the pandemic, school closures were implemented ahead of time: closures were implemented in 27 nations before any instances of the virus were reported. because several countries' schools are planning protracted lockdowns, at least 58 countries and territories have postponed or rescheduled exams, with 11 countries canceling exams entirely. thus, the school closures have forced school-aged children and adolescents at home, leading to not only creating learning poverty but also resulting in an educational backlog; social and peer support offered by schools, and associated organs have also evaporated (de winter et al., 2020). henceforth, education has been jeopardized by such social disasters. 3.2 impact of pandemic on education and socio-emotional immunity of underprivileged children while the documents are analyzed to satisfy the second and third objectives of the present study, it was quite alarming for all stakeholders. the potential losses in learning for today's new generation and the development of their human capital are challenging to comprehend. many schools are now giving remote learning to their students to reduce these losses. this option, however, is only available to a selected few. only 30% of low-income nations have implemented a national distance learning platform, even though more than two-thirds of countries have done so. girls have less access to digital technology than boys, limiting their online learning opportunities and involvement. the digital divide and inequalities have surfaced among students in the backdrop of pandemics (correia, 2020). children in informal settlements, camps with little infrastructure, and those without access to the internet are disproportionately affected. the closing of schools raises several concerns about the vulnerability of students (imran et al., 2020). children having legal working age may leave school and enter the workforce with limited knowledge and skills. children under the age of majority may seek work in informal and home settings, where they are exposed to hazardous and exploitative conditions (save the children, 2016). the evidence on the long-term impact, on the other hand, is mixed. according to reports, in sierra leone, children had generally returned to school by the end of the ebola epidemic. this may not be true for those who live in poor households or areas most affected by covid-19. parents may not be able to afford to send their children to school, even after classes resume. slowly but surely, there is more and more evidence that child labor is on the rise during the global school closure. 158 the covid-19 mediated pandemic-induced economic and labor market ramifications are currently wreaking havoc on people's lives and livelihoods. unfortunately, impoverished families and their youngsters are generally the first victims of the situation, putting many more children at risk of being forced into child labor (kaur & byard, 2021). governments in malawi closed schools to prevent virus spread, for example. children, unable to learn, were soon tasked with other duties (ilo & unicef, 2020). as advocated by the unicef (2020b) in the draft titled 'technical note on covid-19 and harmful practices,' the impact of pandemic covid-19 on mental health includes five significant issues. these include the personal stress of the children who became sudden orphans by the death of parents or close ones, and widespread fear and panic exist in the community. such a situation aggravates fragile mental health, increased use of substances abuse, and deprivation of mental health support services, further upscaling the degree of crisis. the following figure 1, adapted from unicef (2020b), reflects the harmful impacts of covid-19 on school-going children, especially underprivileged ones. figure 1. harmful impacts of the pandemic covid-19 on mental health on the same note, unicef cautioned about the factors that might contribute to violence towards children. long-term isolation from society and quarantines poses the children and adolescents in conflict and violent in-home. in many cases, it has amplified the probability of sexual exploitation, and the rate of unlawful early marriage increased rapidly. such confinement increasingly reduces the access to options of social protection and gender-based violence services and support. this is comparable to the ebola outbreak in west africa in 2014, when gender-based violence, sexual exploitation, and abuse were more prevalent among women and girls. (o'brien & tolosa, 2016). unicef also alarmed the nations that family care for the children is disrupted heavily due to covid-19 caused by hospitalization and the death of parents or immediate relatives. in case of the sudden death of parents or caregivers, the children and adolescents compelled to live with another family may also enhance the risk of abuse, especially girls are more vulnerable. in a few cases, social stigma may lead to discrimination for individuals and groups suspected of being infected. in many instances, in the south east asian context, such discrimination aggravates violence against children. in such context, idris (2020) reported that loss of livelihoods and economic opportunities; increased discrimination against minorities and migrants; school closures; and lack of access to mental health and psychosocial support service rising of domestic abuse and risk taking incidents exacerbation of pre-existing mental health disorders fear, panic, and stress at community level distress due to the death/illness of caregiver, or by being separated from them 159 heightened financial pressures on families are all (potential) pathways through which the current covid-19 pandemic could lead to increased enslavement and child labor in the developing world, including in south asia. furthermore, it is alarming that children and adolescents of marginalized sections, particularly those with disabilities, are more prone to such offenses. unicef emphatically cautioned that such extended closures of schools in pandemic lead to many adverse consequences, which may include disruption and loss of learning; an increase of permanent dropout as children might have to work or look after sick relatives; rampant incidence of sexual misconduct, marriage much earlier and teenage pregnancy. it has been found from indian experiences that lack of social interaction among the peers and interruption and, in some cases, discontinuation of other school-based services like including mid-day meals, support to menstruating adolescent girls, and the distribution of nutrition supplements have enhanced the intensity of the crisis. the marginalized section of school-going learners is deprived of any alternative education organized remotely based on the internet and digital gazettes. disasters have negatively impacted the children in several ways, and the influence might be genderbased in the backdrop of the severe economic impact of the pandemic. such implications of the increase of significant drop out are likely to be maximum in the south and west asia. 'room to read' organization conducted a survey involving 28,000 girls in bangladesh, cambodia, india, laos, nepal, sri lanka, tanzania, and vietnam to determine the impact of the virus outbreak on girls' education. there was a decline in family income for 42 percent of the girls surveyed, and one in two girls surveyed was at risk of dropping out of school (thanthong-knight, r. 2020). even those who will continue education there will be severe learning loss, particularly in the foundational years. the data shows even before covid-19 caused the pandemic in india, there were 30 million out-of-school children, and strikingly, 40 % of them were adolescent girls (malala fund report, 2020). it has been projected that such extension of school closure may cause 10 million secondary school girls to discontinue their education globally, where india will have the lion's share of it. research reveals that concerning access, diminished or inequitable access to education drives conflict; conflict reduces boys' and girls' access to education differently. among the marginal section in india, gender bias is more prominent for the students who belong to the poorest class. those are from either slums of urban or rural areas in terms of access to connectivity and technology. india is already suffering a massive gender gap in terms of mobile and the internet that amounts to nearly 50%. at the same time, recent studies during covid-19 showed that girls have less access than their counterparts to digital infrastructure (sonawane, 2020). such a scenario indicates that it will further disengage girls from enjoying the opportunity of remote learning and widen the gap. child marriage is highest in india in terms of number, and child line india has reported in mid-pandemic 17% increase in distress calls related to early marriage in june to july 2020 than the previous year (bbc news, 2020). the school closure due to covid-19 caused pandemic has disproportionately affected children who are already suffering from a lot of trouble accessing educational opportunities and therefore are highly vulnerable to exclusion. all children of different marginal groups, including differentially abled children, remotely located students, children of migrant workers, and others who are marginal for several reasons. therefore, the covid-19 posed a severe threat to the chances of continuation of education of such borderline children. pandemic either delimits their opportunity of learning or no education at all. the situation is alarming because the pandemic crisis is accelerating, taking several twists and turns, and school closure is getting extended. furthermore, it isn't particular whether the schools will bring back all the children even if normalcy is restored in a close quarter. the answer may be no, as there is a high probability that many of them are already engaged in child labor. 3.3 providing education and socio emotional protection for underprivileged children in emergency: analysis of policy response while addressing the third objective of the study, it is found that social science has made us aware that children's physical and emotional dependence on adults is quite natural, and children depend entirely on adults for their protection in the time of emergencies and all kinds of disasters. as we are witnessing natural and artificial disasters in the last few decades, different countries have adopted innovative approaches as 'disaster education programs. empirical data-based research has come forward with new theoretical postulations which justify the effectiveness of such education programs. learned children usually have a better perception of the risk of disaster. one such study conducted in japan by torani et al. (2019) found that 'there is a direct link between education, increased risk perception, and students' risk reduction measures. such findings are instrumental in adopting the strategy and planning to provide immunity to underprivileged children from a different perspective. empowering children to speculate and acknowledge the significance of preventive measures and preparedness for crisis and thus could transform inert knowledge into working knowledge that they can act with their knowledge. in the context of covid-19 caused pandemic, 'disaster education' 160 should have the potential to enhance the capacity of child resiliency and rapid transmission of information to scale down the risk of disasters in their immediate social unit. understanding of 'disaster education' is a form of emergency education that suggests that functional benefits during a disaster education starting at a lower age might be effective. in the policy documents titled 'protection of children during the covid-19 pandemic', unicef (2020a) explicitly recommends the category of incredibly vulnerable children. the advocacies stressed support to children under threat of separation, engaging the local community in developing awareness and combating the stigma. this policy further prioritizes the need for program design that could tackle the internally displaced and migrant refugees. the following figure 2 is a synopsis of the advocacy. figure 2. policy of prioritising of action for protection of children during the covid-19 pandemic world bank (2020), in their policy advocacy '15 ways to support young children and their families in the covid-19 response', highlighted vital messages that the early years are an instrumental phase to develop human capital. hence strategic investments in early child development need to be prioritized within the framework of covid-19 emergency response. such endeavor is required to protect young children who are generally vulnerable. this is an effective way to minimize the rate of child deaths and propel economic recovery and productivity in a sustained manner. because young children are disproportionately at risk, the policy must be prioritized in covid-19 responses to ensure food security for their families. the recovery from the covid-19 problem is expected to take longer, and families will suffer significant financial difficulties. even in severely low-resource settings, it is necessary to develop ways to help parents and caregivers since they are the first-line responders for children's care survival and education. the 15 ways to support young children and families in the covid-19 response are depicted as: 1) emergency food delivery for pregnant women and small children, including micronutrient and ready-to-use medicinal food supplements. 2) during covid-19, provide health/breastfeeding/care counseling to pregnant women and new mothers. 3) use health and nutrition platforms to spread coping, parenting, and early stimulation messages. 4) encourage family handwashing and hygiene, especially in low-resource situations. 5) specialized childcare and emotional assistance for crisis responders. 6) deliver books, learning materials, and playthings to people's homes or through community resource drops. 7) incorporate early childhood education (ece) into distant learning programs for primary education. 8) radio, television, the internet, and social media provide educational pleasure for young children. 9) when schools reopen, make sure that ece is included in considerable re-enrollment efforts, social service providers should give ongoing assistance follow up by phone or other forms of virtual communication children existed at threat of separation to fight stigma and rumors about covid-19 assist infected people to recovery via radio, megaphone, and social media work with local leaders & religious leaders of the community providing health services, social protection programmes, and child-friendly information distribution and referral systems including possible online support identify children and families of stateless, displaced, refugees and migrants 161 that accelerated learning programs for young children are implemented, and that hygiene measures that involve young children are implemented. 10) provide information and resources to encourage ecd through cash transfers, child grants, and social safety nets. 11) provide parents with coping, stress management, and parenting methods via phones, radio, television, the internet, and social media. 12) provide frontline staff with training and information on how to recognize and respond to child protection and mental health concerns. 13) create support services for women and children who are victims of domestic violence. 14) ensure that essential themes relating to nutrition, health, stimulation and learning, violence prevention, and psycho-social support are included in information campaigns to promote ecd. 15) agriculture extension programs for young children and their families to provide services and information. as almost all of the research studies have hinted that the emotional well-being of underprivileged children is at risk in the prevailing pandemic social climate, it is an urgent need to design and implement service programs for protecting their mental health. unicef (2020a) urged the following actions with immediate effect, recognizing the urgency of the need for children's socio-emotional protection and strengthening child protection and mental health systems at the community level. the following figure adapted from the advocacy of unicef is an illustration of focal areas of service design that needed to be implemented. figure 3. children’s basic socio-emotional protection services at community level with immediate effect domestic abuse in china is said to have increased during the country's shelter-in-place requirement, according to campbell (2020) in his article. in addition, france has reported a 30% increase in domestic violence reports, brazil estimates a 40–50% upsurge in violence reports, and italy has reported a rise in domestic violence reports. writings have appeared in spain of a tragic domestic violencerelated homicide, a pattern that is unfortunately set to continue worldwide as stress rises and shelter-in-place procedures are extended. the increasing worldwide trend of more domestic violence incidents is anticipated to continue throughout the pandemic, and it may simply be the "tip of the iceberg," as many victims remain trapped with their abusers and unwilling to report the abuse. it is time to formulate and adopt the 'emergency education policy.' education in the emergency came to force in the 1emergenciesuations' are considered as situations that are either artificial or are natural disasters which suddenly disrupt the ordinary course of life, empathy, and educational opportunities of children. such adverse conditions, therefore, disrupt delay or deny the right to education. such emergencies can be indulged by, among other things, armed conflicts, post-war social climate, and all types of natural disasters' (committee on the rights of the child, 2008). education is a human right and distance protection services provide instructions on how to adapt child protection services when physical separation is required. offer advice on how to use digital and virtual environments for psychological support, knowledge, education, and communication. reduce the stigma and social isolation that the pandemic may cause. communication services covid-19 accurate protection and safety messages that reassure, reduce panic, and encourage adherence to health messaging should be provided by schools. educating teachers and students on how to deal with social exclusion and stigma. services against gender based violence (gbv) teachers and volunteers are equipped with the knowledge and skills necessary to reduce the risk of gbv. school-based complaint and reporting mechanisms needed to be make available to students, including adolescents 162 therefore must be protected for all children irrespective of social class. but in reality, it has been observed that it became of great significance to protect people's human rights, particularly those already marginalized. it is a bare fact that is shocking that in emergencies, the 'r, right to education is used to deny as observed globally. it is, therefore, collective responsibility for the international community to be active to minimize and alleviate the detrimental effects of emergencies. in this context, unicef (2020a) directives cover continued education – partner with the education sector and programs to: 1) provide access to distance education through television, radio, or online learning and virtual platforms. 2) monitor school dropout of girls and ensure their return to school. in india, the ministry of education (mhrd, 2020) announced a policy that states, " to ensure that schoolgoing children have access to education with quality and equity and to minimize the impact of the pandemic on school education across the country." the relevant guideline advocates the necessity of access to digital resources with remote learning facilities. major policy advocacies as emergency response for continuing education for school children may be summarized as follows: 1) emphasis is given to increasing access to online and digital resources, as well as televisions and radios. relaxation of detention norms to minimize the dropout rate 2) appropriate authority of state governments is directed to conduct door-to-door surveys to identify children out of school and migrant students. 3) a location-specific action plan might be prepared to continue education to compensate for learning loss and ensure quality and equity. 4) in every state and union territory, an awareness campaign needs to be launched and conducted enrolment drives to ensure that such children return to the school system. 5) during emergency remote learning, teaching while students stay at their home, frequent visits to the children at their home, counseling for the behavioral disorder, and distributing worksheets and other supplementary material to support home-based education are advocated. 6) apart from maximizing the facility of remote learning facilities, it is advisable to arrange the classrooms-on-wheels involving small groups. 7) guidelines for continuing non-residential training through volunteers, local teachers, and community participation have been provided. 8) children with special needs have been in priority so that they can receive home-based educational support. children with special needs and girl children also are in focus to receive financial aid with volunteers. 9) on the assumption of possible challenges that the children might face. at the same time, schools will reopen. there needs to be a plan to offer student orientations to adjust with school climate, grade-appropriate bridge courses, and remedial learning teaching programs to compensate for learning loss. 10) a prior plan is ready to teach covid-19appropriate behaviors such as wearing masks, physical distancing, hand-washing to tackle the situation. in reality, these efforts are transmitted partly, and the planning has several limitations in apprehending, foreseeing, and mitigating the crisis. 4. discussion the nature of the impact of the pandemic on education, in general, is critical, diversified, and unique, as reflected in the various research reports. the first objective of the present study, i.e., "the nature of social disaster in the context of education," has been detailed in the finding section adequately. all other objectives of the study are subsets of this first objective. the analysis of the general impact of the pandemic on education indicates that schooling in general, and public schooling in particular, enjoys much greater appreciation, and the vital need for education is felt by society. in a progressive community, as parents struggle to work with their children at home while schools remain closed, the caretaking role of schools gains prominence. while young children struggle to learn from home, parents' and caregivers' gratitude for teachers, their skills, and their priceless role in student wellbeing has become critical. as a result of the community's struggle to provide care and protection for their vulnerable children and young people, policymakers and program designers must devise new mechanisms for delivering essential services, ranging from food to education to health care, to mitigate the adversity of a social disaster such as a pandemic, definitely be invaluable for future policy and planning. india is not only one of the world's most intensely populated areas but also immensely diverse. mainly this area is unique as cutting edge industries emerged alongside primitive workshops, super-intensive technology-based agriculture exercised alongside traditional farming, and elite educational institutions co-exist with poor-quality schools. there are many billionaires in this region, and at the same time, this area is the home of the most significant number of the poorest commoners. hence, any standard format of remedies that have been effective in other countries 163 may not necessarily be relevant for india in the replicable form in mitigating covid19 pandemic crisis. apart from general educational impacts, it needs to discuss the specific areas of concern regarding the current review. learning loss of the underprivileged school-going children is the negative outcome of a pandemic caused social disaster: in india, the government of india, the ministry of human resource development (mhrd), has recommended that schools use digital platforms to communicate with students to compensate for the loss of school hours (mhrd, 2020). a significant number of schools are attempting to implement such a mode of continuation of learning-teaching but failed to get the desired result. however, most government institutions have been unable to reciprocate because most schools lack the technology and equipment needed to provide online instruction, and a large number of teachers are incapable of using the technology that can serve the purpose effectively. on the other hand, the majority of the students are devoid of access to the internet, smartphones, or any appropriate gadget. as a result, the lion's share of the student community at the school level misses the opportunity of getting remote education facilities. whatever government agencies made efforts were insufficient and failed to protect school-age children from learning loss. furthermore, the fragility of commitment to inclusive education became unmasked during school closures in the pandemic. underprivileged children are denied their opportunity to learn while the emergency learning teaching shifts to a virtual format and is organized remotely. in emergencies, human rights law remains relevant in all possible contexts. in no way should the human rights of the people be ignored because of conflict-related to war, disease outbreaks, or natural disasters. the broader sense of 'right to education includes the related legislatures too. so, it is the immediate responsibility of the state to respect the international agreements and laws committed to protecting children, especially those who are underprivileged in many ways by the impact of the pandemic caused by covid-19. now, naturally, the question arises: how far is the global standard of school education resilient? and the more pertinent question is whether policymakers on a global scale will be able to design a school system from such experience of a pandemic that will be stronger than before? what kind of components need to be included in powering up the school system? all these questions are generated from the findings as they have shown the lack and inadequacies. socio-emotional immunity of the underprivileged school-going children during school closure: globally, the covid-19 is making the schoolgoing children and adolescent population nervous and pushing them into a state of alarming stress leading to depression, anxiety, panic, and disappointment. they are showing weakness, fatigue, poor sleep (mukherjee, 2021). therefore, lack of socioemotional immunity emerged as a significant concern. in the indian context, apart from education, students are providing critical social exemption and other resources through the agency of school. hence, such closure of schools suspended teaching-learning and these resources of survival instead of raising the vulnerability of the underprivileged children. so, the governments have to respond to make the facility of food and cash transfer programs. it is time to overcome the barriers while accessing all emergency resources by discarding the constraints of such programs as direct cash transfers (dct). there should be a review of policies to promote access to funds outside the populations' habitual place of residence. there is a need to devise a mechanism to ensure the rights of a child by informing families, teachers, health and other community workers on how to identify and respond to those children, especially for those at increased risk of separation, including those with disabilities, due to death or any other crisis in the family. protecting food, health, and mental wellbeing for the underprivileged school children deprived because of school closure is a crucial and sensitive task. hence, promoting women's and girls' leadership in health programming should be prioritized to ensure that covid-19 prevention and control measures do not exacerbate harmful gender inequalities and social norms; and ensure that all covid-19-related funding proposals and data analyses take age, gender, and sex effects into account (fuhrman et al., 2020). policy response adopted to mitigate the negative impact of the pandemic mediated social disaster: there are positive stories too, which need to be documented and showcased as best practices for future crises. few instances of innovations adopted in such an emergency may be pertinent to mention here. in the context of the pandemic, shifting education to a compulsive virtual setting by technology integration was a natural response (yakubu & dasuki, 2019). teachers have tried their best to continue teachinglearning with whatever technology, skill & technopedagogical knowledge available to them. but the major challenge is digital-divide. as a significant section was deprived of the internet and smartphones, the teachers and the organizations working in education had adopted a lot of unique and innovative methods in handling the crisis at the ground level. here, one of such innovations is mentioned as a case study. dhenuka (2020) reported that in a survey conducted by i-saksham, only 50 percent of the 500 families included in the study had reported having smartphones with internet facilities. compared to 100 164 percent, families had a primary phone at home. as an interesting case study with this in mind, alka, a rural community education leader from farda, in munger district, bihar, has started using regular conference calls to teach children of the surrounding villages. such new-age youth from the community appeared as a front runner in crisis, who are trained to provide supplementary teaching assistance at local government schools. considering the ground-level reality utilizing the availability of primary phones, the enthusiastic education leader alka reads stories to her students. it provides relevant assignments in the manner the children can do at home. for example, her designed assignments cover such as counting utensils to improve numeracy skills. apart from that, she tries to deploy a trans-generational learning model by encouraging older family members like grandparents to conduct story-telling sessions to enhance language learning. this is a unique case study of how youth leadership can make a resilient community. and it has been found that community engagement can improve the delivery of public services, especially the continuation of education for children of a disadvantaged group. in the purulia district of west bengal, 'nityananda gyanbani community radio station' in collaboration with sidhu kanho birsha university of purulia (2020) (https://bityl.co/6mhp) stretched informal class from higher education school students, and their program was also having the scope of interaction through phone-in facility. radio as technology has the unique capacity to reach people, and it could be easily adapted to meet the contextual needs of its target population. the local histories, folktales and fables, folk songs, and stories of local artisan were used as content and medium for joyful constructivist learning in such a time of social disaster. it is the responsibility of educational planners and managers to learn from experience and society's feelings that the need for a strong and inclusive public education system is essential for the community's shortand long-term recovery. this could only be done by adapting befitting policies toward poweredup schools. the concept of a powered-up school puts a 'strong public school" at the center of a community and leverages the most effective partnerships. such strong partnership-based networks add fuel to the school system that helps learners grow and develop a broad range of competencies and skills in and out of school. the policy of electrifying schools requires assistance, including technology for engaging the community, from parents to employers, to reinforce, supplement, and bring to life learning experiences in and out of the classroom. in such a powered school system, children's learning would complement and support teachers and support children's healthy physical and emotional development. 5. conclusions the differential impact of the disaster caused by covid-19 on society demands an acknowledgment and appropriate policy response. there is a tremendous possibility that many children would emerge as victims of such tragedy posed by pandemic covid-19. so, it is high time to rethink adopting a new locally appropriate emergency policy and mechanism to address the gravity of the crisis. children's right to free and compulsory education act (2009) came into effect in april 2010 in india. it was a pre-pandemic legal instrument meant for ensuring elementary education by the global policy commitment. but the pandemic has posed many questions about the existing modalities of implementation of this instrument through the program's current design as the conventional learning teaching is being challenged. it is time for global governance to redefine the right of education, keeping in mind the opportunity of accessibility of digital gadgets and internet connectivity, in particular for developing countries. apart from that, the stakeholders of education, particularly school education, need to exercise extensively to create a framework so that the existing gap of access and usage of technology both for learners and teachers could be addressed. government authority has many roles to play in this context. on the other hand, teachers' capacity to compensate for the pedagogical skill gap is also a pertinent area that demands policy intervention. all the existing programs implemented for school children, especially underprivileged sections for social and emotional protections, are found to be inadequate in such gravity of the crisis. hence reframing of policy for such socio-emotional immunity is needed of the time. the changing landscape of education and the fragility of societal structure indicate the necessity of better and effective policy intervention and implementations for underprivileged school-going children at the global, regional and local level. references acosta, p. 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(1998) define extensive reading as a teaching approach that encourages learners to read as much possible to gain fluency in reading in any foreign language. the idea is based on the principle that reading is the best way to learn how to read, and it plays a central role in enhancing comprehension as a receptive skill. empirical evidence showing the positive effects of er on l2 students’ english proficiency is well documented, and there has been a range of studies cited in the annotated bibliography of works on extensive reading in a second language (chang & renandya, 2017). this statement implies that reading in a foreign language will require additional endeavors to enhance the complex cognitive skills needed during the reading process. in language education, extensive reading serves as the basis for providing autonomy where learners can choose the genre and volume of materials for reading in their own time to offers them comprehensible input. extensive reading is commonly believed to be more effective than the traditional instructional approach providing artificial language instructions that restrict the target language exposures. the assumption underlying er is that learners will be motivated to read consequently. it will develop a positive reading attitude and a reading habit if they are provided with books at their linguistic level, if the reading activity addresses the reader’s interest, and if reading is undertaken in a low anxiety situation. different terms for extensive reading (er), include pleasure reading, self-selected reading, free voluntary reading, and wide reading (ng et al., 2019). https://doi.org/10.31849/utamax.vxxx 247 an overwhelming number of studies reveal the effectiveness of extensive reading in various contexts. previous studies have reinforced the belief that extensive reading will positively impact the rate at which learners acquire the target language. additionally, some studies with relatively comprehensive assessments revealed the positive effects of extensive reading on grammar. yang (2011), for example, assigned adult efl learners in hong kong to an experimental group that read two english novels for 12 weeks or to a control group that received regular instruction focusing on reading, writing, speaking, and listening. results indicated that the extensive reading group achieved significantly higher scores than the control group on a test of grammar knowledge. iwata’s (2022) study in japan claims that extensive reading effectively enhances identification and intrinsic motivation to study english. changes in students’ learning motivation are associated with four motivational regulatory styles and three basic psychological needs, which affected students’ complete understanding through extensive reading. moreover, huffman (2014) investigated the er and intensive reading (ir) on fluency improvement in a japanese nursing college over 15 weeks. this study indicated er group was leading. although many studies on the positive effect of er on students majoring in english, more is needed to know about the impact of er on students who are not majoring in english. a researcher from the different contexts of learning believes that er encourages no restriction to the volume of material that learners can read, and this gives them sufficient broad exposure to a sample of language in use. there needs to be more information on the effect of er on freshmen students in different disciplines. more investigation needs to be done to verify this view. with a substantial increase of available er assessment materials as well as teachers using them, a gap has grown between expert opinion and current classroom practice. the research significances are to investigate the students' degree of improvement, such as students' beliefs about eclecticism, self-confidence, and social identity. this research is also to prove freshmen, in this case, agree that er is more effective than traditional reading methods in improving language proficiency (ng et al. 2019), also affects reading rate (mclean & rouault, 2017), has an impact on vocabularies acquisition (lee, hsieh, & wang, 2009; webb & chang, 2015), and er do better in sub-skills of writing (park, 2016). some researchers have conducted numerous previous related studies. huynh (2022) researched to explore students’ perceptions of er and its benefits on reading comprehension. the participants were 36 students who were master’s candidates at a university in southern vietnam; a questionnaire and a semiinterview. the findings claimed that students applied er to their reading processes through free reading, free topics, and non-pressure on reading tasks. they believe that er activities help improve reading competence and unconsciously build up reading habits. er proves its advantages by what students gain, such as the ability to comprehend reading passages and to make inferences or predictions. additionally, a study by lindawati (2021) aimed to find out the students’ perception of er in efl contexts. the researcher chose twelve senior students of english language education who had already received the er subject in their previous semesters and conducted semi-structured interviews as data collection. the study’s outcome exhibited that the students had positive perceptions toward er practices and considered if er is a reading activity for pleasure and information search where they can read material without any restraint. the subsequent study is from wang & ho (2019), who investigated the relationship of er to overall english language competence both teachers’ and students’ views about its implementation. the participants were 190 taiwanese university freshman and three english instructors. by applying preand post-tests measuring students’ listening, reading, and writing as well as questionnaire responses and interviews, this study’s findings indicate the er’s effectiveness is partially supported and hence, have implication for english teaching and learning in efl contexts. another survey from meniado (2018) investigated the appropriateness and effectiveness of er in a context where there is no strong culture for reading; this research surveyed students’ attitudes towards er, their perceptions of the benefits they gain from er, and the challenges they encountered during its implementation. there were 365 randomly selected male saudi college-level efl students who participated in answering the questionnaire. the results revealed that students have positive attitudes toward er. they believe that er is beneficial, engaging, enriching, and empowering, and it can lead them to be better readers and learners. however, only some studies that raise similar research topics focus on non-english primary firstyear students, especially those majoring in social science. the english language can significantly influence on students studying social science, as it is the primary language used for academic research and communication in many fields. proficiency in english can give students access to a broader range of literature and resources, which can deepen their understanding of the subject matter. additionally, communicating effectively in english can help students collaborate and network with other scholars and professionals in the field, both domestically and internationally. nevertheless, it is pivotal to note that using as the dominant language in social science research can also create potential biases and limitations. for example, non-native english speakers may need help accessing and participating in important discussions and debates, and research conducted in languages other than 248 english may be underrepresented or overlooked. therefore, it is essential to be aware of these potential limitations and to make efforts to include diverse perspectives and voices in the field. consequently, it is necessary to evaluate how far this extensive reading intervention can positively impact them in mastering english intensively. considering the rationale above, this study aims to explore the effect of extensive reading on freshmen’s students who are not majoring in english. this study addresses the rate of effectiveness of the extensive reading in the three different faculties and compares the extent to which the group was rated in terms of significance after the intervention. again, the description of the research conducted from eastern indonesia can provide a holistic picture regarding the impact of implementing er on students. so, that it can be applied globally with the positive impact. 2. literature review 2.1 current demand for reading at the tertiary level in indonesia currently, the indonesian government demands its people acquire a high standard of reading ability due to the necessity for bilateral cooperation. the government is constantly well aware of the need for literacy skills to strengthen the national, academic, social and cultural identity. more recently, the department of education and culture has urged learners all over the country to improve their literacy skills to be able to challenge the dynamic development of the globalization era. meanwhile, whitehead (2008) confirms that this mission is relevant to the need for language proficiency as an essential condition for its people to gain resistant survival in this fast-changing society. it was also confirmed that in large part of the world, the use of english creates a space that enables communication and debates. reading for academic professionalism and success has been agreed to play a central role for learners regardless of their disciplines because most knowledge transfer occurs through reading printed materials. reading skills have been considered an academic weapon not only for tertiary learners at hasanuddin university but also for most efl learners in indonesia. understanding core english textbooks will empower the learners to become autonomous learners and bridge them for social recognition. in 2017, a survey conducted at 12 faculties within universitas hasanuddin revealed that most surveyed students favored reading skills as their primary goal for learning english at the university. the survey enabled revision of the reading textbook entitled “study skills for internal use only”. the revision gained acclaim from the rector, who later recommended constant revision in content due to the dynamic development of pedagogy. the content needed correction concerning its suitability for pure sciences, such as for the faculty of mathematics and pure sciences (mipa), medicines, forestry, animal husbandry, and engineering. in short, these learners need to be able to read different text genres and texts of other disciplines with the strengthening of extensive reading and reading intervention to enable academic literacy. although reading intervention has already gained wider recognition among universitas hasanuddin efl learners, it has yet to be widely practiced for at least two main reasons. firstly, the university has a very tight curriculum implementation that only allow additional reading activities for students. secondly, despite an emerging and essential english subject within the university curriculum, there needs to be more emphasis on the practice of reading in almost all the faculties. this survey on reading is expected to positively impact the students’ reading habits to foster their reading skills. research interests in looking at the power of reading intervention have shown tremendous evidence in the last couple of years. findings from reading research and of different contexts have also been prevalent as recorded in the literature review. the national center for education statistics (2022), for example, noted the efficacy of supplemental, multicomponent adolescent reading interventions improved vocabulary and promoted reading comprehension. engagement defined as greater involvement in the form of commitment to reading activities appeared to contribute to developing students ‘reading skills (guthrie et al., 2014). several reading problems that appeared in the literature of reading have gained resolution through the intensification of reading culture. according to yildirim (2014), teachers are partly to blame for the negative attitudes held by students toward reading. it is because they preffered intensive reading, which essentially entails subjecting learners to study short texts while requiring them to examine the content of such texts closely. the research confirmed that intensive reading exposes learners to excessive new vocabularies and has emerged as a practical solution to the above problem from several perspectives. first, extensive reading ensures that students are given easy reading material. teachers using the er approach can choose texts that match the reading competence of individual students, or allow the students to choose the texts they want to read. improvement in specific linguistic features has also been addressed as important research finding in the two particular context of reading. bamford & day (2008) found that extensive reading helps to improve students ‘proficiency in spelling. based on findings from an investigation conducted among esl learners in the united states, they found that students who read more tend to be better spellers. similar findings were made among japanese students studying english: reading for pleasure exposes students to various target words that help boost one’s spelling ability. from these findings, it is accurate to conclude that extensive 249 reading is an approach through which individuals can improve their spelling skills. another result from a a similar study is that it improves learners ‘linguistic competence. according to bamford & day (2008), all studies that have been conducted to identify the impact of extensive reading on learners reveal a common theme: an increase in overall proficiency in the language. in the us, for instance, research has shown that adult students who read novels for fun become more competent in terms of listening and speaking abilities. similar results have been obtained in england and hong kong, with learners who read extensively demonstrating a notable improvement in linguistic proficiency. another intriguing research finding that concerns extensive reading is related to an enhanced reading rate that takes important account for reading fluency. in this study, day et al. (1998) found that students who read more can read faster than those who read less. it has a positive impact on language acquisition because of the reality that one can only become a fluent reader if he or she can read at a fast rate. similarly, research has shown that people who can read fluently are also better readers than slow readers. in language learning, reading fluency is the capability of reading and processing words rapidly and correctly. concerning to this definition, it can be said that extensive reading produces fluent readers from several perspectives, the key being individuals with a good command of sight and general vocabulary. 3. method the study samples were fresh efl undergraduate students from three faculties of social sciences. in the first semester, these students were required to go through english 1 as a required subject set up at the university. in terms of english exposure, they had a similar amount of english instruction before admission to the tertiary level of education. in other words, they have almost had identical reading exposures during secondary school so that subject homogeneity could be ensured. three assigned instructors performed a four-month reading intervention for the pursuit of the research on the three different classes of the three faculties. a set of expository reading texts consisting of 16 meetings used for regular basis in a timely scheduled semester class and another set of 16 additional reading for pleasure outside regular basis was prepared for each of the assigned instructors. overall, these students had 68 to 90 hours of readings set for the intervention compared with 16 to 20 hours during the regular semester. in obtaining the data regarding their perception of improved reading performance after the intervention, delivered a set of a close-ended questionnaire consisting of 7 close-ended statements with four rating scales (disagree-disagree strongly, agree, and agree strongly) the end of the semester. the 120 returned questionnaires were tallied the “agree strongly” only, which were analyzed through descriptive quantitative statistics. in-depth interviews were also performed with the selected samples to determine their level of gaining social identity and reduced degree of eclecticism resulting from the reading intervention. 4. result the overall analysis of the survey came up with positive findings where a greater proportion of the samples reported significant improvement in aspects contributing to language learning. these include the acquisition of vocabulary, improved reading rate, writing skills, confidence, motivation, and comprehension. the perceived gaining of social identity and reduced degree of eclecticism in dealing with english texts were two aspects that emerged from in-depth interviews with the elected samples from the surveyed students. extensive reading is seen as the most effective single approach in second language acquisition which has been largely largely neglected in many efl classroom interactions. the following table illustrates the findings from the returned questionnaire. table 1. adherence of perceived item in the strongly agreement category of three faculties questionnaire item faculty of social & political sciences n=40 faculty of economics n=40 faculty of law n=40 total n=120 vocabulary 32 (80%) 28(70%) 26(65%) 86(71.66) reading rate 33(82.5%) 31(77.5%) 24 (60%) 88(73.33%) writing skills 22(55%) 27 (67.5%) 23(57.5%) 72(60) confidence 18(45%) 22(55%) 21(52.5%) 72(60 motivation 16(40) 24(60%) 26(65%) 66(55%) comprehension 31(77.5) 28(70%) 24(60%) 83(69.16) 250 the findings of the present survey demonstrate the vitality of reading intervention in generating the students’ linguistic features to a greater extent. in a broader sense, the intervention generates aspects that concern reading and generate social and psychological aspects that led to the improvement of students ‘attitudes to language learning and acquisition. in other words, these could strengthen and promote selfawareness that ultimately improves the belief of such intervention’s emerging advantages. this positive perception falls into several categories that concern linguistic features, such as improved vocabulary and reading rate, comprehension, and social aspect that concerns identity and confidence. also, a psychological part that involves improved motivation and acquisition and reduced eclecticism were evident from the study. responses obtained from the samples demonstrated positive and significant gains that rated highly in the three surveyed groups (32 (80%), 28 (70%), and 26 (65%)). it implies that the intervention serves as a tool for the acquisition of vocabulary. the finding confirms the importance of reading intensity that may be regulated over time for students regardless of their disciplines. the second important finding that emerged from the study concerns reading rate and writing skills. reading rate also takes account of successful reading comprehension when dealing with text that requires quick responses, such as in the toefl test. high intensity and reading frequency appeared to gear improvement in reading rate in the surveyed groups (33 (82,5%), 31 (77, 5%), and 24 (60%). the third piece of evidence regarding the study concers improved confidence as strongly perceived by the three groups of samples. this aspect has been largely ignored in the literature of reading research, but proponent and educators around the efl context regard this as a crucial aspect in language learning. extensive reading contributes to this social aspect where three groups gained moderate level of responses (18 (45%), 22 (55%), 21 (52%). the finding confirms an important implication for the efl context to empower the students by means of intensified reading constantly. the fourth piece of evidence that emerged from the study is about comprehension. the responses gained from the three groups indicated relatively strong positive perceptions as a result of the reading intervention. as confidence and motivation improve, it will provide an avenue for the acquisition process that links to recognition of the surface structure of the text to improve comprehension. this aspect gained a relatively stronger positive perception by the three groups of samples (31 (77.5%), 28 (70%), and 24 (60%)). an increase in motivation was important evidence from the study, which links to the psychological aspect of learning. responses gained from questionnaire analysis exhibited a perception of improved motivation after the intervention (16 (40%), 24 (60%), 26 (65%)). the finding has confirmed an important basis of reading intervention for generating learners’ motivation essential for language learning. it was learned that motivation is a powerful tool for triggering the learning process, especially learning a second language. reading intervention generated reading generosity, where students become less eclectic in choosing a text for reading. eclecticism has been perceived as a nonbeneficial personal style either to the teacher in preparing their teaching materials or to the students who only favor a particular genre of reading text. the finding encourages pressures for elt practitioners to constantly embark on both intensive and extensive reading for students at all tertiary levels. 5. discussion extensive reading is a language learning method where students read large quantities of simplified, high-interest materials in the target language. this approach helps students improve their vocabulary, fluency, and comprehension skills, and gain exposure to different cultures and ways of thinking. for nonenglish students, it is important to find materials that are at the appropriate level of difficulty and interest. it could include graded readers, comics, and online articles. additionally, it may be helpful for students to use language learning tools, such as dictionaries and translation apps, to help them understand the materials they are reading. the first important finding in conformity with the table provided is that the current research is concerned with the acquisition of linguistic features, such as vocabulary, that take important account for the comprehension process. the finding also supports previous studies confirming sustainable vocabulary acquisition development resulting from intensified reading activities. several studies have strengthened the evidence of extensive reading engagement to contribute to several aspects of second language learning, such as reading comprehension and reading rates (belgar & hun, 2014), and vocabulary and spelling (pigada & schmit 2006; liu & zhang, 2018; sun, 2020; ateek, 2021; puspa & ragawanti, 2022). other experts, such as (renandya, 2016), have exaggerated extensive reading to have attracted increasing attention from second language and foreign language researchers and educators over recent decades. it can be a beneficial strategy for first-year students in a language course. for first-year language learners, using this technique can be advantageous since it helps them expand their vocabulary and comprehend grammar and conversational phrases in context. instead of concentrating primarily on comprehension exercises, it is advised to pick reading material that the students will find fascinating and 251 read for enjoyment. they may be exposed to various vocabulary, grammatical rules, and idiomatic expressions in context, which may aid in their more natural language learning. based on the table, the improvement in reading rate was most probably due to increased recognition of vocabulary and idiomatic expression so as to foster vigilance in grasping the group of sentences in a single glance. the finding supports the previous study by day et al. (1998), who found that students who read more can read faster than those who read less. tran (2018) found that er courses helped vietnamese efl learners to increase their reading rate and facilitated their reading comprehension. in the different regions, davis et al. (2020) conducted a study with taiwanese students, where the results showed that er program affected the reading rates of lower and intermediate students. additionally, ateek (2021) research also indicated that the er approach’s impact was positive on the learners’ reading fluency and vocabulary knowledge. iwata (2022) has a similar outcome from the research which investigated the effects of er on foreign language learners’ acquisition of sight vocabulary, particularly for partially known high-frequency words and reading fluency development. the results exhibited that only the er groups significantly improved their reading rates. this has a positive impact on language acquisition because one cannot become a fluent reader unless they can read at a faster rate. therefore, extensive reading is the practice of reading a large amount of material at or slightly above one language level to improve overall comprehension and fluency. apart from linguistic features, the present study also recorded an important avenue to bridging positive language learning that concerns social identity. responses gained from the surveyed samples demonstrated the emergence of confidence among the learners concerning their answers in the interview. recognition of social identity was one of the measured aspects in the reading intervention program that showed a significance increase among the samples. a greater proportion of learners from different parts of the world have made social recognition their reason for learning a second language. the findings of this study along with previous studies such as wang & ho (2019) which revealed that learners tended to hold a favorable attitude toward extensive reading and perceive it to be important and effective learning, having confidence in its effect. similar findings from yılmaz et al. (2020) also indicated that er increased their self-confidence in learning english as they overcame fear of making mistakes. fatimah et al. (2020) research results also agree with the current study, which revealed that a blog as a platform for er becomes beneficial for promoting students’ confidence. it was learned that students tended to increase their willingness to learn the language for social recognition. the finding implies a positive contribution of reading intervention for generating a sense of social distinction among the learners. the finding confirmed an important basis of reinforcement of reading intervention for eliciting motivation. some claims have been raised in the literature on reason stating the significant roles of this motivation in the achievement of learning. the finding supports previous studies that warrant the importance of motivation in second language learning. the influence of ri on the student’s basis has previously become research evidence (for example, judge, 2011). in line with a study from puspa & ragawanti (2022), they conducted research by implementing er principles in an extensive reading class and revealed that the appropriate level of graded readers could lead them to a relaxing atmosphere and promote motivation to read the upper stories of books. the same findings can be found in gopal et al. (2022), who examined the utilization of er from the perspective of esl students ’ reader responses. yılmaz et al. (2020) study also found that er affected the students ’ foreign language self-concept (flsc) and discovered that the project also improved students’ motivation. the results showed that the participants developed positive motivation and attitudes towards the erp and writing of respons journals. these proofs infer that extensive reading could be an effective way to boost student motivation in language learning. as a result of comprehending the reading material right away, students may feel more accomplished and motivated to read more. reading materials at the appropriate difficulty level can also help build motivation in reading and using the language. the main argument in support of improved comprehension is due to improved vocabulary that takes important account in the comprehension process. reading extensively exposeses students to highfrequency terms in a range of settings, which helps them grasp the language better than solely studying its l1 equivalents (iwata, 2022). research conducted by tran (2018), endris (2018), flores-gonzález (2019), lindawati (2021), and huynh (2022) showed that er has positively increased students’ reading comprehension. as attested by shih et al. (2018), it is clear that prior knowledge activation plays a specific role in reading comprehension, and efl student readers should be encouraged to draw on their previous experience and prior knowledge to form predictions about text’s content. lecturers can also use reading materials as a basis for class discussions and language activities to reinforce further the language used in the text. they can also create activities, to help students reflect on and discuss what they have read, such as reading journals or book reports. it is important to assess students' comprehension of the text and their development throughout the reading comprehension process 252 (flores-gonzález, 2019). students can be given reading comprehension targets by the lecturers, such as comprehending a specific proportion of the material or properly responding to a certain number of questions. they can be rewarded for reaching these goals. this may boost students’ desire to read and comprehend the texts they are given. the questionnaires’ responses demonstrated the samples’ relatively prevalent eagerness to read any text genres after the intervention. the finding supports the claims by day et al. (1998), who asserted that extensive reading could be enjoyable for some reasons. first, the students may choose numerous texts from different genres. second, they can read at levels that are easy for them, and enjoyable activities often follow the reading (e.g., reading fair, group discussion, wall display). in conclusion, extensive reading is a crucial component of any language learning program, and this is especially true for first-year students in their first year of language study. by engaging with a wide variety of texts and building their reading fluency, they build their vocabulary, and gaining a deeper understanding of grammar and idiomatic expression in context. 6. conclusions the findings strongly suggest the effectiveness of er in strengthening the learners’ belief in positive learning attitudes without caution. it is because learners share a similar learning context of lacking english exposure outside the classroom. in other words, they live in an identical social context so that improvement in any linguistic properties can be attributed to the influence of intervention. teachers and researchers need to offer students more help with their use of reading strategies, although they were moderately strategic in reading. therefore, reading strategy instruction is suggested to be directed towards raising students’ awareness of various reading strategies at their disposal in different reading situations. in addition, it is recommended that students be encouraged to use various reading strategies flexibly to enhance their reading comprehension and performance. although reading intervention encourages high cost in terms of material preparation, it should be regarded as a trigger to embark on new reading programs to fulfil the drawbacks of teaching approaches and students’ lack of reading strategies. another important aspect about the positive effect of extensive reading is that it applies in settings where relevant learning resources are inadequate. it is essential that extensive reading has been found helpful in filling the gaps caused by resource constraints in the context of language acquisition. this study has also postulated that the er approach may provide a solution to the problems of students being restrained from academic advancement due to failure in traditional language study programs. it is suggested that an avenue for future research should be the application of er methods for students repeatedly failing in conventional programs. the adoption of extensive reading for efl and esl programs in all educational contexts should be triggered and disseminated to enhance the power of reading intervention in a wider learning context. references anderson, r. c., & pearson, p. d. 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(2020). the effects of extensive reading on turkish learners’ l2 reading/writing performance and foreign language self-concept. 17(1), 53-69. http://dx.doi.org/10.18823/asiatefl.2020.17.1.4.5 3 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 3, no. 3, november 2021, pp: 187 – 197 doi: https://doi.org/10.31849/utamax.v3i3.8242 187 the implementation of communicative language teaching approach in selected secondary school: nepalese teachers' perspective trilok datt tiwari far western university, central campus, mahendranagar, nepal tttrilok@gmail.com article history received : 2021-10-25 revised : 2021-11-23 accepted : 2021-11-26 keywords communicative language teaching perceptions challenges efl situations secondary-level english teachers abstract throughout the history of second/foreign language teaching, several methods and approaches have been developed. among them, communicative language teaching (clt) has been a popularly practiced method in the modern context as there are a large number of teachers around the world who claim that they are using clt. however, previous studies revealed that there is a discrepancy between their claim and their performance in real practice. therefore, this research aims at exploring the perceptions of secondary-level english teachers towards the clt method along with the activities they use and the challenges they encounter. using a qualitative descriptive inquiry, a close-ended questionnaire was sent via e-mail to the four purposively selected teachers teaching in public secondary-schools in kanchanpur, nepal. in addition, an interview protocol was used with four of the teachers. the findings of the study revealed that the teachers had positive perceptions towards the clt method. however, the present study also highlighted that the teachers did not involve many communicative activities which are essentially needed for the successful implementation of the method. this study further exposed that the participants seem encountered several challenges while implementing the clt method which is quite similar to the challenges faced by the teachers in the region. these results emphasized that the teachers should try to contextualize and maximize communicative activities amidst the challenges. 1. introduction the use of clt in teaching english has always been a challenging task for the teachers especially in english as a foreign language situations. several studies have shown that teachers face many hindrances while implementing it in their classes (abahussain, 2016; abate, 2014; alalwi, 2021; asmari, 2015; chang & goswami, 2011; hattani, 2018; hussein, 2018; mason & payant, 2018; rahman & pandian, 2018; takal et al., 2021). one of the reasons for these challenges may be due to the fact that clt was introduced for teaching english as a second language especially to deal with the needs of the immigrants in english speaking countries, however, later it was used in non-native countries (canale, 1980). a method developed in one context faces several problems in another context if it is not adapted to the new context (holliday, 1994). despite the problems associated with clt, hattani (2018) says that it has been presented as a new approach in order to meet the challenges of the millennial era. he further mentions, "scholars, educators, and teachers acknowledge the adoption of the communicative language teaching in efl/esl curriculum in order to develop learners’ english language competence"(p. 88). however, citing the studies of canagarajah, 2005; kumaravadivelu, 2001; nunan, 2003; humphries & burns, 2015, rahman and pandian (2018) mention, " […]the effectiveness of clt around the globe has been questioned by several scholars"(p. 46). from the above discussion, it can be said that there are several practical challenges to implement clt curriculum, may it be the efl or the esl situation. in the context of nepal, the clt method has been adopted in the curriculum since 1995 (tin, 2014). despite the length of time it has been followed, the real implementation of it seems to be weak. in a study conducted by karki (2014) found that secondary level english teachers of nepal have sound theoretical knowledge of curriculum, but only a few of them use that knowledge in their real practice of teaching. this may be a reason that curricular goals are not properly met on the completion of the course. discussing the problem adhikari (2010) mentions, "the students specializing in english spend more than fifteen years learning this language by the time they complete their b.ed. however, many lack even survival english to interact in and out of the classroom"(p. 2). he further https://doi.org/10.31849/utamax.v3i3.8242 188 mentions that silence culture is prioritized in the traditional educational culture in nepal. therefore, the administrators often complain that english classes are noisy and undisciplined during pair and group work. from this, it is clear that still they think silent class is the symbol of effective class and the teachers who maintain pin-drop silence is considered to be an effective teacher (tiwari, 2021). the existing belief system like this seems to go against clt principles which is advocated by the secondarylevel school curriculum in nepal. in this context, talking about the significance of teaching methods for the real implementation of the curricular goals, bhandari (2020) mentions, "the use of appropriate methods and techniques of english language teaching is worthy for effective and efficient teaching and learning"(p. 10). but in his study, he found that still the teachers are using teacher-centered traditional methods of teaching english in the class. these methods do not provide ample opportunities for the learners to practice communication skills. this is the reason the curricular goals have not been met. in the same way, the proper implementation of curriculum is an essential thing for its effectiveness. it is the teaching method that transforms the learning achievement set by the curriculum into reality. so, the teaching method should be practical and effective in order to materialize the curricular goals (curriculum development centre, 2007). further, it clearly mentions the significant role played by the teacher as a communicator, co-learner, facilitator, motivator and an agent to make learners inquisitive in learning. likewise, it advocates for a child-centered approach to be adopted. regarding teaching-learning activities, it emphasizes project work, case study, and observation. emphasis is equally given to making teaching-learning activities research-oriented, interactive, and promotional by conducting explorative, interactive, and innovative activities in the class. in the same line, ministry of education (2016) through ssdp tries to promote child friendly, learner-centered, and interactive pedagogies. it also advocates for child-centered active learning methods to be followed in the classroom. recently, the government of nepal has changed its secondarylevel english curriculum (grade 11 & 12). the newly devised curriculum has integrated four language skills and it has recommended not to teach grammar separately rather to teach it within the context of texts. it can be said that the focus in the updated curriculum has shifted from discrete teaching of grammatical points to teaching them in appropriate contexts. the curriculum mentions some principles of language pedagogy that include: content and language integrated learning, real-world link, diversity as a resource, learning through information and communication technology, and learner engagement (curriculum development centre, 2019). likewise, ministry of education science and technology (2020) through education sector plan, 2021-2030 mentions in its strategy that child-centered teaching methodology would be adopted for the successful implementation of the newly devised secondary level curriculum. it also mentions that participatory, interactive, explorative, and problem-solving teaching methodology would be used instead of traditional teaching methodology based on the textbooks. most of the principles of pedagogy mentioned in the newly devised curriculum and education sector plan 20212030 go along with the principles of communicative language teaching approach. moreover, this recently changed english curriculum of grade 11 and 12 aim at developing several competencies and among them two include: listen and respond in english with accuracy and fluency, communicate clearly and effectively in a range of situations using verbal and non-verbal communication strategies (curriculum development centre, 2019, p. 35). it has clearly mentioned that learners learn when they get sufficient opportunity to use language in appropriate contexts. this clearly shows that the current curriculum is based on the principles of clt. it tries to create opportunity for the interaction to take place in the class. however, in reality it is seen that the instructional principles mentioned by the curriculum have not been properly executed by the teachers in the implementation level (alalwi, 2021; karki, 2014; noori, 2018; subedi, 4 february, 2019; wei et al., 2018). although several studies have been carried out in nepal to explore the similar issue previously, however, since the implementation of the newly devised english curriculum of grade 11 and 12 in 2019, no research studies have been conducted to explore the classroom practices of the teachers. moreover, there is the dire need of exploring the activities of the teachers to see if they go along with the principles of communicative language teaching approach which has been envisioned by the newly devised curriculum. in addition to this, there is an essential requirement of a study which could explore the challenges faced by the teachers while implementing it so that the theoretical principles of communicative language teaching could be practically implemented in the context of nepal. i believe, the present study could be useful for the teachers who are adopting clt for teaching english in their classes. they could get insights into the problems and devise strategies to overcome those challenges while implementing clt principles. further, the study could be equally useful for the researchers and the policy makers who are interested in english language teaching methods. in addition, the present study may be useful for the people who are responsible for the evaluation of newly introduced secondary-level english curriculum in nepal. 189 thus, the present study attempts to explore how the secondary-level english teachers view communicative language teaching method and how they implement it in their daily practice of teaching through their perception. to obtain adequate information about the issue in question, the following research questions were designed: 1) how do the secondary-level english teachers perceive the communicative language teaching method? 2) what kinds of communicative language teaching activities do they apply in the class? 3) what are the challenges they face while materializing the communicative language teaching method? by answering the research questions mentioned above, this study may vividly present the myths and realities of clt implementation in secondary-level english classrooms in nepal from the perspectives of teachers who have been involved in the profession for a long time. 2. literature review 2.1 communicative language teaching learning process. communicative language teaching has been widely practiced method of teaching second/foreign language in the modern context (teh, 2021). it came into existence due to shortcomings of previously practiced language teaching methods such as grammar-translation and audiolingualism. explaining the history of it, richards (2006) mentions that it was in britain in 1960s communicative language teaching came into existence due to the drawbacks of earlier structural methods. he further mentions that it was first proposed in 1970s and since then it has become very influential language teaching approach around the world. according to larsen-freeman (2000), the development of communicative competence is the goal of language teaching. based on courtney (2020), there are four criteria to design, implement and evaluate communicative activities in the language class which include: fun activities, meaningful activities, interactive activities and routine activities. according to him, fun activities help mitigate stress and motivate learning. meaningful activities help enhance fluency in language and focus on sharing rather than grammar points. interactive activities help develop accuracy by focusing on completing the shared tasks. likewise, routine activities help deepen memory by repeating the task or using it in a modified way. in the same way, sreehari (2012) mentions some of the activities that are used in communicative classrooms which include: role plays, interviews, discussions, information gap activities, language games, language learning simulations, problem solving tasks, quizzes, and surveys. according to him, these activities help develop language skills and functions in an authentic context. the communicative activities that are performed in the class are thought to play an important role to develop communicative proficiency on the learners. looking at the present situation, teh (2021) talks about the paradigm shift in clt due to the global pandemic of covid-19. he mentions that due to present situation of pandemic, running physical classes are not possible. so, throughout the world classes are run online, may they be synchronous or asynchronous. he argues that the clt method can still be used online, though there are some challenges due to technology. he further opines that online clt approaches such as computer-mediatedlearning are of asynchronous nature where collaborative learning is possible and even the shy students can actively take part in learning. he further mentions the importance of synchronous learning using software like zoom and discord which can be used for the implementation of clt approach. using these soft wares we can mimic the real-life situations where the students can interact using multimedia tools like video and audio. 2.2 the role of teachers and students in clt the role of a teacher is that of a facilitator in learning the language who provides opportunities to the learners to practice the language. according to sreehari (2012), "the role of a teacher in a communicative classroom is to facilitate language learning in meaningful ways"(p. 89). similarly, teh (2021) asserts that the teacher plays the role of a facilitator and the students work collaboratively in a group. likewise, hattani (2018) mentions that the role of a teacher in clt is less dominant. he further mentions that the role of a teacher in clt changes from just a transmitter of knowledge to a mentor and a co-communicator. he also mentions that clt emphasizes learner-centered methodology, so the learners play an active and a key role in the 2.3 theory of learning learning theory in communicative language teaching focuses on learning to communicate in the target language rather than memorizing a set of grammatical rules and patterns. therefore, different kinds of games are used in clt classes to motivate the learners to use the language. in a study conducted by dewi et al. (2017) in order to find out the impact of communicative games on students' speaking skills showed that communicative games have positive impact on developing speaking skills on the students. further the study revealed that the students enjoy, get motivated and enhance confidence through games as communicative activity in the class. 190 therefore, the focus of clt is on the use of language for real communication. describing theory of learning in clt, richards and rodgers (2014) talk about three principles that include: communication principle, task principle and meaningfulness principles. the communication principle says that the activities that involve real communication promote learning. the task principle advocates for the use of the activities in which language is used in carrying out the meaningful task. it believes that when language is used in performing meaningful task help promote learning. in the same way, the meaningfulness principle says that language that is meaningful to the learners supports learning. 3. method the present study is designed as a descriptive qualitative inquiry. it attempts to explore how secondary-level english teachers in efl classrooms of public schools in nepal implement communicative language teaching method from their perspectives. in order to conduct the study, four public schools were selected involving: two schools from urban area and the remaining two from rural area of kanchanpur district, nepal. the schools were purposively chosen from different locations of urban and rural areas so as to make the study more representative and comprehensive. the participants of the study were four teachers consisting of a teacher from each school. the participants were selected purposefully to get adequate information about the research questions posed. further, the selection was based on the personal judgment of the researcher keeping in mind the purpose of the study. in addition to these, familiarity of the researcher with the participants was another reason for the selection so that he could easily gain access to the sites and information. table 1 depicts the background information of the research participants. table 1. participants' background information no. participants gender teaching experience training on clt implementation of clt length of implementation 1. t1 m 10 years yes yes 5 year 2. t2 m 7 years yes yes 3 year 3. t3 f 3 years yes yes 2 year 4. t4 f 9 years yes yes 3 year it shows that all the teachers ' teaching experience ranges from 1 to 10 years. in addition, all of them have got training on clt and they have applied it in their classes. the length of their clt practice ranges from 3 to 5 years. 3.1 instruments and data collection procedures for the collection of data, two instruments were used: a close-ended questionnaire and an interview protocol. the questionnaire was based on the theme of communicative language teaching principles. it was aimed to address the first and the second research questions: 1. how do the secondary-level english teachers perceive the communicative language teaching method? 2. what kinds of communicative language teaching activities do they apply? the questionnaire contained ten statements related to the teachers' activities in their communicative language teaching classrooms. the ten statements contained in the questionnaire included: i use group discussion in the class, i use individual or group presentation, i use debates, i use games, i use simulations, i use interviews, i use the following direction, i use role plays, i use quizzes, and i use picture descriptions. each statement in the questionnaire consisted of four responses that included: always, often, seldom, and never. it was distributed via emails to the selected participants in order to find out the secondary-level english teachers' beliefs towards communicative language teaching method. before sending the emails, the researcher made phone calls to the participants for their consent and interest in the study. the objectives of the study was openly shared among them so that they could be more interested in it. the researcher also assured them of privacy and secrecy of the responses obtained from them. after the participants filled and returned the questionnaire via mail, the participants were requested for a short interview. before the interview, the researcher got their permission to audio-record their voice using a cell phone. after getting their consent, an interview protocol was deigned which consisted of two semi-structured questions that aimed to address the third research question: what are the challenges they face while materializing the communicative language teaching method? the first question was intended to obtain information about the challenges that they encounter while implementing the communicative language teaching method in their classes, and the second question was aimed to obtain information about their suggestion for the successful implementation of it. 191 3.2 data analysis procedure for the analysis procedure of obtained data in the study, the framework developed by miles et al. (2014)was used. their framework for data analysis includes data condensation, data display, and conclusion drawing and verification. first of all, for the condensation of questionnaire data, each response obtained from the participants was properly tabulated depending on the number of each response. then the tabulated results were converted into percentages. based on the display result, a conclusion was drawn. likewise, for the analysis of interview data, the audio recording was transcribed in the english language. next, the transcription was read several times to understand and focus on the main information. then, the final data were displayed in the form of excerpts. finally, interpretation and conclusion was drawn to answer the research questions posed. 4. findings this section explains the result of the study. it consists of three sub-sections that elaborate the findings to address the research questions. rq 1: how do the secondary-level english teachers perceive the communicative language teaching method? in this study perception refers to the way english teachers perceive communicative language teaching method that they apply in their respective classes. table 2 provides their perception regarding its implementation in their classes. it showed that most of the participants had a positive perception towards the implementation of the communicative language teaching method. table 2. general information about teachers' perception of clt no. item t1 t2 t3 t4 1. understanding the basic principles of clt yes yes yes yes 2. training in clt implementation yes yes no yes 3. the practice of clt in the class yes yes may be yes 4. state of agreement on the importance of clt yes yes yes yes the result showed that all the teachers had basic understanding about the principles of clt. out of four, three teachers had obtained training in clt implementation. one of the teachers expressed uncertainty regarding the practice of clt in the class, however, she showed her agreement on the importance of using clt in the class. this means she was not fully confident that her practice goes along with clt principles. rq 2: what kinds of communicative language teaching activities do they apply in the class? the teachers were found using several communicative activities in the class that include: group discussion, role plays, individual or group presentation, picture description and games. chart 1 depicts the overall communicative activities that the teachers used in their classes. 0% 0% 0% 0% 0% 25% 75% 25% 25% 50% 75% 25% 75% 75% 50% 0% 0% 100% 0% 100% 100% 100% 0% 100% 0% 0% 20% 40% 60% 80% 100% 120% group discussion individual or group presentation debates games simulations interviews following direction role plays quizzes picture description activities never seldom often always figure 1. communicative activities in the class 192 individual or group presentation became the most preferred activity in the class to materialize the clt principles. based on the result, 75% often used this activity in the class as part of doing communicative tasks while only 25% seldom used it. likewise, group discussion, role-plays and games were other activities in the class in which 25% often used these activities while 75% seldom initiated them in their classes. the last activity was picture description in which half of the teachers (50%) often used it in the class while the remaining half seldom used it. likewise, quizzes, following direction activity, interviews, simulations, and debates were never used by the participants. rq 3: what are the challenges they face while materializing the communicative language teaching method? initially, all the participants were ready to take part in the follow-up interview after they returned the questionnaire via mail. however, one of the participants showed little diffidence when the researcher was ready for the interview. therefore, the researcher included only three participants for the interview. all these three participants used the communicative language teaching method in their daily practice of teaching english to secondarylevel students. the teachers described that their own learning experience as a student in school influenced their present teaching as a teacher. they revealed that they had been taught using the grammar translation method in their school. therefore, they became fully accustomed to this method of teaching language. shifting from a fully accustomed system to a new system was a challenging task for them. one of the participants stated in my school time our teacher used gt method of teaching language. i still remember the way he taught us english using this method. now i realize that the way he taught was not as effective as the communicative language teaching method that i use today for the development of communicative competence in the learners. however, shifting my mentality from the gt method to clt is challenging as i have been the product of it. (interview vignette of t2) another difficulty experienced by the teachers while using clt was the silent culture in the nepalese society which encouraged the students to remain silent in the class. out of three, two participants argued that silence culture in the classroom was deeply rooted in the hearts and minds of the students. they further argued that this culture hindered the students from having classroom interaction and discussion which ultimately creates problems on the parts of teachers to implement clt in the class.t4 asserted remaining silent in the class is considered to be the symbol of discipline in nepalese school classes. from the beginning, they are taught to be silent and docile. as a result of this, they do not tend to argue and question the teacher rather they love to be silent, may it be language, math or science class. (interview vignette of t4) likewise the assessment system of english in secondarylevel was taken as a challenging factor for materializing clt in the class. all the three participants in the study revealed that the exam system primarily focused on the writing rather than on speaking which discouraged the students to get involved in communicative activities in the class. this also encouraged the teachers to minimize classroom activities and just focus on completing the course from the exam point of view. one of the participants stated our exam system of english which focuses on writing is one of the responsible factors for the ineffective implementation of clt in the class.(interview vignette of t1) it shows that the exam system affects and shapes the teachers' practices of teaching and students' expectations of learning english. similarly, lack of facilities such as access to the internet and library was another problem faced by the teachers. they argued that clt required a lot of authentic materials which they lacked. when asked about their experience of collecting and preparing materials for classroom use, one of the teachers revealed that sometimes he did not even get english textbook in time. he asserted getting the textbook in time is a great matter for us. we do not have a cassette to listen to the script given in the book. nor have we internet and laptops to download and show authentic video materials to the students. in this context, how can i fully materialize the clt curriculum? (interview vignette of t4) besides these, the participants in interview shared some of the problems they face in the implementation of clt in the class which include: large class size, lack of curriculum dissemination, lack of teacher education, and lack of students' willingness to communicate. these problems shared by the participants seem to be common problems faced by all the language teachers who want to adopt clt in the class. 5. discussion the study attempted to explore the perceptions of the secondary-level english teachers towards clt, their activities to implement it in their classes, and the challenges they encountered in daily practice. analysis of the data obtained from questionnaire and interview is elaborated by comparing the findings of the present study with the previous literatures and theories in order to reach to the conclusion. 193 in terms of teachers' perception towards clt, it was found that most of the teachers had positive views regarding the use of clt in the class. all the teachers had a basic understanding of the communicative language teaching method. out of four participants, three had already got training on clt, but one of the teachers had not got any training on it. despite the lack of training, the teacher demonstrated her agreement on the importance of using clt in the class. however, when asked about her practice of the clt method in the class, she was found to be uncertain. that means she was not sure whether she was properly implementing it or not. this clearly shows that she had a positive view of the clt method, but she was not fully confident about it due to the lack of proper training. the findings is in line with sunar (2018) who conducted a study in nepal entitled "use of communicative language teaching in efl classroom: teachers’ perceptions and practices" to explore the perceptions and practices of teachers' on the use of communicative language teaching. the findings of the study showed that the teachers had positive perceptions towards the use of the communicative language teaching approach in their classes. likewise, the findings of the present study conform to the results obtained by hussein (2018) who conducted mixed-method research entitled "a mixed methods study of teachers perceptions of communicative language teaching in iranian high schools" to explore iranian high school english teachers' perceptions of clt and the factors that hindered them from applying clt in the class. the findings of the study showed that the teachers had positive attitudes towards clt in general and the teachers had favorable attitudes towards group/pair work in particular. likewise, the present study bears many similarities with the study carried out by koirala (2013) in nepal who investigated the attitudes of secondary level english language teachers' towards communicative approach to language teaching using survey research design. the findings of the study showed that the teachers had positive attitudes towards clt. similarly, the present study bears similarity with the study of hattani (2018) in moroccan context and takal et al. (2021) in afghan context in which the teachers showed positive attitude towards clt. from the studies mentioned above, it can be said that currently the communicative language teaching has become popular language teaching approach around the world (song, 2019). most of the teachers show positive perceptions and attitudes towards it, may it be the case of nepal, morocco, or iran. this popularity and widespread nature of clt indicates the process of globalization which is helping english and english language teaching methods to spread quickly around the globe. in this connection, it is relevant to cite appadurai (2006) who has talked about five types of forces and flows of globalization which he calls "scapes". the five scapes in the words of appadurai include ethnoscapes or flows of people, technoscpes or flows of technology, financescapes or flows of money, media's capes or flows of information, and icescapes or flows of ideas. english education and english language teaching thus seem to be an ideoscape, that is, a global flow of ideas about language teaching and learning. this means due to the forces of globalization clt is spreading not only in esl situations but also in efl situations. thus, it can be said that clt has become popular in nepal due to the forces of globalization in the words of appadurai. furthermore, it seems that the majority of the teachers blindly accept it without questioning and analyzing the feasibility of clt principles in their context. it seems as if they are adopting it because they often hear others adopting it. this is all happening due to the globalization of language teaching ideas that are quickly spreading around the world. there is a paradigm shift in the field of elt in nepal due to the forces of global trends (jora, 2019). however, directly transferring the western-originated approach to other non-european countries face several challenges. therefore, specific contextual factors should be considered before clt is adopted in new efl contexts (holliday, 1994; song, 2019). regarding communicative tasks in the class, the teachers were found using numerous activities that included: group discussion, role plays, individual or group presentation, picture description, and games. however, the participants in the study never used simulations, debates, quizzes, and the activity of the following direction. among the activities they used, individual or group presentation was found to be the most preferred activity by the teachers in the class. surprisingly, the findings revealed that 75% of teachers seldom used group discussion, role-plays, and games while only 25% often used them in their classes. it shows that the preference of clt implementation activities in the classroom does not much involve the use of interactive activities and child-centered teaching methodology. the results also show that the teachers do not much prefer communicative games in the class which can motivate the students to use language in real situations. according to dewi et al. (2017), the games are very fruitful in clt classes because they can stimulate students' interaction in the classroom. they further assert that the games combined with a communicative approach can help create a good environment for learning, motivate them to take part in activities and finally improve their communicative competence. however, the present study showed that only a few communicative activities are applied by the participants in their real practice of teaching. the findings of the study bears similarity to the results 194 obtained by adhikari (2010) who found that interactional techniques such as dramatic activities and role plays were completely absent in the classes he observed. perhaps these two studies bear similarities in the findings due to the same socioeconomic situation of the country. the findings of the present study also bears some similarities with the study conducted by hussein (2018) in libyan context in which the results showed that there was mismatch between the teachers' practices and the theoretical principles of the clt curriculum. in addition, the findings showed that the teachers were found using traditional methods of teaching in their classes and there was minimal use of group and pair work with very little participation of the students. the findings of the present study also bears similarities with the toro et al. (2018) study which revealed that the communicative activities that were frequently used by the teachers were not enough to promote active participation of the students in the class. however,the present study is in contradiction with the strategy of education sector plan, 2021-2030 which mentions that participatory, interactive, explorative and problem-solving teaching methodology would be used instead of traditional teaching methodology based on textbook. likewise, it advocates for child-centered teaching methodology for the successful implementation of the newly devised secondary level curriculum (ministry of education science and technology, 2020). however, the preferred choice of communicative activities in the study rightly indicates that still, the teachers are using the traditional method of teaching english. it is because the choice of activity in the class is directly related to the teaching method adopted by the teachers. for example, it is seen in the present study that only 25% of the teachers often used group discussion which is an important activity for the implementation of clt principles. likewise, the teachers in the study are not seen much interested in organizing communicative activities such as games in the language class. the students do not learn a language just by sitting in the class, listening to what the teachers say, and memorizing the pre-packaged items. they should be actively involved in different activities for effective learning to take place (chickering & gamson, 1987; gholami et al., 2014). it shows that the teachers in the study simply seem to claim that they are using clt, however, in reality, there is a discrepancy between what they claim and what they do. another concern of the present study was to explore the challenges the teachers faced while using clt method in their classes. the results of the study showed that there are several challenges they encounter while materializing the clt principles in their real practice which include: the influence of gt method in their school time, preference of silence culture in nepalese classes, and writing focused exam system. besides these, the participants revealed several other problems such as: large class size, lack of curriculum dissemination, lack of teacher education, and students' willingness to communicate. almost all the problems shared by the participants preventing them from implementing clt principles are similar to the previous studies carried out by alalwi (2021) in saudi arabian context, hussein (2018) in libyan context, sunar (2018) in nepalese context, chang and goswami (2011) in taiwanese context, rahman and pandian (2018) in bangladeshi context, asmari (2015) in saudi arabian context, panhwar et al. (2017) in pakistani context, kwon (2017) in thai context, hattani (2018) in moroccan context, wei et al. (2018) in asian context, song (2019) in chinese context, nayeen et al. (2020) in bangladeshi context, sreehari (2012); ( in indian context, takal et al. (2021) in afghan context and chamlagain (2004) in nepalese context. the majority of the cited studies represent the asian region except for some countries. it indicates that almost all the teachers in asian countries face similar kinds of problems while implementing the clt method. probably, the findings of these countries bear many things in common due to the similar socioeconomic condition and almost similar socio-cultural situations that they share. the findings of the present study imply that the policy makers should not directly import the western teaching approaches without considering the contextual constraints (humphries & burns, 2015 as cited in rahman & pandian, 2018, p. 46). for example, clt was primarily developed for esl situations particularly for immigrant learners, not for efl situations(canale, 1980). if we use it in our context, we are almost bound to face challenges (holliday, 1994) as shown in the present study. likewise, kumaravadivelu's concept on post-method pedagogy also talks about the same problem as discussed above. his three pedagogic parameters are quite relevant to cite here which include: the parameter of particularity, the parameter of practicality, and the parameter of possibility. the first parameter states that a language pedagogy should be context-sensitive. the second parameter focuses on the importance of local-specific practice. the last parameter is related to power and dominance which is used to create and maintain social inequality. this implies that the teachers should create theories by conducting action research or testing or evaluating the usefulness of professional theories (chen, 2014; kumaravadivelu, 2003, 2006). this means that if clt like approach is accepted blindly without evaluating the local socio-political, socio-economic, and socio-cultural situation, then there are problems at the implementation level. thus, the present study indicates that the teachers are almost sure to face several challenges while implementing clt principles in their classrooms. the problems faced by the teachers may be different from 195 one situation to the next. therefore, it seems to be a wise idea to examine the context before the adoption of clt and accordingly devise context-specific coping strategies. 6. conclusion the present study looks at the perceptions of secondarylevel english teachers towards the communicative language teaching method and the activities they use for the implementation of it. it also attempted to find out the challenges they face while materializing clt principles in classroom practice. based on the results obtained from the data set, three conclusions can be drawn. first, the study revealed positive perceptions of teachers towards the communicative language teaching method. they perceived it to be a useful method for teaching the english language to the learners, though they are not fully confident in using it in their classes this is so because the process of globalization has made clt a widespread entity to be used and discussed among the language teachers around the globe. second, the findings of the study showed that the teachers used several activities to implement the clt method in the class. however, the activities they used in the class were not much involved interactive activities which are essential for the implementation of the communicative language teaching method. third, the study revealed that the participants encountered several challenges while implementing the clt method which is similar to the challenges faced by the teachers in other asian countries such as bangladesh, saudi arabia, india, and taiwan. the study suggests that there should be more interactive types of activities in the class for the real implementation of the communicative language teaching method even though there are several practical and contextual challenges while implementing it. the study has several limitations that should be noted before generalizing it to any other situations. the findings of the study are limited to four english teachers teaching in public secondary schools of kanchanpur district of nepal which lags in terms of development. the researcher only used a close-ended questionnaire and an interview protocol for the collection of data. there could have been different results if the researcher had also used classroom observation to triangulate the data. however, the present study could be useful for the teachers who are adopting clt for teaching english in schools. they can get insights into the problems while implementing clt principles. similarly, the study could be equally useful for the researchers who are interested in english language teaching methods. for future research in this area, the researcher suggests a replication study involving several participants from various parts of the country which might be worth conducting for more trustworthy results. 7. acknowledgment i would like to thank the anonymous reviewers for their constructive feedback to improve this article. i have no conflict of interest. references abahussain, m. o. 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(2018). communicative language teaching (clt) in language teaching, 12(1), 110-118. https://doi.org/10.5539/elt.v12n1p110 https://doi.org/http:/dx.doi.org/10.1017/s026607841700061x https://doi.org/http:/dx.doi.org/10.1017/s026607841700061x https://doi.org/10.5539/ach.v11n1p1 https://doi.org/10.5539/elt.v5n12p87 https://www.kathmandutoday.com/2019/02/365109.html https://www.kathmandutoday.com/2019/02/365109.html https://doi.org/https:/doi.org/10.17507/tpls.1111.11 https://doi.org/https:/doi.org/10.17507/tpls.1111.11 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 1, maret 2022, pp: 63 – 73 doi: https://doi.org/10.31849/utamax.v4i1.9698 63 developing a realistic learning approach on mobile-based apps: an ethnomathematics tedhak siten nuryadi nuryadi *, nafida hetty marhaeni & anik soviyati universitas mercu buana yogyakarta, indonesia nuryadi@mercubuana-yogya.ac.id article history received : 2022-01-22 revised : 2022-03-09 accepted : 2022-03-15 keywords critical thinking mobile learning tedhak siten abstract realistic mathematics learning by utilizing culture as well as integrating technology can be used as an ideal starting point for learning. this study was intended to develop a mobile learning-based mathematics device with a realistic learning approach in the context of the tedhak siten ceremony to improve students' critical thinking skills. this type of research was development research that refers to the addie model (analysis, design, development, implementation, evaluation). the study used the mobile learning application, the pretest, and post-test questions, in accordance with the expert validation questionnaire, the media expert validation questionnaire (3 experts), and the student response questionnaire from 32 students. the results revealed that the validity aspect obtained a good category from the media and material expert validator. it obtained a good category from the media expert validators and material experts. it turned out that the media expert's score was 58 and the material expert's 192. both scores were in a good category, thus the application was declared valid to be used. furthermore, the practical aspect of students as users obtained a total score of 2055 and was included in the good category. the effectiveness aspect obtained a significant increase in pretest to posttest scores. it was obtained that the increase in the results of the pretest to the results of the posttest was 24.46. since there is an increase in testing, it can be concluded that the mobile learning developed is effectively used for learning mathematics. based on the results, mobile learning has met all the product quality criteria, namely valid, practical, and effective. therefore, mobile learning with a realistic approach to mathematics using the tedhak siten ceremony can improve students' critical thinking skills and can be used for learning. 1. introduction mathematics is a subject that is considered difficult, scary, and boring (maswar, 2019). however, mathematics is a field of study that has an important role in education (rofii et al., 2018). the importance of mathematics is due to its various applications in art, science, finance, health, and recreation (d’ambrosio, 2007). in mathematics learning, students are accommodated to gain understanding through experience about the properties that are owned and not owned by a set of objects (abstraction) (nuryadi, 2018). to have the ability to think logically, analytically, systematically, critically, and creatively as well as the ability to work together as a provision in solving problems in their lives and as provisions for living in the future students need to be exposed to mathematics. in the content standards and graduate competency standards (depdiknas, 2006) it is stated that the provision of mathematics subjects aims to make students have the understand mathematical concepts, explain the relationship between concepts and apply concepts or logarithms flexibly, accurately, efficiently, and precisely in problem-solving, using reasoning on patterns and traits, performing mathematical manipulations in making generalizations, compiling evidence, or explaining mathematical ideas and statements, solving problems which include the ability to understand problems, design mathematical models, complete models, and interpret the solutions obtained, communicating ideas with symbols, tables, diagrams, or other media to explain the situation/problem, and having the nature of appreciating the usefulness of mathematics in life, namely having curiosity, attention, and interest in mathematics lessons as well as a tenacious and mailto:nuryadi@mercubuana-yogya.ac.id 64 confident attitude in problem-solving. the general objective of learning mathematics at the primary and secondary education levels is to emphasize setting the setting and shaping student attitudes. the general aim is to emphasize skills in the application of mathematics, both in everyday life and in helping to learn other sciences disciplines. the ability to think critically becomes one of the provisions that must be taught in mathematics. is that mathematics is one of the subjects that can develop this ability (sulistyowati et al., 2019; setiana et al., 2021). critical thinking ability is one of the important skills in the 21st century (aizikovitsh & amit, 2010). critical thinking can be construed as thinking rationally in assessing something by gathering as much information as possible before making a decision or taking action (howard et al., 2015). however, based on the results of interviews with the xii grade teacher of sma negeri 1 sedayu, it was revealed that students still had difficulty understanding, illustrating, finding, analyzing, and evaluating math problems. this is evident from the mathematics problems that contain indicators of critical thinking skills given to 32 students; only 15 students could solve them. it showed that the critical thinking skills of some students were still low. in mathematics learning, critical thinking skills can be developed if students are routinely faced with a problem so that they are trained in solving it (azwar, 2021; sanders & moulenbelt, 2011). this kind of learning can be done if the content and context of learning are related to the daily activities of students (laurens et al., 2019). one learning approach that can be applied to develop critical thinking skills is realistic mathematics learning (rme), or what is known in indonesia as indonesian realistic mathematics education (pmri). rme originated from freudenthal's idea in 1971, which said that mathematics is part of human life so students should be allowed to find out the importance of mathematics by managing and processing real-world situations related to mathematics (hauvel-panhuizen, 2003). pmri refers to mathematics proficiency according to the 2003 ministry of national education's balitbang competency standards, namely reasoning, communication, problem-solving, and linkages between subjects (najwa, 2018). the characteristics of pmri are the use of context in exploration, use of models, use of student contributions and creations, interaction, relation, and using the characteristics of indonesian nature and culture (zulkardi et al., 2020). the mathematics learning that relates to the surrounding culture is ethnomathematics (astuti et al., 2019; d’ambrasio, 2001). there are some stages of ethnomathematics-based education such as exploration, mapping, explanation, and reflection (risdiyanti & prahmana, 2018). considering the previous studies, it seems plenty of spots can be explored deeply regarding critical thinking skills in learning mathematics. for this reason, the study intends to develop mobile learning with a realistic learning approach with the tedhak siten ceremony setting as a context for learning and the final target is to develop students' critical thinking skills by maximizing their learning activities. 2. literature review 2.1. mathematics as cultural knowledge the popular definition of culture is the result of human creation, taste, and initiative. according to hofstede & hofstede (2005) “culture is a catchword for all those patterns of thinking, feeling, and acting referred to in the previous paragraphs. not only activities supposed to refine the mind are included, but also the ordinary and menial things in life”. this opinion comes up that culture is a slogan for all forms or ways of thinking, feeling, and acting in various ways. culture is not something that only supports a good way of thinking, but includes everything ordinary or extraordinary in life. moreover, anthropologists view that the formation and inheritance of culture from one generation to the next is a process of transformation. it is in this process that education functions. so, the educational process is a process of cultural transformation. one of the fundamental functions of education is cultural development. many things that are caught by human intuition (mind) from the real world and the transcendental world as objects of abstraction rely on rational (logic) and observation (sensory) experiences, as well as their life experiences. humans direct their goals and reason to objects of mathematical knowledge in the form of concepts, principles, facts, relations, and rules contained in themselves and objectively reveal the target areas of knowledge. because mathematics is the result of the reflection of human thought, mathematics can be said to be the result of human reason (mind) and effort (power). “culturally relevant mathematics curriculum should focus on the role of mathematics in a sociocultural context that involves the ideas and concepts associated with ethnomathematics, using an ethnomathematical perspective for solving contextualized problems” (rosa & orey, 2011). the thought suggests that a culturally relevant mathematics curriculum should focus on the role of mathematics in a sociocultural context involving ideas and concepts related to ethnomathematics, using an ethnomathematical perspective to solve contextual problems. mathematical thoughts are in interact with culture and people, and together, form an indivisible whole. the role of ethnomathematics, which studies mathematical thoughts, cannot be ignored in a historical-cultural context (küçük, 2014). this opinion indicates that mathematics interacts with culture and forms an inseparable whole. the role of ethnomathematics cannot be ignored in the historical 65 cultural context. mathematics is seen as a cultural product that is developed through various activities, such as counting, placing, measuring, designing, playing, and explaining. everyone in daily life is aware of it or not doing these activities, furthermore, it can be said that mathematics is close to everyday life. this activity is activity that is generally carried out by everyone. consequently, mathematics as cultural knowledge is derived from these activities in a certain way (attitude) consciously and continuously. referring to the results of the 10th international congress of mathematics education, there are several purposes for discussing ethnomathematical issues, namely: 1) what is the relationship between ethnomathematics, mathematics, anthropology, and the politics of mathematics education? 2) how to further prove that the school program has succeeded in achieving the goal of incorporating ethnomathematical ideas. 3) what are the implications of ethnomathematical research for mathematics and mathematics education? 4) what is the relationship between language differences or cultural features in generating mathematical concepts (favilli, 2014)? this issue is to balance the tendency of learning mathematics which is only used to solve mathematical problems itself, far from it understanding mathematical concepts is also expected to be able to be used as a provision for the formation of student attitudes and behavior in responding to various social phenomena related to culture. ethnomathematics is cultural mathematics that looks at the interaction of mathematics and culture (shirley, 2015). the culture referred to here refers to a collection of norms or general rules that apply in society, beliefs, and values that are recognized by groups of people who are in the same ethnic group or national group. kucuk (2013) made an etymological and morphological inquiry and remarked that ethnomathematics is composed of the combination of the following parts. ethno: the culture formed society. mathema: explaining, understanding, learning, managing, dealing, achieving, and superiority. tics: counting, ordering, differentiating, measuring, weighing, encoding, classifying, comprehending and modeling”. opinion it states that ethnomathematics consists of a combination of the following sections. ethno: culture shaped by society. mathema: explaining, understanding, learning, managing, dealing, achieving, and excellence. tics: counting, ordering, distinguishing, measuring, weighing, encoding, classifying, understanding and modeling. in ethnomathematics, there are six important dimensions in learning (rosa et al., 2016), namely: a) cognitive, namely the ability to think and mathematical ideas concerning the acquisition, accumulation, and dissemination of mathematical knowledge across generations. b) conceptual, namely providing opportunities to answer existential questions by creating procedures, practices, methods, and theories based on personal representations of reality. c) education is to reinforce academic knowledge when students understand mathematical ideas, procedures, and practices that exist in their daily lives. d) epistemology is related to the knowledge system, which is a collection of empirical observations developed to understand, understand, explain, and deal with and overcome reality. e) historically, that is, leading students to examine the nature of mathematics in terms of understanding how mathematical knowledge is allocated in individual and group experiences. f) politics aims to recognize and respect the history, traditions, and mathematical thinking developed by members of different cultural groups. 2.2. ethnomathematics: tedhak siten in indonesia, there are many cultures related to mathematics, one of them is the tedhak siten ceremony. tedhak siten means descending from the ground in indonesian. it is a ceremony performed as an expression of gratitude to god when a 7-8-month-old baby begins to set foot on the earth (yana, 2020). the the tedhak siten image is presented in figure 1. figure 1. tedhak siten (parenting.dream.co.id) the tedhak siten or descending ground ceremony has seven interrelated sequences. 1) in the first stage, the child will be led to walk on seven jadahs with seven colors, namely brown, red, yellow, green, purple, blue, and white. each color reflects the symbol of life. 2) in the second stage, the child is guided up the stairs made of arjuna type sugar cane as a symbol of the life stages as well as symbolizing the hope that the child's character will resemble arjuna. sugarcane which stands for antebing heart means determination. 66 3) in the next stage, the child will be allowed to claw at the ground with his two feet in the hope that later when he grows up the child can earn sustenance. 4) in the fourth stage, children are put in a chicken cage that has been given various objects, such as money, toys, musical instruments, books, or food. the object that the child chooses describes the potential of the child. at the age of seven or eight months, children are believed to still have strong instincts. 5) in the fifth stage of the tedak siten ceremony, the child will be given coins with various kinds of flowers and yellow rice by the father and grandfather as a symbol and hope that the child will be blessed with abundant sustenance, but still have a generous nature. 6) in the next stage, the child is bathed with water that has been mixed with flower setaman. this step is a hope that the child will be able to bring a good name to his family. the last is the process of wearing good and clean clothes so that the child can live a good life. the purpose of the tedak siten procession is to prepare children to be able to go through every phase of life. starting with the guidance of his parents until he began to stand by themselves and have an independent life. for the ancestors, this ceremony is a form of respect for the earth where the little one stands, accompanied by chanting prayers. the hope is that children will always be given blessings and help during life. the tradition of going down to the ground is full of positive activities, in which the stages contain the value of always remembering the creator. this ceremony is also a means of introducing children to the noble values of javanese tradition, in addition to educating them to always be introspective and to become individuals with noble character. this ceremony is in accordance with a mathematical model, namely statistical material. mobile learning based in the field of ethnomathematics will be targeted to develop students' critical thinking skills as a form of technology utilization so that students are more dynamic in learning. for this reason, the study intends to develop mobile learning with a realistic learning approach with the tedhak siten ceremony setting as a context for learning and the final target is to develop students' critical thinking skills by maximizing their learning activities. 3. method this type of research is developmental research using the addie development model. the addie model consists of five stages, namely analysis, planning, development, implementation, and evaluation (sofyan et al., 2019; purwoko et al., 2019). according to tegeh et al, the implementation of the addie stages is: (a) analysis includes student competency analysis, student characteristic analysis, and material analysis. (b) planning includes making a frame of reference on four important elements in learning design, namely students, objectives, methods, and evaluation. (c) development, namely the activity of translating specific designs into physical form to produce prototypes of development products. (d) implementation, namely the application of products in learning to determine the effect on the quality of learning. (e) evaluation, namely to determine the level of product effectiveness at the end of the development stage (sofyan et al., 2019). the product developed in this study is a realistic learning media application based on ethnomathematics mobile learning with adobe flash cs6 software. the application of the developmental research procedure contains research and development steps using the addie model which in its development stage is also carried out product feasibility testing, both validity, practicality, and effectiveness. the selection of the addie model was based on the consideration that the model development was carried out systematically. the procedures for this research are as follows: 3.1. analysis this stage was carried out to see a description of the conditions in the field related to the teaching and learning process of statistics materials at sma negeri 1 sedayu, yogyakarta, and then analyzed the problem. the process carried out is: a. competency analysis that students must achieve analysis of competencies that must be achieved by students is carried out by reviewing the curriculum used and analysis related to what competencies must be mastered by students after using development products. it is focused on the analysis of core competencies (ki), basic competencies (kd), and certain additional abilities that must be mastered by students. the results of the ki and kd analysis are translated into indicators of competency achievement (gpa). then the results of the curriculum analysis will become guidelines for developing learning media that must be achieved by students. b. material analysis the material analysis aims to determine the content and material contained in the development of learning media, namely the main materials, sub-sections of the subject matter, and sub-sections of statistics. c. analysis of student characteristics analysis of the characteristics of students is carried out to determine the condition of students who will be the target users of the development product, both the initial knowledge they have regarding prerequisite material and the subject matter of determinants and inverse matrices, when carrying out mathematics learning and the difficulties encountered in learning. 67 3.2. design design activities in the addie development research model are a systematic process that starts with designing the concepts and content in the product. designs are written for each product's content. instructions for implementing the design or manufacture of the product are attempted to be written in a clear and detailed manner. at this stage, the product design is still conceptual and will underlie the development process at the next stage. at the design stage, the researcher designs the product according to the results of the analysis that has been done. the purpose of this stage is to design the product to be developed. the following are some of the criteria at the design stage: a) selection of developed products: the product to be developed is an android application on statistical material that has been adjusted from the results of the analysis at the definition stage. b) prepare the initial design: preparation of the initial design that will be used in developing the application, which includes the design of the opening section, the core section, and the final section. 3.3. development this stage is done by writing application storyboards, developing assessment instruments, student response questionnaires, material expert validation questionnaires, and media experts. 3.4. implementation at this stage, the products produced in the development stage are implemented in real situations, namely in classes. at this stage, it is implemented in grade 12 sma negeri 1 sedayu. 3.5. evaluation evaluation occurs in each of the four stages above. at this stage, the researcher conducts evaluation activities on the quality of the product developed by the device. data sources and subjects in this study were material expert validators, media expert validators, and twelve grade students of this senior high school in sedayu, indonesia. data collection techniques in this study used interviews, observation, non-test techniques, and tests. observations and interviews were conducted with teachers and students to obtain information about the learning model, characteristics of students, learning materials, and the curriculum used. the non-test technique is in the form of an assessment of the validity of all material, the validity of media experts, and an assessment of the practicality of students. meanwhile, test assessment is done by giving tests to measure the effectiveness of product use. the instruments used in this study were validation questionnaires to measure product validity, student response questionnaires to measure product practicality, and pretest-posttest questions to measure product effectiveness in terms of students' critical thinking abilities. 4. result this section discusses the development steps that have been carried out using the addie model, namely: 4.1. stage 1. analysis at this stage, it was found that the curriculum used in senior high school was the 2013 curriculum with core competencies (ki) and basic competencies (kd) used in statistical materials in accordance with government decree (permendikbud) no. 37 of 2018, namely: knowledge competency 3.2: determining and analyzing the size of the concentration and distribution of data in the form of frequency distribution tables and histograms. skills kd 4.2: solving problems related to the presentation of measurement data and enumeration of frequency distribution tables and histograms. furthermore, the minimum completeness criteria (kkm) for mathematics at this senior high school is 75, and the characteristics of students consistently require mobile learning in terms of critical thinking skills. ethnomathematics-based mathematics learning design was chosen as a form of attention to the existing cultural crisis (astuti et al., 2019). learning must have a special role in these problems so that the mathematics-learning scheme must be given a context that is acceptable to students and clarifies mathematical concepts as well as can contribute to preserving the existing culture in the community. 4.2. stage 2. design at this stage, a product design according to the results at the analysis stage has been created and carried out. it started by making flowcharts and storyboards. then, the result of the developed product is a real learning application based on ethnomathematics mobile learning that is made with adobe flash cs6 software with the android air worksheet setting the size of 800 x 480 pixels (landscape). after the media creation is complete, it is extracted into an application that can be installed on android with additional adobe air for android software. the several views of the application design results can be seen in figure 1, figure 2, and figure 3. 68 figure 1. display of definition tedhak siten figure 1 is a presentation related to the definition of tedhak siten in the application. tedhak siten or tedhak siti is one of the javanese traditional ceremonies for a 7 month old child, which is 245 days calculated based on the javanese calendar (7 x 35 days). tedhak siten or tedhak siti comes from the word "tedhak" meaning "stepping / descending" and "siten/\siti" which means earth/land. the ceremony is carried out according to the birthday on the answer calendar. the purpose of this presentation is so that students can understand the meaning of the tedhak siten ceremony. figure 1 shows the provision of context according to the selected cultural product, tedhak siten is used as a context because the ceremony contains a mathematical model that can be used as a starting point for mathematical pursuits; this is in line with research conducted by rully, which states that learning mathematics must be started. with context as the starting point of learning and providing an understanding that mathematics is close to daily activities (prahmana et al., 2021). figure 2. display of material 69 the picture in figure 2 shows the confinement procession. we can get information in the form of costs needed for the process equipment. equipment costs (idr = ... k) can be seen in the following data distribution: 20 11 12 5 4 19 9 12 4 2 15 8 13 6 9 12 7 14 12 14 in the application, the ethnomathematics contained in the tedhak siten ceremony is discussed. in accordance with the studies that have been carried out, tedha siten is related to the material in mathematics, namely statistics. so in this view, examples of statistical questions related to the tedhak siten ceremony are presented. this is because the application has a realistic mathematical approach so that the content of the material in the application is associated with everyday life. figures 2 and 3 show that the learning design on mobile devices has provided facilities that direct students to carry out learning activities using discovery learning. this method is a way of stimulating students to think mathematically and critically. this statement is in accordance with previous research, which states that learning with the discovery method can develop students' critical thinking skills in solving math problems (numyani, 2020; saputra & sarkadi, 2018; farib et al., 2019). figure 3. display of evaluation the picture in figure 3 s one of the processes in the tedhak siten ceremony, namely udik adhik, in the picture, it can be seen that this process involves adults and children who are invited to the event. we can get information, one of which is the height of the people involved in this process. 4.3. stage 3. development at this stage, the researcher translates the specific design at the design stage into physical form, resulting in an application that is ready for use on android. at this stage, product validation is carried out in material experts and media experts. the results of validation by both can be seen in table 1 and table 2. table 1. result of the media expert validation no indicator score 1 2 3 4 technical quality composition balance cohesiveness 27 10 9 12 total 58 70 table 2. result of the material expert validation no indicator score 1 2 3 4 content eligibility assessment the feasibility of presentation language assessment ethnomathematics teaching materials 79 43 46 24 total 192 based on table 1 and table 2, which have been converted, it is obtained a score of 58 from media experts meets the good category, and a score of 192 from material experts also meets the good category. thus, the product developed is declared valid. qualitatively, products that are declared valid can be continued to be tested for implementation to see the effect of the treatment of learning with the teacher and student respondents. this stage is in accordance with the research conducted by suyitno, which states that the stages in product development from the validation test can be passed on to the implementation test (suyitno et al., 2020) 4.4. stage 4. implementation at this stage, the researcher started by distributing the critical thinking skills pretest, which consisted of 3 questions about the statistical material. after that, the researcher implements the product results that have been declared valid by experts in learning mathematics. the learning was conducted in 3 meetings using ethnomathematics mobile learning with a realistic mathematical approach. learning is carried out in 12th grade at senior high school. after the learning was carried out, the researcher asked students to respond to the product used by filling out a student response questionnaire. the results of the assessment of the product response questionnaire by 32 students can be seen in table 3. table 3. result of student response questionnaire assessor score category students’ 2055 good table 3 shows the total score of the 32 students is 2055 and meets the criteria well so that the product is declared practical to use. a practicality test is carried out to see student responses in the learning process. in the development method, this stage is a stage that can be used as a reference to see in real terms whether the learning model can be accepted by students or not (kurniawan et al, 2018; sogyan et al., 2019). 4.5. stage 5. evaluation this stage is carried out by distributing post-test questions on critical thinking skills consisting of 3 questions about statistical material in class that has been applied to learning with ethnomathematics mobile learning. the results of this test are compared with the pretest to find out whether the product developed is effective or not. the results of this test can be seen in table 4. table 4. comparison results of pretest and posttest value average increase pretest posttest 55,86 80,32 24,46 table 4 shows a significant increase of 24.46 from before and after the application of learning using mobile learning ethnomathematics. research using an ethnomathematics approach has a potential effect on developing students' critical thinking skills (prahmana et al, 2021; rosa & orey, 2011). critical thinking skills are reflective and reasonable thinking abilities that focus on making decisions about what we are going to do or what we believe. critical thinking is important in relation to problem-solving. thus, the product developed is declared effective for developing students' critical thinking skills. in this study, we find that in the tedhak siten ceremony there are several things that can be related to mathematics. this is usually called ethnomathematics. in the tedhak siten ceremony the related mathematical material is statistics. in this study, ethnomathematics at the tedhak siten ceremony was made in an android application. the advantages of ethno mobile learning-based learning media are that it can be installed on smartphones, especially android so that it is easy to carry as a learning reference, and the material on learning media provides real examples in everyday life so that students can find examples of other cultures that can be studied in mathematics, and this learning media present cultural pictures/illustrations related to mathematics material so that it will make it easier for students to visualize 2. while the lack of thematic mobile learning-based learning media is that there are still not many variations of questions related to culture and learning media can only be installed on android type smartphones. 5. discussion the study was conducted on the development of mobile learning with a realistic approach at the tedhak siten ceremony to develop students' critical thinking skills. the research findings show empirical evidence that the developed mobile learning can improve students' critical thinking skills. it also answers the questions in this study. 71 5.1. develop mobile learning with a realistic approach tedhak siten tedhak siten's mobile learning tool was developed with the help of adobe flash cs6and additional software adobe air for android then converted to appilcation format so that it can be used on mobile devices. the development of this application was initially carried out by conducting a preliminary study, which obtained students' critical thinking skills that were still low on statistical material. in addition, students are interested if there are learning applications that relate to everyday life. therefore, researchers develop learning applications for mathematics subjects that are associated with everyday culture or referred to as ethnomathematics. the culture adopted is the tedhak siten ceremony. in the tedhak siten ceremony, statistical material can be linked, so researchers have made the device with statistical material. 5.2. determine the validity of tedhak siten after the product has been developed. the researcher developed a validation instrument for material experts and media experts. this is intended as an assessment sheet to determine whether the application developed is valid to use. in this case, the researcher asked 2 material experts and 1 media expert to provide an assessment of the developed application. after the experts filled out the assessment sheet, the researcher conducted a test analysis of the total score obtained. it turned out that the media expert's score was 58 and the material expert's 192. both scores were in a good category, so the application was declared valid to be used. this is in line with the research conducted by wijayanti & sungkono (2017) dan arifin et al. (2020) that the product can be declared valid if the results of the expert assessment are in the minimal category of good. 5.3. the practicality of tedhak siten ethnomathematics mobile the next stage is to find out whether the product developed can be declared practical or not. this stage is carried out by providing a response questionnaire to students after they use the developed mobile learning. in this case, there are 32 students who use this application; this is indeed quite limited because the research was carried out during the covid-19 pandemic so it could not reach many respondents. after the response questionnaire was filled out by students, the researcher analyzed the test results and obtained a total score of 2055 which was included in the good category. therefore, the developed mobile learning can be stated as practical to use. this is in accordance with the assessment conducted by arifin et al. (2015) in his research where the product can be declared practical if it obtains a minimum score of good. 5.4. the effectiveness of tedhak siten furthermore, the learning media developed must meet the effective criteria. this effectiveness test was conducted by distributing pretest and post-test questions on critical thinking skills to students on statistics material. after analyzing the results of the test, it was obtained that the increase in the results of the pretest to the results of the post-test was 24.46. because there is an increase in testing, it can be concluded that the learning media developed are effectively used for learning mathematics. this is in line with research conducted by indaryati & jailani (2015) and rusnilawati (2016) and that learning media are said to be effectively used if there is an increase in pretest and posttest results. based on the results of the discussion above, the learning media have met all the product quality criteria, namely valid, practical, and effective. therefore, mobile learning with a realistic approach to mathematics using the tedhak siten ceremony can improve students' critical thinking skills and can be used for learning. 6. conclusions based on the results of the study, it can be concluded that the product assisted by adobe flash cs 6 and additional software adobe air for android, namely mobile learning ethnomathematics on statistics material with a realistic mathematics learning approach in tedhak siten ceremonial to develop students critical thinking skills. the development process uses the addie model and has met the product eligibility criteria, namely valid, practical and effective. there are good categories of media expert validators and material experts in the validity aspect. the practical aspects of students as users are categorized as good, and the effectiveness aspect obtained a significant increase in the pretest to post-test scores. so that mobile learningbased applications can develop critical thinking skills, it is declared fit for use as constructive learning media. references aizikovitsh, e., & amit, m. 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(2020). “two decades of realistic mathematics education in indonesia,” springer, cham, pp. 325–340. https://link.springer.com/chapter/10.1007/978-3030-20223-1_18 https://doi.org/10.1007/978-3-319-30120-4 https://doi.org/10.1007/978-3-319-30120-4 https://doi.org/10.21831/jrpm.v3i2.10633 https://doi.org/10.5840/inquiryctnews20112616 https://doi.org/10.2121/tawarikh.v10i1.1058 https://doi.org/10.2121/tawarikh.v10i1.1058 https://www.eu-jer.com/volume-10-issue-1-january-2021 https://doi.org/10.12973/eu-jer.10.1.509 https://www.eu-jer.com/volume8-issue4.html https://doi.org/10.12973/eu-jer.8.4.1139 https://doi.org/10.12973/eu-jer.8.4.1139 https://doi.org/1088/17426596/1315/1/012001 https://doi.org/10.13189/ujer.2020.082308 https://www.revista.etnomatematica.org/index.php/revlatem/article/view/32 https://www.revista.etnomatematica.org/index.php/revlatem/article/view/32 https://doi.org/10.24042/ajpm.v8i2.9656 https://opac.perpusnas.go.id/detailopac.aspx?id=269499 https://opac.perpusnas.go.id/detailopac.aspx?id=269499 https://link.springer.com/chapter/10.1007/978-3-030-20223-1_18 https://link.springer.com/chapter/10.1007/978-3-030-20223-1_18 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 1, maret 2022, pp: 50 – 62 doi: https://doi.org/10.31849/utamax.v3i3.8242 50 scientific reasoning, critical thinking, and academic performance in science of selected filipino senior high school students leah mae fancubila farillon 1 tapaz national high school, capiz, philippines leahmarie0527@gmail.com article history received : 2021-10-28 revised : 2022-03-14 accepted : 2022-03-17 keywords senior high school scientific reasoning skills critical thinking skills performance in science, science subject abstract this correlational study on quantitative in nature was conducted to determine the relationship of scientific reasoning skills, critical thinking skills, and performance in science of senior high school (shs) students at tapaz national high school, capiz, philippines. the variables in this study are the six different strands in shs, namely, science, technology, engineering, and mathematics (stem); general academic strand (gas); accountancy, business, and management (abm); home economics (he); information and communications technology (ict); and shielded metal arc welding (smaw). the study used three instruments to quantify its goal with the statistical tools used to analyse data, i.e. the mean, standard deviation, and pearson's r correlation coefficient. all inferential tests were set at 0.05 alpha level. the findings of the study revealed that the level of scientific reasoning skills of shs students when taken as a whole was "high", and when grouped according to strand, the stem, gas, abm, he, and ict were "high" while the smaw was on “average” level of critical thinking skills. while when taken as a whole is found "developed" and when grouped according to strand, the stem, gas, abm, he, and ict are "developed" while the smaw is "moderately developed"; and their level of performance in science, when taken as a whole, is "very satisfactory" and when grouped according to strand, the stem, gas, abm, and he were "very satisfactory" while the ict and smaw are "satisfactory". a significant relationship among the variables was taken as a whole and grouped according to strand. students should learn to engage in scientific argumentation to develop their scientific reasoning and critical thinking skills. also, the teachers should build up certain students' skills to better their performance in science and other subjects. the school administration should also look for more sustainable programs and workshops for the teachers and students to improve their studies and lives. 1. introduction science teachers often wonder why most students find science one of the most difficult subjects. this is manifested by the latter's poor performance in the subject, where most of them received low scores in their quizzes and periodical tests. according to unesco (2010), science education is an important key to success in today's global knowledge environment, which science and technology profoundly shape. there is, however, a consensus that many places around the world have been facing serious challenges in terms of science education. in addition, malipot (2019) reported that the quality of education in the philippines was put under scrutiny in 2019 following the results of both local and international assessments on students’ performance that highlighted the low performance of filipino learners. it was also observed that students had a low standing in their science achievement test, as evidenced by their low mean percentage scores. moreover, results of the 2018 national achievement test (nat) showed that one region garnered an average score of 28.42 in science, failing to reach the standard average score of 75 (department of education (deped) region 2, 2018). these findings only show that something must be done to improve student performance in science. thus, the researcher has decided to delve further into its course by involving the students’ scientific reasoning skills and critical thinking skills as these are critical elements of science literacy and the core learning https://doi.org/10.31849/utamax.v3i3.8242 51 objectives of science education, according to dowd et al. (2018). training and developing them is crucial in student academic performance (berondo & dela fuente, 2021; elisanti, sajidan, & prayitno, 2017). in fact, the deped (2017) has an alternative learning system strand that outlined the competencies of each educational stage with the ultimate goal of enabling the learners to apply critical thinking skills and problem-solving skills in daily life situations in order to improve their lives and the quality of life of the people, the community, and the country as a whole. the objectives, competencies, and skills on critical thinking were sequenced so that the students will be able to experience success in learning. the sequencing—which follows a logical and sequential order from simple to complex, concrete to abstract, familiar to unfamiliar, specific to general, narrow to broad—helps the students move from easy to difficult by increasing the degree of complexity as the literacy level increased and as learning progressed. moreover, according to ragma and valdez (2017), the development of scientific reasoning skills in the k12 curriculum has proven academic achievement. there are reports of positive correlations between students’ scientific reasoning abilities and measures of students’ gains in learning science content support the consensus of the science education community on the need for k-12 students to develop an adequate level of scientific reasoning skills along with a solid foundation of content knowledge. nevertheless, poor scientific reasoning has almost been overdetermined in that numerous factors had negatively impacted performance, including reliance on fast and frugal heuristics, the influence of prior beliefs and motivations, poor numeracy and statistical reasoning, and misleading science communication. while the problem is clear, there is little consensus regarding potential solutions. however, one potential solution involves bridging disconnection between how students are taught to interpret science in k-12 and how people interpret science in reality (bao, et., al, 2009; brossard & nisbet, 2008). conversely, performance in science refers to students’ engagement, involvement, and achievements in the science subject, which is evaluated using different teaching and learning evaluation processes given by the teachers. felasol (2014) study used the term to refer to how well the students were doing in their studies and classes. this supports one of deped’s (2018) major objectives in science: to engage the students in all activities, such as performance tasks, science experimentations, scientific observations, and scientific argumentations. the american association for the advancement of science (2008) reported that students’ ability to reason from evidence and participate in scientific argumentation is considered a major objective of science education reform. in line with this, the department of science and technology (2018) has claimed that asking the students to participate during recitations, class reflections, and class debates where they are challenged to reason brightens the class and creates more innovation. moreover, farrington et al. (2012) has observed how high school students’ performance in science was discoursing low, which posed a problem to stakeholders. in addition, there was also the problem of persistent absenteeism among students that resulted in student dropouts. while there was much attention given to closing the achievement gap among socioeconomically disadvantaged or ethnic/racial minority students, it should be realized that performance in school is also affected by several factors that include the quality of the school, the characteristics of each student's family such as socioeconomic status, the parent's educational level, and the characteristics of the child. furthermore, research by manolito (2012); lainez, et, al., (2021) on the common difficulties experienced by high school students and teachers in science classes reported that promoting in-depth learning appeared to be a tough task for the teachers, with the main challenge lying on the students’ inability to demonstrate a good understanding of the very basic concepts of the subject. this is supported by international and local studies that revealed filipino students to have low retention of concepts and limited reasoning and analytical skills (up-nismed, 2004), and the researcher’s experiences inside the classroom that showed students’ inability to provide evidence-based reasoning—prompting an investigation into the relationship between scientific reasoning skills, critical thinking skills, and shs students’ performance in science. the researcher analyzed the connection of the three variables quantitatively and collected the data using a purposive sampling technique. data were gathered from only one school, considering the vast representation of the students from the said school and the difficulty of gathering data from other schools due to the covid-19 pandemic. only one grade level, grade 12, was selected for the study to create uniformity of the measures, especially for performance in science, as they have taken the same subject, earth and life science. these students also come from different backgrounds. echoing the above explanations, this study attempted to ascertain the relationship among scientific reasoning skills, critical thinking skills, and performance in science of shs students of tapaz national high school, poblacion, tapaz, capiz, philippines enrolled in school year 2020–2021 and answer the following questions: 1) what is the level of the senior high school students’ scientific reasoning skills when taken as a whole and when grouped according to strand? 2) what is the level of the senior high school students’ critical thinking skills when taken as a whole and when grouped according to strand? 52 3) what is the level of the senior high school students’ performance in science when taken as a whole and grouped according to strand? 4) are there significant relationships among senior high school students’ scientific reasoning skills, critical thinking skills, and performance in science when taken as a whole and grouped according to strand? this study is unlike any others that had been done before. this studied the relationship of three entirely different variables but equally significant for the development of the science curriculum and employing teaching strategies to promote better learning for the students. analysis of the students’ current status has also been made that would direct the school administration and teaching staff on how to deal well with the current teaching and learning process challenges. 1.2 hypothesis based on the problems stated above, this hypothesis was formulated: there are no significant relationships among senior high school students’ scientific reasoning skills, critical thinking skills, and performance in science. 1.3 conceptual framework the variables in this study are the scientific reasoning skills, critical thinking skills, and performance in science of the senior high school students of tapaz national high school, poblacion, tapaz, capiz, philippines enrolled in school year 2020–2021. it also has antecedent variables, which are the different strands of the senior high school students, namely: stem, gas, abm, he, ict, and smaw. antecedent variables figure 1. a schematic diagram shows the relationship between scientific reasoning skills, critical thinking skills, and performance in science of the different strands of senior high school students. 2. methods 2.1 research design the present study was conducted to determine the relationship among the scientific reasoning skills, the critical thinking skills, and the performance in science of senior high school students of tapaz national high school, poblacion, tapaz, capiz, philippines enrolled in the school year 2020–2021. this study utilized the correlational method. according to fraenkel, wallen, & hyun (2012), correlational research investigates the possibility of relationships between only two variables, although investigations of more than two variables are common. correlational research is also sometimes referred to as descriptive research because it describes an existing relationship between variables. however, the way it describes this relationship is quite different from the descriptions found in other types of studies. a correlational study describes the degree to which two or more quantitative variables are related, and it does so by using a correlation coefficient. this research design was appropriate for this study because the correlational study was used to ascertain the relationship among the scientific reasoning skills, the critical thinking skills, and the performance in science of the shs students. in this study, the variables correlated with each other were the scientific reasoning skills, critical thinking skills, and the performance in science of the shs students. the antecedent variables were the different shs strands: stem, gas, abm, he, ict, and smaw. the descriptive statistics used in the study were the frequency count, percentage, mean, and standard deviation. the inferential statistics used was the pearson r correlation coefficient that determined the significant relationships among the variables. the alpha level of significance was set at 0.05. 2.2 respondents the respondents of this study were the purposively selected 257 grade 12 senior high school students of tapaz national high school, poblacion, tapaz, capiz, philippines, enrolled in school year 2020–2021. 53 the participants were chosen through purposive sampling. this sampling technique refers to a type of non-probability sampling where the target participants meet specific practical criteria, such as easy accessibility, availability at the given time, or the willingness to participate are included for the study (etikan, musa, & alkassim, 2016). the selection criteria for the participants of this quantitative study were the following: (a) currently enrolled in the chosen school, (b) enrolled in grade 12, (c) have taken the earth and life science course, and (d) enrolled under one of the six strands offered by the school. the respondents’ socio-demographic profiles include the different strands in which they were enrolled. all respondents were grade 12 students. table 1 presents the distribution of the respondents according to their strands. the majority of the respondents were enrolled in gas (31.13%), followed by he (20.23%) and smaw (15.57%). both abm and ict have the same number of respondents at 30 (11.67%), while those enrolled in stem (9.73%) have the lowest number. table 1. distribution of the respondents by strand strand n percentage (%) stem 25 9.73 gas 80 31.13 abm 30 11.67 he 52 20.23 ict 30 11.67 smaw 40 15.57 entire group 257 100 2.3 data gathering instruments the data needed for the study were gathered using the following instruments: part 1 – scientific reasoning test; part 2 – critical thinking test, and part 3 – performance in science test. these instruments were used and adapted as they are seen to effectively measure the needed answers of the researcher as given in the statement of the problem. they were taken into great consideration and were adapted from other researchers, except for the researcher-made performance in science test, which experts validated before it was used in the conduct of the study. the reliability analysis was taken during the implementation of the study from the scores measured by the three instruments. it was determined by obtaining the proportion of systematic variation in a scale, which can be done by determining the association between the scores obtained from different scale administrations. furthermore, after gathering from the respondents their scores, it was analyzed using the scale cronbach’s alpha in the statistical package for social sciences (spss), and it gave the following results: scientific reasoning test = .7615, critical thinking test = .7360, and performance in science test = .8276. all of which are reliable as the scores are high. scientific reasoning test. to determine the respondents’ level of scientific reasoning skills, the researcher adopted the 25-item multiple-choice test by alshamali and daher (2015). table 2. the following scale was used in interpreting the result of the scientific reasoning test: scale descriptive rating 20.01 – 25.00 very high 15.01 – 20.00 high 10.01 – 15.00 average 5.01 – 10.00 low 0.00 – 5.00 very low 54 critical thinking test. the 21-item test was adopted from sarigoz (2012) study to determine the respondents' level of critical thinking skills. each item in the instrument was answerable with any of the following responses: “always”, “often”, “sometimes”, “rarely", and “never”. table 3. for statistical purposes, the following numerical weights were assigned to the respective responses: weight responses 5 always 4 often 3 sometimes 2 rarely 1 never table 4. to determine the level of the respondents’ critical thinking skills, the following scale of means was used: scale descriptive rating 4.21 – 5.00 highly developed 3.41 – 4.20 developed 2.61 – 3.40 moderately developed 1.81 – 2.60 less developed 1.00 – 1.80 least developed performance in science test. a summative test was utilized to gather data on the students’ performance in science. it was a 50-item researchermade test based on the earth and life science lesson, taught to all grade 12 students regardless of their strand. a table of specifications (tos) was made prior to the test construction and was validated by experts in the field. table 5. to interpret the results of the 50-item performancein science test, the following scale was used: scale descriptive rating 40.01 – 50.00 outstanding 30.01 – 40.00 very satisfactory 20.01 – 30.00 satisfactory 10.01– 20.00 fairly satisfactory 0.00 – 10.00 did not meet expectations 2.4 data collection procedure after the experts validated the researcher-made 50item multiple-choice performance in science test, the data gathering procedure was material. the experts who validated the instruments were teachers in both junior and senior high schools and actively handled science subjects. two of them taught earth and life science subjects in the senior high school department. the validation process of the performance in science test involved the experts' rating on content and structure coupled with comments and suggestions for each test item. a validation rating sheet was given to each expert, and wherein each gave their ratings, 55 comments, and suggestions as to what should be done in each item. data gathering was then conducted after the panel members approved the validated instruments. prior to conducting the study, a permission letter was first secured from the principal of the chosen school. upon approval, the researcher then distributed the scientific reasoning test, the critical thinking test, and the performance in science test with the letter of approval and parental consent, giving the respondents a choice to voluntarily join the study. the distribution was done when the grade 12 students had gone to school to pass their modules and follow up on their immersion duties. some students, however, were visited at home so they could also participate in the study. it had been made sure that while the respondents were taking the tests, the researcher was closely monitoring them to ensure that they were not sharing their answers and guarantee that the tests' results would be credible and reliable. the students were given about 1 hour and 30 minutes to finish answering the tests upon close monitoring from the researcher. the test was administered within ten days at school and two days for exclusive visits to students who could not come to school. the students’ scientific reasoning skills, critical thinking skills, and performance in science were then measured after gathering and checking the data. the data obtained from the study were then processed, encoded, and analyzed using the spss. 2.5 data analysis procedure the following data analysis procedure was used during the conduct of the study: mean. it was used to determine the respondents’ mean in their scientific reasoning skills, critical thinking skills, and performance in science. standard deviation (sd). it was used to determine the homogeneity and heterogeneity of the scores obtained by the respondents. pearson’s r correlation coefficient. set at 0.05 level of significance, it was used to determine the relationship among scientific reasoning skills, critical thinking skills, and performance in science when taken as a whole and grouped according to strand. 3. results 3.1 descriptive data analysis table 2 presents the mean and the standard deviation of the students’ scientific reasoning skills. results show that the students' scientific reasoning skills, when taken as a whole, is "high" (m= 16.17, sd=3.80). when grouped according to strand, stem got the highest mean of 18.40 and standard deviation of 2.81, followed by abm with the mean of 17.70 and standard deviation of 3.68, and gas with the mean of 16.59 and standard deviation of 3.72. a small difference exists between he and ict, with ict having a mean of 15.70 and a standard deviation of 3.12 and he having a mean of 15.33 and a standard deviation of 4.01. lastly, smaw got the lowest mean of 14.23 and the standard deviation of 3.60, corresponding to "average". table 2. descriptive results of scientific reasoning skills mean standard deviation descriptive rating stem 18.40 2.81 high gas 16.59 3.72 high abm 17.70 3.68 high he 15.33 4.01 high ict 15.70 3.12 high smaw 14.23 3.60 average entire group 16.17 3.80 high note: 20.01–25.00 – very high; 15.01 – 20.00 – high; 10.01 – 15.00 – average; 5.01–10.00 – low; 0.00 – 5.00 – very low table 3 presents the descriptive results of the students’ critical thinking skills. when taken as a whole, it shows that students have a “developed” (m=3.68, sd=0.84) level of critical thinking skills. when grouped according to strand, stem obtained a mean of 4.20 and a standard deviation of 65, followed by abm with a mean of 4.07 and a standard deviation of 78. thirdly, gas obtained a mean of 3.83 and a standard deviation of 76. he and ict mean 3.50 with standard deviations of 85 and .78, respectively. smaw obtained the lowest mean of 3.18 and a standard deviation of 84, interpreted as "moderately developed." 56 table 3. descriptive results of critical thinking skills mean standard deviation descriptive rating stem 4.20 .65 developed gas 3.83 .76 developed abm 4.07 .78 developed he 3.50 .85 developed ict 3.50 .78 developed smaw 3.18 .84 moderately developed entire group 3.68 .84 developed note: 4.21 – 5.00 – highly developed; 3.41 – 4.20 – developed; 2.61 – 3.40 – moderately developed; 1.81 – 2.60 – less developed; 1.00 – 1.80 – least developed table 4 presents the descriptive results of the students’ performance in science. results show that the students’ performance in science is "very satisfactory" (m=32.78, sd=7.69) when taken as a whole. when grouped according to strand, stem got the highest mean of 37.72 and standard deviation of 4.99, followed by abm with a mean of 36.17 and standard deviation of 6.45. gas ranked third with a mean of 34.63 and standard deviation of 6.58, followed by he with a mean of 31.27 and a standard deviation of 8.08. ict got a mean of 29.83 and a standard deviation of 7.55, while smaw got the lowest mean of 27.65 and a standard deviation of 7.64, both interpreted as “satisfactory”. table 4. descriptive results of performance in science mean standard deviation descriptive rating stem 37.72 4.99 very satisfactory gas 34.63 6.58 very satisfactory abm 36.17 6.45 very satisfactory he 31.27 8.08 very satisfactory ict 29.83 7.55 satisfactory smaw 27.65 7.64 satisfactory entire group 32.78 7.69 very satisfactory note:40.01 – 50.00 – outstanding; 30.01 – 40.00 – very satisfactory; 20.01 – 30.00 – satisfactory; 10.01 – 20.00 – fairly satisfactory; 0.00 – 10.00 – did not meet expectations 3.2 inferential data analysis science education aims to develop scientific literacy among students by teaching them various skills that will be beneficial to the subject matter. tables 5 to 11 show the correlation among scientific reasoning skills, critical thinking skills, and performance in science of shs students enrolled in school year 2020–2021. the results in table 5 explain significant relationships among scientific reasoning skills, critical thinking skills, and performance in science of the senior high school students when taken as a whole. scientific reasoning skills have the highest correlation with critical thinking skills with the computed p-values of r=.95, p<0.05, while scientific reasoning skills are directly related to performance in science with the computed p-values r=.92, p<0.05. critical thinking skills is also highly correlated with performance in science with computed p-values of r=0.95, p<0.05, which is lower than the 0.05 alpha level. table 5. correlation of scientific reasoning skills, critical thinking skills, and performance in science when taken as a whole 1 2 3 1. scientific reasoning skills 2. critical thinking skills 3. performance in science .95(**) .92(**) .95(**) **correlation is significant at the 0.05 level (2-tailed). 57 when grouped according to strand, table 6, table 7, table 8, table 9, table 10, and table 11 show that there are significant relationships among the variables, disproving the hypothesis of the study, which states that there are no significant relationships among scientific reasoning skills, critical thinking skills, and performance in science of the senior high school students. carefully examining the data shown in table 6, in the stem strand, critical thinking skills highly correlate with performance in science with the computed p-values of r=.95, p<0.05, and both scientific reasoning skills and critical thinking skills and scientific reasoning skills and performance in science correlate with each other with the computed p-values of r=.94, p<0.05. table 6. correlation of scientific reasoning skills, critical thinking skills, and performance in science in stem 1 2 3 1. scientific reasoning skills 2. critical thinking skills 3. performance in science .94(**) .94(**) .95(**) **correlation is significant at the 0.05 level (2-tailed). the data in table 7 show that, in gas, critical thinking skills highly correlate with scientific reasoning skills with the computed p-values of r=.97, p<0.05, which is followed by critical thinking skills and performance in science with computed p-values of r=.96, p<0.05 and scientific reasoning skills and performance in science with computed p-values of r=.94, p<0.05. table 7. correlation of scientific reasoning skills, critical thinking skills, and performance in science in gas 1 2 3 1. scientific reasoning skills 2. critical thinking skills 3. performance in science .97(**) .94(**) .96(**) **correlation is significant at the 0.05 level (2-tailed) the data in table 8 shows that, in the abm strand, critical thinking skills highly correlate with performance in science with the computed p-values of r=.96, p<0.05, which is followed by critical thinking skills and scientific reasoning skills with computed pvalues of r=.95, p<0.05 and scientific reasoning skills and performance in science with computed p-values of r=.89, p<0.05. table 8. correlation of scientific reasoning skills, critical thinking skills, and performance in science in abm 1 2 3 1. scientific reasoning skills 2. critical thinking skills 3. performance in science .95(**) .89(**) .96(**) **correlation is significant at the 0.05 level (2-tailed) table 9 presents that, in the he strand, critical thinking skills highly correlate with scientific reasoning skills with the computed p-values of r=.96, p<0.05, which is followed by scientific reasoning skills and performance in science with computed p-values of r=.93, p<0.05 and performance in science and critical thinking skills with computed p-values of r=.91, p<0.05. 58 table 9. correlation of scientific reasoning skills, critical thinking skills, and performance in science in he 1 2 3 1. scientific reasoning skills 2. critical thinking skills 3. performance in science .96(**) .93(**) .91(**) **correlation is significant at the 0.05 level (2-tailed) the data in table 10 shows that, in the ict strand, critical thinking skills highly correlate with performance in science with the computed p-values of r=.94, p<0.05, which is followed by critical thinking skills and scientific reasoning skills with computed pvalues of r=.93, p<0.05 and scientific reasoning skills and performance in science with computed p-values of r=.90, p<0.05. table 10. correlation of scientific reasoning skills, critical thinking skills, and performance in science in ict 1 2 3 1. scientific reasoning skills 2. critical thinking skills 3. performance in science .93(**) .90(**) .94(**) **correlation is significant at the 0.05 level (2-tailed) lastly, after careful examination, the data in table 11 shows that, in the ict strand, critical thinking skills highly correlate with performance in science with the computed p-values of r=.96, p<0.05, which is followed by scientific reasoning skills and performance in science with computed p-values of r=.93, p<0.05 and scientific reasoning skills and critical thinking skills with computed p-values of r=.92, p<0.05. table 11. correlation of scientific reasoning skills, critical thinking skills, and performance in science in smaw 1 2 3 1. scientific reasoning skills 2. critical thinking skills 3. performance in science .92(**) .93(**) .96(**) **correlation is significant at the 0.05 level (2-tailed) the pearson’s r correlation coefficient results reveal that the students’ scientific reasoning skills, critical thinking skills, and performance in science are directly related when taken as a whole and grouped according to strand. therefore, the null hypothesis that there are no significant relationships among scientific reasoning skills, critical thinking skills, and performance in science of senior high school students is hereby rejected. 4. discussion 4.1 the level of the senior high school students’ scientific reasoning skills the level of senior high school students’ scientific reasoning skills, when taken as a whole, is "high", and when grouped according to strand, the stem, gas, abm, he, and ict strands are "high", while the smaw strand is "average". this finding aligns with khoirina et al. (2018), which states that reasoning is not an innate ability but is influenced by many factors. some factors that can influence the development of scientific reasoning are the teachers' approach, models, and teaching methods. scientific reasoning involves activities to produce, test, and revise hypotheses and help with decision-making in solving problems. this result shows that the teaching strategies employed by the teachers of the chosen school were effective in fostering the scientific reasoning skills of their students. it can also be noted that the learners' scientific reasoning skills are high because of their efforts to increase their skills and perform better. 59 brossard and nisbet (2008) cited that poor scientific reasoning is almost overdetermined. numerous factors have negatively impacted performance, including reliance on fast and frugal heuristics, the influence of prior beliefs and motivations, poor numeracy and statistical reasoning, and misleading science communication. while the problem is clear, there is little consensus regarding potential solutions. however, one potential solution involves bridging the disconnection between how learners are taught to interpret science in k-12 curriculum and how people interpret science in reality. thus, considering the favourable results, the chosen school's performance in developing scientific reasoning skills in their students is good. moreover, scientific reasoning denotes consistent, logical thought patterns employed during the scientific inquiry, which enable individuals to propose relationships between observed phenomena. it is also used to determine all possible alternatives and outcomes, consider probabilities of occurrences, predict logical consequences, weigh evidence or proofs, and use a number of instances to justify a particular conclusion. the development of scientific reasoning skills in the k-12 curriculum has been proven to impact students' academic achievement. there are reports of positive correlations between students’ scientific reasoning abilities and measures of students’ gains in learning science content support the consensus of the science education community on the need for k-12 students to develop an adequate level of scientific reasoning skills along with a solid foundation of content knowledge (ragma & valdez, 2017). tapaz national high school upheld this design properly and created students who have high scientific reasoning skills. as the study progresses, we can then find evidence of how these particular results affected the outcome of the other variables that led to a very favourable change in the respondents and school community. 4.2 the level of the senior high school students’ critical thinking skills the level of senior high school students' critical thinking skills, when taken as a whole, is "developed", and when grouped according to strand, the stem, gas, abm, he, and ict strands are "developed", while the smaw strand is "moderately developed". the results may be due to the kind of exposure the students had in learning science and the types of assessment tools used to evaluate their knowledge and skills. the learners knew when and where to use and apply what they have learned. furthermore, the results showed that the learners could recall what they had learned and create a new point of view. the learners' critical thinking skills may be due to mastery teaching as an important component in learning, which means that teachers can deliver the lesson even without the aid of a teaching guide to answer the learners' queries and enumerate examples on their own. in addition, hader (2005) also believed that critical thinking could provide people with a more insightful understanding of themselves, allowing them to be objective, less emotional, and more open-minded as they appreciate other people's views and opinions. by thinking ahead, people can gain the confidence to present fresh perspectives and new insights into burdensome concerns. critical thinking will also boost creativity and enhance the way people use and manage their time. furthermore, many experts consider critical thinking as a liberating force in education, a precondition for maintaining the ideals of a democratic society, a source of civic engagement, decisionmaking, and the ability to respond rapidly to the changing world (ennis, 2011; facione, 2011; halpern, 2007; paul & elder, 2014), which corresponds to the mission of many universities in the world and is also embedded in the international frameworks for the competences of the 21st century (sustekova, kubiatko, &usak, 2019). according to marquez (2017), critical thinking can be taught to students when they are allowed to raise questions, explore possibilities, and engage in meaningful discussions, which can be done through reflective teaching. the problem, however, is that teaching in the philippines is constrained to the didactic approach and has barely enough room to be reflective. this may be because: (a) teachers are guilty of the misconceptions in teaching for thinking; (b) the quantity of information given is prioritized over the development of critical thinking; (c) didactic teaching is easier than reflective teaching considering all the other things that a teacher is expected to do (lesson planning, checking and grading of exams, etc.); (d) many teachers are not used to the reflective approach; and (e) the government is bent on producing skilled labourers more than critical thinkers. despite these reasons supporting the didactic approach in teaching, there is a need to make room for reflective teaching in every grade level and in all subject areas to facilitate the development of the critical thinking aptitude of filipino students. critical thinking skills are important and necessary in facing the challenges and demands of the 21st century to effectively deal with social, scientific, and practical issues in the future. they accommodate activities that can improve higher-order thinking skills and incline one to make and conduct assessments of evidence-based conclusions. students who have high critical thinking skills will strive to provide logical reasoning in understanding and to make complex choices and understanding the interconnections among systems. in addition, students with high critical thinking skills may also have the ability to compose, disclose, analyze, and resolve problems. therefore, these skills need to be familiarized and included in the teaching-learning process so that students acquire these 60 skills, which will enable them to face the future and the demands of the 21st century (saputri, sajidan, & rinanto, 2018). it is notable when students are equipped with critical thinking skills to face the challenges of 21stcentury learning, especially when they are dependable in any situation that will require them to solve problems and think critically. teachers are great forces in developing this skill in the students, so they must be equipped with the appropriate teaching pedagogies. the school administrators’ programs in honing skills in both the teachers and the students must also be given attention. 4.3 the level of the senior high school students’ performance in science the level of senior high school’s performance in science, when taken as a whole, is "very satisfactory", and when grouped according to strand, the stem, gas, abm, and he strands are "very satisfactory", while the ict and smaw strands are "satisfactory". performance in science might be affected by the learners’ poor engagement and lack of motivation in the science subject: students who have less motivation to study science subjects may develop a negative attitude toward it. a certain study (ragma & valdez, 2017) found that some factors that influence poor performance were an inadequate number of teachers and poor teaching methods. due to the inadequate number of teachers, some schools end up hiring teachers without looking at their qualifications, which gives science subjects to teachers whose expertise is not science. with this, these teachers may teach learners poorly and settle for basic teaching methods and strategies in teaching the subject, resulting in poor learning and performance. this is why the chosen school's very satisfactory performance could be attributed to the fact that the science teachers are indeed science majors. it could also be that they were top-performing teachers and could enable their students to be better learners. furthermore, appletion (2008) stated that the importance of student engagement in school is recognized by educators and school administration, as is the observation that several learners easily get bored, uninterested, and uninvolved—disconnected from the academic and social aspects of school life. the results show that the students of the chosen school were attentive and interested in studying science. they were also active participants and favourably showed high involvement in the conduct of the study, which is reflected in their high results and good performance. the results are contrary to the claim of farrington et al. (2012) that high school students’ performance in science has been discoursing low, but it is in support of ragma and valdez's (2017) report that the development of scientific reasoning skills in the k-12 curriculum has been proven to have a long-term impact on student's academic achievement. as there are reports of positive correlations between students’ scientific reasoning abilities and measures of students’ gains in learning science content support the consensus of the science education community on the need for k12 students to develop an adequate level of scientific reasoning skills along with a solid foundation of content knowledge. the chosen school believed this study and produced students with satisfactory performance in their science subject. 4.4 the relationships among senior high school students’ scientific reasoning skills, critical thinking skills, and performance in science there is a significant relationship among senior high school students’ scientific reasoning skills, critical thinking skills, and performance in science when taken as a whole and grouped according to strand. the study results appeared as they are because of the closely related skills of scientific reasoning and critical thinking that require six levels of thinking, which according to bloom's taxonomy, are remembering, understanding, applying, analyzing, evaluating, and creating. the results show an example of a chain of events that are needed for students' success: to perform well academically in the science subject, students must be able first to remember what they have learned, then understand it, apply it to further their learning, analyze it, evaluate it, and create something out of or in line with it achieve scientific reasoning skills and critical thinking skills. in other words, students can never reason out what they know without critically thinking about the subject matter. the results agree with ragma and valdez’s (2017) report that the development of scientific reasoning skills in the k-12 curriculum has been proven to have a long-term impact on students’ academic achievement. furthermore, enhancing the students’ critical thinking skills has led to developments in their performance in science, proving that the skills acquired by the students are directly related to their performance in the science subject. the results support the statement of griffiths & oxford (2008) that in a world where changes occur at a rapid pace, students need to acquire skills to cope with the demands of the 21st century. innovation in the educative process, initiative, and striving for excellence should be fostered in any endeavour. deped's mission of attaining quality education, quality output, and quality student performance is a very salient feature of today's educational system and even beyond. achieving different skills in the students' learning process will eventually help them and will show positive results in their performances, whether inside the classroom or outside. the results are opposite to the study by the national center for education statistics (2007), which reported 61 that for generations, science teaching has relied on methods that train students to follow directions with little connection to doing authentic scientific research. although students have become accustomed to this learning method, most do not form a deep conceptual understanding of science. however, the students of the chosen school have a high conceptual understanding of the science subject because they were more likely trained to foster their scientific reasoning skills and critical thinking skills, which are important in science literacy and are core learning objectives of science education according to dowd et al. (2018). also, the teachers could apply different strategies to teach the students and train them to face the challenges of the 21st century. the results show that the grade 12 students of the chosen school have high results in their scientific reasoning skills, critical thinking skills, and performance in science, which might be due to their dedication and diligence despite the pandemic. as their teachers have noted, this batch of students is truly topperforming for they are diligent students that when contests in science arise, they bring home honours to the school, be in the district level or the division level. these students' test results are high because they have answered them seriously and are hard-working students. it could also be that the chosen school’s teaching force is doing well in training these students to be competent and well-equipped individuals who can face the challenges of the 21st century. the teachers are more likely proficient and well-trained in science, as they have fostered good scientific reasoning skills and critical thinking skills. moreover, the school administration will be very proud of these results that show their students and teachers doing well compared to the rest of the population. the administrators could be given credit in producing well-rounded teachers and students through the implementation of different academic programs and workshops that aim to develop the skills of the teachers and students, assignment of competent teachers employing teaching strategies that benefit the students and the school community, and creation of sustainable programs and conducive working and learning spaces. also, the respondents' homes have most likely been conducive for the learners to study with their parents helping them out effectively. 5. conclusions because the students obtained high reasoning skills, developed critical thinking skills and satisfactory performance in science, they have varied stored ideas and science-related concepts that they can further elaborate into science-related problems and situations. moreover, this means that the students have a good understanding of science that they will need in explaining different phenomena and science-related problems. they could also be good students who are very interested in scientific argumentation and discourse, and they perform well in-class debates, which is evident in their skills in scientific reasoning and critical thinking. still, there is a need for the students to elevate their skills from their current level to an even higher level, which can be addressed through the help of their respective science teachers and different personal experiences. if they are already performing well in their classes, they can learn more and be more developed. in order to lift the students’ performance in science, they should learn and study more ideas, skills, and concepts to enhance their understanding of science, which they can apply to real-life situations. this could mean that whatever they have thought critically is also what they have already applied using their scientific reasoning and critical thinking skills, thus improving their performance. awareness of this can also benefit the school system, knowing that increasing students’ specific skills will improve their general performance. 6. recommendations based on the findings and conclusions of the study, the following recommendations were made: 1. the school administrators may conduct sustainable professional development programs for their teachers and students. this can be done yearly to continuously develop the abilities and skills of both the teachers and students. one of the goals is to help them adapt, understand, evaluate, and use the continually emerging innovations. 2. teachers should start using effective strategies to improve students' scientific reasoning and critical thinking skills as these skills have been proven to improve their performance in science efficiently. moreover, teachers may encourage students to engage in scientific argumentation and discourse to improve their scientific reasoning and critical thinking skills. 3. the parents’ supportive role is influential and contributory to the development of their children, so they should be encouraged to upgrade their knowledge and skills. they should motivate and encourage their children to use technology to improve interpersonal communication skills and not only for recreational purposes. 4. students should learn to engage in scientific argumentation and discourse to develop their scientific reasoning and critical thinking skills. extemporaneous speaking and debates are examples that will enhance their ability to identify problems, formulate hypotheses, test hypotheses, and interpret and generalize situations as the components of scientific reasoning skills. 5. the other researchers may conduct similar studies to develop instruments that can measure the learners’ scientific reasoning skills, critical thinking skills, 62 and performance in science. as the results have shown, this study may be a basis for experiments that test the effectiveness of instructional activities focused on scientific reasoning skills and critical thinking skills to improve the learners' performance in science. 7. references bao, l., cai, t., koenig, k., fang, k., han, j., wang, j., & wu, n. 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(2018). report on school performance. https://www.deped.gov.ph. dowd, j. e., thompson jr, r. j., schiff, l. a., & reynolds, j. a. (2018). understanding the complex relationship between critical thinking and science reasoning among undergraduate thesis writers. cbe—life sciences education, 17(1), ar4, 1-10. https://doi.org/10.1187/cbe.17-03-0052 elisanti, e., sajidan, s., & prayitno, b. a. (2017, august). the profile of critical thinking skill students in xi grade of senior high school. in 1st annual international conference on mathematics, science, and education (icomse 2017) (pp. 117121). atlantis press. etikan, i., musa, s. a., & alkassim, r. s. (2016). comparison of convenience sampling and purposive sampling. american journal of theoretical and applied statistics, 5(1), 1-4. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. (8th ed.). new york mc graw hill. griffiths, c., & oxford, r. l. 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(2006). factors associated with high school learners' poor performance: a spotlight on mathematics and physical science. south african journal of education, 26(2), 253266. national center for education statistics. (2007). yearend report on school performance. https://www.nces.ed.gov. oonsim, w., & chanprasert, k. (2017). developing critical thinking skills of grade 11 students by stem education: a focus on electrostatic in physics. rangsit journal of educational studies, 4(1), 54-59. ragma, f., & valdez, r.j. (2017). scientific reasoning ability of students in the science curriculum. https://www.researchgate.net/publication/324136 89. ramos, j. j. r. (2018). critical thinking skills among senior high school students and its effect on their academic performance. international journal of social sciences & humanities, 3(2), 61-73. unesco. (2010). current challenges in basic science education. https://www.unesco.org up nismed. (2004). science framework for philippine basic education. https://www.dost.gov.ph https://doi.org/10.31849/utamax.v3i3.7280 http://dx.doi.org/10.1007/978-981-10-2481-8_2 https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for-quality-education-continues/ https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for-quality-education-continues/ https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for-quality-education-continues/ https://www.dost.gov.ph/ instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 5, no. 1, march 2023, pp: 11 – 20 doi: https://doi.org/10.31849/utamax.v5i1.9973 11 english medium instruction (emi) in higher education: insights from indonesian vocational lecturers nurmala elmin simbolon politeknik negeri pontianak, pontianak, indonesia simbolon73@gmail.com article history received : 2022-05-01 revised : 2023-01-23 accepted : 2023-02-27 keywords emi clil code-switching pedagogical implications vocational higher education abstract reported studies show that some common reasons for offering courses in english medium instruction (emi) seem to be pragmatic. the rationales for the internationalization of higher education are to improve the english proficiency of both lecturers and students and to facilitate global mobility. however, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing emi. this quantitative study examined lecturers' perceptions of emi in a selected vocational university in indonesia. a set of four-point likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. the survey responses were statistically analyzed using spss software version 22. the findings showed that the lecturers agreed with all three main issues: terms used as a reference to emi, emi practice in the classrooms, and necessary support for emi implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). these key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of emi on language use and the assessment of student learning. the main findings also support the need for clear and specific arrangements for emi implementation in many contexts globally. in response to the increasing trend of emi in the future education system, we suggest vocational higher education institutions nurture codeswitching in emi classes, adopt content-based english courses, and collaborate between english and emi content lecturers. 1. introduction higher education (he) internationalization has triggered an increasing number of english medium instruction (emi) practices in countries where english is uncommonly spoken in the society. emi is used as an instrument to facilitate mobility programs like faculty member and student exchange and to offer courses delivered in english medium to both domestic and international students. for the latter, emi has different terms. european countries are familiar with emi (doiz et al., 2013), english-taught programs or etps (wachter & maiworm, 2014), partial english medium instruction (basibek et al., 2014), and content and language integrated learning or clil (coyle et al., 2010). in asia, emi and clil are the most utilized terms (floris, 2014; galloway et al., 2020). some studies on emi have been well documented in the global context. briggs et al (2018) specifically focused their research on the perceptions of emi lecturers in 27 countries about emi practices and identified some challenges faced by these lecturers in preparing emi course materials. seeking lecturers’ understanding about their own emi practice, aguilar (2017) and block & moncada-comas (2019) found that most lecturers perceived themselves only focused on teaching content but overlooked language learning support for their students. another challenge is related to the performance of emi lecturers (floris, 2014; simbolon, 2017), namely limited english proficiency, limited pedagogy to implement emi, and skills to use both first language (l1) and target language (l2) to support students’ learning (chen et al., 2020; floris, 2014; simbolon, 2017). despite these reported challenges encountered by university stakeholders, the global trend of emi practice is expected to continue (macaro, 2015). one key issue in emi practice is lack of shared understanding between policymakers and lecturers (aizawa & rose, 2019). previous studies reported the challenges due to this issue, including students’ limited english proficiency (floris, 2014) and content lecturers’ challenges to implement emi in their class (briggs et al., 2018; simbolon, 2017) mailto:simbolon73@gmail.com 12 another published concern regarding emi implementation is that emi practice has triggered some social issues. first, emi classes have led to the clustering of universities into elite and non-elite higher education. in asia, including japan (shimauchi, 2018) and indonesia, emi courses are commonly associated with the high costs of world university rankings and overseas partners engagement. additionally, some resistance to emi exists due to national identity as reported by islam (2013) in pakistan. in indonesian context, studies on emi for higher education remains lacking. one most current study was by lamb and his colleagues in 2021, highlighting the organic occurrence of emi (bottom-up) without coordination, plan, or even monitoring (lamb et al., 2021). while previous studies have focused on academiche, the present study scrutinized the perspectives of lecturers of vocational he in indonesia on implementing emi. thus, this paper specifically aims to scrutinize the indonesian vocational higher education lecturers’ perspectives on implementing emi practice. this study aims to fill the gap in issues surrounding emi which include lecturers’ understanding of terms used to refer to emi and its implication in the classrooms, and the necessary support for the success of emi implementation. thorough information was collected using a questionnaire instrument. 2. literature review 2.1 english medium instruction (emi) emi is defined as “the use of the english language to teach academic subjects in countries or jurisdictions where the first language (l1) of the majority of the population is not english.” (dearden, 2015, p. 4), including indonesia. one key driver for the massive use of emi on the global scale is the internationalization of higher education. this process has some implications in universities’ goals of attracting international students and facilitating academic staff and student mobility worldwide. richards & pun (2021) suggest the current typology of emi practice around the globe, from which the terms for referring to and approaches to implement emi becomes the key point to design emi program. content and language integrated learning (clil), a dual-focus approach (coyle et al., 2010) is often used to give a conceptual meaning to current trend of emi. while many perceive emi can improve students’ english skills (dearden, 2015; floris, 2014; galloway et al., 2017), emi practice commonly limits and excludes language learning support (e.g., aguilar, 2017), this study adopts the spectrum of additional language learning proposed by massler et al. (2014). teaching a discipline in additional language lies in a continuum between ‘l2-medium subjects’ and ‘l2 classes. the former refers to the discipline taught in additional language (english), and the latter is additional or foreign (read: english) language classes. the context of this reported study in this paper, english language courses mostly use the english for specific purposes (esp) approach (referey adopting a contentbased approach, and emi is the english medium subject taught by content lecturers. 2.2 studies on emi practice in higher education to date, the study foci of emi vary from different terminologies of emi to strategies and support necessary for emi implementation. morgado & coelho (2013) compared the terms clil and emi in a spain university, and found that content lecturers perceived themselves to be less prepared to teach a foreign language class. hence, they expected emi students to have better english than clil. in a similar context, aguilar (2017) examined lecturers’ perspectives on emi and clil, and observed that lecturers preferred emi to clil because they considered emi as an approach focusing solely on content learning. this preference can be associated with the use of clil approach to promote plurilingualism in europe (coyle et al., 2010) through different strategies, such as providing supports for language learning student. block & moncada-comas (2019) further examined the perceptions of six professors of their role in emi courses in a university in europe. their study confirmed earlier findings that emi lecturers refused to identify their role as english language teachers, and they gave no support for language learning (block & moncada-comas, 2019). therefore, most emi lecturers seem to agree to exclude language support given to the students in their emi practice. in summary, sufficient understanding of terminology as a reference to emi and its definition (macaro, 2018), is crucial to a successful implementation of emi itself. other studies focused on teachers’ understandings of language use in emi classrooms. previous research showed that the teacher supports their students by delivering the materials in students’ first language (l1) to compensate their limited english proficiency. examining emi lecturers in one indonesian university classroom, floris (2014) reported that lecturers had to use l1 due to students’ limited english. similarly, simbolon (2017) interviewed some emi lecturers and conducted class observations in two classrooms of a university in indonesia. the findings showed that the lecturers implemented code-switching in two main ways, namely providing l1 translation most of the time and translanguaging of both languages in specific teaching sessions. while using l1 is recommended systematically (lin, 2015), most lecturers seemed to use l1 without adequate understanding of codeswitching strategy, which in fact would provide more potential benefits in the classroom. for example, mazak & herbas-donoso (2014) conducted fifteen classroom observations in a university in puerto rico followed by interviews with the lecturers to examine the use of spanish and english in their teaching. they found that implementing l1-english codeswitching 13 could enrich students’ english learning. if compared to lecturers in simbolon’s (2017), study these puerto rican lecturers seem to have better understanding of codeswitching because they have planned in which session of teaching to use l1 or english. another similar study by fang & liu (2020) which specifically examined lecturers' perceptions of translanguaging in a university in china showed that most lecturers admitted the effectiveness of using l1 in english medium classes, especially to enhance students’ understanding of the content learning and to build rapport with the students. studies on the perceived support of emi practice have been conducted in different contexts, but many suggested the importance of providing professional development to emi lecturers. for instance, vu & burns (2014) in their investigation of a public university in vietnam highlighted three main aspects of lecturers practicing emi: linguistics, content knowledge, and emi pedagogy. in a broader scope, briggs et al. (2018) conducted a global online survey to emi teachers from schools and universities in 27 countries. one of their key findings indicated that teachers encounter challenges in preparing the lessons and learning materials for emi subjects. next, simbolon et al. (2020) found that lecturers in a university in indonesia indicated a tension of their understanding towards emi, thus suggesting the need for professional development, particularly in learning materials selection and students' learning assessment in an emi environment. in a different context, chen et al. (2020) identified similar issue in a university in china. focusing on lecturers’ practice of teaching emi subjects, they found that the lecturers need professional development, especially in teaching approach that enables students to apply their knowledge. this bloom taxonomy's higher-order thinking skills definitely require lecturers to have a certain level of both emi pedagogical and english language skills to help students express their knowledge in the target language simultaneously. macaro et al. (2016) examined the experiment to give supports for emi teachers in form of collaboration between content lecturers and english lecturers in lesson planning in turkey, and found that the teachers perceived this collaboration positively. to summarise, the key issues around emi implementation include emi lecturers’ understanding of emi and practical implications of language use in the classrooms, and necessary support for emi teachers to teach emi courses successfully. while these topics are essential for the development of emi practice in indonesian higher education, there are limited studies to address these issues. the present study focuses on examining lecturers’ understanding on a) the terms used as a reference to emi b) strategies of practicing emi in the classroom c) support necessary to emi implementation 3. method the study took on a quantitative research approach (bryman, 2008) and administered questionnaires to content lecturers of eight departments of pontianak state polytechnic in 2021. 3.1 data collection and analysis the questionnaire items were adopted from the survey instrument designed in a doctoral study (simbolon, 2016) where the questionnaire was designed in a structured way (bryman, 2008). simple random sampling (creswell, 2012) was used to make sure all content lecturers in eight departments participated in the survey and the interpretation of the study findings could represent the research context (the institution). due to the recent global pandemic of covid-19, questionnaires were distributed online using google forms, and the link was given to the lecturers via the university whatsapp group early in 2021. the link remained open for four weeks and fortyone lecturers completed the forms. 3. 2 data analysis data analysis used the spss statistical software version 22. the results of descriptive statistics of mean and standard deviation for the three scales of the lecturers’ perceptions of emi practice are presented in table 1. table 1. descriptive statistics for each scale in the questionnaire as indicated in table 1, the lower average mean value indicates the higher degree of lecturers’ agreement with each statement. the standard deviation value was > .5, suggesting that participants' responses be somewhat dynamic, particularly in the issue of “practices of emi”. 3.3 validity and reliability content validity was performed to the translation version of this instrument using criterion-related validity checks and relational approach, focusing on the clarity of interpretation of the instrument items for the issues av. mean av. standard deviation terms for emi (2 variables) 2.10 .55 practices of emi (10 variables) 1.96 .65 supports to emi implementation (7 variables) 1.73 .58 14 participants. instrument pilot testing was done with some peer lecturers from different universities. convergent validity and discriminant validity results are presented in table 2. table 2. kmo and bartlett’s test kaiser-meyer-olkin measure of sampling adequacy bartlett's test of sphericity approx. chi-square df sig. .552 609.355 300 .000 the instrument’s appropriateness is supported by bartlett’s test of sphericity being statistically significant (<.05). the figure shows relationships between variables within the particular sub-themes in the instrument. table 3. the cronbach’s alphas of the instrument issues no. of items cronbach’s alpha terms for emi (2 variables) practices of emi (10 variables) support to emi implementation (variables) 2 10 7 0.791 0.614 0.816 table 3 shows that the cronbach's alpha of all variables' internal consistency was confirmed. it means that familiarity with the terms seemed to affect lecturers' responses to the question regarding the terminology used as a reference to emi, and it was shown that the value was approximately the same as the value of "support necessary to emi implementation." therefore, the overall instrument was considered reliable. 4. results three main issues are presented in this section: the terms used as the reference to emi, strategies in the implementation of emi, and necessary support to implementing emi. findings showed that there was no significant correlation between the lecturers' teaching experience and educational background and their perceptions of emi practice, but was association between their perceptions of language use in emi and support necessary for the implementation of emi. 4.1 demographic information the demography of participants information is summarised in table 4. tabel 4. lecturers’ demographic information (n=41) item description number percentage age (years) eb*** 25-31 2 4.9 32-38 9 22 39-45 14 34.1 46-52 10 24.4 above 53 6 14.6 masters 35 85.4 doctoral 6 14.6 emi experience yes* 13 311.7 no 28 68.3 taught subjects core 38 92.7 non-core** 3 7.3 *the length of emi teaching is less than 5 years **islam religion, citizenship, and indonesian language ***eb educational background table 4 shows that most participants were middleaged of 39-45 years, had master's degree, and had no experience in emi practise. it is worth noting that a few non-core subject lecturers participated in the survey. 4.2 perspectives on issues surrounding emi the lecturers’ responses to the survey are presented in table 5, in which most of them agreed with the issues surrounding emi practice. 15 table 5. statistical results of lecturers’ perception of emi practice (n=41) statements m sd sa (%) a (%) d (%) sd (%) 1. emi practice is suitable for the courses i teach 1.93 .57 19.5 68.3 12.2 2. emi and bilingual classes refer to the same practice 2 .50 9.8 82.9 4.9 2.4 3. emi practice and international classes are the same thing 2.2 .60 9.8 61.0 29.2 4. emi practice should be introduced gradually 1.54 .55 48.8 48.8 2.4 5. emi practice should use both english and indonesian languages 1.71 .64 36.6 58.5 2.4 2.4 6. indonesian (the students' first language l1) should be used for translation during emi practice 2.02 .65 17.1 65.9 14.6 2.4 7. l1 should be used for the delivery of key content during emi practice 2.10 .66 14.6 63.4 19.5 2.4 8. current textbooks are used for emi practice without translating them into indonesian 2.17 .67 14.6 53.7 31.7 9. to practice emi, learning materials such as modules and handouts need to be presented using english and indonesian versions. 2 .71 24.4 51.2 24.4 10. multimedia learning materials are necessary for use in the emi classroom 1.41 .50 58.5 41.5 11. collaborative work between content and english lecturers is necessary for practicing emi 12. parallel classes of emi are potential to implement at the university 13. a bridging course program for the students is necessary for emi practice 1.46 1.93 1.66 .55 .52 .48 56.1 17.1 34.1 41.5 73.2 65.9 2.4 9.8 14. emi practice requires students to have a minimum english proficiency 15. international events for students and lecturers are necessary to support emi practice 1.83 1.56 .59 .55 26.8 46.3 63.4 51.2 9.8 2.4 16. emi practice should be supported by adopting a content-based english course’ 1.59 .59 46.3 48.8 64.9 17. the number of english course hours should be increased in order to support emi practice 18. 40 % total academic grade of an emi course should be from students’ attendance and classroom participation. 19. to practice emi in my course/s, only english should be used for assessment purposes 2.10 2.22 2.50 .77 .76 .75 22.0 17.1 7.3 48.8 46.3 43.9 26.8 34.1 41.5 2.4 2.4 7.3 16 as indicated in table 5, the majority of the lecturers in the survey agreed that emi and bilingual classes referred to the same practice as evidenced by the mean (m) score of 2.00 with 92.7% either strongly agree or agree with statement (2) and even a lower score of deviation (.50) suggesting a small disparity in the lecturers’ perceptions. meanwhile, statement (3), asking if emi and international classes are the same, had a slightly higher mean score of 2.2 than statement (2), but only about 70% of lecturers either strongly agree or agree to statement (3). the standard deviation value (.60) also indicated a somewhat larger spread of participants’ responses. it is worth noting that these two terms should not be considered categorical responses but rather indicate the continuum of lecturers’ perceptions. some participants perceived emi as a full english instruction while others regarded it a partial english instruction. it was reflected from their responses to the questions concerning strategies in emi practice (statements 5-7) in the following section. table 5 also indicates somewhat diverse responses from lectures, reflecting a discrepancy in their understanding of emi. the mean values ranged from 1.71 to 2.1, with approximately 80% of the participants either strongly agree or agree. it is worth noting that about 90 % of lecturers both agreed and strongly agreed to code-switching practice. these figures show coherence between the lecturers’ answers to these statements and their views on the term used to reference emi practice. this particular finding seems to link with the lecturers’ perception of the monolingual practice of english (statement 19). the majority of the lecturers responded “strongly agree” and “agree” with the statement “to practice emi in my course/s, only english should be used for assessment purposes.” the statistical analysis of correlations (see table 6 in appendix 1) also shows that the bilingual classes term was significantly correlated with these particular issues. table 6 in appendix 1 showed a significant relationship between the term bilingual classes and the use of both languages (l1 and l2/english) in emi classroom (r = .34) and sectional uses of l1 and l2 (r = .32) (all ps (2-tailed) <.01). statistical analysis also indicated no significant relationship between the term bilingual classes and the use of translation in teaching, meaning no association between the two. it is worth noting that statements 6 and 7 were meant to examine the lecturers' understanding of different translation models in emi practice (statement 6) and contextualized use of l1 and l2 for emi practice (statement 7). the former referred to the provision of translation of each english instruction in the classroom, and the latter was the sectional use of l1 and l2 for certain phases of teaching. for example, greetings and lesson introduction should be delivered in l2/english, whereas key content delivery could be in l1. regarding learning materials, most lecturers (70%) in the survey either agreed or strongly agreed with statement 8 (m=2.17) that translation was not needed when using the current english textbooks. however, 75.6% of the lecturers either strongly agreed or agreed with statement 9 “need two versions of handouts and modules, one for each language”. in other words, there were contradictory responses which might reflect the concerns of lecturers about their students' limited english proficiency. it is also important to note that the sd values of statements 8 and 9 (between .67 and .74) were the second-highest amongst the lecturers' responses, indicating disparity in lecturers perception of this issue. statistical results on the lecturers’ views on the assessment of emi students learning disclosed that most lecturers (51.2%, m=2.5) either agreed or strongly agreed with statement 19 in which they used english when assessing their students. it is also worth noting that the sd value (.75) was somewhat high amongst the responses of all items of the survey, thus another diversity of lecturers' perceptions. furthermore, the allocation of assessment weight to each aspect, which is in stark contrast to the common way, was specifically examined in the item stating that 40% total academic grade of an emi course should be from students' attendance and participation in the classroom (statement 18). the findings show that most lecturers (63.4 %, m=2.22) agreed with this grading of students' learning, which suggests the need for further investigation in this context. concerning the suitability of certain emi courses in statement 1 “emi practice is suitable for the courses i teach”, the mean score of 1.93 and the majority of respondents who either strongly agreed or agreed with this statement have indicated an overwhelming support for this statement. it is important to note that only 7.3 % of the lecturers participating in the survey taught non-core courses (see table 4); this does mean that a small percentage of the lecturers from the core courses disagreed with this statement. this finding suggests that some lecturers viewed that their disciplines of knowledge are not associated with emi practice, suggesting the need for further research specifically on seeking association between field of study and emi practice. regarding statement 4 about gradual introduction of emi at the university, 97.6% of the lecturers either strongly agreed or agreed (m=1.54), suggesting that the lecturers were aware of the limited preparation to implement emi at the university. this suggestion can be further elaborated in the following section. statement 11 through 17 highlighted the lecturers’ perceptions of the necessary support for emi. the average mean score (m) for these statements was 1.73%, indicating agreement with the issues that would be explained below. there is a correlation among four types of supports for emi course (table 7 in appendix 2). there were significant relationships between these four supports, namely collaboration between english and content 17 lecturers (statements 11), the formation of parallel emi classes (statement 12; r= .34), adoption of contentbased english course (statement 15; r = .53), and the increased number of english courses in an emi program (statement 16, r = .47) (all ps (2-tailed) >.01 except between statements 11 and 12 where p (2-tailed) >.05). as shown in table 5, this particular issue was especially realized in the forms of a bridging course program (statement 13) and english proficiency requirement for emi students (statement 14). even all lecturers agreed to include a preparatory program in emi (statement 13). meanwhile, 90 % of the respondents agreed that emi course should be offered in parallel to the english course (statement 12) and there should be facilitated collaborative projects between the two lecturers (statement 11). also, 95.1 % of the lecturers either strongly agreed or agreed with the need to adopt a content-based english course (statement 16). the figure shows with m = 1.59 on statement 16. however, one issue was encapsulated in the responses to statement 17, where approximately 70% of the respondents agreed that “the number of english course hours should be increased in order to support emi practice.” (m = 2.10), but the sd value (.77) indicate a larger spread of responses, which implied that the university's current curriculum setting may be responsible for the low feasibility of supports for emi course. 4.3 demographic information and views on emi the correlations between the demographic variables and the mean values were measured for three issues: 1) terms used to refer to emi (te), 2) language use in emi (lu), and 3) supports for implementing emi (su). kendall tau was used to compute the correlation, and the results are presented in table 8 in appendix 3. table 8 shows that overall, there were insignificant correlations between almost all aspects of participants demographics and their views on several key issues in emi practice. the findings showed no significant correlation between the lecturers' teaching experience and educational background and their perspectives on emi practice, but there was an association between lecturers' perceptions of language use in emi and support necessary for the implementation of emi (r = .39; r= .32, ps (2-tailed) = .05). 5. discussion 5.1 terms and approach to emi lecturers’ perception of the terminology used as a reference to emi can be interpreted in several ways. first, lecturers associated the term emi with the perceived goals of emi and its practical issues in the classrooms. while the term bilingual classes is with using both l1 and english in emi program, the term international classes (or international class program or icp) indicates the internationalisation of higher education process. this particular finding is similar to that of wachter & maiworm (2014) that etps (equivalent to icp in this study) were designed to facilitate student mobility. also, there was a significant relationship between lecturers’ perspectives of language use in emi and the terminology to refer to emi. this finding suggests that some lecturers may have learned more about the global practice of emi and the current process of internalization of higher education. in addition, using both terms of bilingual classes and international classes may reflect the absence of a specific emi policy. university administrators seem to simplify the adoption of emi courses in their institutions. this limitation mirrors the challenges reported by stakeholders when practicing emi (aizawa & rose, 2019) where a gap existed between the policy makers and the practice of university stakeholders. unlike indonesia, some european countries, japan, and china implemented regulations made by the top policymakers of emi program in higher education settings (bradford, 2018; wachter & maiworm, 2014). with specific emi regulations, essential supports like adopting english for specific purposes (eap) in emi classrooms (galloway & ruegg, 2020) is possible to identify and practice. hence, it is vital for all stakeholders to have clear and shared understandings about emi prior to implementation. therefore, there needs to be consensus between the terminology and definition (macaro, 2018) to provide practical guidelines. in terms of approaches to emi, the choice of language use had some implications. first, multi languages were used to deliver contents in emi classrooms by nurturing code-switching between l1 and l2. similarly, floris (2014) reported that codeswitching could be one strategy to support student learning in emi classes, especially when they had limited english proficiency. when planned effectively, code-switching may have multiple functions, such as enrich students’ learning experience (lin in liu et al., 2020) by explaining the lesson's key concept, checking student comprehension of specific topics, and even creating positive rapport with them (fang & liu, 2020). therefore, systematic ways of using l1 and l2 in emi classrooms (lin, 2015) are the key issues to further investigate in the future. the statistical results that more participants agreed to use full english when conducting learning assessment indicated several insights. first, the lecturers perceived that emi practice can prepare students to master the knowledge delivered in english. simultaneously, this perception may also reflect that most courses in pontianak state polytechnic were relevant for emi. this suggestion may indicate that resources for science and technology are mostly 18 available in english. while many lecturers agreed with their courses' relevance to emi, some disagreed to use full english for learning assessment. this finding may reflect either student’s limited english capacity, or lecturers’ lack of skills to conduct the assessment in english. furthermore, a distinctive feature of grading system in vocational higher education in indonesia is 40% on student’s engagement in the classroom, and 60% on practical-oriented teaching and learning, mostly workshops. lecturers perceived that classroom engagement could promote english communication but they also had limited understanding on practising different genre in english for workshops and classrooms context. however, until recently, there has been paucity of studies examining assessment types in various emi settings, particularly in indonesian vocational higher education contexts. this aspect is another topic worthy of future research. 5.2 emi implications: english and content specialists’ collaboration emi lecturers in pontianak state polytechnic had positive perception of bridging courses for emi students, which are uncommon in most indonesian higher education. this perception brought some implications. first, bridging course as a preparatory program suggests that students need to demonstrate a certain english level before commencing the emi course. also, adopting the bridging courses into emi programs needs to consider the total costs incurred and time spent for emi. second, the bridging courses can facilitate content-based english language learning to prepare students for emi courses. these implications could be beneficial (macaro et al., 2016) in two aspects: students can better prepared before studying in emi and collaborative project between emi content and english course lecturers could be initiated. however, lecturers’ agreement with this collaboration should be interpreted as the exclusion of language support and the full role of language lecturers. this particular finding is in accordance with aguilar (2017) and block & moncadacomas (2019) who reported the absence of emi teachers to provide language support for emi students. therefore, the present findings may explain why there have been poor strategies in language used implemented by some emi lecturers in the class (simbolon, 2017). this drawback may partly hinder students from successful learning in an emi program. while collaboration between english and emi content lecturers are recommended, the practice is reported to have challenges (galloway et al., 2017) including understanding of implementing such collaboration. in addition to potential incurred high cost and longer time, the bridging programs for emi may cause socio-economic problems, like clustering of universities into prestigious versus non-prestigious (shimamuchi, 2018) and even resistance (islam, 2013). the significant relationships among four types of support for emi, namely the collaboration between content and english lecturers, the adoption of contentbased english courses, and parallel classes of emi implied the need for increasing the hours of english course, and hence specific design for emi programs. it highlights the novelty of the present study that contentbased english learning approach is one key approach to adopt in elt courses. therefore, it is necessary to review the current curriculum, especially in vocational higher education where emi needs to support students in future job settings. 6. conclusions the reported study aimed to examine lecturers' perceptions of the implementation of emi in vocational higher education using a questionnaire to gather data. some key findings include evidence of the internationalization of higher education and a gap in understanding the pedagogical implications of emi among lecturers, particularly in language use and student learning assessment. the findings support the global issue that 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(eds.), integrating content and language in higher education: perspectives on professional practice (pp167-185). peter lang. simbolon, n., e., oliver, r., & mercieca, p. (2020). lecturers’ perceptions of english medium instruction (emi) practice at a university in indonesia. journal of social science and humanities (jssh), 28(2), 1065-1083. vu, n. t., t., & burns, a. (2014). english as a medium of instruction: challenges for vietnamese tertiary lecturers. the journal of asia tefl, 11(3), 1-31. wachter, b., & f. maiworm, f. (2014). english-taught programmes in european higher education. the state of play in 2014. aca papers on international cooperation in education. lemmens https://scholars.cityu.edu.hk/en/persons/jack-pun(94de060e-dfc3-4847-a083-f9c1775cbd99).html https://doi.org/10.7571/esjkyoiku.12.77 21 appendix appendix 1 table 6. correlations: practical issues in the emi classroom (n=41) s** 5 s 6 s 7 kendall’s tau_b s2 correlation coefficient sig. (2tailed) n .337* .026 41 .215 .145 41 .320* .030 41 s3 correlation coefficient sig. (2tailed) n .293 .050 41 .207 .157 41 .216 .140 41 *. correlation is significant at the 0.05 level (2-tailed) ** statement appendix 2 table 7. correlations: support for emi implementation (n=41) (n=41) s 11 s 12 s 15 s 16 kendall’s tau s 11 correlation coefficient sig. (2-tailed) n 1.000 . 41 .341 * .025 41 .527** .001 41 .467** .002 41 s 12 correlation coefficient sig. (2tailed) n .341* .000 41 1.00 0 . 41 .235 .119 41 .530** .000 41 s 15 correlation coefficient sig. (2tailed) n .527** .000 41 .23 5 .11 9 41 1.000 . 41 .384** .008 41 s 16 correlation coefficient sig. (2tailed) n .467** .002 41 .53 0** .00 0 41 .384** .008 41 1.000 . 41 ** correlation is significant at the 0.01 level (2-tailed) * correlation is significant at the 0.05 level (2-tailed) 22 appendix 3 table 8. correlations between demographics and perceptions of emi (n=41) eba exb tec lud sue eb sig. n ex sig. n te sig. n lu sig. n su sig. n 1.000 41 -.311* .896 41 -.193 .198 41 -.124 .363 41 -.061 .655 41 1.000 41 .036 .810 41 .019 .888 41 -.129 .344 41 1.000 41 .391* .002 41 .204/ .115/ 41 1.000 41 .321* .006 41 1.000 41 a eb, education background, bex, emi teaching experience, cte, term used to refer emi, dlu, language use in emi, esu, support for implementing emi * correlation is significant at the 0.05 level (2-tailed) ** correlation is significant at the 0.01 level (2-tailed) instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 1, maret 2022, pp: 74 – 83 doi: https://doi.org/10.31849/utamax.v4i1.9876 74 committing crime to attend online class: elucidating news media’s polemic on covid-19 distance learning policies alexsander yandra 1*, khuriyatul husna 2, wan masyitah 3, ira oktaviani 4, & tatum derin 5 1, 2, 3, 5 universitas lancang kuning, pekanbaru, indonesia 3 universitas negeri riau, pekanbaru, indonesia 4 politeknik kesehatan kementerian kesehatan riau, pekanbaru, riau alexsy@unilak.ac.id article history received : 2022-01-12 revised : 2022-03-20 accepted : 2022-03-22 keywords distance education policies distance learning news & media covid-19 polemic abstract educational research papers that explored covid-19 have naturally focused on the problems of distance learning implementation but also underscores its severe impacts. this study aims to demonstrate the polemic against covid-19 distance learning policies within news media outlet. the method of this qualitative study is a literature review on 5 newspaper media and 10 online media to obtain data of news items on covid-19 distance learning that were published from april to december 2020 (9 months). this study tracked 82 news items from newspaper media and 191 news items from online media and determined three trends across all of the news items: obstacles, impact and policies of distance learning. results showed that the implementation of distance learning is still far from expectations due to the lack of communication between the government and the school, the lack of human resources and supporting facilities, and the non-existent supervision towards schools that ignore the policies. this paper contributed in delivering the obstacles that arise from and because of distance education policies that news media report to the public. 1. introduction the education aspect is one aspect that has been significantly affected by covid-19, several local government policies have also decided to apply a policy to lay off students and start implementing distance learning, or pembelajaran jarak jauh (pjj) in indonesian. the online learning system is a learning system without face to face directly between teachers and students using the internet network (setiawan & iasha, 2020). students who were previously mostly familiar with face-to-face learning now have to get used to distance learning with an online system, which is considered new and even completely foreign for some parties (setiawan & rahyasih, 2021). distance learning is one of the learning guides during the covid-19 pandemic based on a joint decree (skb) of 4 ministers in indonesia, namely the minister of education and culture (mendikbud), minister of religion (menag), minister of health (menkes), and minister of home affairs (mendagri). number 01/kb/2020, number 516 of 2020, number hk.03.01/menkes/363/2020, number 440-882 of 2020 concerning guidelines for implementation of learning in even semesters of the academic year and academic year 2020/2021 during the covid-19 pandemic. pjj uses various applications, such as whatsapp, telegram, zoom meeting, google meet, google classroom, quiepperschool, teacher room and other applications (asmuni, 2020). however, judging from what is happening around, not all students and parents have the facilities and infrastructure to support online learning activities, and in the end, they feel confused and end up committing crimes. various indonesia news sources have reported these strange, yet real crimes born from the inequality of internet access. https://doi.org/10.31849/utamax.v4i1.9876 75 table 1. criminal cases in the implementation of distance learning no criminal cases location news source 1 a father steals a cell phone for his son’s online school garut detiknews.com 2 a junior high school student engages in online prostitution to buy internet quota and daily necessities batam tribunnews.com 3 students are on the verge of committing suicide due to excessive online assignments gowa, south sulawesi liputan 6.com 4 a mother kills her 8-year-old son because of difficulty learning online cipalabuh village, banten cnn indonesia 5 15-year-old junior high school student commits suicide due to heavy online assignments from teacher tarakan, north borneo tribunnews.com 6 unismuh makassar student dies while searching the internet for online lectures pinrang, sulawesi selatan detiknews.com 7 unhas student dies, falls from mosque tower while searching for internet network kabupaten sinjai, makasar tribunnews.com 8 too difficult to access the signal, cokroaminoto polopo university students are willing to climb hills and climb trees so they can study online kabupaten luwu, sulawesi selatan kompas.com from table 1, it can be inferred that many things have hindered the implementation of distance learning. there is no shortage of studies that have alluded to one of these challenges of online education during the pandemic, such as low internet bandwidth resulting in frequent interruptions of audiovisual communication (agung et al., 2020; octaberlina & muslimin, 2020), simple lack of internet access due to the school or students’ disadvantaged area (chirinda et al., 2021; mukherjee et al., 2021), lack of student discipline (kholili, 2021; syahdan & ali, 2022), lack of social interaction (adnan & anwar, 2020; irawan et al., 2020), teachers’ and lecturers’ inconsistent adaptability with the offline-to-online learning style (putri et al., 2020; syahdan et al., 2022), and many more. previous studies have frequently emphasized how facilities and infrastructure uneven distribution is not the only obstacle in the process of implementing this online learning policy, but there are also obstacles and limitations stemming from the teaching staff who may not have the ability and accessibility to operate and use cellphones or laptops (mulyati et al., 2021) or have difficulty in leveraging the available online resources to creatively address the numerous problems of online learning (khairuddin, 2020). this study, however, intends to shine a light on how the difficulty of facilities and infrastructure do not stop at hindering the learning and teaching process, but can and have also led to online theft and prostitution, the difficulty of the network leading to death, and the unpreparedness of human resources that takes victims and leads to murder, as shown in table 1. a notable trend in educational research papers that explores covid-19 is that they overfocuses on the problems during the implementation of various educational forms but somehow also underscores the severity of its difficulty. this is an existing gap in the current literature of covid-19 in the educational context that this study would like to address by conducting a literature review on how national news delivered polemic, which is a strong (verbal or) written attack, on the government’s distance learning policies to mitigate the disastrous effect of covid-19 to the educational sector. the novelty of this study is that it examined multiple news sources and covered both newspaper and online media, which will contribute a more comprehensive picture of the educational policy polemic amidst covid-19 pandemic in indonesia. 2. method in order to understand the phenomena that exist in the social environment, a qualitative approach that is descriptive and tends to use analysis is considered appropriate for conducting this research. however, because the researchers only aim to view the educational policies that have been issued by the government and the polemics arising from these policies, this research uses a qualitative method with a literature study approach. this literature study https://www.tribunnews.com/tag/kabupaten-sinjai 76 improves upon khuriyatul et al. (2019), who explained in their research that there are several stages of data collection for literature study, namely: selection of data sources and documents, research terms, inclusion and exclusion processes and analysis and interpretation of results. for the inclusion criteria, the researchers only focused on the official government website and for polemics arising from these policies. the data selection relied on the use of alexa rank (alexa.com), which is a website ranking measurement of originating from california, founded in 1996 and purchased 3 years later by amazon. researchers chose alexa rank because alexa ranking is determined by combining data on the number of website visitors and how many pages visited by website visitors, making it easier to catalogue media rankings based on how often it is accessed. based on alexa’s top 10 indonesian media ranking (https://www.alexa.com/topsites/countries/id), 5 newspaper media and 10 online media that have exposed news related to the policy which began during academic year 2019-2020 to odd school year 2020-2021 are eligible as the data of this study. this study used keywords to obtain the data of news that reported education policies amidst covid19, cases or events related to covid-19 distance learning, and the implementation of distance learning. data analysis was focused on identifying the problems or obstacles that arise from distance education policies, as well as categorizing said problems into several levels ranging from early childhood level, elementary level, middle level, to university level. 3. results this study has tracked two types of media, namely national newspaper media and national online media to obtain news about educational policies during the covid-19 pandemic, specifically events which took place during the even academic year 2019/2020 and the odd academic year 2020/2021 (from april to december 2020). since government policies related to education during the covid-19 pandemic have caused various dynamics to track existing dynamics, so the researchers tested national media and national online media to enhance the accuracy of the country’s information source’s polemic of distance learning policies. table 2. number of polemic news across indonesia’s top newspaper and online media newspaper media news online media news jawa pos 19 cnn indonesia.com 19 kompas 22 detik.com 11 media indonesia 15 kompas.com 19 republika 11 kumparan.com 18 tempo.co 15 liputan6.com 15 merdeka.com 15 okezone.com 22 sindo.com 25 suara.com 34 tribunnews.com 13 total 82 total 191 over the period of nine months in 2020, this study managed to track a total of 82 newspaper items and 191 online news items on the polemic against the educational policies established in response to the covid-19 pandemic has been released. this study further examined the particular trend of issues regarding policy polemics by filtering the results into three main categories, namely the obstacles from distance learning, the impact of distance learning, and the policies issued by stakeholders on distance learning. https://www/ 77 chart 1. trends in polemic issues in national online media chart 1 shows the overall statistical result of both types of news media (newspaper and online) in terms of the trends of the news media’s individual news items. from the graph above, it can be seen that the majority of news media widely reported obstacles of distance learning (129 news items), followed by a fluctuating amount of news on the impact of distance learning (102 news items), with the government policies polemic being the lowest across the media (42 news items). the online news suara.com published the highest amount of news on obstacles (19 news items) and impact (11 news items), while online news sindo.com claims the most number of news on the policies (5 news items). this study confirmed that publishing news on the obstacles of distance learning is the strongest trend followed by both newspaper and online media. these obstacles include the absence of software to support distance learning such as smartphones, networks and internet quotas. smartphones, as an essential tool that is the basic pre-requisite for implementing distance learning, is actually not owned by all students and even the teaching staff of many schools. as many as 171,988 students and 12,649 teaching staff in jakarta do not have smartphones to study online, according to the dki education office, which conducted education in september-october 2020 to support the effectiveness of distance learning (lani juli hantoro’s report in tempo.co on november 26, 2020). in the garut area, west java, the problem of not having a smartphone has led to a criminal case, namely a case of theft committed by a middle-aged man so that his child can still follow online because their family does not have a smartphone, according to reza gunandha’s report in suara.com and this is evidence. the real unpreparedness and inability of the community with a learning system like this. internet quota is also a problem that many students and parents complain about, especially for people who are economically down. there are even families who prefer to buy cooking oil instead of internet quotas for their children’s online continuity. although the government has issued internet quota assistance to help ease every family’s burden, not all regions in indonesia have good electricity. there are 1,300 points in forest areas that are not accessible to the internet and this, of course, hindered the online learning process of students who live in that area (rinaldo’s report in liputan6.com on july 16, 2020). students who are in rural areas, forests, borders, are as lucky as those in urban areas; those who are there must risk their lives so that they can continue to follow online learning, as do students who are on the border of indonesia and malaysia every day, they have to get out of the house in the morning, pass a bridge made of bamboo, as well as a forest and climb a hill called bukit abu because their area does not have an internet network and is not fully electrified (uun yuniar’s report in okezone.com on 5 august 2020). the second strongest trend of news is about the impact of the distance learning policy on on the students, teaching staff and parents. on the parents’ side, they are required to be able to become temporary teachers while at home, but not all parents have this readiness and, in the end, it creates a new polemic. the murder case committed by both parents of their 10-year-old child due to difficulties in teaching online education is an example of the unpreparedness of parents to accompany their child’s education during the pandemic. meanwhile, on the students’ side, boredom arises which results in laziness and boredom to study because some of them have difficulty understanding learning and sadly there are those who 78 choose to marry early as happened in east lombok regency, west nusa tenggara (ntb). married early on the grounds of being bored studying online for too long (reported by pebriansyah ariefana in suara.com on august 21, 2020). problems on the student side also occurred in cianjur, west java, there were 7,751 students dropping out of school during the covid pandemic, including 3,374 elementary and junior high school students. this is because one of the factors is the economy which is experiencing difficulties nowadays. there are those who choose to drop out of school to continue looking for work and some of them do not continue their education from the beginning. every child has the right to get an education. suicide cases due to depression due to the many assignments from the school are probably the most fatal impacts that occur throughout the online world. (hasanudin aco in tribunnews.com on october 17, 2020) this case occurred in the hamlet of bontotene, bilalang village, manuju district, gowa regency, south sulawesi, where the body of mi (16), a grade 2 high school student was found. the victim committed suicide by drinking poison and sadly this suicide was recorded by the victim with a duration of 32 seconds. seeing that there have been victims online, of course distance learning needs to be evaluated so that something similar does not happen in the future. on the teaching staff’s side, especially those approaching the retirement rate, have difficulty in providing learning materials because they do not understand the use of it even though in the online education period this is one that is needed, it needs creativity in delivering material so that students do not feel bored and bored, especially for children who active. moreover, the impact and obstacles of distance learning are also experienced by teachers and parents of students with disabilities because children with special needs not only need knowledge but also need direct interaction with trusted people, touch, and intensive guidance with teachers and caregivers at school. according to him, online learning without direct interaction with the teacher will have a serious impact on them. the interruption of communication and prolonged direct interaction between teachers and children with special needs will have very serious consequences, such as not wanting to go to school anymore. or if someone wants to go to school, everything has to start from scratch, because children with special needs have different personalities. compared to the polemic against distance learning’s obstacles and impact on relevant parties, news outlets rarely published news about the policies themselves. most of the media stated that the policies that have been issued by stakeholders is to make schools continue the learning process online because the long pause when covid-19 first broke out have delivered a heavy toll on the national level of education, and that continuous evaluations are needed. this was conveyed by the commissioner for education, the indonesian child protection commission (kpai), retno listyarti, appealed to the gowa regency education office, south sulawesi (south sulawesi). the appeal for evaluations was aggressively promoted after the suicide case of a high school student in gowa regency who committed suicide by drinking poison allegedly due to being depressed while facing a mountain of assignments during the distance learning period. lastly, failures of actually implementing the online learning due to the various obstacles mentioned previously, news media also reported schools that conduct door-to-door learning to students’ homes, consistently stating that the relevant parties always followed the covid-19 health protocol. 4. discussion this research is carried out to measure or describe that the issue or polemic of distance learning policies is something that needs to be discussed more deeply by policy makers, and this research tries to ensure that the news in the national media and national online media is relevant to the policies that have been implemented. issued by the government. 4.1 implementation of distance learning judging from the data that has been obtained, the implementation of distance learning policies is not easy to implement. it is known that there are 4 aspects that influence a policy implementation, namely communication, resources, disposition, and bureaucratic structure. 4.1.1 communication communication is one thing that is very important for the continuity of organizational life. this communication can be done either vertically, horizontally or diagonally. in fact, this communication must go both ways, meaning that there is a common perception between superiors and subordinates so as to minimize rigidity in the organization. the central government has issued a policy on distance learning during the pandemic based on a joint decree of 4 ministers as an effort to prevent the spread of covid-19 in the educational environment based on issues that are spreading in the community about the number of covid in the school environment. two-way traffic communication. this is important considering the guidelines for the implementation of distance learning are products produced by the central government. regarding the implementation of distance learning policies carried out by local governments assisted by various stakeholders involved in it, one of which is the education office must be able to carry out its duties, namely implementing distance learning in accordance with central government instructions is not as easy as turning the palm of the hand, there are many problems faced in the field. 79 however, due to the lack of communication between the government and the school, it was found that schools were still conducting face-to-face trials even though they were in the orange zone by not implementing health protocols. such as private schools in sorong city which continue to carry out the teaching and learning process face to face with students and do not heed the circular letter from the mayor of sorong. this was revealed when the sorong city covid-19 task force (tim gugus tugas/gustus) conducted a surprise inspection (inspeksi mendadak/sidak) (irianti and pullo atakey’s report in tempo.co on 4 september 2020). these communication barriers occur because of cultural barriers in indonesia, which are accustomed to the conventional education system and physical barriers where not all schools have good it (junaidi et al., 2020). 4.1.2 resources resources are an important aspect of effective policy implementation. although the contents of the policy have been communicated clearly and consistently, if the implementor lacks the resources to implement it, implementation will not be effective (batubara, 2021; zhu & liu, 2020). the government’s decision to issue a distance policy should be accompanied by a policy of providing learning support equipment for underprivileged students because human resources and facilities are real obstacles that are felt in the implementation of distance learning. a. human resources human resources, especially teaching staff, are important actors for success in implementing this ppj, but the fact that is happening in today’s society is that teachers are lacking or unprepared because they do not have competence in mastering science and technology. this is in accordance with the results of research obtained by ramadhani et al. (2020) about how there are a significant number of teachers who do not have an educational background that is skilled in using ict. the limitations of educators in understanding it are due to several factors, including: limited supporting infrastructure such as laptops, computers, projectors, internet networks and the availability of electricity as well as limited use of ict during the learning process in class. b. budgetary the lack of a budget issued by the government is proven that there are still areas in indonesia that are constrained by underfunded facilities to support the distance learning policy. deputy chair of commission x dpr agustina wilujeng asked the ministry of education and culture to encourage the ministry of finance to provide special funds for education during the pandemic. the ministry of education and culture must coordinate with other ministries/agencies and local governments to allocate a budget for the implementation of distance learning (nawir arsyad in republika on august 28, 2020). although the government has issued an internet quota assistance policy for students with a budget of 7.21 trillion rupiah from september to december 2020 (ayunda pininta’s report in kompas.com on august 28, 2020), the facts on the ground show that not all students truly obtained this financial assistance (amalia, 2021). c. facility facilities are very important in implementing this policy, especially mobile phones, internet and network quotas, but data in the field states that not all regions in indonesia have a good internet network and not all students and teaching staff have cellphones and internet quotas that support learning. based on the results of the 2018 apjii national internet user penetration survey, the distribution of data shows that more than half of internet users in indonesia are in the java region (55.7%), followed by sumatra (21.6%), sulawesi-maluku-papua (10.9%), kalimantan (6.6%), and bali and nusa tenggara by 5.2% (nural arifa’s report in kompas on march 30, 2020). this is in line with the statement made by the national coordinator of the education monitoring network (jjpi) regarding the concept of distance education is still difficult to implement at this time (ubaid matarji’s report in kompas newspaper on july 3, 2020). this can be seen from several factors, including: human resources and technology have not supported the distance learning process (rahman et al., 2021). 4.1.3 disposition disposition shows the attitude possessed by the implementor, if the implementor has a good attitude, then he will be able to carry out policies well as desired by policy makers. the lack of supervision carried out by local governments is the reason why there are still schools that are caught face-to-face and do not implement distance learning policies. schools that conduct face-to-face meetings, both public and private schools, must obtain permission from the local government and must comply with health protocols according to the sop from the education office because local governments are given full rights in this matter by the central government. although areas in the green and yellow zones have received permission from the ministry of education and culture to conduct face-to-face schools, they still have to get permission from the local government. orange, and yellow zones consisting of 429 regencies/cities (fauzan reports in bbc news 15 june 2020) for areas that are in the green zone in order to be able to conduct face-to-face learning, very strict requirements are needed including: a. obtaining permission from local/regional government 80 fulfilling the checklist consisting of schools required to have sanitation facilities, washing hands, and others. schools must have access to health services, students and teaching staff are required to wear masks, and have temperature checking devices. b. get permission from the parents of the students the coordinating ministry for human development and culture (kemenko pmk) has also asked the ministry of education and culture (kemendikbud) and local governments to be stricter with schools that will hold face-to-face learning (ptm) to fill out the checklist. filling out the list is important so that the government can unite the readiness of education units in implementing ptm in the midst of the covid-19 pandemic. “the ministry of education and culture and the regional government must be more assertive in giving advice to schools to fill out the checklist because currently most education units are only preparing in terms of physical facilities. 4.2.4 bureaucratic structure the organizational structure has a significant influence on the implementation of policies. the organizational structure includes two aspects, namely the mechanism and the bureaucratic structure itself. the first aspect is the mechanism, in implementing policies, standard operating procedures (sops) are usually made. sops provide guidelines for the actions of each implementer so that the implementation of the policy does not deviate from the aims and objectives of the policy. the second aspect is bureaucracy, bureaucracy that is too long and fragmented, tends to weaken supervision and lead to complicated bureaucratic procedures. the bureaucratic structure in distance learning, of course, cannot be separated from the role of the department of education as the leading sector to make various innovative and creative changes according to the demands of the times. as well as providing opportunities for the school level: principals, teachers, education staff, students and parents of students in carrying out the implementation of education from home or distance learning which is carried out in each region in accordance with the implementation guidelines set by the central government. the role of the bureaucracy here is determined by a series of tasks and jobs into positions in an organization. in schools, the position of principal, teachers and students is very important to be able to specify and determine proper and appropriate behavior. the role of the head encourages teachers and education personnel to be literate in science and technology during this pandemic. in addition, a teacher has an obligation to design learning as well and as interesting as possible according to the initial learning plan and must be able to involve students in an effective way. 4.2 the role of the media in supporting the implementation of government policies in the education sector media is a communication tool that is easily used to spread news that is happening in various worlds and is able to tell people around the world to see various events in the form of information that is happening. the media has an important role as one of the filters in a policy where the media as a mouthpiece in the media community is able to convey public complaints to policy makers (driss et al., 2019; yandra, 2016). social media will and have naturally raise these issues when the public deems them important and generate discussions among various concerned parties (keir et al., 2019).messages conveyed by the media must have certain elements in order to be well received by the public. these elements are: (1) new (time factor) means that the message or information in the media is a new message or is becoming a trend (2) attractive mass media will contain messages or information that are considered interesting by the public, meaning the public’s desire for information is very high for example: there is conflict, violence, and so on and (3) important. for example: political policy issues that have a broad impact on society (makhshun & khalilurrahman, 2018). the issuance of a distance learning policy cannot be separated from the role of the media. the media often reports about the many cases of covid-19 in the school environment, such as teaching staff who are exposed to the virus, because it is considered interesting by the media and is indeed becoming a public discussion. the amount of news about this has forced the government to take serious steps to suppress the positive number of this virus. after seeing the increasingly widespread issues, the government issued a policy based on a joint decree (skb) of 4 ministers in indonesia, namely the minister of education and culture (mendikbud), minister of religion (menag), minister of health (menkes), and minister of home affairs (mendagri) number 01 /kb/2020, number 516 of 2020, number hk.03.01/menkes/363/2020, number 440-882 of 2020 concerning guidelines for implementation of learning in even semesters of the academic year and academic year 2020/2021 during the covid-19 pandemic period. this is done so that all involved in the educational environment are protected from the spread of the corona virus. the implementation of government policies in education that did not go well did not escape the attention of the media, the complaints submitted by the public and even the occurrence of criminalization there attracted media attention to be published to the public, the people and the government. the crimes are also particularly prevalent in the 3t area (front, remote and disadvantaged), which brought a number 81 of extreme cases which emphasized the polemic against the distance learning policy not as a solution to covid-19, but additional source of problem for the citizens. seeing the many complaints submitted by parties involved in the implementation of distance learning that have been conveyed by the media, the government has intervened to find solutions so that this policy can actually be implemented, and corners of the news media have reflected this to the public. not only the government, the private sector also takes part in helping those experiencing obstacles in online learning. as has been done by the indonesian women’s organization, which distributed cell phones in bandung and bekasi for students who do not have the facilities to study, and this activity is a form of their concern for the education of children in indonesia, especially those affected by the crisis during the covid-19 pandemic (sucipto’s report in sindonews.com on september 25, 2020). not only that, the government also helps relieve semester fees that many students complain about in permendikbud 25 of 2020 concerning standards for higher education operational cost units at ptns within the ministry of education and culture. the policy that has been issued as a solution to problems related to distance learning by the government does not escape the role of the media. the government and the media need each other, the government needs the role of the media as a forum to socialize what has been a complaint in implementing the policies that have been issued and the media itself needs the government as the main target so that these complaints are conveyed to the government. 3.5 impact of education policies during the covid-19 pandemic implementing distance learning is not as easy as expected by all parties. from the data that has been obtained, the researchers found the impact of this policy. the negative impact felt by students on distance learning is the threat of dropping out of school because children are forced to help their parents financially during the pandemic who are experiencing difficulties, growth and development constraints, which results in gaps in learning achievement, especially for children with low family economies, psychosocial pressure and domestic violence which causes stress in children due to lack of interaction with teachers, friends and the outside environment, plus pressure due to the difficulty of distance learning which causes stress in children (pratolo & solikhati, 2021). the negative impact of distance learning is also felt by parents and the teaching staff, which increases the cost of the online learning system because of that the level of internet quota usage will increase and will increase the burden on parents’ expenses (sari et al., 2021). in addition, parents also find it difficult to accompany their children to study and provide learning motivation, especially for parents who work and require them to stay in the office. and for teaching staff, it makes it difficult to manage online learning because it focuses on completing the curriculum, learning time is reduced so that teachers cannot fulfil the burden of teaching hours. however, distance learning does not always have a negative impact but also a positive impact for students to have a lot of time at home with their families. various learning methods. instead of children just being in class, they are now more flexible in learning from home. change. like it or not, children definitely have to explore technology. some children feel comfortable learning from home because nothing is noisy. even learning from home makes children more focused and calmer because they can set their own study schedule and target completion of tasks (megawanti et al., 2020). and for parents, it becomes easier for them to control their child’s learning process. in addition, parents also become more aware and know their children, especially in terms of academic abilities, so that it makes it easier for parents to know how to develop their children’s potential in the future. through the distance learning program, parents feel that the relationship between parents and children is getting closer. and parents can see firsthand the development of their children (wijayanti & fauziah, 2020). for teaching staff, it is more helpful to prepare curriculum and learning materials, because of the modules provided by the ministry of education and culture, teachers can freely teach, the emergency curriculum issued by the ministry of education and culture makes teachers flexible in formulating a curriculum that suits the conditions of their students, teachers get out of their comfort zone , dare to learn and try new things, such as online learning, teachers become technology literate, information and communication technology helps teachers run the online learning process, technology makes the teacher’s task lighter. 5. conclusions this study addressed the research gap on the national news media’s polemic against the covid-19 distance learning implementation. a novelty of this study is its coverage of both newspaper media and online news media which yielded a rich data of news on distance learning polemic. from a total of 82 news items in newspaper media and 191 news items in online news media, this study determined the pattern of news trends across both types of media in indonesia, which has obstacles of distance learning as the most dominant trend, followed by its impact and the policies made by the government and stakeholders. 82 an implication of this study is the value of investing attention to the role of news media in the country’s implementation of covid-19 distance learning. this study thoroughly demonstrated how the media conveyed information from and for the public, as well as information from and for the government. the hostile framing of the news, with such a specific focus on the most severe effects of the government’s policies starting from the threat of dropping out of school, domestic violence, gaps in learning achievement, and so many more may be an additional factor that researchers should take into account in their evaluations of their distance learning implementation. this study recommends future teachers and concerned stakeholders to increase information about distance learning’s positive impacts, such as giving children more time to gather with family, letting teachers experiment with a variety of learning methods, and making avenues for parents to become more familiar with their children, especially in academic abilities and for teachers to become technology literate. references adnan, m., & anwar, k. 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(2020). education in and after covid-19: immediate responses and long-term visions. postdigital science and education, 2(3), 695-699. https://doi.org/10.1007/s42438-02000126-3 https://dx.doi.org/10.2991/assehr.k.210212.007 https://doi.org/10.26858/jiap.v11i1.20585 https://doi.org/10.37478/jpm.v2i1.732 http://dx.doi.org/10.30870/jpsd.v6i2.8400 https://doi.org/10.31764/paedagoria.v13i1.8035 http://dx.doi.org/10.35931/am.v6i2.835 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, july 2022, pp: 135 – 145 doi: https://doi.org/10.31849/utamax.v4i2.9981 135 further insight into student learning outcomes of derivative materials: numbered head together and expository learning model jitu halomoan lumbantoruan universitas kristen indonesia, jakarta timur, indonesia jituhalomoan.lumbantoruan@gmail.com article history received : 2022-04-21 revised : 2022-07-21 accepted : 2022-07-22 keywords learning outcomes numbered head together expository learning model derivative materials non-equivalent cgd good thinking concepts abstract this study aims to determine the effect of the numbered head together (nht) and expository learning model (elm) learning models on student learning outcomes in derived mathematics. the method used in this research is quasi-experimental, namely the nonequaivalent control group design. the experimental class was given a numbered head together (nht). the nht model for class xi sma ipa 5 and xi, sma ipa 1 as conventional classes, is given in the form of the elm model. data analysis used the t-test, where the results showed: 1) there was a significant increase in student learning outcomes in derived material using the learning numbered head together (nht) model, 2) student learning outcomes in mathematics were higher using the learning numbered head together model. (nht) then the learning outcomes were obtained with the expository learning model (elm) model. this can be seen from the test results with the t. test, mark tcount = 89,12 and value oft’ table = 1,67 so that tcount>t ’ table = 89,2>1,67, so rejected and accepted. in conclusion, students who are taught mathematics using the nht model understand much more and have very good results compared to the elm model. suggestions, in implementing mathematics material, it is expected that educators use the nth learning model to improve learning outcomes and produce good thinking concepts in mathematics. . 1. introduction introduction to education with the fact that, (animasaun & abegunrin, 2017) describe education as a tool to achieve human development, as well as national interests and goals. a curriculum is defined as “to run courses” to achieve those goals. in the process of transforming knowledge students to in obtaining good thinking results, understanding, and inhabiting skills, appropriate models, methods and strategies are needed (makafui et al., 2021). educators must be aware that a well-planned effort can be realized during the learning process, which aims to actively develop the potential that exists in a child (dong et al., 2020). students who are equipped with knowledge that has been planned must have the power of knowledge of religion, self-control, attitude, intelligence, good behaviour, and sufficient skills to develop themselves and benefit society (aiman, 2020). education is an interaction between teachers and students, with the aim of the teacher helping students develop all the potential within themselves and according to their characteristics in a positive direction (smutny & schreiberova, 2020). the regulations that have been regulated in law no. 20 in 2003 talked about the development of knowledge which aims to create an interactive, inspiring, fun, challenging, and motivating learning process for students to participate actively, provide a place for the initiative, creativity, and independence according to their talents, interests, and psychology students (linder & svedberg, 2019). it must be admitted that the learning outcomes obtained by students are influenced by the effectiveness of the learning process provided by the teacher. however, effective learning must involve effective students in every learning process (lapitan, et al., 2021). however, the theory does not match reality. this study conducted initial observations at sma space 1 in halim east jakarta. this study observes the learning process. the teacher still uses conventional learning models and strategies where students only receive material from the teacher and do not get it from other sources in the learning process. conventional learning processes are generally formal, and the main strategy used by teachers in teaching is lecturing. in the conventional mathematics learning process, the teacher seems to dominate learning and https://doi.org/10.31849/utamax.v4i2.9981 136 students are more passive in accepting the mathematics material provided, meaning that students are still less active in learning activities. as a result, the activities carried out by students are only listening, taking notes, rarely asking questions, giving opinions, no group discussions are seen, and student interaction with students is still lacking. because this incident has a visible impact, many students do not focus on learning mathematics material, feel bored with the material provided, become busy with their own activities and have difficulty understanding mathematical concepts optimally. the researcher discussed with the teacher and asked about the students' interest in mathematics. the teacher is of the opinion that in every learning process of mathematics material which is carried out twice a week, there are still many students who are less active and tend to be passive in each material given. based on this teacher's opinion, the researcher aims to prove it by teaching one of the materials that are considered difficult for students to accept. the researcher saw and proved when the researcher entered the class and gave a difficult math material that the teacher had taught. many students were silent, seemed to just listen, and did not ask any questions. furthermore, the researcher allowed students to ask questions. of the 35 students in the class, only 7 to 8 were active and willing to ask questions, and the rest tended to be passive. researchers see that conventional learning models are inappropriate or inappropriate for use in high school material. the researcher also asked the teacher about the learning outcomes of the students obtained from the final test. the teacher believes that 80% of students score below the kkm that has been determined at the school, with a kkm of 75. this becomes pressure on the teacher and, at the same time, becomes an increasing burden to re-explain and carry out follow-up or remedial exams continuously until the students graduate. and can go to class. the burden that the teacher bears makes it difficult for the teacher to continue with other materials. in contrast, the learning model outlined in the 2013 curriculum is student center leaning (scl) which contains many good and tested learning strategies. mathematics teachers often use two learning strategies in conveying the concept of mathematical material: the numbered head together learning strategy and the expository strategy. ali, mz, & vebrianto (2021) argues that the nht learning strategy is used to teach mathematics materials that are considered difficult at all levels, from elementary school to university level. nht focuses on material that is considered difficult by forming discussion groups among students with the aim that students can solve math problems that are considered difficult purwanto, jatmiko, & pahrudin, (2020). the opinion of the nht strategy is that it can improve mathematics learning outcomes significantly. still, the nht learning strategy cannot increase children's thinking ability who have entered the cognitively capable category. kristine, eker, ringstad, andreassen, & lugo (2021) believe that the expository learning model can also improve student learning outcomes. however, expository learning strategies cannot equate knowledge, concepts and ways of thinking from the material obtained by students. expository is more about developing students' ways of thinking where students already have the power of basic concepts in mathematics. in this case, the opinion gap exists between one study and the reality in the field. the problems in sma space 1 must be resolved by choosing models and learning strategies that develop and can improve student learning outcomes in mathematics. the two proven models, nht and expository, which can improve learning outcomes, can be used in sma space schools. it is necessary to ascertain which strategy is more appropriate to use to teach mathematics in the high school. to overcome the problems above, it is necessary to research to ensure that teachers should use which model is more appropriate. nevertheless, this goal can achieve learning activities effectively and efficiently (supriadi, 2022). student learning styles include 1) visual, students with this style easily understand learning how to see or observe, 2) auditory, this type of student easily understands learning by listening, 3) kinesthetic, students with this type learn by doing. the teacher must realize that knowing the type of student learning helps implement the right learning model for students. if the teacher can find a suitable learning model for students, it will help them achieve optimal learning outcomes and be active in the learning process (lwande et al., 2021). the learning model used by all schools is student-centred learning. this learning model adopts the 2013 curriculum. in student-centred learning, it is a learning strategy that emphasizes collaboration (willgerodt et al., 2021). cooperative is a learning strategy that emphasizes shared behaviour, teamwork and helping each other. this strategy regularly works in groups of two or more people. problems seen and observed are the absence of cooperation, exchange of views, and giving each other opinions among students. whereas in success, good cooperation is needed, cooperation is strongly influenced by the involvement of each group member so that this cooperative learning model emphasizes students' activeness in learning (albay, 2019). research purposes, this study aims to find out how significant the increase in student learning outcomes in mathematics at sma space 1 is with the help of the numbered head together (nht) model and the expository learning model (elm). the numbered head together (nht) cooperative learning model helps students actively work in teams groups and be responsible for the tasks given by the 137 teacher. the application of the nht learning model is to divide students into several heterogeneous groups, and each student gets a number of math questions that must be done. the teacher gives assignments to each group, the group discusses each individual's answer and determines which answer is correct. the teacher calls one of the student numbers to present the results of their discussion. positive emphasis is that each student prepares himself at any time the teacher calls randomly based on the number of questions that have been determined (albay, 2019). this research is to find the most appropriate learning model to deliver mathematics material at the high school level. 2. literature review in essence, cognitive in mathematics includes intellectual mathematical aspects such as knowledge and skills needed to manipulate thinking in mathematics (primi et al., 2010). the indicators in the study include several mathematical abilities, namely reasoning, the activity of how the mind works are developed continuously. learners need mathematical reasoning. at the unit level of education, mathematical reasoning and communication skills must be mastered by students. the learning process framework with a scientific approach adopted in the 2013 curriculum describes teachers and students as active actors (fouad et al., 2021). rijt, swart, wijnands, & coppen, (2019) conceptual understanding is that students can find ways to express these conceptions and explore related possibilities. a student is said to have already the ability to understand mathematically if he can do the following (lumbantoruan & uly, 2021) 1) able to explain mathematical concepts and facts, 2) can make logical connections between these different concepts and facts, 3) use old material with new material, 4) identify mathematical principles. problem-solving finds a clearly understood end goal (journal et al., 2021). solving a problem means that someone finds a solution. problem-solving is a process carried out to overcome an issue that has an unclear answer. students are directed to give opinions to each other through discussion and think critically to get the right answer (science et al., 2020). mathematics has its communication for students to understand. mathematical communication is the ability to read, interpret, interpret, and use correct mathematical concepts in conveying arguments orally and in writing (huu et al., 2021). mathematical communication is the ability to explain a problem-solving in good and correct language, construct and explain the study of questions in the form of diagrams, graphs, words or sentences, and table equations (huu et al., 2021). mathematics is a collection of knowledge, skills, and procedures that can describe, illustrate, and interpret patterns and relationships in numbers, algebra, shape and space, measures, and data in various ways (animasaun, 2021). mathematical communication has three points, namely using accurate language in solving, mathematical representation in an accurate way and completion in a well-structured manner (sovacool et al., 2020). 2.1 cooperative learning model cooperative learning is an approach that emphasizes the work of groups of students or teams formed to solve a problem. cooperative learning is a learning strategy that explores and provokes a group's attitude or behaviour to provide opinions, views and thoughts on a job by educators. there are several characteristics of cooperative learning strategies that must be known, namely, the learning process in groups or teams requires willingness, seriousness and cooperation with each other between students and other students (sailer et al., 2021). four steps must be taken before implementing a cooperative learning strategy, namely participants or educators forming groups or teams, dividing the implementation or dividing their respective tasks, students must work together with each other in solving problems, and some competencies must be achieved by students groups that have been determined by the teacher at the beginning of the material given (veldman et al., 2020. one of the learning strategies developed in cooperatives is the numbered head together (nht) learning strategy. nht is also a cooperative learning model that educators widely use to deliver mathematics material to students. in this strategy, students are made into heterogeneous groups, and each student has a certain number that is easy for the teacher to control (liebech-lien, 2021). this nht learning strategy has advantages and is in accordance with the 2013 curriculum and is very in line with the concept of online application. interaction between students, students benefit through the activation process, work cooperatively in discussing the material provided by the teacher, have sufficient time to ask questions and always have the opportunity to demonstrate general skills and special skills in one case discussed in mathematics material. discussion groups are more flexible, and students can develop leadership talents (purwanto et al., 2020). 2.2 expository learning model the expository learning strategy emphasizes the process of verbally delivering material from an educator to students (albay & eisma, 2021). in the case of mathematics lessons, expository learning strategies are not appropriate. this is because mathematics material requires the transfer of conceptual knowledge, proof of formulas, explaining how to work on problems, and understanding one material with another. the concept of mathematical material cannot only be conveyed orally but must show facts and processes (kristine et al., 2021). (moreno-guerrero et al., 2020) the purpose of the teacher using an expository strategy is that students can understand the basic concepts of a material that 138 has just been studied and master the mathematics subject matter in a structured and intact manner. but in fact, the expository learning strategy in the process has the same drawbacks as the problems faced by students in the background, namely 1) the process of learning mathematics using expository strategies can only be done to students who have high independence, good listening willingness and fluent two-way communication between teachers and students, 2) expository learning strategies are not suitable for students who have heterogeneous abilities in the classroom, meaning that teachers in using this learning strategy cannot use these learning strategies for students who have different grasping abilities of different knowledge. differences, interests, and talents, as well as the existence of different learning styles, 3) this strategy only relies on lecture capital from the teacher, centered on the teacher through lectures, 4) the success of students depends on pedagogic competence, professional competence, social competence and personal competence from an educator, 5) in the expository of the learning process there is only one direction of communication, namely from the educator. 2.3 learning process implementation figure 1. flow with nht and expository strategies in the process of implementing learning. there are two classes used. one class uses an expository learning strategy, and another class uses nht. the material taught to both classes is derivative material in class xi sma. the most basic reason for choosing this title is in accordance with the problems that exist in the background of the low learning outcomes of students in certain materials using conventional learning models. the first step in the implementation process is to give both classes a pre-test. furthermore, both classes were taught mathematics derivative material, with the experimental class using the nht strategy and the control class using the expository strategy. the duration of time in teaching derivative material is the same, namely three meetings for one class. after finishing, the researcher conducted an exam in derived material and selected the learning outcomes and improvements through post-test. 3. method design in the form of a true experimental design. this type of research is quantitative a quasiexperimental (miller et al., 2020). the design has a control class, but it does not control the external variables that affect the experiment. in quasiexperimental design, there is a non-equivalent (sung et al., 2019). table 1. design experimental group pretest treatment posttest experiment nht o1 x1 o2 elm o3 x2 o4 information: o1 = pre-test score in the experimental class nht o2 = post-test scores in the experimental nht o3 = pre-test score in the experimental class elm o4 = post-test scores in the experimental elm x1 = treatment model type nht x2 = expository learning model treatment the population in this study were all students in sma space 1 halim jakarta, class xi, totalling 127 people with seven classes, five science classes and two social studies classes, where the derived material was in the science and social studies major. at the same time, the sample taken is simple random sampling. random means taking two classes from 7 classes. the experiment class is ipa 5 with 30 students. science class 5 is taught derivative material using the cooperative numbered head together (nht) learning strategy, the control class is science class 1 with 30 students, the science class 1 is taught using the expository learning strategy. before carrying out the learning process in the two classes with different strategies, the researcher conducted an initial ability test or pre-test. after the learning process was completed, the two classes carried out a final test of derived material or a post-test (albay & eisma, 2021). in this study, the data collection technique was by observing, distributing instruments and the next stage in giving the test (verity et al., 2020). instruments model nht model expository post-test post-test pre-test pre-test the results of the pre-test were carried out on an average test to determine the students' initial abilities experiment class conventional class 139 that are arranged to find out or get student responses in assessing the learning process and learning strategies that are carried out. this instrument is given not only to students but to class teachers who teach in science class 1 and class 5, two sources (mikalef et al., 2019). descriptive quantitative methods are used to analyse data obtained from sources. (eliyana & ma, 2019). namely by using the frequency distribution, looking for the mean, median, mode, standard deviation, normality test, and homogeneity test using the following criteria (krachler et al., 2019). with the frequency distribution, looking for the mean, median, mode, standard deviation, normality test, and homogeneity test using the following criteria (spurk et al., 2020): f count is greater than f table, then h0 is accepted. with homogeneous data, f count more than ha is rejected. with inhomogeneous data, t-test and f test. the hypothesis of learning outcomes, h0 = there is no increase in the use of the numbered head together cooperative learning model on the mathematics learning ability and outcomes of class xi students of sma space 1, and ha = there is an increase in the use of the cooperative learning model numbered head together on the ability and improvement of mathematics learning outcomes of class xi students of sma space 1. then the results of the observations are analyzed by presenting the data, reducing and drawing conclusions. the results of the observations are aligned with the results of the student's responses to the distributed instruments. then analyze the test scores from the post-test. the last step is to draw conclusions based on the results of instrument analysis and learning outcomes from the post-test. 4. findings the results of the analysis and research process that have been obtained and this research answer the background of the problem at the beginning, where there are still many doubts that educators use the most appropriate learning model to teach mathematics material. educators are still debating between the two models, namely the nht model and the elm model. there is also a disagreement between one researcher and other researchers about the most appropriate model to use in teaching mathematics, especially material considered difficult, such as derived material which is a problem among students at the 2nd-grade high school level. the most appropriate model for teaching mathematics at all levels, especially high school students. the following are the research results from the two models, namely the nht model and the elm model: numbered head together (nht) pre-test. table 2. pre-test nht learning model no interval (fi) xi f. xi xi2 f. xi2 1 25-34 1 29,5 29,5 870 870,25 2 35-44 4 39,5 158 1560 6241 3 45-54 2 49,5 99 2450 4900,5 4 55-64 2 59,5 119 3540 7080,5 5 65-74 5 69,5 34,5 4830 24151,2 6 75-84 16 78,5 1256 6320 101124 amount 30 327 2009 19573 144367,5 post-test frequency distribution using cooperative learning model numbered head together 1 4 2 2 5 16 0 2 4 6 8 10 12 14 16 18 pre-tes nht 25-34 35-44 45-54 55-64 65-74 75-84 figure 1. histogram of pre-test model nht 140 table 3. pos-test nht learning model no interval class 1 75-78 2 76,5 153 585 23409 2 79-82 2 80,5 161 6480 25921 3 83-86 4 84,5 338 7140 114244 4 87-90 6 88,5 531 7832 281961 5 91-94 7 92,5 647,5 8556 419256,3 6 95-98 9 96,5 868,5 9312 754292,3 amount 3 0 519 2699 45173 1619084 2 2 4 6 7 9 0 1 2 3 4 5 6 7 8 9 10 pos-tes nht 75-78 79-82 83-86 87-90 91-94 95-98 figure 2. histogram post-test model nht distribution of pre-test expository learning model. frequency distribution uses the student's expository learning model as follows: 1 2 2 4 8 13 0 2 4 6 8 10 12 14 elm models 35 42 43-50 51-58 59 66 67-74 75-82 figure 3. elm models pre-test histogram table 4. distribusi frekuensi post-test elm models no interval class 1 65 69 1 67 67 4489 4489 2 70 74 2 72 144 5184 10368 3 75 79 6 77 462 5929 35574 4 80 84 5 82 410 6724 33620 5 85 89 6 87 522 7569 45414 6 90 94 10 92 920 8464 84640 amount 30 477 2525 38359 214105 1 2 6 5 6 10 0 2 4 6 8 10 12 pos-tes elm models 65-69 70-74 75-79 80-84 85-89 90-93 figure 4. histogram post-test elm models statistical hypothesis testing. using numbered head together (nht) cooperative learning model and expository learning model with normal and homogeneous distribution. then the statistical test that will be used to test the hypothesis is the t-test—a calculation of statistical tests using a one-way hypothesis test for the right side (right table). the criteria for testing the hypothesis are as follows: tcount >ttable so, h0 accepted, and h1 rejected tcount >ttable, so h1 accepted and h0 rejected. hypothesis testing using a significant level α = 0,05 for ttable under the condition dk = (n1+ n2 -2) so that it is obtained α = 0,05, dk = (30 + 30– 2) = 58 then we get the value ttable = 1,67. the hypothesis that will be used in the one-way t' test (right side of the table) is as follows: h0 : µ1-µ2 ≤ 0 and h0 : µ1-µ2 > 0. h0 = there is no effect of the numbered head together (nht) model on student learning outcomes in class xi mia sma space 1. 141 h1=there is an effect of the numbered head together (nht) cooperative learning model on students' learning outcomes in class xi mia sma space 1. µ1 = the average ability of students who use the numbered head together (nht) cooperative learning model. µ2 = the average ability of students who use the expository learning model. based on the calculations that have been carried out using the oneway t' test for the right side (right table), the value of is obtained tcount = 3,48 > ttable = 1,67, so h0 rejected and ha accepted. because accepted, it can be concluded that there is an effect of the numbered head together type of cooperative learning model on the learning outcomes of class xi mia students at sma space 1 perdanakusuma. researchers also get results from observations of the mathematics learning process of derived material. researchers see that students assisted by the nht learning strategy are much easier to understand derived material than those who use expository learning strategies. students freely convey, ask questions, and admit weaknesses and difficulties to their group mates. this is proven and in line with the theory that the nht strategy opens space for students to openly admit their weaknesses and difficulties to their group mates compared to teachers who use expository learning strategies (purwanto et al., 2020). during the learning process, researchers observed the activity of asking, answering, and spelling questions. of these three components, the ipa 5 class that uses the nht learning strategy has a higher score than the ipa 1 class that uses the expository. in this study, it is proven, and in line with the theory put forward, that in the implementation of mathematics material both online and face-to-face, it is much better to use the nht learning model compared to other learning models (ridwan, 2022) nht observation indicator effective questioning effective answering effectiveness of problem solving nht observation indicator effective questioning effective answering figure 5. effective students using nht 5 5 15 0 2 4 6 8 10 12 14 16 elm models effective questioning effective answering effectiveness of problem solving figure 6. effective students using elm the results of the student's assessment of the two strategies used when students assessed teaching by giving a score to the instrument given by the researcher. from the results of the distributed instruments, it can be seen that the learning strategies used have different opinions. nht learning strategy assessment is better than the expository strategy. the comparison of the two strategies is shown in figure 7 and figure 8 below. 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 1 2 3 4 5 6 7 8 9 101112131415161718 nht strategi assessment the effectiveness of the nht strategy nht strategy practicality increase interest in learning mathematics derivative materials figure 7. student assessment of nht 142 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 assessmant ekpositori the effectiveness of the ekspositori strategy ekspositori strategy practicality increase interest in learning mathematics derivative materials figure 8. student assessment of elm 5. discussion this study reveals the facts and concludes the most appropriate learning model for educators to use in teaching mathematics at the high school level, especially in difficult materials such as derivative materials. students' mathematical ability in the cooperative learning strategy of the numbered head together (nht) type shows an effect on increasing student learning outcomes. class xi ipa 5 is the experimental class, and xi ipa 1 is the control class. the learning outcomes of students in science class 5 showed a very significant increase when taught using the cooperative learning numbered head together (nht) learning strategy. in the early stages, the researchers saw the pre-test results compared to the post-test. in this case, it is in line with the theory put forward by (hwang et al., 2021) that to see the most appropriate learning model and learning strategy used in teaching mathematics material that is considered difficult, the students' initial ability in the material is first tested. the results of the pre-test of students in derived material mathematics were obtained for class xi ipa 5, the average was 67.07, and the results of the pretest of students with the same material, namely mathematics, derived material for the average, and were obtained by class xi ipa. 1 is 68.90. judging from the results of the two classes that received pretest results, the average learning outcomes of both classes were still below the minimum learning completeness criteria (kkm). whereas previously, as this study revealed in the background, the minimum learning completeness criteria (kkm) at sma space 1 for mathematics lessons was 78. researchers also found that the average comparison between the experimental and control classes was lower. in this case, the average pre-test score for students is low. using a model in the learning process assisted by the numbered head together (nht) cooperative learning strategy can improve student learning outcomes in mathematics, which are considered difficult materials such as derivatives. the nht learning strategy is used to assist the process of implementing learning and achieving better mathematics learning outcomes. the results showed that students could demonstrate their ability and teamwork with their friends in groups that had been formed together with the teacher. this proved to be in line with the theory (veldman et al., 2020b). the findings of researchers with the results of improving mathematics learning outcomes by using nht align with those in theory (aiman, 2020). this study reveals the results of the post-test of students obtained from testing the results of the final ability of students in class xi ipa 5 using the nht model and the expository model for ipa 1, it is known that the data is normally distributed. at the learning stage, it is implemented to students and provides mathematics material, namely derivatives, with the help of nht learning strategies in ipa 5. the learning ends with the researcher giving questions in the form of tests that aim to see students' abilities and learning outcomes with the help of the model used. the results of this post-test with the overall average value of class xi ipa 5 is 90, 37. meanwhile, for the control class, the expository learning strategy or the control class did not experience a significant change of 83, 60. to ensure the data obtained by the researcher was correct, the researcher also tested the data obtained by means of normality and homogeneity. then the normally distributed data were continued with the post-test data homogeneity test. the test data found that the data on student learning outcomes with the numbered head together and expository learning strategies were homogeneously distributed. data on student learning outcomes using the numbered head together and expository learning strategies are homogeneously distributed. in this case, this study found that hypothesis testing can be done by t' test because the data are normally distributed and homogeneous. from the statistical test data, the hypothesis shows that the numbered head together (nht) cooperative learning model affects student learning outcomes. in this case tcount = 3,48 so at a significant level 5 % and dk = 58 and earned value so that tcount =3,48, ttable = 1,67, so h0 rejected, and h1 accepted. the cooperative nht together learning model applied in the experimental class xi ipa1 is in the category that teachers rarely use in helping to deliver math material to students. however, with the findings in this study, students tried to adjust and get used to understanding the steps involved in the 143 learning process. nht learning model. the researchers consider this finding as a way to convey mathematical material using the nht model. this finding can be seen from the average posttest score in the experimental class using the nht learning model with an average score that is higher and better than students in the control class with nht, which is 90, 37 and the highest score. 98 and the lowest 75. meanwhile, students who use the expository model have an average of 80.60 and the highest and lowest scores are 95 and 65, respectively. in the n-gain test, it can be concluded that the test results of students assisted by the numbered head together cooperative model are higher than those with the expository learning model count = 89,12 > table = 1,67. this proves, in theory that the nht learning strategy is much better than the expository learning strategy in delivering math material that is considered difficult (ali et al., 2021). from the observational data, the researchers showed that students were more effective in asking, answering and working on derived material math problems distributed by the teacher to discuss with students in their group. the desire to know how to solve the problem can be seen in all students who discuss in science class 5 using the nht strategy. this difference, researchers feel, when carrying out the learning process in science class 1 using expository learning strategies, only a few students ask questions and tend not to ask questions. the most prominent thing in researchers' observations is students' activeness when asking questions. in the nht strategy, 25 people effectively ask other people in the same group and actively ask the teacher. as for the expository, only five active students asked the teacher. regarding the effectiveness of answering, 20 students used the nht strategy and only five used the expository strategy. meanwhile, in terms of the effectiveness of the process of working on the questions, only 15 students used the nht strategy, and 15 students used the expository strategy. from this observational data, the researcher's findings coincide with the test result data, where the use of the nht learning strategy is much better than the expository strategy. in the results of the instrument given to students to assess the learning strategies used in the mathematics learning process, it is seen that the nht learning strategy got a score of 97.50%. meanwhile, the expository learning strategy scored 83, 20%. by looking at the scores given by students, the nht learning strategy is still higher than the expository. these results show the intersection of test result data and safety and assessment instruments that measure the learning process of mathematics material. 6. conclusions based on the findings in the study, the post-test data was count = 3,48 > table = 1,67. in this case, h0 rejected and h1 received. in this case, it can be concluded that there is an increase in students' mathematics learning outcomes with mathematics material using the numbered head together (nht) model. in statistical analysis, it was found that tount = 89, 12 > ttable = 1, 67 with understanding h0 rejected and h1 accepted which means that the learning process using the nht model is compared to the espository by looking at the students' test results that the use of the numbered head together cooperative model to teach mathematics is much better than using the expository learning model. the learning outcomes of students obtained with the help of the expository learning model are not better than those of nht students. 7. recommendations based on the results and discussion of this research, it is suggested that all mathematics educators use the numbered head together (nht) learning model in implementing the material to be taught in class. this has been proven by this research that the facts show that the use of the numbered head together (nht) learning model is much higher in the learning outcomes obtained by students compared to the expository learning model (elm) model, especially in material that is considered difficult by students such as derivative material. this study also suggests that each material to be designed is adapted to the numbered head together (nht) model, such as designing questions that can be divided into groups to be discussed together. this is 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(2020). optimal policies for control of the novel coronavirus disease (covid-19) outbreak. chaos, solitons & fractals, 136, 109883. https://doi.org/10.1016/j.chaos.2020.109883 instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 1, maret 2022, pp: 15 – 28 doi: https://doi.org/10.31849/utamax.v3i3.8242 15 online higher education in bangladesh during covid-19: its challenges and prospects md khaled bin chowdhury, & fariza binti puteh behak universiti sains islam malaysia, nilai, malaysia khaledchowdhury70@gmail.com article history received : 2021-09-23 revised : 2022-02-12 accepted : 2022-02-19 keywords online education higher education bangladeshi universities challenges of online education prospects of online education abstract online higher education in bangladesh has not gained expected popularity and a switch to it has always been seen as a challenge despite its potentials here. so, our research investigates the challenges in implementing online higher education and prospects for this for bangladeshi universities. to do this we have explored the background and evolution of e-learning and online learning in bangladeshi higher education and the potentials that it might offer in this area. this is a study which may also be called a systematic review. this study reviews research publications on the topic that were published during the last ten years. the research publications include fourteen newspaper articles, twenty two journal articles, four doctoral theses, four reports, three conference proceedings and nine websites. the study finds out that there are a number of problems in implementing online higher education such as, negative perception of teachers, parents and students about the online education, digital divide in the country. on the other hand, online or at least the blended education can be a good alternative to face-to-face higher education of bangladesh that faces a number of constraints such as, crisis of seats and reputed higher education institutes, session backlog, cost of higher education in universities as well as the conducive factors such as, digitalization, digital literacy, widespread use of mobile phone and the internet. this study recommends that blended courses and programs may be offered in higher education of bangladesh considering the prospects it offers to our higher education providers . 1. introduction many governments recognized the significance of e-learning and so they developed national strategies to incorporate e-learning in education (asgarkhani, 2004). in their consultation document “towards a unified e-learning strategy” in july 2003, the uk government outlined their strategic view of elearning for the country and pointed out that there is a scope for revolutionizing learning and teaching through e-learning. to that direction, universities around the world are using online modes of teaching to „increase their student intake, quality of education and image‟ (asgarkhani, 2004 ).a recent article in the chronicle of higher education states that online learning methods have become common in recent years in elite universities – including many ivy league schools in the us. they have begun to more substantially use the devices and techniques of digital learning(bangladesh struggling to keep up with demand for higher education, october 5, 2015). at present online education using vles is the culmination of the use of technology for teaching a greater number of people living at any place, at any time and at any age. 1.1 distance and online education in bangladesh though online education has become widely popular across the world, bangladesh is still lagging behin other countries. there is a conspicuous absence of online/blended/e-learning in bangladeshi universities in spite of immense prospects here. it is imperative that bangladeshi universities gradually switch to online education where the integration of technology will be its booster. now there is a rising trend internationally among teachers to design online course materials and universities are increasingly offering massively open online courses (moocs) and what is more, developing them as a way of raising the institutional image. but bangladeshi universities are lagging behind in the spree (sohail, 2018). as only a limited number of bangladeshi young people can have education owing to limited seats and the inflexible timing system of traditional higher education, distance learning systems can be a solution to this problem. the rapid expansion of ict in the country can open an avenue of hope for elearning for the expansion of distance education(almasum & chowdhury, 2013) to cater to the 16 burgeoning demand for higher education among the bangladeshi young population. 1.2 distance education by a bangladeshi university though online education has not been in use in bangladesh, the distance education has been in practice since the 1990s. it is relevant to discuss the evolution of e-learning or distance learning in bangladesh with emphasis on the contribution of bangladesh open university (bou), the only provider of distance higher education and one of the world‟s biggest universities having above 500,000 students. like national university, bou was established in 1992 to facilitate higher education. bangladesh open university offers diploma, bachelor‟s, and master‟s programs, as well as nonformal programs through distance learning via „audiocassettes, radio and tv broadcasts, and the internet‟. bou is planning to conduct all its courses online very soon. being the only university to provide education in bangladesh, the open university plays an important role in reaching education to previously un accessed populations in rural areas (trines, august 1, 2019). bangladesh open university (bou) was founded in 1992 by an act promulgated in the bangladesh national parliament (bangladesh open university act, bangladesh gazette, 1992). bide merged with it. bou came under government budget later on. bou‟s main objective is to “transform the country's vast human resources into an educated and trained work force by extending to them a wide range of academic programs both formal and non-formal by using different delivery technologies.”(bangladeshgazette,1992,monthly/199 2-01-04). bou provides tertiary education and vocational training in areas, like agriculture, business, education, arts, science, and technology. the bou has 12 regional resource centers (rrcs), 80 local centers (lcs), and more than 1000 teaching centers (tcs) across the country (bangladesh open university, 2004). present enrollment at bou is more than half a million. this number is more than the total number of students of all other universities in the country. in 1992, the number of students admitted were only five thousand. ugc in a report revealed that bou education is better than that of all other public universities in bangladesh considering issues like, expenses per student, male-female student and teacher-students ratios, and earning from own source (annual report, university grants commission [ugc], 2010, pp.15-16, 44, 130). passing out rate of bou is also satisfactory. the average pass rate of students in both the traditional public universities and bou is also same (annual report, university grants commission, 2010). bou students come from variety of professions, from high-ranking government officials to lower-ranking workers, or unemployed young men and women or housewives. the number of students from village is more than the urban. two major demerits of bou are the use of inflexible media of e-learning and exorbitant delay in publishing results within the academic calendar. from the discussion above, it can be seen that using technology to teach mass people through distance education has started in bangladesh in an institutional way only 30 years ago through the establishment of bangladesh open university. but it has not reached the mass population and not been accepted by common people in good faith. no other universities either public or private has been authorized by the university grants commission of bangladesh (ugc), the regulatory body of higher education to offer any online course in bangladesh. so, when neither the regulatory body of higher education, i.e., ugc nor the ministry of education of bangladesh is supportive of online education, the negative perception among people about online education is sure to pervade. the negative perception about full online education in bangladesh accrues from a number of reasons, such as, no direct contact with teachers, low quality of education, cheating in the examinations, and so on. there are some challenges also in implementing online classes. they are the digital divide, lack of access to internet in the remote areas and devices to attend classes. on the other hand, the face-to-face education in bangladeshi universities is also constrained by a number of practical problems, such as, crisis of seats in public universities, lack of classrooms and accommodation in students dormitories, high cost of face-to-face education, traffic jam in big cities and session backlog due to political unrest. in the backdrop of the problems associated with face-to-face education in bangladeshi public universities, online education which has already gained popularity across the world and is being offered in a limited way by bangladesh open university as an effective method of education, can be an effective solution to the bangladeshi public universities. hence, our study will try to investigate the potentials of alternative mode of education for universities in view of the resource constraints in the face-to-face education such as, classroom space, teacher shortage and high tuition fees in private universities. so, we believe that our research will have a significant contribution to the higher education of bangladesh by suggesting that more practice of hybrid education in bangladeshi universities will open up the opportunity of continuous flow and more scope of higher education for the bangladeshi youths. 1.3 objectives of the study 17 in developing countries like bangladesh, the scope for higher education should not be limited to the affluent few because to develop the country the privilege of education should be open to all. it should not be confined to those only who can afford it only full time. higher education should be open to all who want to pursue it. so, to make higher education accessible to those who are doing part time job and part time education, hybrid education may be a viable option. this study will have a positive impact on the higher education of bangladesh by proposing hybrid education as a viable option of higher education to those people who would be otherwise incapable of pursuing it for their betterment. 1.4 research questions after considering the challenges and problems of online higher education in general and studying the literature, it is necessary to identify the challenges and prospects of online higher education in bangladesh in particular. the recent pandemic covid19 has necessitated the switch to online mode of education delivery in the higher education of bangladesh. in the backdrop of this unexpected situation, the necessity of online education has been felt more than ever before in bangladeshi education sector. our research will address how online education can be a solution not only for pandemic period but also for higher education in general from a number of practical reasons. we know our public universities have been facing crisis of seats for the aspirant students for many years. on the basis of this scenario, the following research questions have been framed: 1. what are the challenges of online higher education in bangladesh? 2. what are the prospects of online higher education in bangladesh? 3. what can be an effective alternative mode of education for the bangladeshi universities? 2. literature review 2.1 what is online education? online education is a form of education where students use their home computers through the internet. often online course programs, which are conducted using digital technologies, are provided through the online learning platform of the host institution. to define simply, online education is digitally supported teaching-learning system that depends on the internet.(what is online education, 2021).in online education, students can attend classes through internet access. it can include audio, video, text, animations, virtual training environments and live chats with teachers. it is a rich learning environment which is much more flexible than a face-to-face classroom. if used to its full capability, online education can be more effective than pure faceto-face teaching. it can be active, fun and customized to fit almost anyone‟s schedule (what is online education, 2021). as a form of distance learning, this method facilitates different types of learners to „experience connectivity, convenience and interaction‟. it is a rather feedback-oriented mode of distance learning, and makes use of the internet to connect students with learning material, as well as teachers and sometimes other students. this scope for personal interaction is the outstanding advantage of this learning mode (what is online education, 2021). different pacing patterns such as, instructor-led, self-directed or selfpaced, are available in online learning. in conformity with the traditional classroom model, many online courses are instructor-led. self-directed learning is the most flexible type of pacing. here students work independently, direct their education and manage their own progress. self-paced learning offers students to have flexibility regarding time and place of learning(indiaeducation.net).the present mode of online learning is advanced since learning can take place via the internet. learning materials, video teaching through skype, examinations administered and marked online by the teacher are the features of this mode of education. learning can take place through digital devices like audio players and mobile phones. online learning has come a long way to the current advanced model (gogos, 2013). 2.2 research on online education there are a lot of research that highlight the efficacy of online education like the face-to-face one. brown (2010) argued that social technology has increasingly ubiquitous access, ease of functionality, ease of use, and high flexibility, making them appealing as a learning tool to be adopted in higher education. online learning through social technology has, therefore brought many positive impacts in education systems. they arelow cost of education (hamid et al., 2015), more comfortable learning environment (patti et al., 2017). it is flexible and convenient because students can study on their leisure time and work at their peak energy either at any time, daytime, or at night (mustafa & ibrahim, 2016), more concentration and interaction capability (kuo et al., 2014), enables the advancement of careers for it allows students to take online courses as they work (jordan, 2014), improvement of one‟s technical skills while trying to go through programs and learning management systems (lms) (broadbent & poon, 2015). it allows students to share ideas, voice their issues, and grow diverse opinions freely (mustafa & ibrahim, 2016). the asynchronous nature of online learning offers a learner-spaced and timed study, and the incorporation of multimedia resources enriches the learning environment with relevant course materials 18 which are hard to find in hard copy or which can be costly to buy in traditional learning (torrisi-steele & drew, 2013). another strength of online learning is its interactive nature, as found in the research conducted by torrisi-steele & drew (2013). they argued that online learning facilitates free interaction between the teacher and the students; and among the students themselves. the study conducted by rapchak (2018) also found online learning to be studentcentered. students can participate in any discussions freely at any time which develops their reflective and analytical ability, and that are hard to achieve in traditional education (rapchak, 2018). according to the study conducted by fox (2013), the use of interactive learning environments is supported by the literature of adult education. this is because it leads to critical thinking and self-direction among the students. online learning offers creative teaching as put forward by trudi and rebecca (2017), which facilitate this mode of learning among adults. strengths of online learning can be categorized into four areas. these are ease of access, flexibility, high interaction, and student engagement. 2.3 motivation for online education the social aspect of an online education increases motivation in adult learners, with kim (2004, 2005, 2006, 2009) mentioning course interactivity as a strong factor of learner motivation in her studies of adults admitted in self-paced e-learning courses. during her research, kim found two types of interaction between the learners and the teachers (including technical support staff) and interactions between the learner and the course, as responsible for increasing motivation through various engaging builtin features. other strategies to enhance the social element of online classes to raise motivation in adults are group discussions, group or team work, and fostering “a supportive community of learners” (bonk, 2002, p. 12). by giving timely feedback and through a visible and supportive presence, teachers can also play a role in the social aspects of a class and thus increase student motivation (bonk, 2002; kim, 2006, 2009). kim (kim, 2009) investigated factors that impacted the motivation of adult students doing selfpaced e-learning courses in both academic and workplace environments. based on both qualitative and quantitative research methods, kim found a “lack of motivation as the significant reason for learner attrition in online learning environments” (2005, p. 132). in other studies (chyung et al., 1998, 1999) chyung and her co-researchers explored the impact of motivation on student retention in an online master‟s degree program having high rates of student dropout. to remove this problem, techniques from keller‟s (1987c) arcs model were used to raise interest in courses in the curriculum. as a result, the dropout percentage in the master‟s program got down from 44% to 22% within only three semesters (chyung et al., 1998). the development and maintenance of a motivating online learning environment can be a challenging task for both teachers and course designers (huett et al., 2006). huett et al. (2006) note that high motivation is a requisite for the studentcentered nature of the online education. kim (2005) mentions poor levels of interaction as a problem in the online learning environment. on the other hand, others (glore, 2010; johnson, 2012) have discovered that instructional strategies appropriate for students in the face-to-face classroom do not always motivate the online students in the same level. 2.4 challenges of online education in general while online learning offers a variety of benefits to learners and to institutions of higher education, there are several challenges such as, course development costs, student dropout rates, and teacher training (radford & weko, 2011), initial and ongoing expenses that are connected with online learning, including the cost of technology and the use of technological resources(casement, 2013). other costs may be employee costs and may range from the need to hire and train online instructional designers and instructors, as well as costs associated with support staff personnel for the courses (casement, 2013). insufficient training for teachers in online teaching might lead to ineffective instruction in the online environment (rashid & rashid, 2012). concern with quality of online courses is also a burning issue (irvin et al., 2012). 2.5 challenges of online education faced by learners though online learning education is enabling greater access to students and flexibility in the learning environment, it is not necessarily the appropriate choice for all students in a college or university setting (eom & ashill, 2016). online academic success is influenced by specific characteristics demonstrated by learners, including academic skills they bring to the course, technological proficiency, and the ability to work required of in online settings (james et al., 2016). this may happen owing to factors such as lack of student academic skills, online course quality, the instructor‟s useful feedback to the student, and learner commitments outside of the college environment (ryan et al., 2016). online courses require students to employ many developed non-academic skills such as timemanagement skills, staying organized, and seeking for help when needed. so, a substantial number of students perform less in many online courses than in face-to-face courses (jaggars, 2014). a study of online courses found 45% drop out rate of online students in some colleges and universities whereas it 19 was only 11% of in-person students due to the lack of support on the part of the institution (ryan et al., 2016). 2.6 recent studies comparing learning outcomes between online and face-toface learning online teaching produces the same academic success as face-to-face one, according to a study published during the recent global shift to online learning. a paper published in science advances compared the learning outcomes and satisfaction of students either taught fully online and blended learning or via face-to-face in two stem courses at three universities in russia (mckie, april 8, 2020). the results, found that students taught fully online got the highest in their average scores in tests taken throughout the course. those taught fully online scored, on average, 7.2 percentage points higher than the fully facetoface and blended mode of learning. the stem courses were offered by open edu and established by eight universities to offer university courses online, while the course content, study materials and assessment were same for all students. (mckie, april 8, 2020). the authors in this study investigated three distinct student outcomes: their average test score, their summative exam grade and the findings of a student satisfaction survey. the results in a nutshell indicated that the final test results of 325 students in the research were almost similar throughout the three teaching modes. though the fully online students narrated lower levels of satisfaction from their courses, students doing the blended and in-person modes reported similar or even higher levels of satisfaction (mckie, april 8, 2020). “this is the strongest evidence to date that an average college student can learn just as much from a course online as on campus or with blended learning,” according to rene kizilcec, assistant professor of information science at cornell university and a co-author on the study (cited in mckie, april 8, 2020). according to the paper, online education or blended learning make significant cost cuts: blended learning downsized the cost each student by 15 to 19 per cent, depending on the course, and online instruction cut the per-student cost down by 79 to 81 per cent, depending on the course (mckie, april 8, 2020). we shall now discuss the challenges of online higher education and the prospects it would offer to the higher education institutions of bangladesh in particular. this section has been written on the basis of some academic articles and non-scholarly articles, reports and columns of the national and international newspapers. further, khalid, jahan and sobhan(2009) conducted a study on the e-preparedness of a private university students of bangladesh. they found difference in the internet accessibility and epreparedness across disciplines, socio-economic and previous academic background of the students. the engineering students and english medium school background students were found to be more ready for and comfortable with e-learning mode in the study. jony, rahman and islam (2017)show how a wikibased (one of the ict tools) reflection method following a regular existing face-to-face classroom activities develop deeper thinking levels of students in higher education. they show that this method could be used as a blended learning model to promote reflective and critical thinking. though there are many studies which have studied the challenges of distance and online education in bangladesh, the volume of research that investigates their potentials in universities of bangladesh is scanty. hence, our research will add a new dimension to the research in this area and suggest the prospects for online higher education in bangladesh. 3. method this systematic review is on the research publications which consist of fourteen newspaper articles, twenty two journal articles, four doctoral theses, four reports, three conference proceedings and nine websites. the selection of studies for systematic reviews is made on the basis of relevance and acceptability (robey & dalebout, 1998). these data selected through advance internet search by using [databases like google scholar repository; particularly scopus, web of science, and jstor and proquest…] for relevant literature by inserting the proper keywords i.e., online education; online higher education; online higher education in bangladesh; higher education during covid-19.these data selected through advanced internet search by using [databases…] for relevant literature by inserting the proper keywords i.e., online education; online higher education; online higher education in bangladesh; higher education during covid19;distance education in bangladesh and e-learning in bangladesh. we included those articles for review which mainly dealt with online higher education and distance education and their challenges and prospects. the other inclusion criteria were the acceptability of the review papers. the acceptability also depended on the quality of the research paper. papers published in peer-reviewed journals were selected for review. moreover, articles that were mostly written during the last 10 years were reviewed. newspaper articles from the leading english newspaper of bangladesh and abroad were also included for review. there were a total of 66 titles that were relevant and fulfilled the selection criteria. all duplicates were omitted once the search was completed. ultimately, 42 research titles were finalized that met the study's objectives. the data was analyzed by reading the abstract (first for scanning 20 purposes) as well as the entire article (for final study). to be specific, we reviewed fourteen newspaper articles, twenty two journal articles, four doctoral theses, four reports, three conference proceedings and nine websites. finally we analyzed the information selected to address the research topic. the review results were summarized so as to answer our research questions and objectives. finally the findings are presented and organized according to the main themes, challenges of online higher education and the prospects of online higher education and sub themes associated with the two themes. 4. findings the challenges of the online education will be discussed first with reference to a number of academic articles and very recent newspaper reports and findings and then the its prospects will be discussed taking a number of facilitating factors into consideration. 4.1 major problems of distance or online educationbangladeshi scenario 4.1.1. position of bangladeshi universities regarding online education the condition of online education in bangladesh can be gauged from the role of other public universities. after two months to the covid-19 lockdown by the first week of june, 2020, only three public universities out of 45 told the education minister that they were conducting classes online (abdullah, june 5, 2020). there is a strong résistance among public university teachers and authorities to switch to online teaching, let alone full online education during the pandemic. the negative perception about online education is reflected in the long-standing allergy and chronic lack of preparation by bangladeshi universities in offering any online programs. though many bangladeshi universities, especially some of the bigger private ones use several learning management platforms to replace traditional classroom based pedagogy, those facilities are inadequate. their activities are confined to just uploading lecture, videos and submitting assignments. but except a few ones, the performance of other private universities adopting this online platform during normal time is very insignificant. even one of the two key providers of higher education, the national university, which controls and monitors the public and private colleges of the country having approximately 1.8 million students does not have any fully online degree programs at this time (sohail, 2018, january 26). four million tertiary students in bangladesh in over 5,000 institutions including public and private universities, affiliated colleges, and professional institutions are in shutdown for a long time(ahmed, april 28, 2020). the 46 public universities, with an enrolment of some 600,000 students, have not offered online or other forms of distance education, with the exceptions of shahjalal university of science and technology (sust) in sylhet and bangabandhu digital university (mohiuddin, april 23, 2020). most universities and colleges are also not equipped with the hardware and internet connection to offer lessons online (ahmed, april 28, 2020). universities especially the private ones had to conduct instruction through online mode. but there was a total disastrous failure on the part of the public universities in switching to the online mode owing to the absence of institutional preparedness as well as any national strategy to tackle this crisis by the ugc and the ministry of education (mortuza, march 21, 2020). 4.1.2. university grants commission’s role the role of university grants commission of bangladesh is debatable in this case. ugc lacks the determination and consistency of decision as to the implementation of online teaching during the corona pandemic. on march 23, the university grants commission (ugc) had requested all universities to start teaching online for corona pandemic. however, contradicting its earlier standpoint of switching to complete online education, the ugc later on ordered private universities to stop all assessment and admission activities until further notification. moreover, the commission has deemed the practice of online education and admission as being "unethical" because currently many families would not be able to bear the cost of the admission and for many students to take online examinations would be difficult (tasneem, 2020, may 01). 4.1.3. technological divide although the shift to virtual classes has been smooth for most universities in the developed countries with basic technological infrastructure in place to this end, it has stood out to be a daunting task in our country where there is no previous experience in teaching online. a huge number of students from economically backward families are without access to a smart device or internet connection. as a result, this could also make the already existing inequalities in access to education more wide (tasneem, 2020, may 01). ikba and shama (2020) conducted a survey among 83 university professors and 695 students from the private and public university. the survey shows that less than one-third have a computer, and slightly more than 1% of the students had neither a computer nor a smart phone, without which any online class is impossible for them. 34% indicated that they have access to mobile data only, while 63% indicated that they have access to broadband. 78% of the students responded that they consider the price of data to be too high, and a staggering 92% would like to have cheaper data and desired government intervention 21 (ikbal, & shama, 2020). from among the teachers, 60% indicated that their university at present does not have sufficient technical support for successful online classes. 4.1.4. people’s perceptions regarding online education the perception of teachers and students regarding the usefulness of online education during covid-19 is also not positive. a survey conducted by a private organization named biotech shows that only 23 percent students want to attend online classes. again 82 percent students think that online classes are not as effective as face-to-face classes. many teachers while interviewed said that it is possible to take online classes in subjects like, business and humanities but difficult to take classes in science and engineering (sharifuzzaman & ahmed, june 14, 2020). so, we see that teachers and students, let alone, common people have negative perceptions about online education. 4.2 prospects for online higher education in bangladesh after investigating the challenges of online higher education, it is necessary to explore the prospects of it in bangladeshi tertiary education sector. against the challenges, a good number of opportunities are there to gradually switch to online higher education. a ground for online higher education has already been prepared by a number of facilitating factors in the socio-economic and technological arenas prevailing in bangladesh. the acceptability of online education has already been established through a number of factors. the pandemic covid-19 has made all feel the importance of online education as a temporary solution. most of the private universities have switched to online education within a week or two of the onset of lockdown owing to corona pandemic. a number of public universities have also switched to this mode of education. the role of a public university named bangabandhu digital university (bdu) can be discussed here regarding the practice of online education in bangladeshi higher education. in order to develop online education to its fullest, this specialized university has also established the country‟s first institute for online and distance learning (iodl) (noor, 6 may, 2020). it started its academic activities from march 2019. of late, a swot analysis has been conducted by the university. the study shows that around 90 percent of the students attended classes online regularly during pandemic (noor, may 6, 2020).the university‟s customized and well facilitated learning management system, virtual machine (vm) for all students and faculties will help to save the students from session jam (noor, may 6, 2020).the success of bdu can be an eye opener for others. there is a huge scope for online education in bangladeshi higher education scenario considering the current development of digital literacy and facilities too. 4.2.1. digitalization movement of the government bangladesh is currently connected to the information super-highway through submarine cables, which will add a new spin in the expansion of internet and other electronic communications. the fact of more than 20 million mobile phone users throughout the country reflects the real phenomenon of quick acceptance of modern ict by the people. but the full potential of the ict infrastructure is yet to be exploited by the bangladeshi higher education institutions. it is expected that the current improvement of the ict infrastructure of bangladesh should be utilized to promote e-learning for distance education at the tertiary level in bangladesh. this is in accordance with the vision of “digital bangladesh” of bangladesh government by 2021 to create a knowledge-based society that realizes the power of elearning for all the people in the country (al-masum & chowdhury, 2013).recently the private mobile phone operators have also reduced the price of internet data and started offering various cheap internet packages that has helped the students in doing classes online with cheaper data. 4.2.2. online education by the private universities the preparedness of the private universities in bangladesh except a few in conducting online education was not satisfactory during the first few months into covid19imposed lockdown starting from march 18, 2020. however, a few leading private universities have limited activities in delivery of education online through lms since 2014/2015 which was not seen in the case of public universities. initially, the faculty members used the platform as a supplementary support to teaching and not as an alternative to classroom or face-to-face classes (genilo & rahman, june 16, 2020). most of the private universities have switched to online education with their limited resources. so, there are examples of efforts on the part of most private universities in bangladesh to go for online mode within the ½ months of the covid19 lockdown. that signals a positive sign of acceptability of online education by the students of these private universities of bangladesh. 4.2.3. crisis of seats in public higher education institutions seats in bangladesh‟s best public universities are so scarce that approximately 95 percent of highersecondary graduates cannot find place in these institutions; 17 applicants contested for one seat in these universities in 2015 (trines, august 1, 2019). about 95 percent students having higher secondary certificate (hsc) and equivalent certificates in the year 2015 were not able to get admitted into 32 public universities for seat crisis. on an average, a little more 22 than 17 admission-seekers had to compete for one seat in the 32 universities, excluding the national university and the bangladesh open university. to cite the university grants commission (ugc) estimate, 37 public universities including national university and bangladesh open university had 521,184 seats in 2015-2016 academic year. in addition to that, there are 83 private universities having around 3,00000 seats (rashid, 2015). this huge increase in number of students cannot be accommodated by the existing number of higher education institutions (akhtaruzzaman, july17, 2020). online programs allow people who might not normally be able to get a degree to attend a renowned institution probably due to their financial condition or a limited amount of seats or due to lack of infrastructure of the university. that demand may be partially fulfilled by the online mode and at least blended mode of education. as only a few bangladeshi young people can have education owing to limited seats, distance and open learning systems can be a solution to this problem (al-masum & chowdhury, 2013). 4.2.4. session backlog and the need for online education session jam in bangladeshi public universities resulting from political unrest and delay in results publication is a crucial problem. students of the public universities with session jam need seven or eight years to do their four-year graduation program. according to the university grants commission, session jams are acute in comilla university, rajshahi university, jahangirnagar university, islami university and national university(wadud, august14,2013). the financial consequences of session jam are huge. sarkar and hossain‟s (2016) empirical study shows that for session jam a huge amount of additional money is wasted both by the parents and the government for a student to complete graduation and post graduation. their statistics shows that for session jam per student additional cost was highest (bdt 230,801) in engineering universities, followed by agricultural universities (bdt 211,846), general universities (bdt 209,794), and science & technology universities (bdt 179,293). to show in percentage, general universities consumed 25.77 percent, agricultural universities 13.86 percent, engineering universities 23.84 percent, and science & technology universities 21.68 percent additional cost due to session jam (sarkar & hossain, 2016). online education will ease this problem of session backlog in public universities of bangladesh 4.2.5. traffic jam in big cities the city-dwellers of bangladesh are encumbered with regular menace of traffic jam. around 5.00 million working hours are being wasted every day for traffic jam that incurs an average financial loss of taka 370 billion every year. mcci & cmilt (2010) revealed that traffic jam was liable for the loss of people's 8.15 million working hours, 40 per cent of it are business hours. again, another study of dhaka transport coordination board (dtcb) found that against the speed capacity of 40 kilometers per hour (kph), motorized vehicles can move in the city up to average 5 kph (chakraborty, 2016). this creates a mental pressure on the city commuters, leading to diseases, creating impatience, combative mind, frustration, mental unrest and affects work efficiency and enthusiasm(ahmed, april 06, 2018).as a deterrent to reduce the congestion, it is essential to arrest the flow of people to the dhaka city. so, if people get employment, health and education facility at their own area, the movement of people to dhaka will dramatically reduce (chakraborty, 2016). 4.2.6. education and job simultaneously the comparatively cheaper cost of online education can also be a motivator for the financially constrained people of bangladesh who aspire for higher education. in bangladesh many young people are pursuing higher education while being employed. that is, a huge number of them are pursuing both job and education. for them online education can be a lucrative alternative in their pursuit of higher education keeping their jobs intact 4.2.7. reduction in dropout at tertiary level though the dropout rate at primary and secondary education has been slightly reduced by the initiative of bangladesh government, at tertiary level the rate is alarming (naeema, 2012, cited in hossain, 2016). the dropout rate at primary level is around 50 percent (satyarthi, 2009, cited in hossain, 2016). up to graduation total dropout rate is more than 90 percent (boyle et. al, 2002). the case of institute of business administration (iba) of university of dhaka, as the pioneer of master of business administration program is a good example. it admits 200 students each batch but out of them only about 125 students passed out in 2013, with a dropout rate of 37.5% (islam & pavel, 2014). online education will help to reduce the dropout rate in these universities because it will remove a lot of impediments that block students‟ continuation of education. 5. discussion 5.1 challenges of online higher education in bangladesh first the challenges of online education will be discussed in the perspectives of the previous findings of this study. 5.1.1. public and private universities during the pandemic our study finds that many bangladeshi universities, especially some of the bigger private 23 ones use several learning management platforms to replace the traditional classroom-based pedagogy, but the facilities are not sufficient. the public ones especially the key providers of higher education, the national university having approximately 1.8 million students has no fully online degree programs at this time with the exception of shahjalal university of science and technology (sust) in sylhet and bangabandhu digital university (sohail, 2018, january 26). except these two universities, 46 public universities, with an enrolment of some 600,000 students, have not offered online or other forms of distance education (mohiuddin, april 23, 2020). most universities and colleges have no logistic and internet connection to offer lessons online (ahmed, april 28, 2020). there is the absence of institutional preparedness as well as any national strategy to tackle this crisis by the ugc and the ministry of education (mortuza, march 21, 2020).it can be inferred that most public universities lagged behind in conducting online instruction and assessment which led to 18 month long session backlog in these universities. but the private universities switched to the online education within a couple of weeks into the lockdown in april, 2020. 5.1.2. ugc and the excuse of digital divide the indecision or delayed decision of the ugc regarding the start of online education and assessment during the first couple of months of covid-19 imposed lockdown in bangladesh has given the students and teachers of public universities a wrong perception about the importance and efficacy of the online education. at a critical time like this, want of consensus and communication between the private universities and the ugc has indicated that our education system is lacking a clear way ahead that is crucial to lead students towards the right destination (tasneem, 2020, may 01). ugc attributes their indecision regarding online education to the technological and digital divide of the country. our study shows that the digital divide is more conspicuous in the rural areas than in the urban areas. the synchronous online classes are hard to be conducted and attended to in the rural areas. that is why, over 78% of the professors in a study mentioned by us indicated that they were willing to use free video solutions such as, facebook live or whatsapp to deliver their classes. faculty opinion also shows the digital divide. 73 percent teachers in a study thought students do not have sufficient technological resources to participate in online courses (ikbal & shama, 2020). so, this issue is a strong impediment to online education for bangladeshi universities. but in contrast to it, the fact of more than 20 million mobile phone users throughout the country reflects the real phenomenon of quick acceptance of modern ict by the people. unfortunately the full potential of the ict infrastructure could not be exploited by the bangladeshi higher education institutions. recently the private mobile phone operators have also reduced the price of internet data and started offering various cheap internet packages that has helped the students in doing classes online with cheaper data. this fact illustrates a potential picture for online higher education in bangladesh. 5.1.3. preparation for emergency online education is an alternative to face-to-face education during natural calamities which helps to survive the emergency. but our findings indicate that we, in bangladesh, do not have any emergency plan for education. the existing bangladesh emergency response plan 2014 and sod only mention about „flood, cyclones or earthquakes‟. but, the covid-19 has made the nation helpless and confused about the alternative mode of face-to-face education. long-term social distancing, has necessitated migrating to the online teaching platform as an inevitable step (mortuza, march 21, 2020). though our findings indicate that the ugc has been indecisive about online education during the first couple of months, it is, however, assuring that the ministry of education and the ugc have recently formulated a strategic plan for the blended education. it can be regarded as a stepping stone for the online education in future. online education is expected to help to reduce dropout rate in universities during the natural contingency and pandemic. 5.2 prospects of online higher education in bangladesh the prospects of the online higher education will be discussed in the light of the findings of this study. 5.2.1. resource issues in the face–toface higher education the fact that the crisis of seats in bangladeshi public universities is a constant problem has been implied by a number of statistics in our studies too. the current face-to-face education in the public universities cannot remove this problem in the face of limited resources and capacities such as, classroom, teacher and financial shortages. but the problems in public universities can be removed to a large extent through online programs. that demand may be partially fulfilled by the online mode and blended mode of education as mentioned by us. the claim can be supported by previous research as well. as only a few bangladeshi young people can have education owing to limited seats and inflexible timing system of traditional higher education, distance and open learning systems can be a solution to this problem(almasum & chowdhury, 2013). it will ultimately incur low cost of education because less facilities will be required in offering online education. 5.2.2. traffic jam in big cities 24 the traffic jam in bangladeshi big cities creates mental and physical pressure on the city commuters and affects work efficiency and enthusiasm (ahmed, april 06, 2018). our study indicates that online education is expected to contribute to the easing of traffic jam in big cities. the flow of people to dhaka and other big cities can be stopped through online education because people do not need to move to dhaka (chakraborty, 2016). 5.2.3. education and job simultaneously it can be assumed that online or blended education will open up the opportunities of higher education to a huge number of aspiring bangladeshi young people by not jeopardizing their studies while keeping their job. it will fulfill their dream of higher education keeping their income and employment intact. it will also reduce dropout rate in higher education because it is flexible. this view is supported by mustafa and ibrahim (2016) and (jordan, 2014) who say that online education is flexible and convenient because students can study in their leisure time and work at their peak energy either at any time, daytime, or at night (mustafa & ibrahim, 2016), enables the advancement of careers for it allows students to take online courses as they work (jordan, 2014). 5.2.4. reduction in dropout rate at tertiary education the university dropout is now an important issue in many countries, including bangladesh since it is the wastage of taxpayers‟ money. research mentions the reasons for students dropping as three types: social, economic and educational. a student can drop out due to financial difficulties or family related or personal problems (hasan, 2017). our study indicates that the dropout rate in tertiary education will be reduced substantially through the online mode of education because online education will offer more flexibility, reduce the fees and other costs of education and less mobility outside of home for education. 5.2.5. people’s perception about online education we mentioned a survey conducted by a private organization named biotech which shows that only 23 percent students want to attend online classes. again 82 percent students think that online classes are not as effective as face-to-face classes. many teachers also opine that it is possible to take online classes in subjects like, business and humanities but difficult to take classes in science and engineering (sharifuzzaman & ahmed, june 14, 2020).the negative perception of the bangladeshi teachers and students regarding the quality of online education might accrue from a number of perceptions and facts such as, the scope of cheating in the examination, low quality teaching method and the lack of teacherstudent interaction. but the studies done outside bangladesh indicate the positive opinion of teachers and students about the online education. for example, the study conducted by rapchak (2018) also found online learning to be student-centered. students can participate in any discussions freely at any time which develops their reflective and analytical ability, and that are hard to achieve in traditional education (rapchak, 2018). according to the study conducted by fox (2013), the use of interactive learning environments is supported by the literature of adult education. this is because it leads to critical thinking and self-direction among the students. online learning offers creative teaching as put forward by trudi and rebecca (2017), which facilitate this mode of learning among adults. it indicates that people‟s perception about online education abroad is positive. however, the fact that there also is a gradual change of people‟s opinion about online education to the positive is also noticeable in bangladesh. the gradually increasing participation of private university students in online classes is indicative of its rising popularity. all private universities except a few switched to the online mode within a couple of weeks in to the covid -19 lockdown in march 2020. to sum up, the challenges of online higher education are no doubt huge in a developing country like bangladesh. the challenges are both academic and financial and resource related. but the opportunities that online education can offer to the bangladeshi universities in terms of more student intake, easing of session jam, reduction of tuition fees and other costs, scope for job and education to a huge number of financially disadvantaged youths, absence of student loan system are more enormous than the challenges to be encountered. our research also indicates that a facilitating atmosphere also exists in the country in terms of digital development, more access of people to device and widespread digital literacy among the young people of our country to expedite the quick switch to partial online/ hybrid education in the university programs. so, blended course can partially compensate the problem of digital divide. but barring the device and internet issue, cost of online education will be lower than the face-to-face education. if universities or government provides device and internet to students at subsidized price, it will not be a serious problem. the internet connectivity through the private mobile phone operators is almost available in all areas of the country except a very few remote areas. what is important is that the tuition fees of blended course will be lower than the face-to-face education because the institutions will have to spend and invest much less for infrastructure and teachers in the blended method. so, tuition fees will go down and then students who are self-financed and do part time job will be able to pursue higher studies. blended course will also increase the intake of public universities. teachers can utilize this time for 25 research, innovation, industry engagement whereas students can do research, study at home or part-time work or tuition work in case of financial problem. every year more than one million students pass the higher secondary certificate examinations, but it is difficult to raise the physical infrastructure overnight. so, blended approach provides a lot of flexibilities to the students and teachers whereas universities may significantly increase student intakes. 6. conclusion the problems and challenges of online education in a developing country like bangladesh are many. the challenges that have been discussed here are related with perceptions, quality of education, digital divide, inequitable access to devices and internet. but the opportunities it will create such as, low cost of higher education, reduction in session backlog, continuity of education, flexibility and most importantly access of higher education to all, are much more beneficial for the higher education and hence, deserve more attention from the policy makers. the ground for online higher education has already been prepared by a number of conducive factors and measures such as, digitalization of bangladesh, initiative by the government to accept the 4th industrial revolution and most importantly, the easy access of people to internet and smart gadgets as mentioned here. it is assumed that the benefits of online higher education will much outweigh the challenges and problems in its implementation. the issues of quality of education, online assessment type, curriculum redesign and teacher training can be addressed through expert opinions and proper planning. so, considering the challenges and weaknesses of online education and the problems of face-to-face education, majority of students in this study opine that blended learning can be an effective alternative to both the face-to-face and full online modes of education for the bangladeshi universities though there is concern about the digital divide in our country for successful implementation of blended education. in the blended course, there are the benefits of flexibility, enhanced learning through teacher feedback and self-exploration and most importantly, interaction during the face-to-face classes of the course. through the blended learning the door of access to higher education will be open to all, irrespective of age, gender and financial status. the image and status of our universities will also improve in course of time given other issues of quality of higher education are also properly addressed. 7. recommendations there might be concerns about the quality of online education to be offered by some universities. but there are ways to address the problems. online assessment system might be another issue. the major challenge regarding online program by universities might be the issue of plagiarism and cheating in the examinations. so, the current testing system needs to be changed. pen and paperbased testing system will not be suitable for the proposed online programs. in this connection, the pertinent question might be „does the present testing that relies completely on rotelearning really assess the originality and creativity of the students‟? so, instead of pen and paper based exam, the submission of coursework and other creative ways of online assessment can be a viable solution to this problem. universities must use plagiarism checker software to check cheating in the course works submitted by students. even if the pen and paper-based testing is to remain, it may be held at the institutions in the presence of teachers. teacher training should also be arranged for the easy and smooth transition to the online education. university teachers should be trained in the modern use of technology and the leaning management system of the universities must be modernized to facilitate the online mode of education. it is time the ugc and the ministry of education came forward with a timely decision about online education. the negative perception of the people as well as the policy-makers must go away. the introduction of online education might pose a number of challenges which can be solved. we can seek support and advice from other countries where online higher education is a very popular and common medium of education. if the ugc and the ministry of education are skeptical about the quality of online education, they can be selective in giving permission to the degree providers. a number of courses in each program can be offered online and in blended format side by side the face-to-face to cut down pressure on the universities, teachers and students. regarding the lack of digital device and internet access, it can be said that government should provide laptop or smart phone and internet facilities to the students at subsidized price. furthermore, the long-standing covid-19 has necessitated the switch to total online classes by the universities of bangladesh. it is true that private universities have been conducting online classes in large scale except a few and the public universities except a few have been lagging behind in delivery of education and examination during this pandemic. however, the university grants commission of bangladesh has formulated policy and strategy to offer blended method in higher education in the backdrop of the pandemic and other socioeconomic realities of the country. regarding research in this area it can be said that this research being a purely review paper did not take the opinions of all the stakeholders of this level of education and was not based on the primary data. so, we hope that further quantitative and qualitative research will be conducted by the bangladeshi researchers taking the students‟, teachers‟ and policy-makers‟ viewpoints in consideration. 26 the research is significant for the fact that it has not only investigated the challenges currently being faced by the bangladeshi higher education institutions in offering online program but also has indicated the opportunities that the online and blended higher education will provide to the universities. the policymakers might get some insights into the real challenges and the prospects the online and blended education would offer to the burgeoning and critically resource-constrained public universities of bangladesh. it can also be a policy paper for the higher education ministry and the ugc bangladesh 8. acknowledgment i would like to thank the anonymous reviewers for their constructive feedback to improve this article. i have no conflict of interest. references abdullah, m. 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(2020). innovations in public policies targeted towards urban slum development. international journal of policy sciences and law, 1(01), 23-32. instructions for ispacs 2003 camera-ready manuscript journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 1, maret 2022, pp: 1 – 14 doi: https://doi.org/10.31849/utamax.v3i3.8242 1 effective practices for educators to increase online interaction quality ateerah abdul razak 1*, amanina abdul razak 2 & farhana haji shukor 3 1 universiti malaysia kelantan, bachok, malaysia 2, 3 universiti teknologi mara, dengkil, malaysia ateerah@umk.edu.my article history received : 2021-11-07 revised : 2022-02-22 accepted : 2022-03-08 keywords effective practices student-student interaction student-content interaction student-teacher interaction social capital abstract amidst the covid-19 pandemic is still with us, the teaching and learning process has undergone a revolution towards teaching and learning norms. educators doubt whether large online classes are effective because virtual classrooms hinder good communication as learners do not interact meaningfully with class lectures. this study aims to examine the ways that self-efficacy can help to enhance online interaction in terms of student-content, student-student, student-teacher, and student-medium and to investigate whether these interaction types are influential in the moderating effect of the perceived harm of getting covid-19. this is a cross-sectional study that employs quantitative methods using a questionnaire that is designed based on the social capital theory and consists of two domains. a sample of 641 learners who have experienced online distance learning whether, in secondary school, foundation, diploma, or degree program reported their virtual learning experience. this study reveals that the developed constructs namely studentcontent interaction, student-student interaction, and student-teacher interaction attain a high level of mean which is greater than 3.66. it reveals that most participants agree with the components that contribute to the effectiveness in online learning. it also shows that female students are able to interact more in online learning as compared to male students; content-interaction [f=.511, p<0.05], student-interaction [f=.204, p<0.05], as well as teacher-interaction [f=1.635, p<0.05]. these research findings encourage proactive interactions from all parties involved and the call for more relevant classroom activities and material that could ensure the success of virtual academia. 1. introduction due to the current pandemic period of covid-19, to minimize the spread of the deadly virus, highereducational institutions have opted to start making an educational paradigm shift with the advancement of information technologies. the fact that the task of shifting is equally challenging for both the educators and the learners to move from the physical classroom teaching and learning to virtual classrooms and to ensure effective interaction among parties involved (aleksander et al., 2021). these challenges were associated with the separation between educators and their learners as opposed to the conventional classroom teaching (moore 2014) and/or the teaching design that the teacher brings to the class (leidl et al., 2020). it is widely accepted that online networks are used as learning platforms that are widely spread, more flexible and accessible, and, most importantly, perpetually open. this type of learning is labeled as open learning and is defined by unesco (2015) as: “[...] a philosophy founded on the principle of flexibility concerning when, where and how the learner studies. this approach is especially relevant for learners who are physically and/or geographically challenged. distance education is the use of specific instructional techniques, resources and media to facilitate learning and teaching between learners and teachers who are separated by time or place. techniques, resources, and media are dependent on factors such as: subject matter; student needs and context; teacher skills and experience; instructional goals; available technologies; and institutional capacity. despite the proliferation of technologies in education, distance education in developing economies is still heavily reliant on printed materials”. having the notion that understanding of how important it is for this type of learning to be conducted at this crucial time will ensure that educational needs are met. some of the important qualities of such learning are presentation of lesson contents that are enriched with multimedia tools in a user-friendly online learning environment, the use of https://doi.org/10.31849/utamax.v3i3.8242 2 online communication tools, as well of serving learners independent time and space. huang et al. (2020) suggested that there were three challenges faced by the educators in e-learning during this pandemic, lack of preparation time, teacher/student isolation (first time for classroom learning), and the need for effective pedagogical approaches. overcoming these challenges is never an easy task especially when the educators are to conduct large online classes and to suit educators’ materials that cater to all learning types. the educators are expected to portray their intelligence in displaying effective communication besides encouraging proactive personality in such educational context. one of the impacts of covid-19 in the educational sector is the requirement for educators to adapt to the online teaching environment. thus, selfefficacy has a big role in academic activities, including online education (pumptow and brahm, 2020). self-efficacy in all forms, influences our thoughts, emotions, actions, motivation and operates mainly through the cognitive and affective channels and plays a crucial role in shaping our perception of life experiences (chowdhury, 2020). therefore, selfefficacy is deemed to be vital because people with high self-efficacy will be more prone to make improvements in the working environment and will know how to react when facing unexpected challenges in life. it is observed that students with a high level of self-efficacy will be significantly able to make their own psychological adjustment (mesidor & sly, 2016), able to perform better academically, display more confidence, and be better engaged in a learning environment and the most important thing is to be happy with that and who they are today. meanwhile, educators who have this attribute will construct their teaching-learning activities to cater to changes in the learning environment. it is important to ensure educators are able to carry out good teaching practice, be satisfied with their job as well as to integrate technology into their teaching especially in a large online class successfully. thus, self-efficacy is viewed as an important psychological factor in online learning environments. besides understanding how self-efficacy influences the success of online classes, it is also prevalent for educators that are in doubt about the effectiveness of large online classes to know how to communicate effectively in an online learning environment. students’ participation is always linked to the concept of interaction in which they are expected to be cooperating and communicating with each other as well as with educators and content directly in any online group discussion activities (ke & kwak, 2013). interaction is of crucial importance for success in e-learning courses and for learners’ motivation for their own learning process. this study is significant in sharing the nature of having a good quality of interaction to conduct effective communication in a large online class. this study is also aimed to study the impact of proactive personality on social capital in an educational context. social capital is known to be important as contributing to the success of higher education institutions learners. ellison et al., (2011) view social capital to be the most adapted construct in studying the effect of distinctive factors on some educational issues. a suitable framework that considers the resources owned by individuals, as well as the social relationships, is found to be the major reason why most researchers adapted social capital theory in their studies. learners who are successful in their studies are found to be getting the support and be able to access tangible resources and are more ready for any type of learning environment and at any time. upskilling learners with proactivity are the best to ensure that they can overcome technological limitations and enhance the quality of interaction with others in the context of online learning environments. over the years, many evaluation reports on the autonomy and freedom for learners to explore materials given and the objective of the lesson usually revolves around asynchronous e-learning. however, in this study, the researchers try to analyze feedback from students during synchronous learning as it deems relevant to measure the interaction quality developed during the live sessions. the finding is crucial to develop an instructional design for online learning as most of the education institutions shift to fully online mode during the covid-19 endemic. 2. literature review 2.1 internet-based social capital even though there are some challenges in conducting online classes, educators and learners understand that it is the only possible way as the covid-19 pandemic has impacted our social activities (zheng et al., 2020). therefore, it is crucial to understand the nature of having a good quality of interaction in a virtual classroom so that both educators and learners can employ suitable approaches in this newly ventured platform. according to zheng et al. (2020), having a good quality of interactions is perceived when the learners are able to interact virtually with others and able to develop an established network, rather than the existing relationships. furthermore, interactions are not only to consider during the lessons but it is extended up until the learners act out their roles as a good family members and another social role too (lu yang & yu, 2013). in achieving the aim of nurturing good quality of interactions, there are some aspects that need to be addressed. they include understanding certain personality traits that are beneficial to serve for the betterment of social capital as the aim of education is 3 not only focusing on hard skills, but it is to promote lifelong learning. grenfell’s (2009) view is social capital should be integrated into education as it has to be nurtured in individuals starting at an early age. he further asserts that the theory can be utilized by the policymakers and the researchers by considering the logic of practice of bourdieu’s field story (grenfell, 2009). on the other hand, the current study tackles the issues faced during the pandemic. as such, social capital is seen as internet-based. internet-based social capital can be conceptualized into three different approaches, namely the internet transforms social capital, the internet diminishes social capital and the internet supplements social capital (quan-haase & wellman, 2002). the third approach, internet supplements social capital is evidently found in the study by lu, yang and yu (2013) that hypothesised group student project scores are affected by the quality of interaction among learners during the online lessons, whether they are conducted in synchronous or asynchronous sessions. online interaction using suitable media enhanced learning performance of the students as they are able to collaborate meaningfully in accomplishing the task. in order to facilitate civic engagement and socialisation, it is incredibly true that life these days blends with the internet. people need the internet to be involved in social contacts and many other internet-based social networks (quan-haase , wellman, chen & boase, 2002). a study in tanzania reported that 92% of the respondents from a study believed that social networks accelerate collaboration and sharing information as the students use the platform for tutorial and discussion among students form different departments (shembilu, 2013). therefore, the current study incorporates the element of measuring the internet-based social capital in the questionnaire items to measure its contribution to humanising higher education as it deems as an important contributor in achieving the goal of holistic education (acar, 2011). how and why social capital generate value in achieving the business benefit have been explained in a rich manner (ahmed, kumar, kumar & elyilmaz, 2019) and this finding guides the current study to explore social capital and ict intervention in the context of online education. 2.2 proactive personality and studentcontent interaction the psychological impact of the pandemic has affected different personality traits (zheng et al, 2020). individuals learn to cope with the changes at their own pace, some are able to adapt with the new normal in a short time but some others require a relatively longer time. students with a proactive personality are more motivated to advance their technology skills and stimulate their digital learning (zheng et al, 2020). the drive to have a positive outlook accelerates their goal to upskill the internet self-efficacy. when students and learners are aware on the crucial need of mastering the internet skill, they can cope with the psychological distress and become more autonomous in enhancing their social networks. the important role of proactivity is also found in the work of spitzmuller et al. (2015) that sees a continuous development of proactive potential should be established in organisations. this belief is also relatable in academia which asserts that the role of educators is to prepare learners with self-efficacy to perform proactively in academic performance and eventually maintain proactivity when entering the workforce. a study on the relationship of the job characteristics model and career construction theory revealed internship students with proactive personality are more likely be employed as they managed to adapt themselves in searching for job (pan, wu, guan, zhu, fu & yu, 2018). thus, the current study aims at empowering the quality of proactive behaviour in online classroom among students in preparing students for their future career development. as impacted communities, learners and educators with proactive behaviour quickly opt for opportunities even if they are in curtailed situations. thus, a variety of digital devices such as phone, chat, email and social media are seen as useful modes of communication (pitas & ehmer, 2020). the reliance of these devices reinforce teaching and learning too. individuals with proactive behaviour utilise the internet-connected devices fully to ensure that they can engage in the e-learning process so that the learning outcomes can be achieved. thus, teacherlearner collaboration as well as the availability of meaningful online resources are vital components in virtual academia in achieving the intended learning objectives. even though the pedagogy has not established conclusively and it seems there is a lack of handful tools accessible by teachers to be employed in classroom, online teaching practices can be improved through granular and constructive feedback (kim, raza & seidman, 2019) as the social quality can be measured in a more contextualised manner. 2.3 proactive personality and studentteacher/student-student interaction a sense of intimacy to certain groups and perceived social support has been widely acknowledged to be impactful in enhancing both the quality of learning and the motivation to study (andrews & haythorntwaite, 2011). both educators and learners require emotional support to deal with the online classes so that they can sense the engagement and are able to collaborate successfully. thus, the challenges of interaction in online learning especially during the pandemic can be improved by enhancing the quality of online interaction (rapanta et al., 2020). 4 in a study by salmi (2013), an extensive discussion of relevant criteria is suggested to resolve the problem of engaging the students with online interaction. first, she proposes that instructors establish an online presence in e-learning. this can be possibly done by making the photographs of both teacher and learners available online. she further illustrates that during the presentations, students need to upload their photos in presentation slides or posters. secondly, she suggests that activities and assignments should be designed as teamwork rather than assigning them as individual tasks. furthermore, one other important criterion is learners need to have good infrastructure when doing collaborative tasks. this includes having suitable platforms and tools for discussion and accomplishment of tasks. in addition, blogs, peer assessment and virtual group sessions are emphasised in accelerating the quality of online interaction (salmi, 2013). these platforms function not only as the medium for communicating, but in getting the feedback and guidance from peers and also, instructors. thus, having proper social support and adequate tools for an online learning environment can manifest effective teaching and learning. the said criteria are relevant if the higher learning institutions have prepared exclusively for online learning. on the contrary, the value of online learning diminishes if the problems are not addressed properly. they include technical issue, teacher’s lack of knowledge in using the technology, improper teaching style and lack of interactions with teacher and classmates (coman, tiru, mesesan-schmitz, stanciu & bularca, 2020). 3. method 3.1 instruments for the determination of sample size, the current study utilizes the g-power formula (green, 1991). in terms of sampling techniques, this study uses purposive sampling technique to select participants that suit the purpose of the current research (ilker et al, 2016). the sample consists of university students from foundation programme, diploma and undergraduates from year one until year four. this is due to the fact that the current study tries to identify challenges that they face when learning is in online mode. thus, it is hoped that the study caters all levels of students in investigating their challenges with the online learning environment. after reviewing previous literature, the current study employs a quantitative method and crosssectional survey technique to obtain data from selected respondents. additionally, the items are measured using seven-point likert since it is the most efficient point measurement scale (abdullahi & haim, 2016). besides, the items of the research instrument are designed in simple language to avoid vague and leading questions (kabir, 2016). the number of items developed for each construct was based on the elements that should be measured by each domain in the current study (gavin & dainne, 2013). the items are also selected from a suitable theme constructed based on social capital theory. face validity has also been done to ensure whether the items are sensible, relevant and appropriate to be used in the developed questionnaire (connell et al., 2018). this evaluation has been analysed and endorsed by experts in certain areas of the research subject (oladimeji, 2016). this process is important to obtain the accuracy of wordings of instruments as well as prevent from getting any item error prior to the distribution towards respondents. the questionnaire is then distributed among university students from several selected universities in malaysia. 3.2 data collection for the process of data collection, it has been distributed in june 2021 using google form. the respondents consist of universiti malaysia kelantan (umk) students as well as learners from universiti teknologi mara (uitm) who are from both urban and rural areas. likewise, they are among diploma and degree students which are about 641 altogether. 3.3 data collection and sample in the current study, sample has been selected using purposive sampling method because this study tries to identify students who come from specific background such as foundation, diploma and degree students and their age ranged from 18-20 and above. these requirements are necessary in order to have an intentional selection of specific individual. additionally, the sample also could provide information that cannot be accessed from any channel (padgett, 2017). 3.3 data analysis the data was then analyzed using spss 23.0 to identify the outcome of respondents’ answer. these techniques deem relevant as they explore the difference between sample types, as well as get to know whether the produced results are meaningful or not. additionally, this statistical process also assists the current study to find the effectiveness of particular method of online teaching and learning. 4. findings in table 1, detail of respondents’ was analyzed 5 table 1: demographic profile of respondents demographic variable n % level of studies foundation 618 96.4% degree 23 3.6% hometown city/town 451 70.4% rural/suburban 190 29.6% age less than 20 years old 618 96.4% above 20 years old 23 3.6% gender female 417 65.1% male 224 34.9% items yes no assessing the internet 639 2 using online materials 634 7 joining online classes 641 0 using google meet as a platform for online classes 628 13 (others) table 1 illustrates the demographic profile of participants, and it shows the majority of respondents are female. it is agreed that there are more female students enrolled in government institution in malaysia (hirschmann, 2021). regarding the age, most of students that participated in this study are 18 years old. this is because the related questionnaire has been distributed mostly to the foundation students. besides, it is about more than half of the respondents who live in rural area, and they also could assess the internet for online learning. other than that, students were able to use online materials and they also obtained experience in participating online class. students were also required to engage with google meet platform during online learning. it shows that students need to prepare several items such as possessing gadget in good quality, using extensive coverage and an ability to use online material in order to secure an excellent online learning quality. in assessing the construct to measure studentcontent interaction, there are several elements that have not has been included, for example, the conditions of online material. this component is important to ensure students obtain a quality learning resources, since previous study states that online learning material are more effective because of its flexibility and students can access it any available time (arias et al., 2018). several related items are listed in table 2 as follows: (to explain table 2) table 2. level of agreements for each constructs constructs poor average good student-content interaction 8 254 379 student-student interaction 37 286 318 student-teacher interaction 15 277 349 table 2 depicts the level of respondents’ agreement for each domain. from the table, it was revealed that most of the participants agree with every statement in each construct. it shows that students apply positive impression towards online learning. additionally, it is understood that the components of content interaction, student interaction, teacher interaction and medium interaction contribute to a positive environment of virtual lesson. on the other hand, it is important to identify that those aspects can be well-adapted well by students regardless of where they are, either in rural or urban area. additionally, previous study also mentions that the factors of effective online learning include parental learning support, background attributes as well as a good adaptability in online lesson, and it positively relates to the higher level of online learning self-efficacy (andrew et al., 2021). 6 table 3. items for student-content interaction items mean standard deviation 1.the online materials of the lesson able to instil learners with good qualities 5.27 1.129 2.the online materials shared by the educators are attractive 5.51 1.090 3.the online materials can deepen the understanding of the learners to the subject matter 5.17 1.259 4.the online materials meet the learning outcome of the lesson 5.39 1.168 5.the contents of the materials are relatable with learners' background knowledge 5.33 1.121 table 3 shows the responses of students with content interaction. from the results, it shows that most of the learning contents are able to instil good qualities. it shows that the level of mean is high and it indicates that most of the participants agree with the statements. however, it is found that15% of students claimed that they did not experience meaningful learning in online environment. this might be because of the insufficient structured contents as well as abundance of online learning materials (fernando et al., 2020). thus, it is proposed that the contents should be organized in more systematic way to lessen this issue. apart from that, educators should acknowledge that learning materials given via online platform are attractive. the current study reveals that most of respondents mentioned that they enjoyed engaging learning material in e-learning platform. this is in line with the findings of (thomas & rogers, 2020; mukhtar et al., 2020; verawardina et al., 2020) who mentioned that interactive learning material is imperative to enhance students’ motivation. this implies that educators should prepare an interactive learning material to boost students’ interest to engage in online lesson. additionally, there are a lot of learning tools that can be implemented in online lesson such as moodle, youtube wiz iq, padlet, kahoot and other related learning aids to assist educators to deliver the lesson smoothly especially during the pandemic of covid-19. in contrast, item 3: “the online materials can deepen the understanding of the learners to the subject matter” revealed quite discontented response. towards achieving a higher level of effective online learning, another study can be conducted to focus on the issues of the comprehension of the content. this is because there are some problems either from educators, learning material or the online system hinder the process of understanding. it is agreed that the lack of social and cognitive presence between teachers and students are one of learning challenges in online learning (fernando et al., 2020). furthermore, it is also understood that students learned independently and they struggled to understand the context. hence, it is also proposed that students should involve in some related skills related to elearning, as well as good interaction from educators to increase students’ comprehension (samir et al., 2014). item 4 also measures the quality of online materials that fulfil learning outcome. it is proven that most of learning sources fit the learning outcome since students are able to internalise the elearning material. however, there were a few respondents who encountered problems regarding this issue. this might be due to the lack of organized structured learning content and goals (fernando et al., 2020). in addition, the background of respondents also contributes to the answer pattern in this study. the participants who came from the rural area might encounter problems regarding e-learning such as the difficulty to access the internet sources as well as the having the financial constraints especially to pay for the internet plan or mobile data. this is supported by (outhwaite, 2020; bol, 2020; thomas et al., 2020; doyle, 2020) who discussed the problems of socioeconomic inequality. they argued that this issue highly contributes to the students’ challenge especially insufficient learning resources, accessing to educational platform and the internet. besides that, this study also identifies that the contents of learning materials are relatable with learners' background knowledge. the role of passion determines learners’ motivation as well as the effectiveness of learning process (hamdi, 2017). from this finding, it seems that it is imperative for students to enrol with courses of their interest. other than that, it is suggested that students should do early revision or research about the topic in order to get general comprehension of the subject. this effort could avoid from misunderstanding and assist students to assimilate with the topic. ultimately, learners will find the topic to be very interesting because they have done quick revision prior to learning session. 7 table 4. items for student-student interaction items mean standard deviation 1. i can interact well with other classmates during online lesson 4.81 1.433 2. i am able to collaborate with fellow classmates to complete any task given by the educator 5.32 1.237 3. i can share problem related to lesson with my classmates 4.76 1.505 4. i am able to assist my classmates when they have issues on the lesson 5.14 1.244 5. i develop new relationship rather than the existing one during online learning 5.27 1.387 from table 4, it is noted that the level of mean is high and it is indicated that most of the respondents agree with the elements relating to student interaction. in addition, if the mean is greater than 3.66, it means that the level of respondents’ perception about certain aspect is high (najihah et al., 2018). from the table, it is understood that students can interact well using synchronous and asynchronous platform of e-learning such as e-mail, videoconference and chats (marinori et al., 2020; anwar & adnan, 2020). however, it should be notified that some students faced difficulty to interact to each other during the ‘panicgogy’. this might be because virtual learning limits the physical communication among students. other factors that relate to difficulties in online learning are connectivity, accessibility, insufficient devices, and other social issues such as communication and interaction with educators and learners (aboagye et al., 2020). this problem should be reduced in order to prevent students to feel isolated and decrease the level of learning motivation (dhull et al., 2017). other than that, it is stated that one of the drawbacks of online learning is that students are in poor physical health since they are restrained for outdoor activities (nazarlou, 2013). thus, it is important to guide students to have a synergetic interaction among them to avoid related problems such as mental health, depression and anxiety. moreover, the next item measures the ability to collaborate in a team work. it shows that most of them were able to cooperate in completing any tasks, and this will lead students to achieve an effective online learning. this is advocated by previous findings who mention that the required elements to obtain an effective online lesson are strengthening the relationship between students and faculty, designing collaborative learning process, receiving quick response, experiencing active learning and getting ample time to complete certain task (cheung, 2017). nevertheless, educators also should guide students to empower the collaboration between them. other than that, this concept also will train students to perform, support and motivate their team, hence they will obtain a greater return from the tasks that had been provided (pilar & joan, 2015). meanwhile, item 3 relates to the aspect of sharing problems among students. it shows this item possess the lowest mean value compared to other items. it shows that there are some respondents claim that they could not share problems related to lesson with friends. this element is closely related to psychological issue because students who have positive impression and mind will share their problems with their friends. additionally, it is mentioned that sharing problem is one of online socialization processes (raspopovic et al., 2017). in terms of educational impact of sharing problem, it assists students to develop critical thinking and educate them to solve problem wisely (gonzálezgonzález & jiménez-zarco, 2015). thus, it is recommended that educators could encourage students to have discussion about the tasks, problems and questions to develop learners’ interaction (wan nur tasnim et al., 2019). additionally, some students also claim that they face difficulties during online learning such as poor internet connection, technological accessibility as well as unconducive learning environments (anas & ahmad, 2021). if they can share problems with friends, this will ease their burden because they will try to help other friends in need. item 4; “i am able to assist my classmates when they have issues on the lesson” is related to item 3, since it revealed how students interact and help each other. thus, it is important to practice a healthy virtual connection among friends and family members, as well as indulge in any activity they enjoy (fransen et al., 2015). this could avoid the problem of social isolation, depression and anxiety especially during the pandemic of covid-19. for item 5, it analyses on how students develop new relationship with new friends rather than the existing one during online learning. it reveals that 8 most of students are able to develop new friendship and this practice can be formed from creating new group discussion among them. it is agreed that students may facilitate conceptual comprehension as well as developing inter-personal skills (senior et al., 2014). other than that, new relationship entails building social skills in which it is essential skill for learners (carl & chris, 2014). additionally, it is proven that social interaction contributes to a positive learning outcomes and students’ satisfaction (mete & eunbae, 2016). other than that, it shows the significance of social relationship in promoting students’ well-being. table 5. items for student-teacher interaction items mean standard deviation 1.i communicate with the educators privately when i face difficulty in learning 4.77 1.483 2.i can understand the content of the lesson during the lecture 4.89 1.171 3.i am willing to share my opinion with the educator during the online lesson 4.63 1.318 4.i obtain useful information from the educator during the lesson 5.73 1.017 5.i am properly guided by the course educator during the lesson 5.72 1.073 table 5 depicts the role of educators to guide and assist student during online learning. all of the mean values are higher than 3.66, which proves that the items possess high positive feedback from the students. in contrast, item 1 shows lower value of mean, and it is proven that there are some students who face difficulties to interact with teachers. this finding is in line with recent study who mention that educators also encounter problems during online learning such as adapting to online teaching, a balance communication with learners as well as assisting students’ development and learning (sokal et al, 2020). additionally, item 2 analyses the level of comprehension among students with online learning material. it is important to make sure that teachers could give explanations about the material so that students could digest the content of certain topic. it is agreed that positive attitude among educators as well as their comprehension about learning content contribute students’ understanding of learning content. likewise, students’ participation and commitment also lead to the increase of understanding of learning content among students (che nidzam et al., 2017). meanwhile, item 3 identifies students share idea with the educator during lesson. this item possesses the lowest value of mean, thus it is understood that several students face problems regarding sharing ideas with educators during online learning. this might be because learners feel reluctant and they are overshadowed by other members to openly share their ideas. additionally, this faceless situation contributes to misunderstanding about certain issues during virtual learning (mohammad alawamleh et al., 2020). hence, it is proposed that educators also should encourage students to engage well during virtual session and this also will increase their communication skill. it is paramount for students to understand the guideline of virtual communication which includes the element of exchange written or oral information (velentzas and borni, 2014). it will assist students to be prominent in class and develop proactive behaviour in class this characteristic trait allows educators to facilitate the interaction and consult their students during online lecture. besides that, item 4 explores on how students gain information from lecturer during online class. the current findings also prove that educators could provide a beneficial content for virtual class. this shows a high level of readiness among educators and they are able to guide students even during faceless session. other than that, teachers also could apply home based-learning teacher readiness scale inventory in order to measure the level of readiness for virtual learning which has been developed by mansor et al., (2021). this scale will assist educators to identify the elements that are necessary to enhance the quality of online learning and the learning objective(s) can be attained. while the last item identifies whether or not students are properly guided during online session. it reveals that students agree that they need to be facilitated during online class. this is imperative because when they get instant response from teachers, it can assist student to solve their problems (ayesha, 2016). hence, it is necessary to ensure that educators should fully handle virtual class and have an effort to assist students during online session. 9 table 6. relationship between gender and students’ interaction aspect gender n mean sd f sig content_interaction male 224 5.1687 .92553 .511 .001 female 417 5.4211 .92504 .001 student_interaction male 224 4.9125 1.18927 .204 .019 female 417 5.1376 1.13990 .021 teacher_interaction male 224 5.0018 1.05146 1.635 .004 female 417 5.2236 1.07466 .005 from the results of anova, it is proven that there is significant difference between the gender with the aspect of content-interaction [f=.511, p<0.05], student-interaction [f=.204, p<0.05], as well as teacher-interaction [f=1.635, p<0.05]. this is proven that female students are able to interact more during virtual class as compared to male students. this is due to the fact that male and female apply different ways of engagement patterns during online class. this is in line with the findings of (annette et al., 2017) who mention that female students are more reflective and less hesitant to participate in online rather than physical learning session. furthermore, it is stated that female students are more ready to participate in online learning, more satisfied and obtain more experience compare to male students (ellen et al., 2020). this is also proven in the current research which indicates that female group interact more in online lesson as compared to male learners. nonetheless, this is contrast with the findings of (raymond, 2016) who mention that male students are likely to participate in online learning as compared to the female group. it is understood that it is important to identify ways to improve learning quality among male students because they have their own strength which is required to train them to be at par with female students. 5. discussion from the above findings, it is understood that the students needed to acquire the effective skill to interact with others as well as to have some positive behaviour towards online learning. this is proven by previous related research which analyses the significance of effective skill among student is crucial in order to avoid unemployment upon the completion of studies in any institution. this is due to the fact that the necessary skills are crucial so as to better shape the individuals with independence, productivity and self-reliance (aina & matthew, 2018). when the learners have an optimistic view that online learning with best effective practices would enhance their learning in large online class, they would then be able to gain knowledge and could later apply them in the working world. optimistic is a crucial element to be applied among students because during online learning, they are encouraged to think critically and extend the subject of their studies to a broader aspect of life. this is in order to instil the optimistic attitude and reduce stress level particularly in virtual learning situation (thitipong et al., 2021). hence, students are previewed to have positive attitude towards online learning after equipping themselves with all the necessary skills. the survey of students’ opinions has shown that the most important aspects for the majority of responding students was for students to be interacting well with others. the results strongly support mcmillian’s (2013) observations. the transition to the new normal is perceived as an emotional event was examined that affected students’ well-being. he furtherclaimed that “students” greatest emotional fear appeared to be that of alienation—being an outsider without friends and in this case to the usage of technology for the learning purpose. ateerah et al. (2021) highlighted that if the students manage to overcome that fear, they could meet others virtually during lessons to sustain their emotional well-being. thus, it is understood that educators should encourage students to develop a healthy friendship as well as to obtain a well connection with educators. students’ level of understanding about any subject should be taken into consideration especially when more complex tasks/assignments that is categorized as “high risk” tasks being assigned to novice undergraduate students. this is because even if such strategy is underpinned by a well-planned systematic structure, including details of assessment, some of the students might not be able to fulfil the tasks/assignments as expected, as the result of unsuccessful interaction with other people and medium. educators should be creative in order to design a good assignment so that students will comprehend what they need to do. in addition, this concept also guides learners to regulate their own creative skill as educators can explain about the next activities clearly so that they will make more preparation for the next learning session (rapanta et al., 2020). by making an attempt in doing so, educators will lessen the fear of undergraduate students in completing any difficult tasks. 10 furthermore, the type of the medium chosen to conduct large online classes, in terms of both individual contributions and the overall group outcome may help or hinder the group integration inevitably affecting the progress on the assigned task. the examples above, clearly support the notion by kemp & grieve (2014) that for the large online groups to be effective, online material creation for blended units, looking at the nature and type of activities need to be well planned prior to taking the learners’ knowledge and skills into consideration, as it was previously noted. it is also noticed that learning material is a crucial component to obtain learning objective. akuratiya & meddage (2020) added that some students are able to participate actively due to the interactive learning material. nevertheless, there are also students who face difficulties in online session, thus, they prefer to become less active during e-learning (bączek et al. (2020). evidently, this shows that educators should have a comprehensive learning plans to make sure students could adapt well during learning session and encourage students to give constructive feedback for future lesson time. it is worth noted that from this study, it is found that the most effective way for students to learn online is when the students perceived the learning materials to be engaging. one of the methods that can be done is the creation of learning tools is required to be occurred before actual learning session (delipiter & trisa, 2020). the data calls for the needs of proper planning in order to obtain more structured learning content and goals as to redefine the various types of literacies especially self-efficacy literacy. content creators should always ensure that the learning materials should be attractive and interactive for more responses gained from the students so that students will be motivated and have a meaningful online learning experience. in order to retrieve information, the students claimed that they were required to be adapting to some strategies like making early revision or research about the topic in order to get some general comprehension of the subjects learned. by doing so, nuh and eralp (2020) highlighted that it is proven to have a positive effect for students’ achievement. hence, this study also reveals the significance of self-efficacy concept, and it is an imperative psychological contributor for an effective online learning. on the notion of the students’ communication via online platforms with their acquaintances, it is prominent for them to practice a healthy virtual connection among friends and family members. they asserted that they managed to interact well using both synchronous and asynchronous platform of e-learning and are able to develop new friendship, as well as to conduct successful group discussion sessions. in addition, the connection between classmates will assist learners to obtain new resources of knowledge as well as venture into new area of studies (gherhes et al., 2021). consequently, more engaging, and effective learning will take place as they managed to maximise those platforms for online learning purposes. they were also observed to be able to collaborate in teamwork where most of them can cooperate to complete any tasks and achieve an effective online learning experience in this new normal. it is in contrary to the case of students to share their problems via online platforms where 31% declared that they failed to share their struggles with someone else due to the issue of trustworthiness and some other issues relating to the perceptions that are connected to some psychology. despite this, the increased use of elearning platforms in large online classes is now becoming mainstream in education, more students coming from different range of backgrounds are now accepting online components to be part of their university experience. in the long run, we predict that more students at the very young age would be able to learn via these online learning platforms and will no longer be hesitant or facing any issues to ensure successful online learning. 6. conclusion from the analysis, the findings showed that there were some effective practices in conducting large online classes that deal with internet self-efficacy and impact of proactive personality on social capital in educational context. it is highly recommended by the researchers as they noted some room for improvement as there had been limited time for conducting a more complete study. as it has been planned, the researchers would distribute the questionnaires across the country and not limited to only learners and educators from uitm and umk. thus, this is one of the options that the other researcher would want to consider in the future. the research conducted concerns with different types of interaction; namely materials, other learners, educator and medium together by getting some insights about learners’ behaviour towards online learning. it is decided to only concentrate on types of interactions as many scholars have debated largely on these interactions. it is deemed to be appeared to be much concern not just from the educators, but also from the learners as well as the policy makers. learners who were skillful in using the technology in their learning experience were successful in their studies as they managed to get the support and were able to access to more tangible resources and were ready for all types of learning environment at all times. on the other hand, students who are lacking of technology skills needs proper guidance from teacher as they are struggling not only to comprehend the subject matter but also to utilise the online platform itself. therefore, it is important for teacher to identify students’ competency in the notion of using technology for learning purpose. this can be 11 implemented via interview with students and distributing survey so as to obtain the feedback from them. to conclude, several issues that need to be highlighted for future research are the strategies on how to attract male student to engage well during online class. other than that, educators should play an important role to communicate with the students and train them to be more self-confident in sharing ideas and other issues that could nurture the proactive personality. this quality is crucial in preparing learners to be more agile and ready for challenges and hurdles, be it in their studies or when entering the workforce in the future. in addition, educators can harness the sense of positivity among students themselves so that they can have a better social engagement especially in facing the new norm of learning phase. 7. acknowledgment i would like to thank the anonymous reviewers for their constructive feedback to improve this article. i have no conflict of interest. references aboagye, e. yawson, j.a., appiah, k.n. 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(2020). the covid-19 pandemic and digital higher education: exploring the impact of proactive personality on social capital through internet self-efficacy and online interaction quality. children and youth services review. 119 (c). https://doi.org/10.1016/j.childyouth.2020.10569 4 https://doi.org/10.19173/irrodl.v18i1.2645 https://psycnet.apa.org/doi/10.1080/08959285.2015.1021041 https://psycnet.apa.org/doi/10.1080/08959285.2015.1021041 https://doi/ journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, july 2022, pp: 168 – 185 doi: https://doi.org/10.31849/utamax.v4i2.8182 168 implementing blended learning in bangladeshi universities: challenges and opportunities from student perspectives md khaled bin chowdhury *, & fariza binti puteh behak universiti sains islam malaysia, nilai, malaysia. khaledchowdhury70@gmail.com article history received : 2021-10-19 revised : 2022-08-01 accepted : 2022-08-02 keywords teacher and peer feedback face-to-face education blended learning online education opportunities challenges abstract blended education has been used worldwide for the last two decades as an alternative to full online education but not in bangladesh. there was never any significant attempt to investigate people’s perception or experience of blended learning in bangladesh. therefore, this study tries to investigate the people’s experiences with this new method, a three-month-long blended course in english writing skill was offered at a private university in bangladesh, where eighteen students registered for the course. after completing the course, an open-ended interview protocol was used to collect primary data from 11 students. this qualitative research is based on an interview with 11 samples and other comments posted on google classroom and facebook. the interview contained 8 open-ended questions to elicit their experiences with the blended learning method, a new method for them on the one hand, and both face-to-face and online education. we also investigated the 4 essay scores of these 11 respondents to check whether their performance improved due to peer and teacher feedback on those essays in the blog created and used for posting student essays. the majority of respondents have a highly positive opinion about the blended method for its positive impacts such as peer interaction and peer support, teacher feedback, as is evident from their improved scores in the successive essays, and other advantages such as learning varieties, flexibility and self-paced learning and quality of education. however, they mention a number of challenges in its implementation. it seems that blended courses will effectively reduce session backlog and cost of higher education, increase student-student and student-teacher interaction and ensure flexibility and quality of higher education in comparison with face-to-face and online education. this study is important for bangladeshi higher education institutions because it is expected to enlighten policymakers about the importance of blended education. 1. introduction the bangladeshi education system has used the traditional face-to-face teaching method for ages. but the covid-19 pandemic from march 2020 worldwide has put education delivery at all levels at stake. the government shut down in-person teaching-learning from primary to higher education levels for at least 18 months. instruction was given to introduce online education at all levels. but there were many strong challenges, including technological and perceptional issues to its successful implementation. so, the online mode of education could not become effective. again it is not also the fact that face-to-face higher education in bangladesh has no challenges. rather it is burdened with a number of practical constraints, such as the crisis of seats in good universities, session backlog due to political unrest and violence on the campus, lack of higher education loans for students of universities, and high tuition fees in private universities in bangladesh. in contrast to the challenges, there are also some redeeming features, such as the development of it sectors, a huge increase in the number of mobile users, especially adult learners, and students emerging it skills in recent times in bangladesh. this conducive scenario is expected to facilitate implementing the blended method, a novel method for bangladesh. so, this study will investigate the 169 prospects of the blended method for higher education in bangladesh. this is qualitative research depending on the data from multiple sources such as interviews, student comments posted on two online platforms, the facebook group, and google classroom discussion board created to aid the delivery of a proposed blended course in english writing skills at the research site of the article. it is expected that this method will help to minimize the challenges of both online and face-to-face education. thus this study will significantly contribute to the higher education sector of bangladesh, suggesting this new method for bangladeshi universities. to go deep into the research problem of this study, it is important to study the background and status of online and face-to-face education, against which we suggest the blended method. bangladesh has no long and good history of online education. hence, the universities had little or no preparation for any emergency to deliver online education during covid-19 imposed lockdown. the implementation of online education in bangladesh during the covid-19 lockdown has not been satisfactory. starting online classes at universities has stood out as a daunting task in bangladesh, where there is no previous experience in teaching online. the 46 public universities, with an enrolment of some 600,000 students, have not offered online or other distance education, except for shahjalal university of science and technology (sust) in sylhet and bangabandhu digital university (mohiuddin, 2020, april 23). most universities and colleges are also not equipped with the hardware and internet connection to offer lessons online (ahmed,2020, april 28). the number of private universities taking up this makeshift online delivery system during covid-19 was negligible. only one–fourth out of a total of around 90 running private universities have started online teaching during the first couple of months of lockdown through platforms like google meet, zoom, or discord(ahmed, 2020, april 28). poor or no internet connection and costly mobile data are crucial reasons for low participation in online classes in rural areas, especially for students from poor economic backgrounds(jashim & sajid,2020). besides the digital divide, the perception of people in bangladesh about online education is also not positive. the negative perception about full online education in bangladesh stems from several reasons, such as no direct contact with teachers, low quality of education, cheating in the examinations, and so on. as there has been no practice of and preparation for online education by the bangladeshi universities, switching to this mode of education during the emergency was not easy. however, there are some conducive factors as well in this area. in contrast to this dismal scenario of the logistic and technological divide, bangladesh can boast some redeeming solid features that offer a lot of potential for online and blended education. bangladesh is now part of the information super-highway network, which has added a renewed speed to the developing internet and other digital communications. this widespread internet connectivity can offer good potential for online and blended education in bangladesh. although some research on using the blended method in higher education, most were centred on the teachers’ and students’ satisfaction with blended learning(chin, 2015; herloa, 2015). some dealt with students’ progress, achievement, and attainment of teamwork and cooperative skills (bunnell, 2017; nasser,2020; margolis, porter,& pitterle,2017). some dealt with problems and challenges the teachers and students faced in implementing blended learning (suprabha & subramonian, 2015; kurucay & inan, 2016). in bangladesh, though there are a good number of research on e-learning and distance learning and the use of technology in education (mustary, 2019; joher, 2018), the number of research on blended learning in the bangladeshi higher education sector or on the efficacy and application of blended learning in the said area are few. whatever research there is, they mainly investigated problems, challenges, and solutions to composite learning mode. they did not study the experiences of the students and teachers with the blended instruction model. our research will investigate the prospects of blended learning in bangladeshi higher education. we assume that in the backdrop of the prevailing challenges in the implementation of online education in bangladeshi universities with the specific recent experiences during the covid 19 lockdown, the blended method has a lot of potential for the higher education sector considering the redeeming factors such as the expansion of ict and rising ict literacy among the young generation of bangladesh. we also assume that the nagging problem of seat and accommodation crisis in public universities, session backlog as a result of political and student unrest in public universities, and the high cost of tuition fees in private universities, the prospects for blended education in the higher education sector for bangladesh are also high, so, our research is about the opinions regarding the three methods of education, i.e., face-to-face, online and blended of the same group of samples in terms of themes such as flexibility, interaction, quality of education, teacher feedback, learning varieties and several constraints such as infrastructural inadequacy and digital divide in its implementation in bangladesh. in the light of the assumptions stated above, we have formed our research objectives. so, our research objectives are to 1) investigate the advantages and challenges of online education in bangladeshi higher education. 170 2) investigate the advantages and challenges of face-toface education in bangladeshi higher education. 3) investigate blended education's impacts, advantages, and challenges in bangladeshi higher education. 4) investigate the blended method's prospects in bangladesh's higher education. this study is timely as it could provide more insights into students' perceptions about blended learning and, therefore, will create a better understanding among the policy-makers, teachers and students about implementing blended learning in the curriculum. as a new and similarly effective mode of education like fully online and face-to-face education, this mode of education will help address the problems related to online and faceto-face education. thus, this study will significantly impact higher education delivery and the education sector of bangladesh in general. based on the challenges and problems of online and face-to-face education in bangladesh, as discussed in the introduction and the assumption about the potential of blended learning, the following research questions have been formulated. 1) what are the advantages and disadvantages of online education? 2) what are the advantages and disadvantages of faceto-face education? 3) what are the advantages and disadvantages of the blended learning method? 4) what are the prospects of blended learning in the bangladeshi higher education system? 2. literature review having discussed the challenges of online education in bangladesh, it is important to look at the challenges of face-to-face higher education in bangladesh, both the opportunities and challenges of blended education in general and the bangladesh context in particular in the literature review section. then in the methodology section, we will discuss the data collection methods, tools, types of data and data analysis process. then in the results section, the main findings will be presented according to thematic categories. in the discussion section, our research findings will be compared and contrasted with the previous research to identify the novelty of our findings and, finally, the implications of this research to this field of study. face-to-face higher education in bangladesh is also constrained by several problems. the problems are session backlog, the crisis of seats in public universities, no student loan system for education and the necessity of jobs and education simultaneously by students. a crucial problem is a backlog in bangladeshi public universities resulting from political unrest on campus and delay in results publication. students of the public universities with session backlogs need seven or eight years to do their four-year graduate program. in addition, there is also a crisis of seats in public higher education institutions. bangladeshi public universities cannot accommodate all the students who pass higher secondary examinations (hsc) every year. private universities are not viable for those who cannot afford the high tuition fees. in bangladesh, tuition fees at private universities are high, which many parents cannot afford. as there is also no student loan system for the students, they need to manage their tuition fees and other expenses of education. only they can handle this expense if they can do a part-time job. so, it is assumed that blended learning is expected to fulfil their dream of higher education, keeping their income and employment intact. 2.1 need for blended education in the backdrop of these challenges of face-to-face and online higher education, the blended method can be a good option for millions of bangladeshi youths. having considered the challenges of fully online education, such as the negative perception of common people about online education, the helplessness of bangladeshi universities during the covid-19 pandemic, the slow move to the digitalization of higher education and the digital divide in implementing complete online education as well as the prospects such as connectivity with the information super highway and the expansion of information and computer technology in bangladesh and the success story of bangladesh open university, it can be said that blended learning poses a lot of potentials for bangladeshi higher education sector. so, our study assumes that the blended method will be an effective alternative to online and face-to-face modes of education in the bangladeshi higher education sector. moreover, blended learning has never been used at a program level in bangladeshi universities. it is expected that blended learning will open a new avenue of prospects for bangladeshi universities in terms of achievement of student learning outcomes and satisfaction with education. so, in our study, we have designed a blended efl writing course to be taught to a group of university students to investigate their level of satisfaction with the course. it is also expected that in developing countries like bangladesh, the scope for higher education should not be confined to only those who can afford it only full time but open to all who want to pursue it. so, to make higher education accessible to those doing part-time jobs and part-time education, blended learning may be a viable 171 option. considering the suggestions it will make, it can be said that this study will positively impact the higher education sector of bangladesh by recommending blended learning as a viable option for higher education to those who would otherwise be incapable of pursuing it. 2.2 what is blended learning? there are a good number of definitions of blended learning. the website of the international blended learning association defines blended learning is an educational approach which integrates face-to-face classroom practices with online and mobile delivery methods. it aims to provide the learner with a wellplanned, managed, and well-structured teacherfacilitated interactive learning environment, where highquality content, activities, and experiences can be customized to learner needs and preferences, unrestricted by time and location (website of international blended learning association, iabl.org). creating a harmonious unity between face-to-face and online teaching in a blended course is essential. the balance between online and face-to-face learning depends on factors such as ‘educational objectives, student features, teacher skills, and online resources.’ thai et al. (2017) used a 50-50 approach, implying that half of the course is taught in person and the other half online. 2.3 previous studies on blended learning there are several research (bunnell, 2017); shand & glassett (2017); nasser (2020); margolis, porter & pitterle (2017); herloa (2015) that highlight the effectiveness of blended learning as a 21st-century method. many of them have been very significant and explored this approach's various aspects. the positive impacts found in these researches are an increase in students’ learning outcomes, higher order learning, student satisfaction, learning flexibility, student-teacher interaction and student-student interaction. on the other hand, some literature mentions the various problems and challenges such as lack of interest, training and it skills among teachers, insufficient logistic support, including internet access, the issue of plagiarism and so on in implementing blended learning methods. the following sections will discuss the research done so far concerning blended learning. 2.4 learning verities and higher order learning bunnell’s (2017) study found positive impacts of blended learning on delivering higher-order thinking skills, creativity, evaluation, and critical thinking. shand & glassett, 2017) maintained that blended learning provides students with the necessary socialization skills, which gives the feeling that they are a part of an entire learning community. moreover, the online portion of the course was found to be productive and engaging for students at any time. while the interaction between the teacher and the student was emphasized, independence was also focused on peer-topeer interaction (shand & glassett, 2017). nasser’s (2020) study investigating the integration of blended learning in the community college setting identified five benefits: accessibility, visualization, motivation, social skills and critical thinking. further, margolis, porter, and pitterle’s (2017) study investigating students’ attitudes about blended learning in a pharmacy course found the following positive outcomes of the blended course such as timing flexibility, teacher guidance and classroom activities that were translatable to the 21st century real-world issues(margolis, porter & pitterle, 2017). 2.5 student satisfaction a phd study by chin, pei-h. (2015) demonstrates the asian students’ high success rate and satisfaction with blended learning. however, an important problem of this study is that the participants were from a particular region. secondly, it analysed one dimension, i.e. confucianism, in a cultural framework to be applied to blended learning research. herloa (2015) discovered greater student satisfaction with a blended learning setting with teachers engaging and supporting learners during each stage and with every program element. the researcher found a positive impact of blended learning on student-centred learning and identified the following advantages of a blended environment: greater students’ self-efficacy, student curiosity and intrinsic motivation (herloa, 2015). 2.6 flexibility researchers often cite increased flexibility as one of the notable advantages of the blended learning platform (fogal, graham iii, & lavigne, 2014; osgerby, 2013). other advantages are the increase in the number of course offerings, flexibility in timing for teachers and students, and greater access for students in all places (sarwar et al., 2015). tarvyd’s,(2019) qualitative study reveals the following findings: flexible learning schedule, alternative pathway for education, supportive, diverse learning styles, extended learning supports, and multiple motivations to enter a blended learning program. enrichsen et al. (2017) showed that students get satisfaction from the course when they feel there is flexibility, instructor involvement, interactive communication and different assignments in a course. van laer and elen (2017) emphasized the personalized learning style in blended learning environments and stated how these factors impact student satisfaction with their learning experience. 172 2.7 student-teacher interaction kurucay and inan (2017) mentioned three types of interactions in blended learning environments: learner to content, learner to the instructor, and learner to learner. these interactions are crucial to the students’ success and satisfaction in blended learning environments. some studies indicated that learner-to-learner interaction would improve the students’ blended learning experience and, in the long run, raise their satisfaction and achievement in the course (kurucay & inan, 2017). garrison (2017) believed that faculty contact appears to have the most significant impact on students’ satisfaction since location and space appear to be reduced when teachers are responsive (garrison, 2017). a study by rizvi n.f. et al. (2017) in pakistan shows that pakistani students expect teachers to be available 24/7, which could be possible through blended learning. the study recommended that universities be sincere about faculty development and start relevant programs to develop teaching capacity in blended learning. 2.8 students interaction research has shown that blended learning environments can increase student-to-student interactions, allowing students to take a much more proactive role in the learning process (sorbie, 2015). his qualitative study, following the constructivist approach, found that blended learning caters to students’ learning styles, promotes collaboration among learners, and engages students and instructors in discussion and practical learning (sorbie, 2015). dumont and raggo (2018) stated that teachers have noticed higher student enrollment levels and satisfaction in a blended course. they found that students perceived positive academic progress due to the interaction in blended mode. blended learning boosts students' strong sense of cooperation (kintu et al., 2017). students develop a sense of community in a blended course (ebadi & ghuchi, 2018). 2.9 quality of education according to schindel et al. (2013), blended learning caters to the needs of the millennial generation as it is more practical and applies a medley of teaching and learning techniques that student learns differently hence, blended learning seems to be a logical approach for the 21st century and can fulfil the demands of the future regarding skills and educational preparedness (robles, 2012). in a century when everything revolves around technological advancements, improving a course through technology may help achieve an effective teaching and learning environment. vaughan, et al. (2017) have implied that blended learning enhances student learning and involvement, essentially better performance. as newer technologies begin to play a role in education in blended learning, the learning experience seems better and more practical for learners since the learning objectives are fulfilled through enhanced learning skills with more focus on reflective experiences (wornyo, klu &hlaviso, 2018). 2.10 challenges of blended learning some studies discuss the frustrating picture of blended learning for students. suprabha and subramonian (2015) noted that learners might face the following problems concerning blended learning such as technology-related problems, self-managed learning in terms of learner accountability, insufficient time management capabilities, reduced physical classroom instruction diminishing the chances for communication, thus leading to a sense of loneliness among the learners. research indicates dropout rates are higher among students doing blended learning courses compared to their face-to-face counterparts (deschacht & goeman, 2015). kurucay and inan (2016) found that student dropout was due to a lack of personal interaction. this study indicated that lack of faculty support, poor strategic evaluation plans, and insufficient empowerment at the institutional level lowered the acceptability of blended learning among saudi arabian female college teachers. 2.11 obstacles to the implementations of blended learning in bangladesh it is a fact that for the implementation of blended learning in the education system, it is essential to use technology in education at every level. however, for developing countries like bangladesh, integrating technology into the education system is dependent upon certain preconditions, such as rich infrastructure, a reliable power supply, good technical knowledge, and most importantly, a change in attitude and adequate funding for training programs. hence, insufficient logistic support and inertia to change typical mindsets are the main obstacles to blended learning in bangladesh. blended learning is quite a new idea in bangladesh. despite the effectiveness and advantages of blended learning in education delivery, blended learning may not be heartily accepted by most of the higher education institutions in bangladesh. to some extent, its failure can be attributed to the resistance of teachers to the online teaching system and the lack of knowledge in new innovative pedagogies. currently, most teachers at higher education institutions in bangladesh have limited access to online tools for their teaching. in most cases, teachers’ online activities are limited to only posting their teaching materials, such as lecture notes on online platforms and submitting online grades to students. currently, most teachers and students in bangladesh have problems using 173 technology in the classroom, including slow internet connection, system crashes and hardware issues. moreover, frequent electric power failure is another problem that makes the government's digitalisation work more challenging (khalid et al., 2011). 2.12 studies on e-learning and blended learning in bangladesh there are a number of studies on blended learning in bangladesh. mustary (2019) conducted a study on the use of flipped instruction in bangladesh and japan. she shows that 75% of teachers in bangladesh opine that the lack of teachers’ training in computer technology has contributed to the lack of improved flipped education. in addition, 95% of students in bangladesh stated that the lack of facilities such as computers and electricity are the important factors that lead to the slow growth of blended education in the region. in this study, 85% of bangladeshi teachers suggested that the government should financially support blended education. 86% of bangladeshi students suggested that government should provide computers to each student in rural or urban areas. the remaining 14% of bangladeshi students suggest that the government should change the school curriculum where students can study computers from nursery schools to adopt flipped learning(mustary,2019) effectively. jony, sadekur and yousuf(2017)show how a wikibased reflection method following a regular in-person classroom teaching-learning develops deeper level thinking of students in higher education. they show that this method could be used as a blended learning model to promote reflective and critical thinking. chowdhury’s (2020) study stresses that by applying the blended learning tools, universities in bangladesh can significantly improve the quality of education, and all stakeholders can accept the cost-reduction of higher education. the writer also presented some practical solutions, such as how to design a blended learning program and overcome the impediments to the successful conduct of blended learning with the aid of technology. joher’s (2018) study finds mixed attitudes to online mode among the samples. it states that, despite the need for the online class, participants do not like to say goodbye to face-to-face instruction. they prefer face-toface instruction to an online class. however, the study indicates that the implementation of online education would help learners to achieve higher education and cut down the number of drop-outs from higher studies in bangladesh. it also suggests that blended learning would benefit the organizations where these people doing blended learning mode are working (joher,2018). our study is important for the fact that there is no study so far on the implementation of the blended method at a full course level in the university context. so, this study is expected to have a significant impact on the higher education sector in bangladesh in the backdrop of the recent covid 19 pandemic and the recent decision of the university grants commission of bangladesh to float a blended learning method for universities. 3. method this qualitative research is used to “understand the meaning that individuals or groups ascribe to a social or human problem” (creswell, 2013, p. 3) in their original setting, establishing themes or patterns to reveal data. therefore, the researchers use guided questions leading to semi-structured, open-ended conversations to gather data (yin, 2018). data analysis identifies significant but common statements and themes to understand the gist of the data. the researcher reveals significant statements through the research and narrates the meaning of the main themes spotted in the data (creswell & poth, 2018). the study was conducted from data collected through interviews with open-ended questions and other qualitative document analyses. if there was any discrepancy among these data sources, the researchers asked the participant/s further questions in the next meeting to resolve the divergences. 3.1 context of the study to investigate the participants’ experience with blended learning, a twelve-week english writing skill development course was designed and offered at the english department of a private university in bangladesh. the course was transformed into a blended course following a sample blended english writing course. the twelve-week time was selected for the main reason that the intended contents were appropriate to be covered within this time. at the start of each week (on sundays), a oneand half-hour face-to-face class was held. that is, 18 hours were assigned to the face-to-face teaching during the whole period of the course. the module was delivered using a moodle-based learning management system, i.e. google classroom and a student blog. for creating the blog, wix, a free hosted workspace which allows collaborative editing of pages and files, was used (http:// wix (www.wix.com)). this platform is also easy to access, which is very important in our learning context. students could post their essays on the blog, where their peers and teachers could give feedback. students could edit and correct their essays by incorporating this feedback from teachers and peers. each student had to write 4 essays on the blog. these essays were assessed and given scores. each student's performance in the essay showed continuous progress as their scores increased in successive essays. the participants were already familiar with face-to-face and online methods of education done 174 during the covid-19 pandemic. as the blended method was new to them, a blended course for writing skills was offered to familiarize them with the new method for the first time. 3.2 instruments we used a number of data collection tools for this study. all the data were of primary type. we collected data from interviews, and opinions about the three methods of education, i.e. online, face-to-face and blended methods which they expressed on facebook and the google classroom discussion board. for data triangulation purposes, comments and opinions of the samples from two other sources, facebook and google classroom, were also analyzed. this study uses 33 excerpts from the interview, 6 excerpts from google classroom and 4 excerpts from facebook. that is, for data we depended on four sources, i.e. interviews, facebook comments and google classroom comments analysis we also depended on the essay scores of 11 respondents. however, the maximum is, 70% of data came from one source, face-to-face interviews with 11 samples by using open-ended questions. we developed the interview questions. in this approach asking all participants systematically minimizes the interviewer's influence and subjective judgments (yıldırım & şimşek, 2013). the open-ended questions were used to elicit their views about online education, face-to-face education and blended education the interviews were held after they had completed the blended course. though 18 students registered for the course, 11 of them were selected for the interview because these 11 students attended all the classes regularly and hence, they were supposed to be able to provide the maximum data for this study. opinions of the samples posted in the google classroom and facebook group created for the experimental blended course in english writing skills were also analyzed following the thematic analysis. so, for data, we did not depend on only interviews. 3.3 data collection procedures the questions posted in the google classroom centre around the three types of education, i.e. face-to-face education, online education and blended education. they were motivated to write as free-handedly as they could about these three broad issues in the google classroom. the open-ended interviews for each participant required about 20-30 minutes on average. the interviews were held at the research site at a convenient time decided through discussion with the samples. the interviews were also recorded with the permission of the samples. they were transcribed verbatim later on. 3.4 data analysis in this study, the answers given for each question were first examined and similar statements were combined and coded. for the google classroom and facebook postings, a similar method was followed. the data obtained were coded manually by the researchers. we used the open coding and axial coding method as part of the coding process as suggested by saldana(2015). initially, 25 codes were created from the interviews and google classroom and facebook posts. while coding the data, the conceptual structure of the literature was determined and these 25 codes were reduced to 16 codes keeping many previous codes. these 16 codes were combined and six themes were created by identifying the common patterns. by using the tactical method of merging and combining the codes, we created the overarching themes, which are six in total. as the last step, the resulting codes and themes were explained and the findings were interpreted. 3.5 validity and reliability in qualitative research, the validity and reliability of the studies are met with the criteria of internal validity (credibility), external validity (transferability), internal reliability (consistency) and external reliability (verifiability) (shenton, 2004; yıldırım & şimşek, 2013). data collection, data analysis and interpretation process are given in detail for the internal validity of the research. the findings of the research for external validity were interpreted together with the previous research results and similarities and differences were revealed. direct citations of the participants were included in interpreting the data for the internal reliability of the research. 3.6 limitations of the study the participants selected for the study are 11 students of a university doing the blended course. the study is based on the experiences of a group of completely new students doing the blended course with no previous experience in this method of learning. the current study does not include the respondents or another researcher in analyzing the data. it would be better if the teachers’ views could be taken into consideration as data. 4. results the data collected from interviews in the google classroom and the facebook posts yielded the following results. the views expressed about their experiences with the three methods of education, i.e. online, face-to-face and blended methods collected through interviews and posts on google classroom and facebook reveal the following themes. a comparative study of the participants’ experiences with three methods was done, across the following themes. they are1. peer interaction and peer support. 2. teacher feedback. 3. learning 175 varieties.4. flexibility and self-paced learning. 5. quality of education and 6. resources and constraints. the themes are discussed below. 4.1 interaction and peer support interaction is a common theme that emerged from all responses regarding online education. lack of interaction of all types was mentioned as a frustrating experience for all students in online education. under this theme, the following subthemes emerged. absence of teacherstudent interaction, student-student interaction and absence of group work in the online classes. excerpt-1: student a says, “i could not see my teachers face-to-face and so i could not have any interaction and cordial relationship with my teachers.” (a, interview). excerpt-2: regarding student-student interaction, student d says, “i failed to see my friends, the talk i had with my friend were very little and i could not make friends with them.” (d, interview). excerpt-3: from the facebook post, the following response echoed the same theme. “online class does not develop our communicative skill because there is no interaction in the class.” (e, facebook) the theme of peer support is revealed in the responses of the majority of participants. peer support in face-toface education gives the following benefits. they are sharing views and opinions, bonding, interaction and social skills, removal of monotony through different modes of education and co-curricular and extracurricular activities and the scope to learn from the behaviour of others. excerpt-4: student b says, “conversation allows for a better exchange of information since both speaker and listener can see and interpret body language and facial expressions.” (b, interview). excerpt-5: student c says, “it also promotes ‘collaborative learning.” (c, interview). in comparison with the online classes, all participants in this study prefer blended learning for many reasons. while mentioning the advantages, the majority of the highlight the scope of interaction with teachers and students during face-to-face classes. excerpt-6: student d says, “i will participate in a blended course at the university because in online education i will be able to use technology and during the face-to-face, i will be able to improve my communication skills.” (d, interview). the majority of respondents say that online education has no interaction and teachers have no cordial relationship with students. hence, online education does not develop students’ communicative skills. on the other hand, the majority opined that the blended method helps to develop their communicative skills. 4.2 teacher feedback the lack of teacher feedback is mentioned as a big problem of online education. the majority of respondents(seven) mentioned that no prompt feedback is available in online education. teachers can provide limited feedback, and the support they can give is not equal and sufficient for all in online education. excerpt-7: student h says, “many times students need to get guidance and end up getting frustrated due to miscommunication. students are likely to miss the biggest charm due to the communication barrier.”(h, interview). the teacher's presence in the form of teacher support and guidance in face-to-face education can lead to student satisfaction in the face-to-face class. excerpt-8: student g says, “we can describe our problems, also ask questions and solutions at ease. teachers can observe easily our improvements……face-to-face education makes our learning easy.” (g, interview). this is also supplemented by the idea of hassle-free face-to-face education because students do not need to depend on the internet and another device. excerpt-9: student g says, “face-to-face class allows students to have instant gratification with answers and help.”(g, interview). excerpt-10: student d says, “i can access more information and richer understanding through teacher and other student's body language and voice. i have the opportunity to connect with friends and teachers, solve problems and network with other students. so, i feel better in the faceto-face classes above all.” (d, interview). student l mentions the benefits of teacher support in face-to-face classes. 176 excerpt-11: he says, “if you do not understand anything, you can easily ask teacher and peers the next time for help in face-to-face classes.” (l, interview). however, among the 11 respondents, 7 opined that teacher feedback that is to be found in the face-to-face classes assigned for the blended course was the greatest motivator for them to do blended education. the opportunity to meet their teachers during the face-to-face classes was beneficial for them to clarify and solve any problems they will face during the online portion of the course. for example, student g says, excerpt-12: “the feedback that i will get during the face-to-face classes helped to eliminate the difficulties that i will face during the online classes.”( g, interview). the majority of respondents complain about the lack of teacher feedback in the online classes. as a result, students feel frustrated. on the other hand, face-to-face classes provide students with the opportunity to have teacher guidance. however, the majority also opine that teacher feedback found in the face-to-face classes of the blended method is enough to make up for the deficiency of teacher feedback in online classes. 4.3 learning varieties the scope of learning varieties in face-to-face classes is a dominant theme. most of the respondents(a.c.e.h.i,) opined that learning varieties in the face-to-face classes motivate them for learning. c says, excerpt-13: “i liked my teachers’ interesting lectures, chats with friends, class performances etc. face-to-face classes are better than online classes because students have access to various learning activities on campus. before the corona pandemic in the face-to-face classes, i felt more comfortable and learned easily in a familiar, traditional classroom situation. it is an effective way to learn knowledge and skills because it often combines different ways of learning including writing, reading, discussion, presentations, projects and group work etc.” (c, google classroom). out of the 11 students, only three respondents opine that the use of different platforms for education in online classes has increased their motivation for online education. the reasons for the enhanced motivation in online education are the use of different platforms for education, an increase in confidence owing to the use of technology and more chances of self-exploration by using a variety of platforms for learning. six students say that the blended course offered them more varieties of learning than the fully online and faceto-face education. student j says, excerpt-14: “i enjoyed more varieties in my learning experiences in the blended course because i could enjoy the learning techniques and activities of both the face-to-face and online education. the experiences were more thrilling and enjoyable for me.” (j, interview). almost all agree that the use of technology in the blended course has increased their skill in technology and problem-solving. student i says, excerpt-15: “my experience with technology has been pleasant. i could become skilled in technology use and problemsolving skill.” (i, interview). regarding learning varieties, the majority believe that face-to-face education gives more learning varieties than the online method. only 3 out of 11 respondents mention the learning varieties in online classes. on the other hand, 6 out of 11 are happy with the learning varieties of a blended method for combining the best of both in it, i.e. the face-to-face and the online method. 4.4 flexibility the flexibility of online education can be an overarching advantage that includes the following subthemes. they areclass at any time and at any pace, opportunity to study and work at the same time, selfpaced learning, no session backlog, timely completion of studies, and support at any time from teachers and peers. three respondents agree that fixed class time of faceto-face education ensures discipline, student c opines. student f says, excerpt-16: “face-to-face education is maintained according to routine. that is why, our life also comes under discipline.”(c, interview). the fixed class time of face-to-face classes is mentioned as a disadvantage by eight students. that is, they prefer online classes to face-to-face for their flexibility. they say that students cannot work because they have to attend classes physically according to the schedule at class time. they (a, c, d, e, h, j) cannot work as well as study if they do face-to-face education. managing time is also a great drawback in face-to-face classes. student d says, excerpt-17: “although face-to-face education is very effective, it has some disadvantages, like travel time and cost. 177 attendance time can be restrictive or inconvenient. (d, interview). excerpt-18: student j says, “some students cannot come to university because of a part-time job.”(j, interview). students prefer the online classes to face-to-face classes because in the latter scheduling class is difficult. teachers cannot attend to all students. student d also likes online classes because face-to-face classes are a problem for students living far away. on the other hand, online classes offer more flexibility and better time management opportunity than face-to-face. he says, excerpt-19: “i attended classes from my place and time.” student a says that the disadvantage of the face-to-face class is the “inability to attend class on time because of traffic jams. we come to class late most of the time.”(d, interview). as an added advantage of online education, students mention the continuity of education during the pandemic and other natural disasters. student c says, excerpt-20: “due to online education, we were not cut off from the usual track of education. (c, interview). student j says that she can finish her course on time and there is no session jam. she adds, excerpt-21: “during this pandemic, i have not been facing session jam. i am benefitting from the online education because i am not going to suffer from session jam.” (j, interview). student e mentions that online education is a blessing for us for no session loss. most of the students mention the flexibility in various ways of online and blended education. while pointing out the advantages, student c says, excerpt-22: “i had a lot of advantages from this. it was easy for me to attend classes from home and was easy to communicate with classmates and teachers. mostly, it kept my learning on track during the time of the pandemic.”( c, interview). the flexibility of the blended course is what the students admire most. though the majority of students prefer online classes to face-to-face and blended in terms of flexibility, three of them agree that blended is also flexible and ten agree that blended is more flexible than the face-to-face and they enjoy the socialization scope of the blended method because in this method they can meet their friends and teachers once or twice a week. during that time they can solve their problems, interact and socialize. student h says, excerpt-23: “students who want to both study and work can do it easily. they do not need to do daily travel to the campus and women can also do higher studies.” (h, interview). another student k says, excerpt-24: “i could save my time because i did not need to come every day. i could save some time for my homework. i could also earn some extra money by teaching some students.” (k, interview). self-paced learning was mentioned by the majority of students as a strong reason for their liking blended courses. student a says, excerpt-25: “blended learning blends the best things of face-to-face teaching and online instruction in ways that help students to learn at their own pace. for example, a student in a blended learning course who gets a concept earlier than his classmates can proceed without having to wait, and on the other hand, a student who needs more time is not compelled to move forward before fully mastering the subject. it is proving to be a gradable learning model that simply works for a variety of students.” (a, interview). excerpt-26: student h says, “blended learning gives opportunities for integration of online with traditional placebased classroom methods. it requires the physical presence of both teacher and student, with some elements of student control over time or place. this is what i like most.” (h, google classroom). almost all the respondents believe that face-to-face education has no flexibility. on the other hand, they prefer online to face-to-face for its flexibility. along with flexibility they mention the continuity of education at any cost in the online method. and though they agree that the blended method is less flexible than the online, it is much more flexible than face-to-face education. 4.5 quality of education the participants expressed their opinions about the quality of online and blended education. eight of them mentioned that the quality of online education is an issue of concern. the following subthemes emerged from the responses (a, d, f..h. i.) which all are associated with quality of education. they lack real learning, cheating in the examination, and difficulty in preventing of cheating in the online examination. student h says, 178 excerpt-27: “full online education gives scope for cheating in the examination and other types of cheating such as copying and plagiarism. students do not learn as much as in the face-to-face classes.” (h, interview). moreover, the communication skill of the students does not develop as there is no interaction in the online education”. student i says, excerpt-28: “by these online classes we are just passing from one semester to another but the quality of education has decreased. also, there is the lack of attention in the online class.” (i, google classroom). student d mentions cheating in the online examination. student a says that there is no seriousness in online classes. so, quality cannot be ensured. student f says that in online learning students cannot fully understand any subject. he adds, excerpt-29: “they feel uncomfortable to ask a second time if they do not understand a thing in online classes.”(f, interview). interestingly and conversely, two students (c. g) opined that online education enhances learning. the enhanced learning accrues from the independent way of learning in online education and the scope of skill development through the use of technology. student c says, excerpt-30: “i could feel the richness of my learning because i could search for different sources to acquire knowledge.” (c, interview). eight out of 11 say that face-to-face education ensures more quality than online. only two students (b.e.) criticize face-to-face education for the poor learning success of students. in face-to-face education, students tend to rely more and more on teachers. this also leads to less tendency to self-exploration and autonomous learning. introvert students also feel shy to ask questions in face-to-face classes. student b says, excerpt-31: “shy students may have trouble approaching the instructor with questions.”(b, interview). seven out of eleven students believe that blended learning will improve the quality of education by enhancing learning. student f says, excerpt-32: “blended education will be better because students can attend both face-to-face and online education. they will have to use the best of both types of education and experience with both.” (f, interview). student g says, excerpt-33: “blended learning will be better than online and faceto-face education because exposure to different modes of education will develop their skill.” (g, interview). the following long quote illustrates their liking for blended courses. a student writes, excerpt-34: “there are two key points usually associated with blended: students who can share information and work with other students directly in a group setting, have a richer learning experience, and interaction between students can be increased if group activities depend on information collected from online resources or lessons. it’s also been seen that students who do online coursework in pursuance of interactive, face-to-face class activities, have better educational experience” (a, google classroom). a student also writes, excerpt-35: “blended learning reduces failure rates, improves learning, and enhances engagement.”(a, google classroom). student f says that in blended education students learn more than in online and face-to-face education. four students opine that the quality of education might decrease in blended education. student k says, excerpt-36: “the real learning was not happening and the student will not properly concentrate on education. student may not concentrate in studies. that is, real education does not happen in blended education.” (k, interview). 4.6 challenges and problems the respondents mention several challenges and problems in both online and blended education. face-toface education has also several practical problems related to the cost, time and physical hassles of travelling to campus. they can be categorized under resource, cost, time, physical and mental hassles etc. 4.6.1 resources and constraints while analyzing the resource and constraints issues of these types of education, the following themes emerged. they are scarcity of resources, costs, and health and mental hazards owing to online education. almost all respondents mentioned resource constraints as a challenge for online education. the first theme is the challenges of resources which include electricity, device, internet. these resources are related to both availability and cost. student g writes, 179 excerpt-37: “we cannot do classes for internet problem, many students cannot do class because they do not have a smart phone. being in the village makes it difficult for many to attend classes.”(g, facebook). students j and d complain about network problems in online classes. students become disconnected for network problems. student d writes, excerpt-38: “online classes cost a lot for data. they need to spend 10 dollars a month on data. however, the problems associated with face-to-face education are travel time and traffic jam, travel cost, accommodation cost, the hassle of catching transport and tiredness from travel”(d, google classroom). regarding the quality of education, 8 respondents agree that online lack quality because there is the scope for cheating in the examinations. they also think that in online education communication skill of students does not develop. however, 8 respondents agree that face-toface ensures more quality than online education. again, 7 out of 11 believe that blended ensures quality because it combines the best of both, face-to-face and online. on the other hand, 4 students complain about the low quality of the blended method. 4.6.2 cost and hassles while comparing the costs of online and face-to-face education, the comparative advantages of online education such as no travel cost, no food cost, no hassle for catching transport, and no accommodation costs were revealed from the responses of the majority of respondents. students (b, d, e, f, i) opine that online classes are more cost-effective than face-to-face classes because they do not need travel costs, food costs and accommodation costs though they need to spend money on the internet. they also say that tuition fees for the blended course are less than the face-to-face course and that for online is less than the blended. a good number of respondents mention the cost-saving aspect of blended education because they will not have to travel every day to the campus, take food outside and stay near the campus. student i prefers the blended course to the faceto-face class saying, excerpt-39: “i will take the blended course at the university level because it will save money the tuition fees of blended courses are to be less than the face-to-face.”(i, interview). however, only three say that they like blended learning because only for the low cost. 4.6.3 health and mental hazards while responding about the hazards of online education, the following problems were identified in the responses of the majority (seven) of students. the respondents revealed that online education is taxing for the eyes and brain. online education creates many diseases like poor vision and inertia. on the mental level, it creates depression, and laziness and ultimately leads to de-motivation in studies. student g says, excerpt-40: “our brain and eyes are affected due to attending classes for a long time in front of mobile or laptop screens. mostly, it makes us physically lazy.” (g, interview). student d writes, excerpt-41: “i have also gained experience in using different software which will help in future, although this online class is getting too boring day by day.”(d, facebook). student f says, excerpt-42: “due to online classes, mobile addiction has increased which is dangerous for us. i agree that for this online class we don’t have to face any vehicle problems and jams. and for this pandemic, we don’t have to face any year drop. but other problems have increased such as insomnia, depression, vision loss, irritable mood.” (f, interview). a student writes, excerpt-43: “we cannot give concentration to studies in online classes. however, there is fewer health problem in the blended course because half of the classes are done faceto-face.” (h, facebook post). regarding the challenges of both face-to-face and online classes, almost all agree that face-to-face is more costly than online and blended because face-to-face requires space, travel cost, food cost and accommodation cost for students. but regarding online, the majority of students mention challenges such as the cost of the device, internet and access to it. however, the majority believe that in terms of cost, blended stands at the middle point because it is less costly than face-to-face and more costly than the online method. regarding mental and physical problems, the majority of respondents believe that online is more stressful on the mind and health than the face-to-face method. in combination with the respondents’ positive opinion about the blended method in the interviews and other posts, the scores of student essays are presented below to investigate whether their performance has improved or not as a result of teacher ad peer feedback on their essays in the writing blog, a platform of this blended course. the continuous progress of the respondents writing skills is shown in the table 1. journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, july 2022, pp: 168 – 185 doi: https://doi.org/10.31849/utamax.v4i2.8182 180 table 1. essay scores students’ id essay 1 essay 2 essay 3 essay 4 1 67℅ 67% 79% 80% 2 66% 69% 77% 82℅ 3 67% 68% 78% 81% 4 65% 60% 68% 68% 5 66% 61% 63% 60% 6 65% 69% 79% 79% 7 67% 67% 76% 80% 8 67% 67% 63% 61% 9 68% 70% 80% 82% 10 67% 72% 81% 83℅ 11 55% 55% 52% 53% the respondents submitted four essays using the blog set up for them with the aim of learning process writing. the table shows the students' completed essay grades after revision and editing. except for 1 student, i.e. student no. 4, whose scores remained unchanged in essay no.4, 7 out of 11 samples received greater grades in essay 2 than in essay 1 and it gradually increased. despite the few cases where students scored similar points in two consecutive essays, the data demonstrates that almost more than 70 % of participants improved their writing with each subsequent essay they produced on the blog following the submission of the first essay. it is seen that however, 3 students’ essay scores did not improve but rather decreased. students no. 5,8 and 11 show a decrease in score. so, though the data indicate steady progress of student's writing skills through the blog, stagnant condition of 1 student and a decrease in 3 out of 11 indicate mixed results about the effectiveness of the blogging activities, a teaching substitute platform of the blended method. there is steady progress in the performance of 7 students’ writing skills. so, it can be rightly assumed that the positive impacts of blogging on the achievement of writing skills in the majority of students strongly are supported by the scores, which in the long run, indicates the effectiveness of the blended method in developing students’ writing skill. 5. discussion 5.1 interaction the lack of interaction and peer support in online education has been mentioned as a problem of online education by the majority of respondents in this study. we all know that limited instantaneous interaction is a challenge in online education. this view is echoed in the literature on online education too. the lack of simultaneous interaction in online learning harms learning and teaching and accordingly the acquisition of skills in students. the perception is that students doing face-to-face programs perform better than those in online courses because students are offered more physical interaction with their teacher and among themselves (arviso, 2019). student d’s expression supports this view. he says, “i will participate in a blended course at the university because in online education i will be able to use technology and during the face-to-face, i will be able to improve my communication skills.” hence, blended learning is advantageous because it offers the scope of both face-to-face and online education to the students. all eleven students reported more interaction and communication among themselves in the blended course they did. student-student interaction is a great charm for blended education among the respondents in our study which was reverberated earlier in sorbie’s (2015) 181 qualitative study which indicates that blended learning caters to students’ learning styles, promotes collaboration among learners, engages students and instructors in discussion and practical learning. dumont and raggo (2018) found more positive academic progress as a result of the interaction in blended mode (kintu et al., 2017) echoing the same opinion that blended learning boosts a strong sense of cooperation for students. 5.2 teacher feedback all eleven students in this study mentioned that they got more teacher feedback and support in the blended course they did. more student-teacher interaction is mentioned as a reason for liking blended education in this study. compared to full online education, blended education provides more scope for student-teacher and student-student interaction, as shown in previous studies. kurucay and inan (2017) mentioned about three types of interactions in blended learning environments such as learner to content, learner to the instructor, and learner to learner. these interactions are crucial for the student's success and satisfaction in blended learning environments. they agree that in face-to-face classes teachers always cannot attend to all students’ problems individually for the lack of time. but as the blended course has an asynchronous facility, teacher feedback can be given at any time. 5.3 learning varieties six students say that the blended course offered them more varieties of learning than the fully online and faceto-face education. student j says, “i enjoyed more varieties in my learning experiences in the blended course because i could enjoy the learning techniques and activities of both the face-to-face and online education. the experiences were more thrilling and enjoyable for me.” though face-to-face education has been appreciated by the majority of respondents in this study for its variety of learning activities, a good number of them also highlight the multi-faceted activities of online education as its charms. this view is also stated by martin (2020). he says that detailed recording of student performance such as participation in courses, projects, quizzes and exams in the system through learning management system (lms) is very advantageous in evaluating education (martin, 2020). the online blended learning activities give students the charms of using various learning systems. the opportunity for increased learning is present neither online nor face-to-face learning. the aggregate advantage of face-to-face and online activities gives the participants an extra benefit in learning. sorbie (2015) found that blended learning caters to students’ learning styles, promotes collaboration among learners, and engages students and instructors in discussion and practical learning activities (sorbie, 2015). the reason for the participants’ liking the blended education in this study is enhanced learning. in our study, almost all agree that the use of technology in the blended course has increased their skill in technology and problem-solving. about enhanced learning, most respondents say that as everything is revolving around advancements in technology, improving a course through technology may help to achieve an effective teaching and learning environment. 5.4 flexibility another important reason for the students preferring blended learning to face-to-face in our study is flexibility. the flexibility of the blended course is what the students admire most in our study. though the majority of students prefer online classes to face-to-face and blended in terms of flexibility, four of them agree that blended is also flexible and they enjoy the socialization scope of the blended method because in this method they can meet their friends and teachers once or twice a week. ten participants however think that blended is more flexible than the face-to-face classes and online is more flexible than the blended method. this view is supported in many research studies, for example, by tarvyd,(2019) who also revealed the flexible learning schedule, alternative pathway for education and multiple motivations to enter a blended learning program. similarly, enrichsen et al. (2017) indicated that students get satisfaction from the course when they feel there is flexibility, involvement of the instructor, interactive communication and different assignments in a course. antwi-boampong (2021)’s study showed that the students found the blended method convenient, flexible and conducive to learning beyond the limitations imposed by the classrooms. his findings indicate that blended courses offer more convenience and flexibility than face-to-face delivery. according to barker (2015), “hybrid courses provide an alternative to spending time on campus; it reduces commuting time and travel expenses” (p. 145). 5.5 quality of education the quality of online education was stated as a strong concern by the majority of students in our study which is echoed by (irvin et al., 2011 that concern with the quality of online courses is also a burning issue. the following research also supports the viewpoint. compared to traditional face-to-face education, online learning has low quality. peers cannot offer to learn help if the system design does not support this actively. this makes the impact of poor learning design acute when online learning is the only option (arviso,2019). online courses offer limited access to the practical and visual aspects of content. students, therefore, cannot visualize what they read and that leads to more dropouts. marcia’s study of online courses found a 45% dropout rate in some colleges and universities for the lack of support from the 182 institution but it was only 11% for face-to-face students (ryan et al., 2016). but the face-to-face portion of the blended learning method is expected to make up for the deficiency of quality that the full online education is assumed to have. this view is expressed by the majority of our respondents. seven out of eleven students in our study believe that blended learning will improve the quality of education by enhancing knowledge. this view was echoed by nasser (2020) who also revealed the achievement of the following important benefits of the blended method such as accessibility, visualization, motivation, social skills, and critical thinking through the blended mode. margolis, porter, and pitterle’s (2017) study also mentioned the execution of the classroom activities that were translatable to 21st-century real-world issues. 5.6 digital divide and online and blended education the number of respondents mentioning resource problem in online education in our study are eleven. all respondents mentioned resource constraints as a challenge for online education. the first theme is the challenges of resources which include electricity, device, internet. these resources are related to both availability and cost. this scenario is a common phenomenon in every less privileged country. there are increasing concerns everywhere that students from less-privileged families or less-well-financed institutions could be dropped from the online mode of education. the economic and technological divide in asia has come to be even more evident now than ever before with the added deprivation of students from campuses. i.e. resources such as libraries, computer facilities and standard rooms (lau, 2020). this view is echoed in studies done in bangladesh as well. poor or no internet connection and costly mobile data are the main hindrances for low participation in online classes in rural and distant areas and especially from poor economic backgrounds (jashim & sajid,2020). to minimize the challenges of resources required for complete online education, blended learning can play a significant role because in this method the face-to-face classes are effective in handling and addressing the problems being faced while doing the online classes. but still, resource problems associated with the blended course will be a challenge for the students in marginally placed countries. this view is stated by many of our participants too. 5.7 cost effectiveness seven students found blended learning more costeffective in this study in terms of travel, food and accommodation costs. this view strongly supports the use of blended learning in the bangladeshi education system as a solution to traffic jams in bangladeshi cities. chakraborty (2016) states that the city-dwellers of bangladesh are encumbered with the regular menace of traffic jams. around 5.00 million working hours are being wasted every day in traffic jams that incur an average financial loss of taka 370 billion every year. mcci & cmilt (2010) revealed that traffic jam was liable for the loss of people's 8.15 million working hours, 40 per cent of which are business hours (chakraborty, 2016). moreover, students doing the blended course will have to spend almost half of the expenses being incurred for face-to-face education because it will cut down tuition fees, food, travel and accommodation costs. to sum up, the study reports more interaction among the majority of students in the blended method. they were happy because they could interact with peers in both the channels, face-to-face and online and could have peer feedback during the online activities of writing essays. the study also reported that the students got more teacher feedback in the blended method. another important finding of the study is that they got more varieties of learning activities in the blended format than the only face-to-face or only online. they report that the use of technology for the online classes in the blended method has increased their technological and problem-solving skills compared to the face-to-face and online classes. regarding the flexibility option, they preferred the online to the other two methods. in their choice blended method held the second preference for there is the compulsion of face-to-face classes once a week. they were very optimistic about the contribution of the blended method to minimizing session backlog in bangladeshi higher education institutions. here also online education is the best option to address this problem. they opine that blended learning will help to alleviate the problem of accommodation in student dormitories of universities. regarding the quality of education, 7 out of 11 participants1, that is, the majority believe that the benefits and opportunities blended method creates for students in terms of enhanced learning, higher order learning, and technological skills are assumed to ensure better learning for the students. considering other benefits of the blended method, it is the best of all three methods. as online education is held in low esteem by common people, the blended method is assumed to make up for the limitations of online education because here the teacher's presence and feedback during the face-toface portions of the course will help the students who need support from teachers and peers. all agree on the issue of the digital divide as an obstacle to online education in bangladesh. it might be a similar issue with the blended though not on the same scale. so, the blended course can partially compensate for the problem of the digital divide. 183 blended courses will also increase the intake of public universities. teachers can utilize this time for research, innovation, and industry engagement whereas students can do research, study at home or part-time work or do tuition work in case of financial problems in in these circumstances, the blended approach provides a lot of flexibility to the students and teachers. as a result, universities may significantly increase student intake. 6. conclusions this study was conducted to investigate the advantages as well as the disadvantages of both online and face-to-face education on the one hand and the experiences of the students with the blended method on the other. while highlighting the advantages of face-toface education, the respondents mentioned teacher and peer support, interaction and learning varieties etc. on the one hand. they also mentioned disadvantages such as the lack of flexibility and self-paced learning and problems such as session backlog, the crisis of seats and accommodation in student dormitories on the other. similarly, while elaborating upon the advantages of online education, respondents mentioned advantages such as the flexibility of time and space, scope of enhanced learning through self-exploration, familiarity with using technology, low cost of education on the one hand and the disadvantages and challenges such as cost of device and internet, the lack of instant teacher feedback, low quality of online education and physical and mental hazards on the other. in comparison with both online and face-to-face education, the majority of students in this study opined that blended learning is a better and more effective alternative to both of them for bangladeshi universities. to sum up, by doing this blended course they enjoyed the charms and the best things of both face-to-face and online education. in the blended course, they had more flexibility, enhanced learning, teacher feedback and more interaction than the face-to-face and online education. the majority of samples also reported that blended learning would help to address many critical problems of the face-to-face higher education of bangladesh such as session backlog, the crisis of seats, cost of private higher education, and would also help the youth to continue the job and higher education simultaneously. the findings of the study will be impactful on the policy-makers and decision-makers in education to contemplate and consider the implementation of the blended learning method to improve the quality of higher education in bangladesh. the opinions of the learners in this study will also be helpful for the instructors offering blended education in considering choosing the teaching materials and techniques for the combined courses. references ahmed, m. 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(2018). case study research and applications. sage. https://doi.org/10.5815/ijmecs.2012.06.01 https://doi.org/10.1080/10668926.2015.1044584 https://doi.org/10.18187/pjsor.v11i2.1088 https://doi.org/10.3390/pharmacy1020137 https://doi.org/10.7575/aiac.ijalel.v.7n.4p.56 journal of ultimate research and trends in education issn: 2685-4252 (online) and issn: 2685-0540 (print) vol. 4, no. 2, juli 2022, pp: 101 – 121 doi: https://doi.org/10.31849/utamax.v4i2.8432 101 the dearth of distinct exam centres in bangladesh: teaching and learning disruptions for closures during public examinations md. abdul qader tarash college, national university, tarash, bangladesh aksarker48@gmail.com article history received : 2021-11-16 revised : 2022-07-15 accepted : 2022-07-20 keywords public exams in bangladesh scarcity of exam-erections mismanagement of exam-venue frequent closures of institutions teaching-learning interruption abstract in the education setting, examinations are generally well-thought-out assessment methods. these are not only powerful ways of improving learning but also assessing whatever learners have learned. but when these examinations disturb teaching and learning, what circumstances will emerge in this educational setting? in bangladesh, some schools and colleges are governmentally selected as the centers of various public examinations. during these examinations, those educational institutions' teaching and learning activities were closed down for imposing section 144 in 400 yards around the centers. for this reason, it is difficult to complete the syllabus of all subjects, and the teaching and learning process of those institutions is hampered. the manuscript intended to focus on the degree of level of the problem created by interrupted teaching and learning of those centre schools and colleges during public examinations in bangladesh. it also aimed at finding out the actual solution to the problem. the research was conducted in a mixed method prioritizing the quantitative method. three instruments of data collection were used: questionnaire-survey among 157 participants concerned with teaching and learning, directly and indirectly, a focus group discussion (fgd) among eight educational administrators, and content analysis (ca) of existing knowledge or remaining relevant data from various local newspapers: daily star, daily observer, daily prothom alo, etc. the manuscript also recommends a solution that government should construct distinct exam-complex (multi-storied buildings) in each sub-district in the countries like bangladesh. finally, the research work is significant for the examination management of bangladesh and other countries like bangladesh. 1. introduction examination, an inevitable part of education, assesses and evaluates learners’ knowledge in a specific subject. it can be defined as testing the understanding level of the knowledge of a learner or person. (pintrich, 2010). each question in the exam is given a grade based on the level of knowledge it necessitates. the learners must respond to the questions on the tests. marks are assigned depending on the quality of a student's responses in an examination. the results of the exam are used to evaluate the students. as examinations are designed to test the knowledge and skills of learners (al amin & greenwood, 2018), it is very significant for the education system worldwide. but what a strange matter when these examinations become disturbing to the teaching and learning continuation of some schools and colleges that are used as the venues or centres of the public examinations in developing countries like bangladesh. when these educational institutions have to maintain public exams: grade-8, grade-10, grade-12, and undergraduate programs frequently in a year, they lack enough infrastructure to accommodate many examinees. then they must close teaching and learning of other classes for a recurrent and long time. besides, these types of the country cannot afford available and exclusive exam centers due to resource constraints. these public examinations took many days in a year, such as grade 8 took about 15-18 days, grade 10 took 20-30 days, grade 12 took 40-45 days, and undergraduate took about 60 days. the study observed only the exam routines of grade-8, grade-10, grade-12, and undergraduate of 2019 in bangladesh. in the hsc exam in 2019, it was apparent that the written exam started form 01/04/2019 and ended on 11/05/2019. besides, the practical exam started form 12/05/2019 and ended at 21/05/2019. so, it took 50 days to complete the examinations, although the days might be https://doi.org/10.31849/utamax.v4i2.8432 102 increased or decreased every year, and the exam-center educational institutions (venues) were to be closed down within the days (dhaka, 2019) the written test for the ssc exam in 2019 began on february 2nd and finished on february 25th. furthermore, the practical test began on february 27th and were completed on march 5th, 2019. thus, the tests required 33 days to complete, albeit the days may vary from year to year, and the exam-center educational institutions (venues) were to close down within the days (ssc, 2019). in the jsc exam schedule for 2019, the test for the jsc exam began on november 2nd and ended on november 11th. as a result, the examinations took 13 days to complete, though this varies from year to year, and the exam-centre educational institutions (venues) were compelled to close within those days. (education ministry approves routines for jsc, ssc, 2019). currently, the country has 30,000 secondary schools and madrasas. in 2018, 3,412 served as ssc and comparable test centers, 2,541 hsc and equivalent exam centers, and 2,903 jsc exam centers. around 1,000 institutions, according to the dhaka education board, organize at least two public exams. all three tests are held in another 400 schools and madrasas, meaning these institutions will be closed for 230 days, or nearly eight months (mohiuddin, 2019). in the same way, many schools. colleges and madrasahs are used as the centers of public examinations, including junior school certificate (jsc), secondary school certificate (ssc), higher secondary certificate (hsc), and bachelor of arts (b.a) around the year in bangladesh. during these public examinations, teaching and learning activities of those center/ venue schools and colleges are closed down for imposing section 144 in 400 yards around the centers. besides, top center schools and colleges are not capable of continuing teaching-learning activities along with these public exams due to infrastructure constraints on the premises. so, the authority is compelled to frequently close down their schools and colleges for a long time. thus, completing the syllabus of all subjects in every class becomes difficult, and those institutions' teaching and learning processes lagged. according to education board officials, annual holidays and other closures consume more than half of an academic year at many secondary-level educational institutions, requiring students to hire private tutors. teachers at those colleges also struggle to complete the curriculum in less than half the time allotted. as a result, instructors and analysts say, they hurry through the curriculum to prepare kids, lowering the quality of education. (alamgir, 2019). moreover, most developing countries like bangladesh have no exclusive exam centers for public examinations in the suburb of upazila (sub-district) and district level. so, all academic or public examinations are held in specific schools, colleges, and madrasah that must close teaching and learning of other classes to maintain those public examinations. in these circumstances, the exam-center educational institutions are closed for a long time. as a result, its learners are deprived of a requisite number of classes and credit hours in their sessions. so, the manuscript aimed at finding out statistically how many classes or credit hours of the center schools, colleges and madrasahs are being interrupted for those public examinations in a year, and raising awareness of the government about the remaining issue, and suggesting the concerned authorities to solve the mentioned educational management problem by building up multi-storied examination complexes in each upazila head quarter. the author also expected to find out the degree of problems in educational mismanagement in bangladesh and draw out an authentic solution (building up exclusive exam complexes at every upazila headquarter) so that no educational institution would be used as the venue for any public examination. besides, numerous significant objectives of the research were stated below: a) to create awareness among the public sectors, government, and especially the concerned authorities about the teaching-learning problem in exam-center (venue) educational institutions during public examinations for long closure, and make them build exclusive exam complexes in every sub-district and district level. b) to stop frequent closure and continue teaching and learning ceaselessly in bangladesh. c) to standardize the quality of national education in developing countries like bangladesh. according to the study objectives, the author collected data to discover answers or solutions to the following research issues or problems. because the best result and solution to the research problem may be the proper replies. as a result, the author anticipated getting the answers to the following study questions: 1) how can public examinations be conducted in bangladesh without interrupting teaching and learning? 2) how do public examinations interrupt the teaching and learning of exam-center (venue) educational institutions? 3) do the public examinations disrupt the teaching and learning of exam-center (venue) educational institutions? according to the traditional system of conducting the public examination in bangladesh, every public examination (jsc, ssc, hsc, b.a) and the relevant is held in some exam-center/ venue schools, colleges, and madrasahs to be closed due to imposing 144 in the exam-centers. besides, to the opinion of the government education management in bangladesh, 103 these closures hardly interrupt the continuity of teaching and learning of those exam-center schools, colleges, and madrasah. in the alternative hypothesis, according to the present prospectus of happening public examinations in schools, colleges, and madrasahs, the closures for conducting public examinations are very harmful to those center educational institutions. they detrimentally interrupt the continuity of teaching and learning. the learners are deprived of a huge sum of classes for the closure. so, here in the research work, the alternative hypothesis rivals the null hypothesis. consequently, the author also proved the following hypotheses by collecting data from the answers to the above research questions served to the participants. his principal hypothesis was proved as a good solution to the researched problem. 1) if public examinations are conducted in the exclusive exam complexes, no interruption of teaching and learning will occur in any educational institution in bangladesh. 2) public examinations badly interrupting and learning of exam-centre educational institutions for long closure on accobecause 3) public examinations undoubtedly interrupt the teaching and learning of exam-centre educational institutions. the study's rationale is extremely significant for its role to find out the acute problem in teaching and learning continuation due to various public examinations, as well as the harmful effect of frequent closure of educational institutions in developed countries like bangladesh. most developing countries like bangladesh are facing insufficient resources to be allocated enough to build separate exam complexes at least in every upazila (sub-district) head quarter. so, the government and public exam-authority use some educational institutions as the centres/ venues of various public examinations, which begets the closure of those institutions that begets disruptions in the teaching-learning system. this tradition is a very negative effect on quality education that begets national development. although this problem was not considered acute in the previous decades, the problem is now mind-catching. if the problem is solved, the quality of education will be enhanced more than before. so, the research has proper justification for being conducted for sustainable teaching and learning continuation by protecting the closure of educational institutions during public examinations. many researchers, reporters, and journalists studied this issue, especially that issue in bangladesh. they described the disruptions of public exams in teaching and learning, the importance and urgency of establishing exclusive exam complexes in every district and sub-district in bangladesh, and the negative impact of frequent and long-term closure of schools and colleges on quality education. but the research gap in the existing knowledge cited in this study's introduction and literature review was that none of them highlighted the degree of disruption in teaching and learning during public examinations in bangladesh and abroad. besides, they all focused on the issue of narrative content rather than quantitative observation. so, the study's novelty was that the author pictured the levels or degree of interruption in teaching and learning of exam-center schools and colleges during public examinations. besides, he also observed the issue with quantitative measurement, including microsoft excel, which was not found in the previous study, preferably in bangladesh. finally, the innovative understanding of the study was that if all developing countries like bangladesh built distinct exam halls in every upazila (sub-district) and district level parishes, the teaching and learning continuation in exam-centre education institutions would not be disrupted during public examinations. 2. literature review 2.1. disruptions of public exams in education in bangladesh, every public or certificate examination is always held in some educational institutions enlisted as the examination centers on the education boards and the national university of bangladesh. those center schools and colleges are closed for a minimum of one month to a maximum of six months during public examinations. as a result, the continuity of teaching and learning is extremely interrupted, and the teachers and learners cannot complete their teaching and learning syllabi. in the author's opinion, if the exclusive exam complexes are established in each upazila headquarter, the public examinations can be held in those venues or exclusive exam complexes. then the continuation of teaching and learning of those schools and colleges used as exam centers will not be interrupted, as some daily newspapers in bangladesh have recently reported, although journal researches are inadequate. the system of public examinations in bangladesh is that after ten years of study, the secondary school certificate (ssc) examination, the first in the hierarchy of public examinations, is held. after that, after grade 12, there is the higher secondary certificate (hsc) test. bachelor's degree examinations (ba, bsc, bss, bcom) take place at the end of 14/15 years, whereas master's degree examinations (ma, msc, mss, mba take place at the end of 16/17 years. bangladesh civil service (bcs) competitive examinations, which are used to choose applicants for posts as class i government officers, are also open to the public (government, 2021). bangladesh's current education system may be divided into three stages: basic, secondary, and higher. 104 primary-level schools provide the majority of elementary education. institutions at the junior secondary and higher secondary levels offer secondary education. degree pass (3 years), degree honours (4 years), masters (1 & 2 years), and other higher-level institutes of an equivalent portion of other connected institutions provide higher education. to assess and evaluate the above three levels of learners, the government of bangladesh arranges psc, jsc, ssc, hsc, bachelor and master's examinations, especially b.a pass and honours examinations under the national university of bangladesh. these are public examinations that are held around the year. the psc, jsc, ssc, hsc, and bachelor (b.a pass) examinations are held in every upazila headquarters in bangladesh. as no exclusive examination hall exists, some schools, colleges and madrasahs in the upazilas are usually used as the centres or venues for those examinations. for this, the respective educational institutions are closed for a long period in a year, and the teaching and learning process is hampered. consequently, conducting classes of the teachers is not possible, and the courses of all classes are not completed due to those long closures around the year. the ministry of education (moe) and the ministry of primary and secondary education (mopme) are the top bodies overseeing the running of bangladesh's educational institutions. they make policies in all areas of education, including public, national, and schoolbased student evaluation. primary education is overseen by the directorate of primary education, whereas secondary and higher education is overseen by the directorate of secondary and higher education (adb, 2017). further, a laboratory class is one in which all of the work is done in class and there are no outside assignments. for the duration of a typical semester, the minimal contact time per credit is 2x50x15= 1500 minutes or 2 hours each week. for a minimum of 750 minutes of structured teaching, one semester credit hour, in theory, will be given. (shahidul, 2018). during public examinations, educational establishments will no longer be closed. there is no way to build up test centers and venues all across the world. in each upazila town, a separate facility will be built to conduct examinations in a question-free and copy-free atmosphere. if separate examination centers are created, students will not be deprived of teaching activities during the examination. that is exactly what the folks in question have wanted. (educational institutions will no longer remain closed during public examinations, 2018). the high court has asked the government to explain in four weeks why it should not be ordered to establish exam halls in all district and upazila headquarters across the country for public and recruitment examinations. the court issued a rule upon the authorities concerned with the government. (why not set up exam halls at all districts, upazilas: hc to govt, 2019). the government has taken the initiative to build a separate examination center in each district. all public examinations of the district will be held at this center. the meeting proposed to construct more than one test building in each upazila. however, at least two and a half thousand acres of land will be required for this. separate examination centers will be set up in any one upazila of each district. completion of primary education (pec), junior school certificate (jsc), and ssc-hsc examinations will be held at the center. director general of mausi professor. syed md. ghulam farooq said the issue had been under discussion for a long time. (public examination moving from school and college, 2019). 2.2. effect of frequent and long closure the topic of urban public-school closures and their implications on student academic results have been the subject of recent research. however, little is known about the broader impact of closures, particularly on instructors who are also affected. we examine the labour market results for over 15,000 teachers displaced by the closure of almost 700 texas schools between 2003 and 2015. using a unique administrative data set, we discovered that school closures were linked to an increased risk of teachers quitting the profession and moving school districts. specifically, instructors in charter schools that shuttered were more likely to depart. furthermore, closures tend to force senior instructors out, exacerbating the already significant underrepresentation of black teachers. (richards, et al., 2020) closing schools is a politically difficult decision for any district. it has implications for students and families who must be transferred to a new school. it may involve terminating employment contracts with a school’s current employees. there may be legal and collective bargaining issues to resolve, and it is likely to be a time-consuming, challenging, and complicated (sunderman, et al., 2019). the impact of school closures is likely to be experienced disproportionately by families subject to social inequities, and those with children with health conditions or special learning needs. interrupted access to school-based resources, connections, and support compounds the broader societal impact of the pandemic. in particular, there are likely to be greater effects on single-parent families, families in poverty, working mothers, and those with unstable employment and housing (dove, et al., 2020) the logic of closing schools in response to low student performance goes like this: by closing lowperforming schools and sending students to betterperforming ones, student achievement will improve. the new, higher-performing schools will give transfer students access to higher-quality peer and teacher networks, which in turn will have a beneficial effect on academic outcomes. the threat of closure may 105 motivate low-performing schools (and their districts) to improve to preempt school closure (sunderman, et al., 2019) when educational institutions are frequently and long-term closed, learners become psychologically disrupted, whether legal or illegal, from a life cycle perspective. school closures have affected child and youth learning and may result in irregular educational opportunities. learning insecurity is intensified in homes with limited access to technology and multiple platforms used by multiple teachers. up to 80% of children with disabilities, neurodevelopmental, mental, and behavioural health needs rely heavily on school services and may be particularly affected due to loss of resources, specialized educators, and structured learning environments. they lose the discipline of education, study, aims and objectives and feel disorder (dove, et al., 2020). school closures can have an exacerbating effect on students with mental health issues (müller & goldenberg, 2020). long-term closure of educational institutions makes the learners unable to realize the syllabus of their courses and they become filled with fear so that they can pass the exams and continue their studies. in this sense, the learners stop to go to their schools and colleges and dropout remains increasing. using publicly available survey data from the usaid demographic health surveys program and the unicef multiple indicator cluster survey from before and after the 2013–2016 ebola pandemic in guinea and sierra leone in west africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups (smith, 2021). when the learners lag behind in their studies, guardians observe some unexpected behaviour in theirs wards, especially in female wards. if they cannot control their sons and daughters, they decide to marry them off. thus, early marriage is a rising situation. we see an increasing trend in attempted child marriages in recent times as opposed to pre-pandemic days”, says a unicef spokesman. a brac estimate suggests that this increase may be approximately 220 percent over the period of july to september of the 2020 lockdown period (das & kusakabe, 2021). the progress of a nation is very much dependent on the education of its citizens. one major issue schools are facing and seeing little or no improvement is effectively dealing with absenteeism. learners should be in school all the times for them to acquire and keep concepts taught (simuforosa & rosemary, 2016). 2.3. unesco observation on school closures school closures carry high social and economic costs for people across communities. their impact, however, is particularly severe for the most vulnerable and marginalized boys and girls and their families. the resulting disruptions exacerbate already existing disparities within the education system but also in other aspects of their lives. these include: 1) interrupted learning: schooling provides essential learning, and then schools close; children and youth are deprived of opportunities for growth and development. the disadvantages are disproportionate for under-privileged learners who have fewer educational opportunities beyond school. 2) confusion and stress for teachers: when schools close, especially unexpectedly and for unknown durations, teachers are often unsure of their obligations and how to maintain connections with students to support learning. in many contexts, school closures lead to furloughs or separations for teachers. transitions to distance learning platforms tend to be messy and frustrating, even in the best circumstances. 3) parents unprepared for distance and homeschooling: when schools close, parents are often asked to facilitate children's learning at home and can struggle to perform this task. this is especially true for parents with limited education and resources. 4) challenges creating, maintaining, and improving distance learning: demand for distance learning skyrockets when schools close and often overwhelms existing portals to remote education. moving learning from classrooms to homes at scale and in a hurry presents enormous human and technical challenges. 5) increased pressure on schools and school systems that remain open: localized school closures place burdens on schools as governments and parents redirect children to schools that remain open. 6) rise in dropout rates: it is challenging to ensure children and youth return and stay in school when schools reopen after closures. this is especially true of protracted closures and when economic shocks pressure children to work and generate income for financially distressed families. 7) challenges measuring and validating learning: calendared assessments, notably high-stakes examinations that determine admission or advancement to new education levels and institutions, are thrown into disarray when schools close. strategies to postpone, skip or administer examinations at a distance raise concerns about fairness, especially when access to learning becomes variable. disruptive assessments stress students and their families and can trigger disengagement. (unesco, 2020). 106 3. method the research method is an inevitable section that synthesizes research design, data collection instruments, reasons for applying these instruments, participants and settings, data collection procedures, and data analysis procedures to solve the research problem. the study is conducted in a mixed method where the quantitative method is predominating for finding original problems and drawing a sound solution. the settings or locations of the research work are 19 schools, colleges, and madrasahs that are used as the centers or venues of various public examinations and must be closed down during those public exams. the above 19 educational institutions have been selected from tarash and rayganj upazila in the sirajganj district of bangladesh. the research participants are 2 upazila nirbahi officers, 2 assistant commissioners of land, 2 upazila education officers and 2 academic officers, and 8 different upper-class administrative officers responsible for ensuring quality education and public examinations management in these two upazilas. 19 participants are from principals and headmasters, 40 teachers, 40 guardians, and 50 students of those 19 schools, madrasahs, and colleges that are usually used as the venues of various public examinations in two upazilas of sirajganj district in bangladesh (table-1). three data collecting instruments were used: a questionnaire survey using a likert scale among 159 people directly or indirectly involved in teaching and learning, a focus group discussion (fgd) among 8 educational administrators, and a content analysis (ca) of existing knowledge. the reasons for using the instruments are that the questionnaire survey method is applied to prepare this research paper within a short span of time, content analysis to make the research more authentic by integrating with existing knowledge, and in-person interviews to get the actual circumstances on this issue through the visual experience of the administrator. the questionnaires are designed in four versions. the first version is designed for the principals and headmasters who are concerned with both academic and administrative parts, the second one for the teachers who are directly involved in teaching, the third one for the learners who are straightly engaged in learning, and the fourth one for the guardians who are conscious of observing behaviours and attitudes of their words in the home during the long closure of schools and colleges. the researcher is firstly introduced to principals or heads of those 19 educational institutions (enlisted in table-1) and describes his research topic, problem and objectives with them in detail. they also acknowledge and recognize the problem identified in the research work. by thanking him for this good job, the principals and headmasters allow the researcher to use them, their teachers, learners, and guardians as the participants of the research to collect authentic data. then each headmaster and each principal provide the researcher with the names and mobile numbers 2/ 3 teachers, 2/3 of learners, and 2/3 guardians who are more conscious of the present empirical issue. next, the author makes phone calls to all participants separately and describes his purpose for calling. when they agreed with the author’s intention, he fixed 4 dates for 4 zoom sessions: 1st session for principals and headmasters, 2nd for teachers, 3rd for learners and finally 4th for guardians. finally, the zoom sessions are arranged where the author serves groupwise questionnaire papers, and all participants answer the questions and submit these sheets to the author. at last, the author arranges a focus group discussion with those 8 administrators in this perspective, and they share their experiences regarding the present issue of the exam system in bangladesh. the author had to face some challenges faced during data collection: (i) some respondents’ reluctance to participate in questionnaire surveys and fgd, (ii) some respondents' negativity emerging from their fear of any hassle in the profession, and (iv) financial constraints to cover the expense of arranging data collection procedures. moreover, the study required 3 months to collect data through a questionnaire and unstructured interviews. the research also has some limitations. the first limitation is the number of participants. the researcher could collect data from only 8 education officers, 19 principals and headmasters, 40 teachers, 50 students, and 40 guardians from 19 schools and colleges that were used as the centres of public examinations in tarash and rayganj upazila of sirajganj district. it is quite a small-scale study, and the researcher cannot claim that it reflects the attitudes and opinions of all students in this setting. the small-scale nature of the study also has implications for generalizability in the wider problematic contexts. besides, the study was done in a limited period, so it cannot fully reflect the complex perception of academic officers, teachers, guardians and students about this type of educational problem. moreover, accessing various institutes to collect data was impossible due to the pandemic covid-19. the quantitative data collected from the questionnaire participants are analyzed and statistically calculated with microsoft excel and displayed in bar charts and pie charts. excel graphics. it is noted that the citation is done in apa 7 style. 107 table 1. researched educational institutions 4. results the study stated that teaching and learning were disrupted in center educational institutions due to long closure for the scarcity of separate exam complexes during the public examinations. the maximum answers of participants also evidenced this issue asked in the questionnaires. besides, this problem was also observed in previous research conducted in journals, newspapers, and various periodicals. so, the purpose of this study was to solve the problem so that the teaching and learning of those schools and colleges could not be interrupted during various public examinations. to find an accurate solution, the author hypothesises that no educational institution in bangladesh would experience any disruption of instruction for long closure if public exams are held in the exclusive exam complexes. the hypothesis also tested positive in the overall answers of all respondents with survey questionnaires. the investigation over the questionnaire represented the scenario where the evidence of research problems and the hypothesistested findings or solutions were observed. this sole fraction of the research work presented data collected from various types of participants and settings and analyzed the collected data statistically through an excel graphic figure. the result of the research was drawn by analyzing four versions of the questionnaire: (i) questionnaires for principals and headmasters who are straightly connected with administering teaching-learning, and public examination management, (ii) questionnaires for teachers who are involved in regular teaching, (iii) questionnaires for learners who are leaning, and (iv) questionnaires for guardians who are observing the attitude and behaviour of the learners (their wards) of educational institutions stated in table-1. the data of these four types of questionnaires were chronologically analyzed to picture the accurate result of the research. upazila sn name of center educational institutions for public exams levels of education public exams held tarash 1 tarash islamia pilot high school secondary jsc, ssc 2 tarash govt. girls’ high school secondary jsc, ssc 3 gulta bazar biliteral high school secondary jsc, ssc 4 tarash alim madrasah secondary and higher secondary jsc, ssc 5 tarash honours college higher secondary and undergraduate jsc, ssc, hsc, b. a 6 tarash women degree college higher secondary and undergraduate ssc, hsc, b. a rayganj 7 dhanghara high school secondary jsc, ssc 8 chandaikona multi-literal high school secondary jsc, ssc 9 pangashi layla mizan school & college secondary and higher secondary jsc, ssc, hsc 10 rayganj pilot high school secondary jsc, ssc 11 nimgasi high school secondary jsc, ssc 12 shalanga islamia high school secondary jsc, ssc 13 shalanga pilot girls high school secondary jsc, ssc 14 dhanghara fazil madrasha higher secondary and undergraduate jsc, ssc, hsc, b. a 15 shalanga fazil madrasha higher secondary and undergraduate jsc, ssc, hsc, b. a 16 hazi wahed mariom honours college higher secondary and undergraduate hsc, b. a 17 govt. tarkabagish college higher secondary and undergraduate hsc, b. a 18 shalanga degree college higher secondary and undergraduate hsc, b. a 19 nimgasi degree college higher secondary and undergraduate hsc, b. a 108 questionnaire analysis: these questionnaires were arranged for 19 principals/ head teachers who were directly concerned with both academic and administrative programs of those 19 schools and colleges. table 2. questionnaire analysis 1. questionnaire participant response rate jsc, ssc, hsc, degree jsc, ssc ssc, hsc, degree hsc, degree jsc, ssc, hsc which public examinations are held in your educational institution in a year? 19 3 10 1 4 1 figure 1. schools and colleges where public examinations held in a year here, 19 participants were selected who were principals and headmasters. according to the statistical table and figure: 2:1, it is observed that 3 educational institutions are used as the center for jsc, ssc, hsc, and degree examination in a year, 10 for jsc, ssc examinations, 1 for ssc, hsc, degree, 4 for hsc, degree, and 1 for jsc, ssc and hsc. so, 3 educational institutions are closed down 4 times for four types of exams, 10 institutions are 2 times for two types of exams, 1 institution is 3 times for three types of exams, 4 institutions are 2 times for two types of exams, and 1 institution is 3 times for three types of exams in year. table 3. questionnaire analysis 2. questionnaire participants response rate jsc ssc hsc degree how many days it take to complete these public exams like jsc, ssc, hsc, and degree? 19 15 days 25 days 45 days 60 days figure 2. days needed to complete jsc, ssc, hsc, degree jsc, ssc ssc, hsc, degree hsc, degree jsc, ssc, hsc 3 10 1 4 1 schools and colleges where public examinations held in a year 15 25 45 60 jsc ssc hsc degree days needed to complite public exams 109 in this study 19 participants as headmasters and principals were selected from different schools, colleges and madrasahs to find out the accurate result. according to the statistics of table and figure: 3:2, all participants says that jsc exam takes 15 days, ssc exam 25 days, hsc exam 45 days and the degree exam takes 60 days. thus, this result indicates that public exam-center schools and colleges are bound to be closed down in those days and stop teaching and learning programs. table 4. questionnaire analysis 3. questionnaire participants response rate days 40 days 85 days 105 days 130 days 145 how many are working days in a year declared closed in your educational institution for those public examinations? 19 10 1 4 1 3 figure 3. working days closed down for public exams in a year in this study 19 participants as head masters and principals were selected from different schools, colleges and madrasahs to find out the accurate result. according to the statistics of table and figure: 4:3, it is obvious that 53% or 10 institutions are to be closed 40 days during various public exams, 5% or 1 institution is 85 days, 21% or 4 institutions are 105 days, 5% or 1 institution are 130 days, and 16% or 3 institutions are be closed down 145 days. so, if the exams are held in separate exam complexes, those educational institutions can continue teaching and learning activities on those days. table 5. questionnaire analysis 4. questionnaire participants response rate period 320 period 680 period 840 period 1040 period 1160 how many periods in a year are interrupted in your educational institution on account of those public examinations when 8 periods held in a day? 19 10 1 4 1 3 0 2 4 6 8 10 12 days 145 days 130 days 105 days 85 days 40 working days closed down for public exams in ayear 110 figure 4. periods interrupted in a year during public exams in this survey 19 participants as headmasters and principals were selected from different schools, colleges and madrasahs to find the exact picture. according to the statistics of table and figure: 5:4, it is observed that in 10 institutions, 320 classes are to be closed down during various public exams, in one institution 680, in 4 institutions 840, in one institution 1040 and in 3 institutions 1160 classes are to be closed down during public exams in those educational institutions. so, if the exams are held in separate exam complexes, those educational institutions can continue those periods of teaching and learning activities in a year. table 6. questionnaire analysis 5. questionnaire participants response rate extremely needed needed moderately needed slightly needed not needed do you think an exclusive exam-complex is compulsorily needed in each upazila headquarter? 19 15 3 1 0 0 figure 5. importance of exclusive exam-complex in this study 19 participants as head masters and principals were selected from different schools, colleges and madrasahs to find the exact picture. according to the statistics of the table and figure: 6:5, it is obvious that 79% of participants think that exclusive exam-complexes are extremely needed, 16% thinks exclusive exam-complexes are needed and 5% thinks exclusive exam-complexes are moderately needed. on the contrary, no participant is negative to the questionnaire. so, 100% of participants think that exclusive exam complexes are badly needed to avoid interruption in teaching and learning. questionnaires of the teachers: these questionnaires were arranged for 40 teachers who were directly concerned with the teaching programs of those 19 schools and colleges. period 320 53% period 680 5% period 840 21% period 1040 5% period 1160 16% periods interrupted in a year during public exams period 320 period 680 period 840 period 1040 period 1160 79% 16% 5% 0%0%0% importance of exclusive exam -complex extremely needed needed moderately needed slightly needed not needed 111 table 7. questionnaire analysis 1. questionnaire participants response rate extremely positive positive moderately positive negative extremely negative do you think teaching is being acutely interrupted due to the closure of public examinations in your educational institution? 40 35 4 1 0 0 figure 6. teaching and learning interrupted for public examinations in this survey, 40 participants as assistant teachers and lecturers were selected from different schools, colleges and madrasahs to find out the authentic calculation. according to the statistics of the table and figure: 7:6, it is obvious that 87% of participants are extremely positive, 10% of participants are positive, 3% of participants are moderately positive to the questionnaire. on the contrary, no participant is negative to the questionnaire. so, 100% of participants think that teaching is being acutely interrupted due to public examinations in your educational institution. table 8. questionnaire analysis figure 7. incompletion of syllabus for public exam extremely positive 87% positive 10% moderately positive 3% negative 0% extremely negative 0% t e a c h i n g a n d l e a r n i n g i n t e r r u p t e d f o r p u b l i c e x a m i n a t i o n s extremely positive positive moderately positive negative extremely negative 2. questionnaire participants response rate extremely negative negative moderately negative positive extremely positive are you capable to complete full syllabus due to your educational institution being closed on account of those public examinations? 40 30 6 4 0 0 112 in this survey, 40 participants as assistant teachers and lecturers were selected from different schools, colleges and madrasahs to find out the authentic calculation. according to the statistics of the table and figure: 8:7, it is obvious that 30 out of 40 participants are strongly negative, 6 participants are negative, and 4 participants are moderately negative to the questionnaire. on the contrary, no participant is positive to the questionnaire. so, 100% of participants think they cannot complete full syllabus due to their educational institution being closed on account of those public examinations. table 9. questionnaire analysis 3. questionnaire participants response rate strongly agree agree moderately agree disagree strongly disagree do you feel that learners are compelled to continue private/ tuition to fulfil the rest part of the syllabus that is not taught and learnt during public examinations? 40 32 5 2 1 0 figure 8. cause of tuition or private in this survey, 40 participants as assistant teachers and lecturers were selected from different schools, colleges and madrasahs to find out the authentic calculation. according to the statistics of the table and figure: 9:8, it is obvious that 32 out of 40 participants strongly agree, 6 participants agree, and 2 participants moderately agree to the questionnaire. on the contrary, only 1 participant disagree to the questionnaire. so, 97.5% of participants think that learners are compelled to continue private/ tuition to fulfil the rest of the syllabus that is not taught and learnt during public examinations. questionnaires of the learners: these questionnaires were arranged for the learners who were directly concerned with learning programs of those 19 schools and colleges. table 10. questionnaire analysis 1. questionnaire participants response rate extremely positive positive moderately positive negative extremely negative do you think your learning is acutely interrupted due to public examinations in your educational institution? 50 40 7 3 0 0 figure 9. interruption in learning for public exam 32 5 2 1 0 0 5 10 15 20 25 30 35 strongly agree agree moderately agree disagree strongly disagree c au s es o f t u i t i o n / p r i v at e 113 in this survey, 50 participants were selected from different schools, colleges and madrasahs to find the trustworthy result. according to the statistics of the table and figure: 10:9, it is obvious that 40 participants are extremely positive, 7 participants are positive, 3 participants are moderately positive to the questionnaire. on the contrary, no participant is negative to the questionnaire. so, 100% of participants think that their learning is acutely interrupted due to public examinations in your educational institution. table 11. questionnaire analysis 2. questionnaire participants response rate strongly agree agree moderately agree disagree strongly disagree do you think that a long break of attending academic class makes you inactive in-home work study during public examinations in your educational institution? 50 41 6 2 1 0 figure 10. cause of learners in activeness in home study in this survey, 50 participants as learners were selected from different schools, colleges and madrasahs to find out the authentic calculation. according to the statistics of the table and figure: 11:10, it is obvious that 82% of participants strongly agree, 12% of participants agree, and 4% of participants moderately agree to the questionnaire. on the contrary, only 2% participant disagree to the questionnaire. so, 98% participants think that long break of attending academic class makes them inactive in-home work study during public examinations in your educational institution. table 12. questionnaire analysis 3. questionnaire participants response rate by regular private / tuition by private/ tuition by oneself by another way by no means how can you complete the rest of the syllabus that is interrupted during public examinations in your educational institution? 50 15 10 15 0 10 82% 12% 4% 2% 0%2% cause of learner's inactiveness in home study strongly agree agree moderately agree disagree strongly disagree 114 figure 11. way of completing rest of the syllabus in this survey, 50 participants as learners were selected from different schools, colleges and madrasahs to find out the reliable calculation. according to the statistics of the table and figure: 12:11, it is clear that 15 out of 50 participants complete the rest of the syllabus by regular private / tuition, 10 by irregular private/ tuition, 15 by themselves, and 10 participants by no means. so, it is clear that the completion of the rest of the syllabus interrupted during public examinations in their educational institution is very tough, especially for poor learners. questionnaires of the guardians: these questionnaires were arranged for the guardians who were directly concerned with observing their wards’ behaviour at home due to the closure of educational institutions. table 13. questionnaire analysis 1. questionnaire participants response rate extremely inactive in study inactive in study slightly inactive in study active in study extremely active in study do you feel learner’s inactivity when they stay at home without attending at schools or colleges for closing due to public examinations? 40 20 10 4 4 2 figure 12. learners' inactivity at home for long closure of educational institute in this study 40 participants as guardians were selected from different schools, colleges and madrasahs to find out the accurate result. according to the statistics of table and figure: 13:12, it is observed that 20 out of 40 participants feel their wards are extremely inactive in study when they stay at home without attending at schools or colleges for closing due to public examinations, 10 participants feel them (learners) inactive in study, 4 participants feel them (learners) slightly inactive in study, on the contrary, 4 participants feel them (learners) active in study, and another 2 participants feel them (learners) extremely active in study. thus, here in the study, we can see that 85% of learners are inactive in the study when they stay at home without attending at schools or colleges for closing due to public examinations. 0 5 10 15 20 1 way of completing rest of the syllabus by regular private / tuition by private/ tuition by myself by another way by no means 20 10 4 4 2 0 5 10 15 20 25 1 learner's inactivity at home for long closure of educational institute extremely active in study active in study slightly inactive in study inactive in study extremely inactive in study 115 table 14. questionnaire analysis 2. questionnaire participant response rate extremely positive positive moderately positive negative extremely negative do you think learners are mostly addicted to unethical social media when they stay at home without attending at schools and colleges for closing due to public examinations? 40 35 4 1 0 0 figure 13. learners addiction to social media at home for long vacation in this study 40 participants as guardians were selected from different schools, colleges and madrasahs to find out the accurate result. according to the statistics of table and figure: 14:13, it is observed that 35 participants are extremely positive on their wards being mostly addicted to unethical social media when they stay at home without attending at schools and colleges for closing due to public examinations, 4 participants are positive, and one is moderately positive. on the contrary, no participant is negative to the questionnaire. so, 100% of participants think that their wards are mostly addicted to unethical social media when they stay at home without attending at schools and colleges for closing due to public examinations. table 15. questionnaire analysis 3. questionnaire participants response rate extremely needed needed moderately needed slightly needed not needed 3. do you think the government’s necessary step is needed to protect the problem? 40 35 5 0 0 0 figure 14. importance of government step to protect the problem 0 10 20 30 40 extremely needed needed moderately needed slightly needed not needed importance of government step to protect the problem 35 4 1 0 0 0 5 10 15 20 25 30 35 40 1 learner's addiction to social media at home for long vacation extremely negative negative moderately positive positive extremely positive 116 in this study 40 participants as guardians were selected from different schools, colleges and madrasahs to find out the accurate result. according to the statistics of table and figure: 15:14, it is observed that 35 out of 40 participants think that the government’s necessary step is needed to protect the problem is extremely needed, 15 participants think needed. on the contrary, no participant is negative to the questionnaire. so, 100% of participants think that government should take necessary steps to protect the problem on the 10th july,2021, the author arranged an online focus group discussion (fgd) on the research issue with the 8 administrative officers from the two upazilas of sirajganj district. later, four main points are logically and analytically discussed and from this discussion, an authentic result came to light from this discussion. the first point/ question was, “do public examinations interrupt the teaching and learning of exam centre (venue) educational institutions?” in this discussion, all participants agreed that centre /venue educational institutions for public examinations are disturbing for the teaching and learning of those schools and colleges. because, during these exams, those educational institutions are closed down for infrastructure constraints and imposing 144. the education officer of tarash upazila exemplified, “tarash degree college is an exam venue of jsc, ssc, hsc and bachelor (pass) that takes about 150 working days when teaching and learning remain closed.” the second point/ question was, “how do public examinations interrupt the teaching and learning of exam center/venue educational institutions? “. in this phase of discussion also, all participants unitedly showed their views that when public examinations were held in those educational institutions, no general entrance is allowed without exam management authority as article 144 was imposed for transparency and security. as a result, the learners of other classes were prohibited from entering into the campus. besides, most of these educational institutions don’t have enough buildings to continue other classes separately. in this point of order, an education officer of tarash upazila said, “unavailability of building constructions mainly created the interruption of teaching and learning in those educational institutions.” the third point/ question was “how can public examinations be conducted without interrupting teaching and learning in those educational institutions?”. in this phase of fdg, the participants were determined on two steps to avoid long-term teaching and learning closure in those educational institutions. firstly, academic buildings should be constructed enough to accommodate public examinations along with continuing teaching and learning of other classes and secondly, if it is not possible for financial constraints, an exclusive exam complex in every upazila head quarter especially in the countryside, must be constructed so that the public examinations cannot affect any educational institutions. in this issue, an academic officer said, “if exclusive exam complexes are constructed in every upazila headquarter, public examinations will be held in a specific time when declared by the government. but rest time of the year around, this complex can be used as community center that can earn revenue from renting to various private occasions.” (fgd notes 1). finally, the focus group discussion drew a final solution that exclusive exam complexes in every upazila headquarter can solve the research problem. 5. discussion there were two main objectives of the study: (i) focusing on the degree of level of the problems that disrupt teaching and learning continuation in examcentre educational institutions for the frequent closures during various public examinations and (ii) finding out the solutions of the problems. these two targets were also fulfilled with the data collected from various sources and in terms of the objectives some significant findings were represented below: 5.1. degree of the problem during public exams the research results that the public examinations are disturbing for the teaching and learning in exam center educational institutions in bangladesh. the study always targets to collect the answers to the research questions and data collected from the questionnaire survey and focus group discussion on solving the research problem. from the questionnaire survey of 19 principals and headmasters of public exam center or venue educational institutions, it was clear that public examinations like jsc, ssc, hsc and ba (pass) were held frequently for a long time. for this reason, among 19 schools and colleges studied, 10 were closed for 40 days losing 320 periods of classes, 1 for 85 days losing 680 periods of classes, 4 for 105 days losing 840 periods of classes, 1 for 130 days, losing 1040 periods of classes, and 3 for 145 days losing 1160 periods of classes in a study year. professor tapan kumar sarkar, secretary of the dhaka board of education and former controller of examinations, told the jugantar newspaper that numerous public examinations are currently being conducted in the country. these include ssc, hsc, undergraduate, dakhil, alim, fazil and kamil examinations. hale has added the final examination of the fifth and eighth classes. in the institutions where these examinations are taken, the education of the students is completely closed for that period (ahmed, 2019). so, it was apparent that the continuation of teaching-learning was hampered and the completion of syllabus was interrupted. long-term and frequent closure of schools, colleges and madrasahs has numerous very adverse consequences. it leads the 117 teaching and learning process to discontinuation, that badly interrupts the education sequence. pupils absent from school tend to miss out on new learning and may also forget previously the empirical evidence on the strength of the relationship between school absence and pupil achievement (sims, 2020). in barisal, the socialist student front staged a human chain and a demonstration parade to demand the establishment of a barisal independent examination center and regular classrooms. the event occurred at barisal bm college zero point on wednesday at 11 a.m. dr. manisha chakraborty, district student front acting president santu mitra, organizing secretary nilima jahan, and member anbesha das promi were among those who spoke at the event. the protest parade moved around other routes on campus once the human chain was completed. (editor, 2018). picture 1. a human chain for independent examination center long-term and frequent closure of educational institutions interrupts teaching and learning continuation. from the questionnaire survey of the teachers, the collected data depicted that those public examinations interrupted teaching and learning in exam center or venue educational institutions during the time of happening the exams since they were closed down for imposing 144 in campusregular school attendance is a key contributor toward student success. lack of attendance, by its very nature removes the student from time for learning, which is essential for academic success (larkin, 2012). besides, the teachers cannot complete the full syllabus through classroom teaching and learning. by dint of long-term closure of educational institutions, teachers cannot continue the teaching process, and learners also cannot continue learning in the classroom. as a result, the syllabus remains incomplete. school closures could increase student debt, extend the graduation time of students, and shatter the academic dreams of students, as well as the program schedules of educational institutions (onyema, et al., 2020). the teachers also confessed that the learners must complete their syllabus through private teaching and learning, which was a burden for impoverished families. since shadow schooling has grown in popularity, middleand low-income families have been obliged to pay for private tutoring and public education. the socioeconomic basis of parents' investments and family burden may rise or diminish. because private tutoring is linked to a family's financial means, it inevitably raises issues of family strain, which differs from parent to parent. (mahmud, (2021). from the questionnaires survey of the learners, the collected data also pictured frequent closures for various public exams created acute interruption in teaching and learning continuation. then they lacked knowledge. it is obvious that if the teaching and learning process is interrupted for a long time and the syllabus is not completed, learners do not usually learn their lesson fully. so, a lack of knowledge must be observed in most of the learners. in particular, educational attainment is significantly lower when measured through tests administered in june 2020, immediately after the first period of school closures (gambi & witte, 2021). they also asserted that during long closure, they stayed at home and felt loneliness and inactive in study or homework. during distant learning, chinese college students typically suffer loneliness, which has a negative impact on their academic performance. the links between loneliness, mental health, and academic achievement were investigated for these kids. both investigative and interview approaches were used in this mixed method study. 437 undergraduate students from three institutions in wuhan, china, were recruited for the online survey (yang & swekwi, 2021) besides, some of them who are affluent in finance completed the rest of the syllabus with shadow teaching and learning that was private tuition, but some impoverished learners could pay tuition fee to continue private learning. this created feelings of social inequality that hindered quality education. inequality is frequently thought to be socioeconomic or dependent on money. every child should have access to education since it is the most powerful and useful tool for socioeconomic growth. it is a critical instrument for national integration and growth. that might explain the unicef (2011) study, which claims that when children have access to a rights-based, high-quality education based on gender equality, they are more likely to succeed. the fundamental aim, in terms of the link between social inequality and education, has been to discover factors that determine how well pupils achieve in school and their transfer to positions of unequal status in the labour market. gender inequality has also been a significant sub-theme in the discussion of social inequality (tchamyou, 2020). from the questionnaires survey of the guardians, the collected data also assured that their wards become inactive and indifferent to studying at home during the vacation for occurring public examinations in their educational institutions. frequent and vast vacations interrupt general relations between teachers and learners. as a result of it, this circumstance enhances the gap between them. during long-term school closures, the gap for 118 students from social behaviour, education systems, schools, teachers, parents, and students who are their classmates (drane, vernon, & o’shea, 2020). when learners randomly separate from the teaching and learning process in schools and colleges, they lose the mental setup to continue studying and become indifferent to their success and failure in the examination. during school closure, children continue having social contact with others, which is very poorly informative to predict adherence to social isolation (poletti & raballo, 2020). as a result, the learners become engaged and even addicted to illegal social media and become indifferent to their studies. social media addiction is now a0 common obstacle among teenagers and youths who are allocating times more to social media than to learning. so, when they are not involved in institutional learning for a long time, they become extremely addicted. the closure of schools has disengaged students from learning and makes them addicted to illegal social media ( worokwu & kechinyere , 2021). when schools shut down, early marriages increase, more children are recruited into militias, sexual exploitation of girls and young women rises, teenage pregnancies become more common, and child labour grows. (unesco, 2020). finally, from the focus group discussion (fgd), the most significant information has been collected from the 8 administrative officers who play roles in every public examination each year. they also confess that teaching and learning interruptions occurred in exam centres or educational institutions for frequent closures while conducting public examinations. thus, the first objective of the study was proved with a questionnaire survey, focus group discussion (fgd) and content analysis (ca) 5.2. the solutions of the problems from the above data analysis and result, it was apparent that various public examinations interrupted the teaching and learning continuation of exam centre educational institutions for the frequent closures of those public examinations. because these exam-centre schools and colleges lacked enough buildings to continue public examinations and the teaching and learning of other classes. so, they had to close other classes' teaching and learning continuation during the public examinations. in this circumstance, the study found some solutions to the research problem. if these ways of solutions were implemented appropriately, the exam-centre (venue) educational institutions would not face the studied problems. the solutions were referentially delineated below: building independent exam centres: the first and foremost solution to the studied problem is to build an independent exam complex in every district and subdistrict headquarter so that educational institutions like studied schools and colleges do not face the existing problem. this solution has also emerged from the head of the respective educational institutions' questionnaire survey of teachers and guardians who demanded government steps be implemented. besides, 8 administrative officers also opined the same opinions in the focus group discussion. moreover, the government has been given four weeks to explain why it should not be forced to build exam rooms in every district and upazila headquarters across the country to host public and recruiting tests, according to the high court on the 25 november, 2019. assistant attorney general m saiful islam represented the state. the court demanded an explanation by issuing a ruling to the government's relevant agencies. following a writ petition recently submitted by advocate sarder zakir hossain seeking requisite order on the case, a bench of justice frm nazmul ahasan and justice km kamrul kader came up with the rule. according to the petition, several public examinations like as pec, jsc, ssc, hsc, degree tests, and recruitment exams are held in schools and colleges in district and upazila levels, causing classes to be closed for lengthy periods of time and students' studies to be affected. expanding infrastructure in centre education institution: the second solution from the focus group discussion (fgd) is to enhance building capacity of those educational institutions so that they can continue public examinations and teach to other classes. in other words, if the government cannot build independent exam complexes in every upazila headquarter for resource constraints, they should increase building construction in the studied educational institutions. from the discussion (fgd) of them, two solutions have been drawn to solve the research problem: firstly, government should either establish exclusive exam complexes in every upazila head quarter or increase building construction in those exam centre or venue educational institutions. appropriate learning environments are part of the education infrastructure. this is one of the most basic requirements for ensuring educational access. the most typical location for controlled learning with groups of youngsters is in school classrooms. while learning can take place in a number of venues, including tents, makeshift shelters, plastic sheeting, the shade of trees, places of worship, people's houses, and so on, families and communities want official education to take place in classrooms that are safe and comfortable. (barrier, 2020) allocating more for education infrastructure: in bangladesh, the allocation in the education sector is less than in any other country in the world. in the previous budget of bangladesh, the education sector deserved only 00% allocation of the total budget with which education cannot be standard to contribute to the country. besides, without giving more importance to education, no nation can be developed in other sectors of the country. the financial allocation should be revised to implement the above two solutions. https://oxfamilibrary.openrepository.com/bitstream/handle/10546/581371/rr-ebola-impact-women-men-liberia-010715-en.pdf;jsessionid=a612fd1cdafb23d4340a12d1acb235ab?sequence=1 https://www.emerald.com/insight/content/doi/10.1108/dpm-07-2017-0173/full/html https://qz.com/africa/543354/how-ebola-led-to-more-teenage-pregnancy-in-west-africa/ https://qz.com/africa/543354/how-ebola-led-to-more-teenage-pregnancy-in-west-africa/ https://qz.com/africa/543354/how-ebola-led-to-more-teenage-pregnancy-in-west-africa/ https://qz.com/africa/543354/how-ebola-led-to-more-teenage-pregnancy-in-west-africa/ 119 the education sector received tk 71,951 crore in the budget. the basic and mass education ministry will receive tk 26,311 crore, the secondary and higher education division will receive tk 36,486 crore, and the technical and madrasa education division will receive tk 9,154 crore. education accounts for 11.9 percent of the national budget in 2021-22. this is equivalent to 2.08 percent of gdp. this year's education budget is somewhat lower than the previous year's allocation of 2.09 percent of gdp. the education budget for the fiscal year 2020-21 was tk 66,401 crore, but only tk 56,000 crore has been spent thus far. (riyasad, 2021) controlling financial crime in education sector: bangladesh is not beyond the financial crimes in the education sector. suppose the government can control financial crimes in the education sector. in that case, the present allocation will also be enough to increase building construction in the studied educational institutions or set up an independent exam complex in every upazila headquarter of bangladesh. transparency international bangladesh (tib) reported on the country's entire education system and painted a picture that is nothing short of disturbing. corruption, irregularities, and mismanagement may be found at all levels of education, from school to higher education. bribes ranging from tk 5000 to tk 1.5 million must be given for schools to be placed under mpo, for appointments, transfers, and other activities, according to the tib study. bribes must be paid to a variety of people, including educational institution committees, local political leaders, principals, and others in the secondary and higher education directorate (the daily star, 2020) 5.3. subsidiary utility of the exam centre in bangladesh, various public examinations are held frequently in 3.5/5 months in a year. so, if the independent exam complexes are constructed in every upazila headquarter, they will be used only for three or four months, and the rest of the complexes will be free. it will be possible if the government wants to earn revenue by renting the exam complexes. the complexes may be used as a community center where various social, political and religious occasions or festivals, national and international conference, numerous training sessions of either public or private organizations, etc., can be held with rent. 6. conclusion the present study was unique in that the author depicted the degrees of disruption in teaching and learning at exam-center schools and colleges during public examinations was not present in the prior study, which is preferable in the bangladesh context. the script was written to depict the interruption in teaching and learning in bangladeshi schools and institutions that hosted public examinations. the study's main findings were that during those examinations, teaching and learning activities at center or venue schools and colleges were halted due to a lack of building space to continue both teaching and learning as well as public examinations, as well as the imposition of section 144 in 400 yards around the centers. as a result, completing the curriculum for other classes was tough. furthermore, the protracted closures caused psychological issues among the students, who engaged in numerous immoral, criminal, and unsocial behaviours and transgressions. finally, the study proposed two major solutions: the first was to construct independent exam complexes in each district and subdistrict headquarters so that educational institutions such as studied schools and colleges are not affected by the current problem, and the second was to increase the building capacity of those center educational institutions so that they can continue to conduct both public examinations and teach other classes. finally, the study's novel conclusion was that if all developing countries, such as bangladesh, erected separate exam halls in each upazila (sub-district) and district level parish, teaching and learning in test-centre education institutions would not be hindered during public examinations. the study's difficulty can be remedied if the governments of developing nations like bangladesh build dedicated test complexes for all public exams at the sub-district and district levels. references adb. 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