ELTLT 2019 Proceedings PDF

The 8 ELTLT International Conference 2019
th
UNIVERSITAS NEGERI SEMARANG
The 8th ENGLISH LANGUAGE TEACHING, LITERATURE, AND TRANSLATION

International Conference 2019
Conference Proceedings
“The Current Issues and Challenges of English Language Teaching,
Literature, and Translation in the Disruption Era”
Semarang, September 14-15, 2019
Faculty of Languages & Arts


Universitas Negeri Semarang ELTLT
2019
ELTLT
CONFERENCE PROCEEDINGS
The 8th ELTLT CONFERENCE PROCEEDINGS
October 2019
ii ISSN 2580-1937 (Print); 2580-7528 (Online)

October 2019
The 8th English Language Teaching, Literature, and Translation

The Current Issues and Challenges of English Language Teaching, Literature,
and Translation in the Disruption Era

Universitas Negeri Semarang
2019
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October 2019

Faculty of Languages and Arts, Unnes
Published by:
Faculty of Languages and Arts
State University of Semarang
Gedung Dekanat FBS, Jl. Raya Sekaran Gunungpati
Semarang, Jawa Tengah 50229
Email: eltlt.unnes@gmail.com
Web: www.eltlt.org
Telp & Fax: (024) 8508071
This publication is in copyright. Subject to statutory exception and to the provisions

of relevant collective licensing agreements, no reproduction of any part may take place
without the written permission of English Department of the Faculty of Languages and Arts,
Unnes.
First published in December 2019
Editors: Siti Wachidah, M.A., Ph.D (State University of Jakarta)

Dewi Rochsantiningsih, M.Ed., Ph.D (Sebelas Maret University)
Dr. Rudi Hartono, M.Pd (State University of Semarang)
Dr. Mirjam Anugerahwati, M.A (State University of Malang)
Layout: Thomas Sugeng H

Cover Design: Thomas Sugeng H
Library of cataloguing in Publication Data:

ELTLT Conference Proceedings published by English Department of the Faculty of
Languages and Arts, Unnes
includes bibliographical References
ISSN 2580-1937 (Print)
ISSN 2580-7528 (Online)
Distributed by:
English Department of Unnes
B3 Building, Faculty of Languages and Arts, Unnes
Jl. Raya Sekaran, Gunungpati, Semarang 50229
Telp. & Fax. (024) 8508071
Email: eltlt.unnes@gmail.com
Web: www.eltlt.org
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Suported by:
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Preface
ELTLT has become one of the greatest annual events for Universitas Negeri Semarang. It can
be seen from its improving participants and presenters year by year. ELTLT 2019 has
successfully invited leading linguists, researchers, scholars, and lecturers to present varied
topics with its main theme "the Current Issues and Challenges of English Language
Teaching, Literature, and Translation in the Disruption Era‖.
The objectives of the 8th International Conference on ELTLT are to exchange and share ideas
as well as research findings from all presenters. Also, it provides the interdisciplinary forum
for those involved to present and discuss the most recent innovations, trends, concerns,
practical challenges encountered and the solutions adopted in the field of English Language
Teaching, Literature, and Translation.
As the chairperson of the conference, I would like to express my sincere gratitude to all
keynote speakers – Jayne C. Lammers (Associate Professor, Director of Secondary English
Teacher Preparation Associate Director, Center for Learning in the Digital Age (LiDA), Dr.
Hasuria Che Omar (Associate Professor, Dr. – Translation and Interpretation Section, School
of Humanities, Universiti Sains Malaysia, Malaysia), Dr. Abdul Mohammed Ali Jinnah
(Associate Professor of English, Specializing in Postcolonial Narratives and Pop Culture
Studies, Jamal Mohamed College, Bharatidasan University, Tamil Nadu, India), and Prof. Dr.
Abdurrahman Faridi, M.Pd. (Professor of EFL Teaching and Learning, English Department,
Faculty of Language and Arts, Universitas Negeri Semarang). Then, it is my honor to say
welcome to 200 presenters coming from many universities in Indonesia and some from other
countries. Out great honor is addressed to the Atlantis Press for the collaboration for
publishing the papers.
On behalf of the organizing committee, we express our thanks to Prof. Dr. Fathur Rokhman,
M.Hum. as the Rector of UNNES and Dr. Sri Rejeki Urip, M.Hum. as the Dean of the Faculty
of Languages and Arts for their support.
Welcome to the 8th ELTLT 2019.
Dr. Rahayu Puji Haryanti, M.Hum.

Chairperson of ELTLT 2019
English Department
Faculty of Languages and Arts
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Welcome from the Dean of Languages and Arts Faculty
As the Dean of Languages and Arts Faculty, we are proud to have an annual international
conference such as ELTLT 2019.
To be chosen as presenters for the parallel presentation in this conference is a considerable

honor and achievement. I would like to congratulate the presenters who have been selected, as
well as the reviewers who have chosen the successful presenters. Obviously not everyone
interested in the chosen topic could attend this conference, so the post-conference proceeding
will present to a much wider audience issues related to the topic. The proceeding is also a
proof that the contributions of presenters are valued.
I also would like to offer my congratulations and appreciation to the organizing committee
who have been working to prepare the conference, and to all keynote speakers, featured
speakers, presenters, and participants for such an impressive conference.
We hope that through this annual ELTLT conference, there will be a stronger bond amongst
academics, especially those with the expertise of English language teaching, literature, and
translation. I wish you a wonderful conference.
Semarang, September 2019
Dr. Sri Rejeki Urip, M.Hum.

The Dean of Languages and Arts Faculty
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Welcome from the Head of English Language and

Literature Department
The 8th UNNES International Conference on ELTLT (English Language Teaching,
Literature, and Translation)
Dear Colleagues,
We are pleased to extend a warm welcome to you to the International Conference of 8th
English Language Teaching, Literature, and Translation (ELTLT) on 14 – 15 September 2019
held by English Department, Universitas Negeri Semarang Indonesia.
Approaches, theories, and practices toward education, language learning, literature, and
translation which have evolved over the past decades create the ideas of this inspiring
conference to be held. The diversity of perspectives will be provided which lead to
interdisciplinary forum that brings together linguists, researchers, scholars, lecturers/teachers,
and students to discuss and share innovative, creative, and challenging issues, trends and
concerns related to English language teaching, literature, and translation.
With the theme of the Current Issues and Challenges of English Language Teaching,
Literature, and Translation in the Disruption Era, 8th ELTLT is a wonderful opportunity
to share research, insights and techniques, and form professional networks.
Be a part of it and we look forward to welcoming you to 8th ELTLT in 2019.
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Table of Contents
Preface ................................................................................................................................... vii

Welcome from the Dean of Languages and Arts Faculty ..................................................... ix
Welcome from the Head of English Language and Literature Department .......................... xi
Table of Contents ................................................................................................................ xiii
ADAPTING TO OR CHANGING OUR STUDENTS?

Millennials‟ Learning Behaviour and Its Implications on Educational Management
Adi Suryani , Soedarso, Wahyuddin, Siti Zahrok ............................................................... 1
ENGLISH SENTENCE PATTERN PROBLEMS AS REFLECTED IN

MASTER‟S STUDENTS‟ THESES
Adnan Zaid ............................................................................................................................ 15
THE IMPLEMENTATION OF DISCLAIM IN ELT ARTICLES TO PROPOSE

THE WRITERS‟ ARGUMENTATION
Agung Budi Kurniawan, Warsono, Djoko Sutopo, Sri Wuli Fitriati ................................... 21
TRANSLATING TRADITIONAL CULTURAL EXPRESSIONS: ANALYSIS OF

STRATEGY, ACCURACY AND READABILITY
Budi Purnomo ..................................................................................................................... 29
THE IMPLEMENTATION OF LINGUISTICS FOR CURING STUTTERING

Dwi Rukmini ......................................................................................................................... 34
THE REALIZATION OF THEME AND THEMATIC PROGRESSION IN NON-

NATIVE WRITERS‟ RESEARCH ARTICLE ABSTRACTS
Endang Susilowati, Perwari Melati Akmilia ....................................................................... 40
MAN MADE LANGUAGE IN SUNDANESE PROVERB: LINGUA AND

SOCIOCULTURAL ANALYSIS OF MALE DOMINATED CONSTRUCTION
Farieda Ilhami Zulaikha, Sundari Purwaningsih .................................................................. 49
VOWEL AND CONSONANT IN INDONESIAN CHILD SONG RHYTHM

PATTERN
Fortunata Tyasrinestu ............................................................................................................ 58
THE EFFECTIVENESS OF A HYBRID COURSE ON THE STUDENTS‟

MASTERY OF NOUN PHRASES
A Case of Noun--Head Noun Pattern
Hendra Tedjasuksmana, Susana Teopilus, Priska Pramastiwi ............................................ 63
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READING BIODIVERSITY IN HOWARD NEMEROV AND WILLIAM STANLEY

MERWIN‟S POEMS: TOWARD BUILDING ECOLOGICAL SUSTAINABILITY
Henrikus Joko Yulianto ......................................................................................................... 70
IMPLEMENTING CREATIVE PROBLEM- BASED LEARNING MODEL IN

ENGLISH CLASSROOM: STUDENTS‟ AND TEACHERS‟ VOICES
Hersulastuti, D.B Putut Setiyadi , Iswan Riyadi ................................................................... 81
INSERTS USED BY ARIANA GRANDE OF INTERVIEW IN

JIMMY FALLON TALK SHOW
Ikrar Genidal Riadil, Ayutya Khoirul Mar‘ah, Farid Romadhon ......................................... 90
DIGITAL CHILDREN LITERATURE: USING MOOCs FOR EXPLORING

SOCIAL AND CULTURAL UNDERSTANDING IN THE CROSS – NATION
CHILDREN STORIES OF MADURA AND CZECH
Imron Wakhid Harits , Ulvia Ika Surya, Stefan Chudy ...................................................... 100
USING THE JAKARTA POST ARTICLE AS MEDIA TO INCREASE

STUDENTS‟ VOCABULARY IN SPEAKING CLASSROOM
Isnaniah, Imam Sudarmaji, Hiqma Nur Agustina ................................................................ 106
EXPRESSION OF PAIN OF REBUFFED LOVE IN MARQUEZ‟S LOVE IN

THE TIME OF CHOLERA AND KALKI‟S SIVAGAMIYIN SABATHAM
J. Azhar Mohamed, S. Abinaya ............................................................................................ 113
RARE ORCHIDS RARER

John Charles Ryan ................................................................................................................ 119
INTERACTIVE DIGITAL CONTENT OF PRIMARY CLASS FIVE ENGLISH FOR

TO-DAY (NCTB) BOOK: CHALLENGES IN A BANGLADESHI CLASSROOM
Kohinoor Akther .................................................................................................................. 126
UTILIZING VLOG TO PROMOTE STUDENTS‟ ENGLISH AND DIGITAL

LITERACIES: CHALLENGES AND OPPORTUNITIES
A Best Practice in an ESP Classroom
Latifa Ika Sari, Ria Hermina Sari ......................................................................................... 136
SEX DISCOURSE IN SUHAILI‟S HARGA PERAWAN NOL RUPIAH

L. Dyah Purwita Wardani SWW .................................................................................................. 145
THE INFLUENCE OF BANYUMESE DIALECT ON ENGLISH VOICED

PLOSIVE PRONUNCIATION
Luklu Ul Maknuun , Yusnita Sylvia Ningrum, Lutfia Rizky Amalia, Yulisa Putri Utami... 152
A STUDY OF KARTINI‟S SCHOOL CONCEPTS

IN LETTERS OF A JAVANESE PRINCESS
Maria Lintang Panjer Enjing, Maria Vincentia Eka Mulatsih .............................................. 161
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STYLE IN TRANSLATING MADURESE CULTURAL TEXTS

Masduki ................................................................................................................................. 169
CHALLENGES OF TEACHING ENGLISH WITH ITS FOUR LANGUAGE

SKILLS IN A RURAL SCHOOL OF WEST KALIMANTAN
Nia Martiana .......................................................................................................................... 176
REVEALING THE EFL TEACHER‟S PLANNING OF THEIR

CLASSROOM INSTRUCTIONAL ACTIVITIES USING TEXT
BASED INSTRUCTION
Novia Trisanti , Puji Astuti, Wening Nur Habibah Alif........................................................ 183
CROSS CULTURAL UNDERSTANDING: STUDENTS‟ VOICE

Nurdiana ................................................................................................................................ 191
THE EFFECTS OF BLENDED LEARNING TO POLINES STUDENTS‟

ABILITY ON READING TEST IN TOEIC
Nurul Hamida, Pandiya ......................................................................................................... 197
THE STUDENTS‟ ABILITY OF ACCOUNTING DEPARTMENT STATE

POLYTECHNIC OF SEMARANG IN WRITING NARRATION
TO PROMOTE TOURISM DESTINATION AREA
Pandiya, Nurul Hamida ........................................................................................................ 205
INTERPERSONAL MEANING ANALYSIS IN STUDENTS‟ CASUAL

CONVERSATION OF ENGLISH DEPARTMENT IN UNDERGRADUATE
PROGRAM
Perwari Melati Akmilia, Endang Susilowati ........................................................................ 212
THE LURKING GHOST OF SLAVERY IN LYDIA MARIA CHILD‟S SHORT

STORY ENTITLED “THE QUADROONS
Ratna Asmarani ..................................................................................................................... 220
THE IMPLEMENTATION OF PEER REVIEW TO IMPROVE THE STUDENTS‟

ARGUMENTATIVE WRITING SKILL
Ribut Surjowati, Bekti Wirawati .......................................................................................... 229
HOPE AND FEAR IN THE STEPHEN KING‟S THE MIST

Robi Syarip, Fatma Hetami, Mohamad Ikhwan Rosyidi ...................................................... 234
TEACHERS‟ PERCEPTION ON THE IMPLEMENTATION OF ENGLISH

WEEK IN PRIMARY SCHOOL
Rosalinda Mintre ................................................................................................................... 245
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ERROR ANALYSIS OF THE WRITTEN PRODUCTION OF THE

UNDERGRADUATES OF ENGLISH LITERATURE: A STUDY
AT THE PRIVATE UNIVERSITIES IN BANGLADESH
Shahnaz Parvin ...................................................................................................................... 253
DEVELOPING WRITING SKILLS THROUGH LITERATURE IN

UNDERGRAUATE ENGLISH CLASSES AT A BANGLADESHI UNIVERSITY
Shantanu Das ......................................................................................................................... 265
EXAMINING PRE-SERVICE TEACHERS‟ USE OF TECHNOLOGY:

IMPLICATIONS FOR CURRICULUM DEVELOPMENT
Sri Wahyuni .......................................................................................................................... 278
PROBLEMS IN TOURISM TRANSLATION: CASES OF TOURISM PROMOTION

MEDIA IN MADURA
Sriyono .................................................................................................................................. 285
FROM MANUALS TO VIRTUAL ASSISTANCE: ASSESSING LANGUAGE

ASSESSMENT CLASS OF ENGLISH EDUCATION DEPARTMENT STUDENTS
Taranindya Zulhi Amalia ...................................................................................................... 292
SABYAN GAMBUS‟ „YA MAULANA‟ SONG LYRIC AND ITS MEANING

IN THE PRODUCTION STRATEGY IN OBTAINING LEGITIMATION AS
INDONESIA RELIGIOUS MUSIC
Umilia Rokhani .................................................................................................................... 300
READING LOG: CRITICAL THINKING IN WRITING UNDERGRADUATE

THESIS
Widya Ratna Kusumaningrum, Agnira Rekha ...................................................................... 309
POLITENESS IN INTERLANGUAGE PRAGMATICS OF REQUEST

PERFORMED BY EFL LEARNERS
Wisma Wijayanti, Agus Wijayanto, Sri Marmanto .............................................................. 316
CONSTRAINTS IN IMPLEMENTING FORMATIVE ASSESSMENTS:

TEACHERS‟ VOICE TOWARD THE PRINCIPLE OF ASSESSMENT FOR
LEARNING
Wiyaka, Entika Fani Prastikawati, AB Prabowo Kusumo Adi ............................................ 329
AN INVESTIGATION OF LANGUAGE LEARNING STRATEGIES

USED BY GOOD LANGUAGE LEARNERS IN SPEAKING SKILL
A Case in Indonesian Context
Wulan Septikawati , Diah Kristina , Joko Nurkamto ............................................................ 336
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Watching Video Tutorial As Teaching Strategy To Improve Speaking Skill

For EFL learner: A case study of 5th grade students of elementary school
Yayah Nurhidayah................................................................................................................. 344
FACTORS INFLUENCING MANGA TRANSLATION IN MALAYSIA

Yean Fun Chow, Hasuria Che Omar .................................................................................. 348
EXPLORING FLIPPED LEARNING MODEL TO PROMOTE LEARNER

AUTONOMY IN HIGHER EDUCATION
Yunani Atmanegara, Rahma Dianti ...................................................................................... 358
LINGUISTIC LANDSCAPE IN INDONESIA:

A CASE STUDY OF SEMARANG
Zulfa Sakhiyya ...................................................................................................................... 365
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ADAPTING TO OR CHANGING OUR STUDENTS?

Millennials‟ Learning Behaviour and Its Implications on
Educational Management
Adi Suryani, Soedarso, Wahyuddin, Siti Zahrok
Department of Development Studies
Faculty of Business and Management Technology
ITS (Institut Teknologi Sepuluh Nopember)
adisuryani.rahman@gmail.com
Abstract
Understanding their students is a part of educators‘ task. Knowledge of their students‘
social context of development may furnish teachers‘ effort to engage their students to
active learning process. Moreover, the learner-centred education paradigm needs teachers
to be more concern on students as active learners by creating learning environment and
educational management which are relevant to students‘ characteristics. Recently, the
new generation, the millennials, are flourishing higher education. They are different from
their predecessor cohorts as the millennials are digital natives who are born and grown by
information, communication and technology. Many studies on millennial students
indicate needs for teachers to change and follow the demands of this new generation.
However, education is not always about just accepting recent generation‘s all styles and
behavior. It involves broader process of changing, adapting and enhancing. This study
aims to explore several teachers‘ lived experience on managing millennials‘ learning
process, behaviour and the consequences for educational management and teachers‘
professional development. The data are collected through direct observation and
reflective notes on daily teaching practices in language and social sciences classrooms.
The study indicates that balancing between adapting and changing teaching-learning
process is required. There are several areas should be re-considered. The first area is
teachers should manage the on-line and off-line learning. Secondly, some positive
technological-impacted characters should be balanced by reviving previous characters or
mindset. Thirdly, re-designing learning environment should be taken into account.
Fourthly, the educators should also adapt to technological changes and improve their
knowledge and skills.
Keywords: educational management, millennials, learning behavior, teacher lived

experience, teacher knowledge
INTRODUCTION behavior and value. Some millennials may

Currently, higher education is flooded by rely too heavily on recent ICT. This on-
new generation of students, the millenials. screen culture injects the instant habit and
This Generation Y is indicated possessing tendency to get quick, ready information and
different characteristics compared to the messages form internet. Blurred national and
previous generation. The millennials are international boundary impacts on the
intensely engaging with information, gradual disappearing of local cultural values
communication and technology which is since the millennials begin to adopt foreign
potentially influence their learning styles, culture. Internet also widens the millennials‘
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socialization, including through social media, education is a changing process. Ineffective

can influence how they communicate and learning ways should be changed, while
interact. Mismatch between millenials‘ effective learning behavior should be
communication and interaction styles and confirmed, rewarded and enhanced. This
teachers‘ behavioural expectation can ignite study is based on our lived experiences as
inter-generational conflict. In spite of teachers/lecturers which processed through
millennials‘ drawbacks, they can be highly reflective actions. Teachers are implementers
productive human resources. They are highly as well as theorists and consequently, their
informative, creative and diverse creators. reflective thinking may influence both their
Internet opens wide opportunities for classroom management as well as students‘
millennials to establish broader network, learning (Ramsden, 1992).
associations and absorb more knowledge
than their predecessors. Dealing with Theoretical Framework:
diversity and being multi-tasking generation Millennial students
are indicated as strengths of Generation Y. Recently, how millennials behave is
receiving deep concern among many
These particular characteristics tend interrupt researchers, including in educational
the progressing educational process. discipline. Potentially, competencies can
Teachers should reflect, rethink and reinvent influence productivity of workplace and
new teaching and learning methods to suit national sustainability development through
into the demands and styles of today‘s education sector. The sustainability of every
cohort. Thus, upgrading knowledge and development sectors is in the hands of new
increasing professional development efforts career workers and students (Maiers, n.d., p.
are needed by teachers. Currently, many 212). Thus, many studies explore
educational institutions are improving the characteristics, styles and learning
quality of their learning facilities, approaches to enhance their academic
environment, systems and procedures to keep outcomes.
pace with the digital world and accommodate
the new generation. Thus, the millennial Millennials are regarded as generation with
learners stimulate changes in learning different characteristics. Millennials are
educators, environments, management and generation who are born between 1980-2000
materials. and currently represent influential workforce
for economy and banking (Evry, n.d., p. 4).
This study aims to examine learning behavior Millennials are associated by several
and character of today‘s students and how characteristics: feel special, expect
they interface teachers‘ classroom rules/regulations/enforcements, prefer
management and teachers‘ learning. Many working in teams, are optimistic and have
studies explore characteristics of the high level of self confidence, are pressured,
millennials and what educators do to adjust have high passion to reach and tolerate wide
to. Differently, this study proposes a range of culture (Howe & Strauss, 1993).
balancing paradigm between adapting to and Millennials intensely engage with instant
changing today‘s students. As we believe that information, are social generations, cooperate
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with their peers, love social accommodate learning demands of today‘s

events/entertainments with friends and eager students since they are different from their
to get more experiences (Evry, n.d.). seniors (Brown, Brown, & Conte, 2011, p.
Millenials are defined by their mindset of 41). Similarly, Oblinger and Oblinger (2005)
computers as no longer technology, reality is support the changes of curriculum design to
not reality, doing is better than knowing, trial fulfill the net generation expectation,
and error learning, multitasking, intolerance especially by incorporating technology into
for delay and fading border of consumer and educational process.
creator (Northern Illinois University, n.d., p.
2). Millenial is also attributed as entitlement, Since generation Y born and is surrounded
volunteerism and technological savvy by technology, many studies explore how
generation (Brown et al., n.d., pp. 8–10). The they can learn best using technology. For
embraced technology impacts on millenials‘ Generation Y, technology is not technology,
workplace attitudes: flexibility, continual but it is part of their life (Oblinger &
learning, individualism and team orientation Oblinger, 2005). Millennials think using
(Brown et al., n.d.). Millennials are shaped information-age mindset, which are
by technology development and tend to view characterized by computers are not
technology as central thing in their life and technology, TV is less preferred than
work (KPMG, 2017, p. 4). internet, reality no longer real, doing rather
than knowing, nintendo over logic,
Scientific concern is also directed to multitasking method, typing better than
understand what the millenials want and look handwriting and prefer connectivity, zero
for. Millennials want to know various tolerance for delay and consumer-creator
culture, have fun with their job and get blurring (Frand, 2000, pp. 16–18). This
experience, honest and open communication mindset becomes the impetus for our higher
and flexibility (KPMG, 2017, pp. 7–8). education transformations.
Furthermore, they need to work for social
purposes, increasing socialization, mentors, Higher education needs to accommodate the
success celebration, know ―the big picture‖ new students‘ expectations. It should change,
and right manager (KPMG, 2017, pp. 9–10). not only the way how teachers use
The millennials also want to know short-term technology in their classrooms, but also
goals which are achievable, practical involves broader aspects of educational
direction and guidance, mentorship, support facilitation. Frand (2000, p. 24) states that
services, social workplace, social higher education should change the teaching
commitment for community, have cutting- methods by enabling new generation students
edge technology (Howe & Nadler, 2012). to contribute their personal passion, career
vision, learning experiences and sustain them
Milleniality and Changing of Educational over their lifetime and be capable to
Landscape implement new things. Field-based research
The changing generation brings about several projects and building web of learning
changes in education. Teaching methodology communities replacing faculty-centred
and course design should be changed to lectures can be new approaches replacing

October 2019
previous ways (Frand, 2000, p. 24). Since incapacity to join the inter-generational
millennials prefer experiential and interactive communication styles may lead to conflict
learning approaches, Phillips and Trainor between teachers and millennial students.
(2014) introduce flipped classroom to Harmonious communication and relationship
support students‘ active learning and between Generation X and Y may not only
information hunters. Teachers should also result in engaged and live classroom, but also
allow them to interact with computer and productive workforce (Robinson, 2012).
internet on their daily basis for expressing Successful inter-generational communication
themselves, exploring learning materials, can be reached by understanding varied
mediating peer teaching and communication perspectives among different generation, then
(Camillo, 2010, p. 10). Using technology in create unique solutions (Cran, 2005, p. 38).
classroom in forms of online games, Several millennials‘ communication
blogging, social networking sites may attract characteristics influencing classroom
the millennials attention (Alexander, 2012, p. strategies are giving some times to create
1). Pedagogical adaptation, including their own goals and planning, allow them to
increased clarity of tasks and course format, express their balanced work-life, give chance
more classroom collaboration, stress to ask, invite them as team players, give
reduction through pre-course planning and constructive messages, allow them to express
concern on learning ethics, should be taken their creative alternative, express clear
into account in higher education learning expectations, give structure, set roles and
(Wilson & Gerber, 2008). Specifically, give respect (Gibson, 2009, p. 38).
Erlam, Smythe and Wright-St Clair (2018)
suggest simulation as an example of teaching Learning environment aspect is also affected.
approach suits to the millennials‘ Many studies indicate that millennials need
characteristics of needing supportive learning to learn using technology (Gibson &
environment, communication, facilitator and Sodeman, 2014; Jenzabar, 2010; Papp &
team work oriented. Discussions and projects Matulich, 2011; Rodriguez, Ajjan, &
in small groups, presentations, debates, learn Honeycutt, 2014). Learning spaces should be
to serve, field experiences, critiques among resigned to accommodate the needed
peers, simulations and observing cases are technology and collaborative learning
suggested as effective learning methods (Maloney, Imumorin, & Bauerle, 2006, p. 3).
(Kotz, 2016, p. 1165). The millennials‘ needs and interests also
direct today‘s teachers to understand their
Several studies indicate that it is inadequate students‘ characteristics and wide-gained
to change pedagogically only. Other areas of knowledge through various online media
education are also impacted. Different life (Towle & Breda, 2014; Waters, 2009). This
experiences may cause different behavior also impacts on teachers‘ changing roles and
inter-generationally (Kersten, 2002). This knowledge/skills upgrading.
also impacts on teacher-student relationship
and inter-generational communication Teachers and The Millennials
(Gibson, 2009) and faculty-student As key person in education, the educational
relationship (Mitchell, 2012). Teachers‘ changing attracts teachers to change. Schools

October 2019
and higher education are responsible to generation Y (Eckleberry-Hunt &

provide current teaching up dating with Tucciarone, 2011, p. 459). Similarly,
today‘s students (Waters, 2009). In general, Bickham, et. al. (n.d.) believe that teachers‘
teachers should equip themselves with power today is dependent on their certified
various knowledge for supporting learning: computing skills. Besides acquiring
knowledge of curriculum and subject matter, computing skills, today‘s teachers should
knowledge of teaching and knowledge of change their teaching preferences by
learners and learning social context (Darling- focusing on collaboration, connection and
Hammond, 2006). Teachers can achieve social change encouragement (Pinder-Grover
these knowledge through continuous learning & Groscurth, 2009). Raines (2002, cited in
from diverse sources, including mentoring, Jonas-Dwyer & Pospisil, 2004, p. 198-199)
practice and collaboration, research, reading mentions that teachers should also adapt their
and professional contribution, professional classroom/teaching behavior to the
activities, courses, programs and other characteristics or demands of their millennial
learning programs which mediated by students, including displaying role modeling
reflective practice (Cosán, 2016, p. 15). behavior, challenging students, encouraging
Apparently, the millennials‘ technological students to work together, inserting humour,
mindset pushes teachers to learn up dated respecting students and providing flexible
technology, adopt digital knowledge learning environment. Moreover, it is not
management/sharing and be more flexible only teachers‘ teaching styles which should
(CERI, 2008). The 21st century teachers are be adapted, but also teachers‘ characters and
featured by implementing learner-centred personality (Kraus & Sears, 2008, p. 34).
management, viewing students as producers,
keeping pace with new technology, going RESEARCH METHOD
global, using smartphones for teaching, going The study aims to explore several teachers‘
digital, collaborating, connecting, classroom lived experience on teaching today‘s students
twitting, project-based learning, creating at higher education level. To reach the
digital footprint, coding, innovating and objective, the study adopts qualitative
learning continuously (Palmer, 2015). research method. It is grounded on
phenomenological research epistemology
Teachers should also change their traditional since it is concerned with our own self
mindset. Previously, teachers have reflective practices and perspectives on our
knowledge power as they are the primary daily teaching experiences as teachers.
source of knowledge for their students.
Today, it does not work anymore. Teachers Procedure and Informants
are close mentors, parents, motivators and We assume that as teachers, our
communicators for the millennials responsibility is not only teaching, but also
(Eckleberry-Hunt & Tucciarone, 2011). taking meaning and learning from daily
Working with technology, defining certain experiences through reflective process. Thus,
professional behaviours as expected by the data are gathered from our reflective
millennials, mentoring and communication written voices as teachers by employing a
are several challenging areas of educating series of procedures. Firstly, the teachers feel

October 2019
and find commonality that teaching today‘s learning values and teachers‘ professional
students are different from previously around development. By analyzing these four
5-10 years ago. Secondly, the teachers agree aspects, we argue and suggest that teachers
to reflect their teaching experience and should not always adapt by following what
express it in certain framework which is used the millennials want, but they should analyze
as guidelines. Thirdly, together discuss the and balance between following or changing
result of individual reflection. The their millennials‘ learning behavior,
informants are four teachers/lecturers from characters and styles.
language and social sciences disciplines. All
of them comes from the previous generations The Impacted Educational Factors:
(the baby boomers and generation x). All of Online vs Offline Learning
them are still active in teaching. A striking characteristic of the millennials is
their high intense interaction with
Instruments and Data Analysis technology. Technology is not used as media
The data are collected through teachers‘ co- of learning anymore, but it is already
creation of reflective guideline/framework. integrated in their daily life. The millennials‘
The guideline contains several aspects which active technological engagement frequently
each teacher should respond. Those aspects poses substantial questions relating to the
include 1) challenges of teaching the usage of technology, can technology teach
millennials, 2) millennials‘ behaviors/values everything to the millenials and when it is the
should be changed and 3) maintained, 4) best time to use technology in learning and
implications on teachers‘ professional when it is not.
development, 5) the millennials‘
characteristics. The data show technology has limited
roles/functions in facilitating the millenials‘
The data are analyzed by employing within learning. This is as described by the data
and cross case approach and inductive extracts below.
analysis. The data from each informant are
firstly analyzed. Secondly, they are crossed ―…only cognitive learning materials and
with data from other informants to get aspects can be best facilitated by
several general themes (the classifications of technology. Reporting or complementing
findings). Thirdly, each of the themes are final result of certain learning process can
analyzed by interpreting the meaning behind be enhanced by technology. Technology
the data and linking (comparing or can also be effective for editing,
contrasting) to the existing research findings completing and revising process.
and theories However, using technology should be
grounded by strong academic integrity, so
FINDINGS AND DISCUSSION: that the academic result is accountable and
The study finds that there are four main honest, not imitation only. Technology
educational aspects are impacted by our allows the students to learn in more
today‘s students: online-offline teacher, flexible way, in terms of time and place.
environment management, negotiating But I think, learning in form of

October 2019
experimentation and field study should be should be able to develop critical cognition
really conducted by the students.‖ on what their different generation students
(Teacher Participant 1) genuinely need, what may work for them and
― I still remember, one day, I ask the how to make the lesson work for the
students to write an essay on certain topic. students.
I get really surprised and proud, that they
can focus the topic on areas of trending Learning Environment
knowledge, which I even do not know Learning environment is also impacted by
what it is about. They learn it from the millennials. Many learning areas,
internet. I am thinking internet can including library, classrooms and outdoor
provide them limitless information which learning spaces, are transformed or equipped
I cannot bring to the class.‖ (Teacher with technology appliances to accommodate
Participant 3) the millennials‘ learning needs. Frequently,
internet is installed in almost every learning
The data indicate that technology may best space. Moreover, collaborative and team
facilitate the millennials‘ cognitive learning work learning style of the millennials are
since internet can provide wide range of accommodated. This is as described by the
information, more than teachers. However, following data of pictures.
technology is not be primary tool for
learning. It should be combined with other
instruments. When the millennials learn
about human and society through field social
study, technology should not be supporting
tool. The main tool is the students‘
themselves, how they should behave, interact
and understand other people. This indicates
that the millennials should also acquire both
the off learning skills, such as interpersonal
skills in social contexts, cultural learning or Figure 1. A gazebo built in a campus park,
metacognition as well as online learning usually used by students to learn while
competencies. This also indicates that in relaxing and socializing with others.
teaching millennials, today teachers should
be classroom managers who facilitate the
balancing roles/functions of off line and
online learning. Thus, the millennials should
also be taught to detach themselves from
technology when it is needed and direct their
attention to their real world. Effective
teachers understand what their students need,
select appropriate tasks, guide learning
process and keep students‘ motivation
(Horowitz et al., 2005, p. 88). Thus, teachers

October 2019
Figure 2. A corridor inside a campus, writing…they look busy, yet happy.

usually used by students to learn outdoor Many of them stay at night at campus to
The data indicates that the immersed work in groups and get free internet
technology influences the design of physical access…‖ (Teacher-Participant 3)
learning environment as well as social
environment. Figure 1 and 2 show in-campus The data also indicates that the millennials
physical environment changes and addition are enjoying and comfort to learn in more
of wi-fi and plug in facilities to accommodate open learning spaces. This openness allows
needs and learning styles of new millennials them to interact and engage in their small
generations. More students engage in group groups. In learning, they also tend to be
learning by using internet independently, multitasking, chatting, reading, writing,
even outside the classroom or library. Thus, joking, eating with their friends. This finding
the millennials‘ students transform the calls for the need to develop discipline of
traditional concept of learning spaces. educational architecture to build effective
Library or classroom is not the main physical learning environment. In spite of several
learning and knowledge sources. Any places, emerging issues relating to economic, inter-
cafes/restaurants, campus park or wi fi generational conflict, today‘s students
corners can also be effective and preferred develop café/kedai learning culture where
spaces. The wider and easier internet access they can learn together, are motivated, feel
allows the students to learn independently, as fresh and comfortable (Suryani & Soedarso,
extracted from the following data. 2018). The technology modernizing learning
environment of higher education calls for
―The millennial generation has teachers to renew their roles. Being mentor,
independent learning character. It means developing students‘ skills of managing
they get a lot from learning by information, inquiring and understanding,
themselves, especially from learning thinking critically and applying knowledge
using IT. From internet, they can get are several roles teachers can fulfill in
complete and many references. Because relation to the changing learning environment
of their independent character, (European Commission, 2014, p. 19).
sometimes they less concern about what
their teachers say. However, they are Learning Value, Character and Culture
frequently doing their task very well. So, Value is the foundation of all elements of
principally, they love learning with their learning. It directs learning characters and
peer…‖ (Teacher-Participant 1). how learning outcomes should be achieved.
Different generation may display distinctive
―when I walk around campus areas, there learning character since they are grounded by
are many changes now. Now, there are certain values and influenced by particular
more chairs and tables available social and cultural contexts. The teacher-
outdoors and equipped with plugs and participants, who are from previous
electricity. Many students are working generations, perceive that their millennial
with their peers…some of them are students are having certain character and
reading, eating, relaxing and mentality which should be changed.

October 2019
―…today‘s students‘ character which The data indicates that the students‘
should be enhanced is their survival technological engagement also affects their
character and mentality of being strong. learning behavior. The values of efficiency
They are spoiled by rapid growing of and effectiveness may lead to lazy and
technology. Life becomes easier, fast and instant characters. The teachers think and feel
comfortable because of technology. that the students should acquire characters of
However, technology cannot help all the diligent and hardworking. The copy and
times. Social interaction, for instance, is paste culture is also considered as
very complex since it involves diverse endangering culture. The students‘ instant
people and many social aspects should be learning behavior also frequently ignites
considered. Technology provides exact intergenerational conflict between the
and calculable measures. It offers teachers and their students. However, the
effectiveness and efficiency. Social realm teacher-participants are also conveying that
is dynamics. Thus, there is striking not all their students‘ characters should be
difference between social life and changed. Some of them should be
technology. Life reality is frequently so maintained, even enhanced. Creativity,
much different from technology innovation, curiosity, social awareness and
calculation. Both of them has different spiritful technological learning are several
logic and facts. This point should be characters which the teacher participants
understood by the students to have perceive relevant to fruitful education.
realistic, operational, progressive and wise Teachers should be able to examine their
thinking and behavior‖ (Teacher- own cultural assumptions and connect to
Participant 1). their students‘ values through students‘
background inquiring process (Banks et al.,
―frequently, I am very disappointed with 2005, p. 243).
my todays‘ students, especially when I ask
them to write lecture information from the Teachers‟ Development
white board, they come forward, bring The changing of generation impacts not only
their mobile phone and just take the the way teachers teach and how environment
picture of it. Sometimes, I let them do should be designed, but also teachers
that, but sometimes, I ask them to write it themselves. Teachers should not only
down, instead of taking the picture. I continuously upgrade their content
understand that they are millennials who knowledge, but also are ready and welcome
love efficiency, but I also want to enhance recent changes. This implies that teachers
their hardworking character. It is very should also ready to revise and reconstruct
easy to just picturing it. I am afraid that it their mentality, values and characters. One of
will make them lazy. Besides I think that striking changing construct is teachers‘ roles
writing information from lecture can in education.
increase students‘ knowledge retention
since they are forced to reread when they ―…teachers/lecturers are not everything
are writing.‖ (Teacher-Participant 3). now. They are not the primary source of
knowledge and skills. They become

October 2019
partners and supervisors, when the popular and traditional culture, globalization,
students learn independently by exploring changing surrounding technology), systems
various learning media/tools and when (bureaucracy, leadership, organizational
they find difficulties.‖ (Teacher- culture, ethics, rules and procedures). Thus,
Participant 1) teaching the millennial students requires
teachers to be multi-learners. Teachers
―…educators are responsible to keep the should develop comprehensive understanding
pace with the fast development of on diversity of their learners, particular
knowledge and skills. The students can repertoire of tools and acquiring professional
widely access knowledge and skills knowledge for arriving at their decisions
outside classrooms. Classrooms are not concerning to their learners (Darling-
the only learning place anymore. Today‘s Hammond, 2006, pp. 80–85).
class equipped with chairs, table, LCD,
can possibly disappear in the future. Even Changing or Adjusting?
currently, there are more learning systems Education is dynamic is dynamic process. It
using online mode. The Ministry of involves process of maintaining, adapting,
Higher Education also assigns higher enhancing and changing. The changing
education institutions to innovate their technology and generation calls for inevitable
online learning systems and it becomes changing in teaching approaches, learning
one of several accreditation requirements. environment, learning behavior, culture and
Obviously, in the future the e-learning teachers‘ development. However, the
systems will flourish, the teachers and changing should be filtered. Several today‘s
students do not have to meet face to face students‘ characteristics are supporting their
to learn.‖ (Teacher-Participant 1) fruitful education, some may impede. It is
part of teachers‘ responsibility to select and
The data indicates that teachers‘ role is not as wisely decide which approaches and
the knowledge reservoirs anymore, instead knowledge/skill the students should explore,
the teachers are becoming learning acquire, construct and develop, which is
facilitators, managers and assemblers. It is relevant and be aligned to life requirement,
not enough for teachers to fulfill a single role job employment and curriculum. Education
of teaching only. Today, they are expected to is the matter of seeking relevance which
do multitasking of learning, teaching, involves negotiating process among many
reflecting, researching, managing, regulating, influential aspects: learners‘ identity, parent,
supervising and partnering. This complexity teacher and student generation, learners‘
requires the teachers to continuously learn need, school systems (Groome, n.d.).
and re-learn more than subject matter, but Moreover, students are entering higher
also other impacted areas. These are institution to be better human. This
including the learners‘ knowledge implicates that higher education should
(characteristics, needs, motivation, behavior, provide meaningful changes. Schools are
values, culture, satisfaction), the social- expected to change children‘s ineffective
cultural context of learning (the dynamics of emotional-cognitive learning and behaviour
society, industrial era, knowledge trending, and bring social improvement (Hangreaves,

October 2019
Earl, & Ryan, n.d.). Teachers are the most changes and dynamics drive teachers to
influential figures and changing drivers in always adapt to different students and
classrooms. Teachers are the most vital developing new curriculum. Thus, teachers
agents which will enable changes within the should persistently negotiate and
educational systems (Constantinescu, 2013, compromise, including within millennial era.
p. 1439). Frequently, outside changes will The study indicates that teachers should not
not induce learning changes, unless the always follow what the millennial students‘
teachers intend to welcome and accept want, but they should be wisely select what
changes. The old teaching model cannot they should follow or change and maintain.
create a knowledge-based society which There are several factors impacted by the
requires cognitive advancement to support milleniality and drive teachers to negotiate.
employment and life (Darling-Hammond, Those are the online vs off line learning
2006, p. 9). Teachers should be adaptive nature, learning environment management,
experts (Bransford, Brown, & Cocking, learning value, character and culture and
1999; Hatano & Inagaki, 1986), who teachers‘ development.
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ENGLISH SENTENCE PATTERN PROBLEMS AS REFLECTED IN

MASTER‟S STUDENTS‟ THESES
Adnan Zaid
Universitas Teknologi Yogyakarta
adnan56zaid@yahoo.com
Abstract
Writing is an arduous effort, and writing in a foreign language is even more
burdensome. Writing in the target language to some degree is influenced by the first
language, both linguistically and in the way of thinking. Master‘s Students of English
Education Program are supposed to write their theses in English. Their sentence patterns
are influenced by their first language. They find it difficult to arrange some sentences in
English due to their habit in their first language. There are various kinds of sentence
pattern problems dealing with sentence building. This paper is going to explore the
kinds of English sentence problems that Master‘s students encounter when they write
their theses, and some ways of how to cope with the problems proposed by the
supervisor. The subject is the students‘ drafts when writing their theses. The students
were under the writer‘s supervision in writing their theses. Of course, there are some
more linguistic problems related to thesis writing, but this paper will only focus on
sentence patterns as shown in the students‘ thesis drafts. It is found out that students
made some mistakes in their sentence patterns. Some ways out to solve the problems are
rendered.
Keywords: English, master‘s, sentence pattern, thesis
INTRODUCTION Writing a thesis in the target language is even

To some degree, writing is different from harder for it involes the mastery of the target
speaking. In writing, the written form can last language and the influence of native
long, while in speaking the spoken words language can hinder the process of writing
will be gone as soon as they are uttered. To (Hinkel, 2004). The difficulties of writing a
some students, writing a thesis can be thesis in the target language include
daunting and frustrating (Ferris, 2011). A grammar, diction, spelling, way of thinking,
student may able to finish his/her courses and sentence patterns. No matter how good
quite well, but he/she finds it difficult to the mastery in the target language, some L2
write his/her thesis. Writing athesis can also acquirers will never attin native-like control
be time-consuming for a student has to revise of various aspects in the target language
his/her thesis draft again and again. In fact, (Ferris, 2011).
writing a thesis may also depend on the
availability of a supervisor. A supervisor may METHOD
have some students under his/her supervision The data for this study were taken from 20
and this can burden him/her while doing the students‘ thesis drafts. The write read the
supervision (Paltridge and Starfield, 2007). drafts thoroughly to find out the unaccepted

October 2019
sentence patterns written by the students. The 2. Passive Voice

deviated sentence patterns were listed. Some Here are some examples of wrong sentrences
ways out to overcome the problems were in applying passive voice in sentences.
rendered. (4) The researcher helped by the
collaborator to monitor the students
To help the students with the sentence (5) It stated that the structure of the
problems, individual and group conferebces middle school curricululum is as ...
were held periodically. Most of the time, the (6) It was happened when the teacher
instructor compared the written sentence explained the procedure
patterns with the ones in Indonesian In example 4 and 5, the students did not put
Langugage. be in their sentences, while in example 6, the
student was influenced by Indonesian where
The students were asked to give some the prefix ter is one of the indicators in
comments on how they and the instructor passice voice.
dealt with the problems. 3. Gerund
(7) Able to gain the information to improve
RESULTS AND DISCUSSION the knowledge is the competence of reading.
Some students found it difficult to contruct (8) The instrument can be multiple choice
good English sentences in their writing. test by given score of 1 for a coreect item.
Some were due to the influence of their first (9) Portfolio is assessment done by assess all
language and some were just because of studen‘s work.
ignorance. Here are some problems faced by The use of gerund seems to be a problem for
the students in dealing with English sentence the students where they did not use the verb
patterns. forms properly. The verbs sould be with –
1. Absence of subject ing, but the students out them in the bare
Some students did not meantion the forms. The xample 7, 8, and 9 show that the
subjects of their sentences. Here are some students did not have the right form of the
examples of sentences without subjects. verbs.
(1) In this activity also gave other 4. Parallelism
advantages the strategy. (10) The students discussed the material,
(2) In this chaper will talk about the help, and assist each other
review of literature. (11) Reading to skim is to form the general
(3) In this paper is written to explain idea and guessing the important point
about the use of pictures in teaching (12) They were active to ask questions, gave
vocabulary. comments, and practiced the method
In the examples, the students missed (13). . ... such as evaluating the teacher‘s
rendering the subjects of the sentences. In teaching, offering suggestions, and gave big
spoken Inonesian language, the sentences contribution
may be understood, but in written English the The students seemed to be inconsistent in
sentences are not acceptable. using the verbs; past tense is mixed present
tense, to infinitive mixed with gerund, and
gerund mixed with past tense. So their

October 2019
sentences are not parallel in using the forms 8. Subject + V + adjective

of the verbs. (22) The teaching learning activity became
5. Causative Verbs variety.
(14) The teacher let the students to read the (23) The teacher made the students to be
text afraid of raising questions.
(15) The teacher had the students to discuss The students failed to notice that some verbs
the given topic can be followed by adjectives or followed by
The use of causative verbs above is not an object plus an adjective. In example 22,
acceptable. Here the verb let is followed by the verb became should be followed by an
to infinive to read and the same case is for adjective varied not a noun, and in example
the verb had. Both verbs must be followed 23 the verb made must be followed by
by bare infinitive, i.e. read and discuss in the adjectice afraid directly without to be.
above examples. 9. Past participle
6. Absence of predicate (24) Generally there are some problems
(16) he fourth step of the process where they face by the tenth grade studentds.
attempt to recite or answer questions. In this example the student made a wrong
(17) Another difficulty when the teacher had form of the verb face in past participle. The
the students summarize the text, they spent verb face should be in the past participle
long time to arrange it. form faced.
In the above examples, the students failed to 10. Auxiliary
have the predicates of the two sentences. (25) Are writing activities in English will be
There are two subjects but there is no easier if they are done in phases?
predicate for the subjects The fourth step and (26) Are materials and learning activity you
Another difficulty. have in class helps you to learn writing?
7. Absence of Preposition In example 25, a student made double
(18) Half of the class responded ... the auxiliaries, are and will, in one sentence.
teacher‘s questions. While in example 26, a student made a
(10) She told them that ... the next meeting mistakes by using are followed by a verb
they would present their summary. helps.
(20) A questionnaire which consisted ... 11. Double subjects
twelve questions .... (27) The students who always talked, they
(21) The need ... more suitable material to became more enthusiastic in learning.
learn ... A student made a wrong sentence by
Some English verbs or phrases need applying two subjects in one sentence, In this
particular prepositions to have sound case the subject the students followerd by
meanings. In the above examples the word they. It should be without the subject they.
responded must go with preposition to, the 12. Subject + verb + it + adjective + to
next meeting meeting must be preceded by in, infinitve
consisted should go with of, and the need (28) The students are hard to read the text.
must be followed by for. However, the (29) The teacher was difficult to handle the
students failed to render the proper class.
prepositions.

October 2019
The above exampes reflect the sentence in English. For example, a student does not
pattern in Indonesian The sentences are use preposition to after the verb listen
translated from Indonesian Mahasiswa susah because in Indonesian the verb
bacah text itu and Guru susah menangani mendengarkan (listen) is without any
kelas). While in English they should be (The preposition afterwards. In this example The
students find it hard to read the text.) and students are supposed to listen the music
(The teacher found it difficult to handle the while in good English the sentences must be
class.) The students are supposed to listen to the
13. Redundancy music. Preposition to nust come after the
Some sentences are redundant, not clear in verb listen.
their meanings. The following are examples 2. Ignorance of the rule
of redundant sentences. Some students just did not care much about
(30) The following will be discussed the steps the rules in English so that their sentences are
of SQ3R. grammatically not acceptable. Fors example,
(31)According to Nunan, she adds extensive in terms of singular and plural, they do not
reading is focused on understanding the pay much attention to the concord. For
longer text. example, a student wrote There are no
In example 30, to be clearer, the sentence variety of teaching while it should be There
should be The steps of SQ3R will be is no variety of teaching.
discussed as follows. And example 31 should
be According to Nunan, extensive reading is FIXING THE PROBLEMS
focused on understanding the longer text. 1. Giving feedback written on the drafts
14. Double conjunctions The students handed in their thesis drafts to
(32) So the teacher must solve the the instructor and let him check their work to
problem, so the teacher has to have more get some feedback. The instructor wrote his
knowledge back on the drafts which were supposed to be
In example 32, the student used conjunction revised as suggested by the intrstructor. The
so twice, while in fact there should be only feednack may consist of the content as well
one conjunction so. The sentence may be as linguistic matters.
rewritten as So the teacher has to possess 2. Conference (individual and group)
more knowledge to solve the problem. Asking for clarification, the students usually
15. Double Verbs came before the instructor who would give
(33) The assessment is refers to all those them some suggestion or explanation about
activities in the process of learning. the problems that the students encountered. It
In example 33, a student uses two verbs is can be done in group or in person. It was
and refers successively. The verb is should done in group when the students had similar
not be rendered there. problems so that it could save some time on
the instructor‘s part.
PROBABLE CAUSES
1. The influence of native language 3. Emphasizing the the differences of
The studests tend to translate Indoensian the patterns in the native language
sentences into English, neglecting some rules and the ones in English

October 2019
The instructor most of the time showed the showing me how to put words into a
students some differences between the meaningful construction. He did more than
sentence patterns in English and the ones in being a supervisor, nevertheless a father, a
Indonesian. It was done so because most motivator for me. I learnt how to manage this
problems were caused by the influence of life well, how to be useful for others and
sentence patterns in Indonesian language. many things. (not edited)
A. Students‟ Comments CONCLUDING REMARKS

The students were required to give comments Problems in sentence patterns can be varied.
on the way the instructor helped the students They can be the word order, the incorrect
solve the problems of sentence patterns in form of verbs, parallelism, redundancy,
their writing. Most students responded participle, missing prepositions, the absence
positively to the way the instructor guided of subject or predicate, double subjects,
them in doing their thesis writing. Here are double verbs, double conjunctions, and
some comments written by the students. causative verbs.
1. Your way of correcting is very good Most of the prblems may be caused by the
Sir. You crossed the mistakes, but you also influence of the sentence patterns in the
showed the corrections. If the mistakes students‘ native language, or they can also
happened many times, you wrote signs or happen due to the ignorance of the rules in
simple words to tell that the mistakes were English which are oftentimes different from
the same as the ones before. When the idea the ones in Indonesian language.
or content was totally wrong, you just wrote
‗See me!‘. I think such a way of correction is The instructor fixed the problems by having
excellent. (not edited) individual or group conferences regularly.
2. I have many problems there, they are Most of the time, the conferences were held
: vocabulary, grammar, my limitation make to compare sentence patterns in the native
beautiful sentences, etc. Alhamdulillah all of language and those in English.
my problems can be clear because of my The students responded positively to the way
favorite lecture, he to be patient to help me in the instructor dealt with their problems. They
writing thesis. It‘s doesn‘t instant like other thanked the instructor for the comments and
lectures can be four or five times only to revision given by the instructor.
guidance, may be start from chapter I up to
five can be 30 times to guidance, but I am REFERENCES
satisfied of them. Now there are many things Bailey, S. 2006. Academic Writing: A
that I know from him, many problems that I handbook for International Students.
have and now all my problems are clear, London: Routledge
from easy up to difficult problems he can Corbert, J. 2003. An Intercultural Approach
help to be clear. (not edited) to English Language Teaching.
3. He guided me finishing the thesis Clevedon: Multilingual Matters Ltd.
patiently, since I recognized myself I am not
good at grammar at all. He was smartly

October 2019
Coulmas, F. 2018. Writing and Society: An Paltridge, B. & Sue Starfield. 2007. Thesis
Introduction. Cambridge| Cambridge and Dissertation Writing in Second
University Press. Language: A Handbook for
Ferris, D.R. 2011.Treatment of Error in Supervisors. Oxon: Routledge
Second Language Student Writing. Richards, J.C. & Miller, S.K. 2005. Doing
Ann Arbor: The University of Academic Writing in Education. New
Michigan Press. Jersey: Lawrence Erlbaum Associates
Hinkel, E. 2004.Teaching Academic ESL Wallwork, A. 2010.English for Presentations
Writing: Practical Techniques in at International Conferences. New
Vocabulary and Grammar. London: York: Springer.
Lawrence Erlbaum Associates -----------------. 2011. English for Writing
Hyland, K. 2009. Teaching and Researching Research Papers. New York:
Writing. Harlow: Pearson Education Springer
Limited.

October 2019
THE IMPLEMENTATION OF DISCLAIM IN ELT ARTICLES TO

PROPOSE THE WRITERS‟ ARGUMENTATION
Agung Budi Kurniawan, Warsono, Djoko Sutopo and Sri Wuli Fitriati
Corresponding Author, STKIP PGRI Pacitan, Indonesia1
Graduate School, Universitas Negeri Semarang, Indonesia2
agungbudi430@yahoo.co.id
Abstract
The concept of disclaim has negative representation in linguistic study and language
application. In fact, it cannot be avoided that communication in written paper could
involve both positive and negative statement. The concept of this research was to identify
the negative statement implementation in disclaim in three ELT articles that were
published in journals. The instrument involves the concept of Interpersonal meaning in
qualitative design. Researchers found that it was useful and necessary for writers to
propose their argumentation to deny something in their ELT articles. Naturally, the
writers‘ argumentation could be positive or negative. The disclaim implementations were
needed by the writers to deny concept, value, negative stereotype, quality, academic
identity, and scientific claim. The other interesting thing is that disclaim was also needed
to propose the objective view point or argumentation. It was also found that the most
appropriate technique of presenting the disclaim statement was a hedge to avoid strong
disclaim. It was concluded that not all disclaim statements had negative purpose, effect,
and the whole implementations. The context of use needs to be involved to understand it.
Keywords: Disclaim, ELT, Articles, Interpersonal, Meaning
INTRODUCTION In this research, researchers revealed the

Disclaim or denial is one of the Interpersonal implementation of the disclaim in the written
meaning implementations that represents the text based on the Interpersonal meaning
decision to refuse something. Denial or concept. The written text could contain both
negation is the dialogic perspective as a explicit and implicit meaning including the
resource for rejection, and it is not as a denial. The denial in the text book was not so
simple logical or acceptance or refusal simple as presenting or proposing the
(Martin & White, 2005, p. 118) . It means writers‘ view point. It is a complicated
disclaim or negation does not always contain application. Gulliver & Thurrell (2016)
negative meaning or sense. It depends on the studied the denial of racism in the Canada
context of use. It teaches us to be critical by English textbook that revealed the sensitive
looking at an object or phenomenon from the value. In this study finding, it also found that
deep side. The mastery of the Interpersonal the denial needs serious strategy for certain
meaning skill could make us understand the situation and application. It was not a simple
whole phenomena whether explicit or action of refusing something. The
implicit. communication sense needs to be considered.

October 2019
The study of denial to propose argumentation for granted. The strategy must consider many
was based on the use of lexical in a text. The aspects.
lexical of denial such as ―no, did not, never‖ One of the strategies that could be
represented the denial Interpersonal meaning recommended for the Interpersonal meaning
(Martin & White, 2005). The use of the strategy including the denial is the rule of
lexical that contain denial could be applied in cohesive device for discourse construction.
the format of conjunction as the cohesive Cüneyt Demir (2017) found the importance
device (Bahaziq, 2016). It connected the of the rule of cohesive in the collocation
information in a text including denial lexical. Hu & Li (2015) investigated the
expression or statement. In this case, the frequency of use of ―and, but, because, so,
identification of the denial was not only however, therefore‖ that gave high impact to
about literal, but also the explicit meaning. the meaning construction in a text. The
On the other hand, Çakır (2016) found the construction of denial meaning was also
lexical of ―clearly, probably, apparently‖ in influenced by the frequency and strategy of
the research abstract influenced the use of the potential lexical. It also means that
appropriate meaning transfer. The lexical of the use of Interpersonal meaning of denial
denial such as ―probably‖ hold important rule requires plan that it should avoid using it
as the ―hedge‖ to propose the denial through accident. The wrong application
statement. In this research, it was also found could mislead the readers for the meaning
some expression of denial that was carried and information interpretation.
out through hedge.
The study of Interpersonal meaning based on
The study of lexical use to identify the lexical use on the social practice is as
Interpersonal meaning including denial valuable as the written text. It was as the
requires high and deep analysis system. comparison and supporting view point.
Öztürk & Köse (2016) found that Turkis Khojasteh & Kafipour (2012) found that the
writers overused most of the lexical bundles use of modal auxiliaries in the Malaysian
in presenting their meaning based on their English textbook did not represent the natural
background of the native speaker. Then, use in English. The modal auxiliaries were
Theodore (2013) identified the lexical error potential to be applied for the denial
in building the Interpersonal meaning in a Interpersonal meaning. It could give effect to
discourse. In addition, Ağçam (2015) the social practice for the practitioners who
explored the comparison of the lexical and applied the text book. Križan (2016) found
grammatical application and influence to the the various attitudinal categories in the
Interpersonal meaning. It could be concluded British advertisement including
that the lexical has serious rule in the manifestation, categorization, and social
Interpersonal meaning implication including effect. They realize us that the study of
the denial or negation. Even, the frequency of Interpersonal meaning including denial could
use takes the deep influence. When a writers be applied whether in the written, spoken, or
used a denial lexical e.g. ―never‖ for over- social practice text.
used, it will decrease the text credibility. The
lexical application was not about just taken

October 2019
Based on the background and the literature finding represented its own application and
review, this research proposed one research implication.
question which is ―how is the
implementation of the denial disclaim to Findings and Discussion of the Object 1
propose writers‘ argumentation in the The finding and analysis of disclaim in the
English language teaching articles?‖. The article or object 1 was to propose the writers‘
objective of this study is ―to reveal the argumentation. Every finding has its
technique and communication implementation. The description could be
implementation of the denial disclaim in viewed below.
order to propose writers‘ argumentation in
the English language teaching articles‖. The The implementation of disclaim as the first
finding and analysis of the research problem finding was the denial of the specific
and objective were proposed through a application of the old concept in order to
stratified and scientific work schema. propose the new concept. It was a technique
to argue a concept implicitly. The statement
METHODOLOGY in the article explained that the traditional
The design of this research is qualitative. In account or writing study may not apply when
fact, a few of numeric calculation was also the definite articles were embedded by the
applied as the assistance in the process. The lexical bundles. It was a direct denial to the
qualitative design actually cannot be effectiveness of the old concept. Then, it was
separated with the quantitative totally (Mack, continued by giving the recommendation of
Woodsong, MacQueen, Guest, & Namey, lexical bundles application, meanwhile the
2005). The object was three articles in the lexical bundles was the research article main
English language teaching or ELT field study topic. Lexical application frequency was one
that were published in journals. They were of the main concerns in the successful
chosen by using purposive sampling Interpersonal meaning construction (Hu &
technique. The instrument was lexical list Li, 2015). The positive value implementation
and concept of denial (Martin & White, was that it avoids presenting the conflict
2005). The technique of collecting data was successfully. In the previous side, the writers
selecting the lexical and the context of use. still admitted the scientific value of the old
The technique of analyzing data was concept, and then, it explained its
combination perspective (Dey, 2005, p. 68). weaknesses. The further explanation as the
It means the analysis combined more than indirect promotion to the article concept
one angle of perspectives. could give humble impression.
FINDINGS AND DISCUSSION On the other hand, the implementation of

The findings and discussion were presented disclaim was to deny the general view point
and separated object by object. In line with or stereotype. The writers explained the
the method, it comprised three objects or general view point about the unimportant
articles. It was considered to propose the position of articles in writing that was
clear material. It was also impossible to compared with other linguistic material and
present the holistic analysis because every rule. The writers then explained their

October 2019
disagreement with the general view point. needs to reminded that the use of lexical in
The implementation was that disclaim was the Interpersonal meaning construction must
carried out by giving the comprehensive not over-used (Öztürk & Köse, 2016). The
explanation and proposing the promise of positioning of the previous studies was also
benefit. They argued that the potential benefit important that it should be placed directly
of their argumentation would be applicable after the authors‘ argumentation. The
for the linguistic study and practice. In order previous studies application also proposed
to show the high level of disclaim, the the message that the denial was objective.
previous studies was reviewed and presented. In addition, the authors also denied the
It brought two antithesis groups. The first contribution of the previous studies in order
was the previous studies whose the to argue that their concept was original
stereotype, and the second was the previous indirectly. The previous studies were still
studies whose similar concept with the reviewed in the positive sense and side, but
authors‘ view point. In this case, the authors the authors or writes did not admit their
tend to give larger review to the previous contribution to the related study. It was very
studies whose similar concept with their unique strategy because the denial was not
argumentation. The lexical use in the proper related with the negative result, but with the
context could make the speakers to be more study field. They were denied because their
confident (Ağçam, 2015). The personal or study scope was not similar with the authors‘
subjective technique was also applied to field of the article. It did not decrease the
maximize the result and build opinion. The value of the previous studies, but it still
proposition was actually high risk because it respected them. In this case, the use of
denied the stereotype directly. It was personal pronoun for the denial and
predicted that the research had passed the declaration could be vital (Liping, 2017).
high level of process so that the authors were They also still admitted the prospect of the
confident to deny it directly. previous studies for the other research in the
similar field. The implementation of the
The application of previous studies was technique was a hedge of written
found to deny a schema of work of a concept. communication.
There are two schemas of work for the
lexical bundles study. The first was the field The quality of the object contribution was
research based on the empiric data. It means presented in the negotiable sense in order to
the study must be practiced in the language argue that the lack of the research object was
study especially English language teaching. still in tolerance boarder and it did not give
The second work schema was the significant negative impact. It explained that
pedagogical study in which it reviewed the the low of article mastery did not reflect the
concept. In this case, the authors agreed with students‘ grammar knowledge. Meanwhile,
the first work schema of field research rather the grammar was not the focus of the
that pedagogical study. The use of previous research. It builds the argumentation that we
studies implemented the strong basis of should differentiate the scope of every study.
denial so that it proposed serious The Interpersonal meaning needs to consider
argumentation. One important notice that it the positive identity impression (Ye, 2010),

October 2019
so that the readers or interlocutor still would positive opinion that a field study was
give respect. The implementation was the universal. In this finding, the authors tried to
implicit technique to avoid the unnecessary refuse the specific identity of the research
critique. The authors would like to keep the object as the additional value for the
readers still focused on the research and research. The Interpersonal meaning needs to
article topic rather than connecting it with consider the positive identity impression (Ye,
unrelated study field. 2010). It implied the message that the special
identity of Chinese students was not a
Findings and Discussion of the Object 2 tolerance for giving second opinion rather
The findings and its implementation were than the empiric research results. They would
found in the various performances in the like to place the research as professional as
article or object 2. All of them represented possible without giving high attention to the
the authors‘ personal perspective and attitude intervening variable. The problem related
in the written text. The findings and analysis with the subject status was defined as a
could be viewed deeply below. general phenomena. It means to declare that
the Chinese English quality had been similar
In the first place, the denial expression was with the International English practitioners.
applied as a hedge to force argumentation. It The next denial was purposed to refuse the
was the high level technique of application. scientific claim. The implementation was the
The use of modal of ―may or may not‖ message that the claim was a universal
indicated that there was no other choice phenomena. So, it cannot be categorized as a
rather than what had been proposed by the scientific statement even formulation. The
authors. The use of discourse markers has criteria of ―patchwriting‖ was described
similar rule in written or spoken text directly to belong to any language including
(Shakarami, Hajhashemi, & Caltabiano, Chinese and English. It was also an indirect
2016), that the writers need to be careful to critique for practitioners to be careful in
apply them including in proposing a concept claiming a phenomena as a scientific formula
or idea. It had implicit message that the because it needs novelty. The other
material cannot be bargained anymore. It implementation was to propose an indirect
represented the information that it was the standard of formulating the scientific claim.
best choice. It could be categorized as a high The authors refused the comparison of
level of application because it served two pacthwriting in Chinese and English. The
places as the soft approach. The placement of personal attitude was carried out through
the foreign language and peripheral gave objective idealism. The other implementation
objective impression that anyone who was in was that the authors tried to be fair with their
the authors‘ position would take the similar attitude and ideas. One of the solutions to
action. It gave strong basis of the personal refuse the scientific claim softly was the
argumentation. It was also a safe method for application of appropriate reference and
the authors from getting the hard critique. conjunction such as studied by Bahaziq
(2016) that both of them could be explored to
The denial of the specific and special identity reveal the positive value in the
was the implementation of effort to build communication.

October 2019
The denial statement could be implemented successful Interpersonal meaning (Hu & Li,
as the strategy to show humble. The authors 2015).Actually, the action to decrease the
denied that their research was perfect or previous study needs to be evaluated based
excellent. On the opposite side, they admitted on the scientific ethics.
that it still needs improvement. The attitude
indicated to build the impression of humble The Findings and Discussion of the Object
to the authors. They admitted that they were 3
not able to recruit the commerce major The object 3 contains some implication of
students at the university. Actually, it was disclaim as the method of proposing writers‘
also a strategy to save their credibility for argumentation. The denial statements were
further or next happening because antithesis presented comprehensively in the object 3 so
would still be possible present. The humble that it could be recognized rapidly. The
performance could gain the readers‘ explanation of the finding could be viewed
sympathy. In practice, the readers‘ sympathy below.
could be the entry point to get the higher
attention. The argumentation would be easier The writers denied the study development
to be accepted by readers who had given the and contribution of the previous studies to
sympathy for the first sight. The use of soft the research field. It has two main
lexical could be applied as the alternative implications. Literally, it proposed negative
technique to show humble in which Çakır justification to the previous studies. It
(2016) proposed the use of stance adverb of decreased the previous study contribution to
―clearly, probably, apparently‖ in the the field study. It did not give respect to the
pedagogic implication. study development in order to increase the
research article good impression. On the
The last denial of object 2 was the denial of other hand, in the deep view point, it has
the work system efficiency in a research. The positive values. The authors would like to
authors criticized the allocation and remind that the development area was still
utilization of time in a previous study. They minimum. It was compatible with a previous
categorized it as insufficient too. The study that the appropriate use of lexical or
implementation was to increase their research modal in an English textbook should be
by decreasing the previous study. It blamed accordance with the natural of language
the factor of time to make the previous study (Kafipour, Mahmoudi, & Khojasteh, 2018).
become unsuccessful. On the other hand, the The finding needs further innovation. The
authors implicitly informed that they did not critique to the previous studies was placed as
follow the similar schema of working. If it the entry point for the development action. In
was viewed in detail, the authors would just this case, it cannot be denied that the authors
present the personal standard. It lacks the still tried to promote their research. They
basis of the previous studies. It implied implied the meaning that their research
information that the research article applied offered the solution of the development
the better work schema. It was in line with a problem.
previous study that lexical application
frequency was one of key points in the

October 2019
The second disclaim implementation to because it lacks of over personal view point.
propose argumentation was that it denied the The explanation was given directly.
perfectness of the research object in order to
propose the objective view point. The authors CONCLUSIONS
admitted that their object was not excellent as The disclaim statement or expression to
the best choice. In fact, they also gave the argue an idea or fact had some
reasons and background of the choice for the implementations. The disclaim statement
object. It was an effort to place the view does not always contain negative meaning
point in the objective in order to argue that and purpose. The application of disclaim
the idealism should be settle with the reality. statement needs deep consideration
It implied the message that there were no especially for the impact of the statement.
single factor to determine the quantity and The speakers or writers must understand that
quality of the research object. The finding disclaim is fragile to decrease object,
was also compatible with Križan (2016) who process, result, or participant. It was
found various types of attitude in the social recommended to consider the effect first
interaction in the British advertisement. before stating the disclaim statement
Sometimes, the idealism must be adapted although for the positive purpose. The
with the field condition that the context of disclaim statement could be applied as a
use and readers or interlocutors must be strategy to give implicit attitude and meaning
considered. The argumentation building in in communication. In addition, the disclaim
this case was to take the readers‘ tolerance if expression should consider the aspect of
the object was justified as imperfect. social value because every language could
have different ethic rule for the use of
The last implementation of denial of the negative linguistic expression. The
object 3 was to describe the lack of the knowledge and skill of communication holds
research process by arguing the time important rule to control the application of
restriction as the cause. The soft denial was negative linguistic statement.
the effort to communicate the cause of the
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Category of Attitude. Jezikoslovlje, Retrieved from www.ccsenet.org/elt
17(3), 643–665.

October 2019
TRANSLATING TRADITIONAL CULTURAL EXPRESSIONS:

ANALYSIS OF STRATEGY, ACCURACY AND READABILITY
Budi Purnomo
Department of Tourism
Sahid Tourism Institute of Surakarta
Surakarta City, Indonesia
budipurnomo989@yahoo.co.id
Abstract
Traditional cultural expressions (TCEs) form part of the identity and heritage of a
traditional or indigenous community passed down from generation to generation. This
study aims to analyze the translation strategies and to evaluate the accuracy and
readability of the TCEs in the tourism texts entitled Solo and Padang of Spice and
Legends taken from the Garuda Indonesia Inflight Magazine Colors (2019). The study
is intended to be a descriptive and qualitative nature. The data collection applied a
content analysis, in-depth interview, and questionnaires. To reveal the types of
strategies, the English and Indonesian texts were analyzed by the researcher based on
the criteria of translation strategies. To know the accuracy of the translations, they
were rated by three expert raters. To analyze the readability of translations, they were
rated by 50 English speaking passengers of Garuda Indonesia. The research findings
show that (1) the translation strategies used include addition, subtraction,
transposition, borrowing, cultural equivalent, synonym, specification and
generalization, gain, deletion, and modulation and (2) the Indonesian traditional
cultural expressions translated into English are generally less accurate but readable.
The findings imply that translation strategies for traditional cultural expressions are
fundamental to obtain translation products that have equivalent to their source
language, easy to understand and meet the readers‘ desires.
Keywords: Traditional Cultural Expressions, Translation Strategy, Accuracy,

Readability
INTRODUCTION in Indonesia, there are many tourism objects

When translating a text, a translator often which have traditional cultural expressions.
finds a culture-specific word, term, or
expression in a language does often not have Linguists have named cultural expressions
its meaning equivalence in another language. differently. Foreman (1992) uses the term
It may express a concept which is totally ―cultural references‖ which does not limit
unknown in the target culture. Baker (1995) itself to the lexicon market culturally, but it
states that the concept in question may be allows the inclusion of symbols, icons,
abstract or concrete; it may relate to a gestures, etc. Baker (1995) labels them
religious belief, or social custom, or even a ―culture-specific concepts.‖ Aixela (1996)
type of food. Especially in the tourism texts uses terminology ―culture-specific item‖/CSI
by the definition that those textually

October 2019
actualized items whose function and for translating word by word, phrase by
connotations in a source text involve a phrase or sentence by sentence. Then,
translation problem in their transference to a Kardimin (2013) divided the translation
target text, whenever this problem is a strategy into two types, i.e. structural strategy
product of the not existence of the refered and semantic strategy. Furthermore he
item or of its different inter-textual status in divided the structural strategy into addition,
the cultural system of the readers of the subtraction and transposition and the
target text. Newmark (1998a) prefers semantic strategy into borrowing, cultural
―cultural words.‖ Nida (2004) speaks about equivalent, descriptive equivalent and
―cultural foreign words.‖ Then, World component analysis, synonym, official
Intellectual Property Organization (2019) translation, constriction and expansion,
states traditional cultural expressions (TCE) addition, deletion and modulation.
as the forms in which traditional culture is This study aims to analyze the translation
expressed; form part of the identity and strategies and to evaluate the accuracy and
heritage of a traditional or indigenous readability of the TCEs in the tourism texts
community; and are passed down from entitled Solo and Padang of Spice and
generation to generation. TCEs are integral to Legends taken from the Garuda Indonesia
the cultural and social identities of Inflight Magazine Colors (2019).
indigenous and local communities, embody
know-how and skills, and transmit core METHODOLOGY
values and beliefs. Their protection is related The study is intended to be a descriptive and
to the promotion of creativity, enhanced qualitative nature. The data collection
cultural diversity and the preservation of applied a content analysis, in-depth
cultural heritage. The TCEs may include interview, and questionnaires. To reveal the
music, dance, art, designs, names, signs and types of strategies, the English and
symbols, performances, ceremonies, Indonesian texts were analyzed by the
architectural forms, handicrafts and researcher based on Kardimin‘s translation
narratives, or many other artistic or cultural strategies (2013). To know the accuracy of
expressions. the translations, they were rated by three
expert raters. To analyze the readability of
Newmark (1998) categorized cultural translations, they were rated by 50 English
expressions into (1) ecology, (2) material speaking passengers of Garuda Indonesia.
culture, (3) social culture, (4) organizations
customs and (5) gestures and habits. The category of assessing accuracy are
accurate, less accurate, and inaccurate with
Suryawinata & Haryanto (2003) defined the criteria which can described into the
translation strategy as a technical guidance following diagram (Purnomo, 2015):

October 2019
Diagram 1. Assessment Critera for Translation Accuracy

Category Criteria
Accurate (1) Use of words or expressions in TL that have equivalent meaning with SL and
(2) equivalence seems natural and commonly used by TL speakers.
Less (1) Use of words or expressions in TL that have no equivalent meaning with SL
accurate and (2) equivalence seems less natural and less commonly used by TL speakers.
Inaccurate (1) Use of words or expressions in TL that have no equivalent meaning with SL
and the message has not been transferred and (2) equivalence seems unnatural and
uncommonly used by TL speakers.
The category of assessing readability are with the criteria which can described into
readable, less readable, and unreadable the following diagram (Nababan, 2010):
Diagram 2. Assessment Criteria for Translation Readability

Category Criteria
Readable The translation is very easy to understand
Less readable The translation is quite easy to understand; the readers need to read some parts
more than once in order to understand the translation.
Unreadable The translation is difficult to understand.
FINDING AND DISCUSSION In the above data, the cultural expressions

This section presents a description and tingkeban and mitoni are categorized into
analysis after the data is coded and gestures and habits. The translation
verified by inter-raters. All data is strategy used is naturalization. All of the
juxtaposed between SL and TL and three raters state that the translation is
analyzed based on (1) the use of accurate. Thirty-nine readers state that the
translation strategies, (2) the accuracy of translation is readable.
translation, and (3) the translation Data 2/SL/TL:
readability. SL: Pepaya, nanas, mangga, jambu air,
kedondong, mentimun dan
The following are examples of bengkuang adalah buah yang biasa
descriptions and analysis of the data. digunakan.
Data 1/SL/TL: TL: Favorite ingredients are papaya,
SL: Tak terpisahkan dari budaya Jawa, pineapple, mango, water apple, June
rujak gobet disajikan pada upacara plum (also known as kedondong, a
tingkeban atau mitoni, yaitu ucapara tropical plum widely available
syukuran atas kesehatan ibu dan anak across the region and into
di usia kehamilan tujuh bulan. Polynesia), cucumber and the
TL: An important part of Javanese culture, jicama, a starchy vegetable likened
rujak gobet is served at the tingkeban to both turnips and potatoes and
or mitoni ceremony to celebrate the reputedly good for those who want
7th month of pregnancy, a symbol of to lose weight, seek to balance their
thanksgiving for the safety of the blood sugar or suffer from diabetes.
mother and baby.

October 2019
In the above data, the cultural expressions Table 1. Percentage of the Translation
kedondong is categorized into material Strategies
culture. The translation strategies used are Types of translation Frequency
addition with favorite ingredients, a strategies
Addition 15 (15%)
descriptive equivalent for kedondong, and
Subtraction 6 (6%)
expansion for a starchy vegetable likened Transposition 2 (2%)
to both turnips and potatoes and reputedly Borrowing 11 (11%)
good for those who want to lose weight, Cultural equivalent 8 (8%)
Descriptive equivalent & 9 (9%)
seek to balance their blood sugar or suffer component analysis
from diabetes. All of the three raters state Synonym 18 (18%)
that the translation is accurate. Fourty-two Official translation 2 (2%)
readers state that the translation is Constriction & expansion 5 (5%)
Addition 14 (14%)
readable. Deletion 7 (7%)
Data 3/SL/TL: Modulation 3 (3%)
SL: Ada gua karang dan pusara Sitti Total 100 100%)
Nurbaya, gadis dalam novel terkenal Sitti The summary for the translation accuracy
Nurbaya (Kasih Tak Sampai) karya Marah can be explained by the following table.
Rusli.
TL: There is a coral cave and a tomb Table 2. Percentage of the Translation
dedicated to Sitti Nurbaya, a fictional Accuracy
female character in the novel Kasih Tak Translation Frequency
Sampai (Unrequited Love) by well-known Accuracy
Accurate 44 (44%)
Indonesia author Marah Rusli. Less accurate 52 (52%)
In the above data, the cultural expressions Inaccurate 4 (4%)
Kasih Tak Sampai is categorized into Total 100 (100%)
social culture. The translation strategy Furthermore, the summary for the
used is borrowing. All of the three raters translation readability can be explained by
state that the translation is accurate. the following table.
Fourty-five readers state that the
translation is readable. Table 3. Percentage of the Translation
As a summary, the use of translation Readability
strategies can be explained by the Translation Frequency
Readability
following table.
Readable 91 (91%)
Less readable 7 (7%)
Unreadable 2 (2%)
Total 100 (100%)
CONCLUSIONS
The research findings show that (1) the
translation strategies used include
addition, subtraction, transposition,
borrowing, cultural equivalent, synonym,

October 2019
specification and generalization, gain, Lestari, V. (2019). ―Solo‖. Garuda Indonesia

deletion, and modulation and (2) the Colors, No. 02/19: 86-95.
Indonesian traditional cultural expressions Nababan, M. R. (2010). Translator and
translated into English are generally less Development of Translation
accurate but readable. The findings imply Competence. Surakarta: Sebelas Maret
that translation strategies for traditional University Press.
cultural expressions are fundamental to Nida, E. A. & Taber, R. C. (1974). The
obtain translation products that have Theory and Practice of Translation.
equivalent to their source language, easy Leiden: E. J. Brill.
to understand and meet the readers‘ Newmark, Peter (1988a). A Textbook of
desires. Translation. Hertfordshire: Prentice
Hall.
REFERENCES Purnomo, B. (2015). Transposition and
Aixela, J.F. (1996). ―Culture specific item in Modulation to Translate Tourism Texts
translation.‖ Roman Alvarez & Carmen from English into Indonesian. Arab
A. Vidal (eds). Translation, Power, World English Journal (AWEJ), Vol. 6,
Subversion. Clevedon: Multilingual No. 4, p. 219-229, September 2015.
Matters. Available at SSRN:
Baker, M. (1992). In Other Words. London: https://ssrn.com/abstract=2834738 or
Routledge. http://dx.doi.org/10.2139/ssrn.2834738.
Fatris, M. F. (2019). ―Padang of Spice and
Legends‖. Garuda Indonesia Colors, Suryawinata, Z. & Hariyanto, S. (2003).
No. 01/19: 96-105. Translation: Bahasan Teori dan
Foreman (1992). Conservatism and Penuntun Praktis Menerjemahkan.
Postmodern Culture. New York: Yogyakarta: Penerbit Kanisius.
Routledge. World Intellectual Property Organization
Kardimin (2013). Pintar Menerjemah: (2019). Traditional Cultural
Wawasan Teoritik dan Praktik. Expressions.
Yogyakarta: Pustaka Pelajar. https://www.wipo.int/tk/en/folklore/, 2
May 2019

October 2019
THE IMPLEMENTATION OF LINGUISTICS FOR CURING

STUTTERING
Dwi Rukmini
English Department, Universitas Negeri Semarang
Semarang, Indonesia
wiwidwirukmini@yahoo.com
Abstract
The study was qualitative with a narrative design. It was intended to explain how to cure
somebody suffering from stuttering through the implementation of linguistics. It was a
longitudinal research which was done very patiently to only one research subject. This
was done for medical curing seemed to fail to do so. The data sources were the prepared
texts for a speech made by the subject of the study. The first effort done was searching
the sound causing stuttering; this was done by listening many times the recorded
speeches of the subject. It was found that they were bilabial phonemes, of which the
places were at the front of the first word of a clause, they were [m, b, p]. The second
effort was identifying those problematic bilabial phonemes available in the prepared
written speeches. The next effort was paraphrasing which was done by substituting the
problematic phonemes with other phonemes which were easy for the subject under study
to produce. The strategy used to paraphrase was done in various techniques within
almost a year. The study ended after he himself was able to make his speech by
considering the strategy—freeing the speech from those problematic phonemes. The
conclusion was that linguistic curing could be done successfully for curing the subject‘s
stuttering.
Keywords: stuttering, linguistic effort, paraphrasing
INTRODUCTION only some phonemes of Indonesian were

Searching through the Internet, the researcher difficult to produce by him. This condition
found that the studies of curing someone made the researcher trigger to continue the
from stuttering tend to be through medical research and more optimistic to help the
and psychological treatments. This study was sufferer cured from it.
conducted to give an alternative effort to
someone suffering from stuttering since In short the current study tried to answer how
medical curing could not solve the problem. linguistics could be implemented to cure
It attempted to help the subject of the study somebody‘s stuttering.
to speak naturally in his mother tongue -
Indonesian language. Based on the
preliminary study, the researcher found that
the stuttering behaviour was not fatal, since

October 2019
Theoretical Bases semantics, etc. This study focuses on the

There are three theoretical bases used in this phonology - a set of phonemes in a given
study: stuttering, linguistic efforts, language - in this study the language is
paraphrasing. Indonesian.
Stuttering
Based on Mastering Indonesian Language
Stuttering is a speech disorder in which the Com. (2018), there are two kinds of
flow of speech is disrupted in fluency that is phonemes; vowel and consonant phonemes.
characterized by repetition and extension of The former are produced with no air
words or syllables, extension of vowels or circulation constriction, while the latter are.
consonants Vowel phonemes in Indonesian are [a, i, u, e,
(httm:en.m.wikipidea.org/wiki/stuttering). o]; each of them with long and short kinds.
Halgin and Whitbourne (2009) confirm that Beside the air circulation constriction, the
stuttering is a disturbance in fluency and
consonant phonemes are grouped in the
normal speech patterns that are characterized
by verbalization, such as repetition and principle of vocal cord vibration, they are
prolongation of voice, broken words, sound voiced and voiceless. The other grouping of
retention, replacement of words to avoid
consonant phonemes are the way the speech
words that cause problems, and words
expressed with an excessive emphasis. organs act when producing them
respectively, they consist of 5: labial,
Usually somebody stuttering has difficulties
alveolar, palatal, velar, and glottal. The labial
to communicate with other people and in a
severe condition this will affect her/his phoneme production needs the lips to attach
career, he may fail to get a good position, each other which somewhat lock the mouth.
loses a chance to be promoted in his career, This condition does not happen in other
etc. Some people suffering from stuttering,
however, can still achieve the top position in Indonesian consonant phonemes, like; [n, k,
their career life, and the subject of this d]. The labial consonant phoneme itself has
current study was one of them. three classes: nasal m, voiced b, voiceless p,
and fricative f. The table of consonant
Linguistic Efforts
Linguistics is a study of a language which phonemes can be seen below.
includes phonology, morphology, syntax,

October 2019
Table 1 Table of Indonesian Consonant Phonemes

Labial Alveolar Palatal Velar Glottal
Nasal m n ɲ ŋ
Plosive/A voiceles p t tʃ k (ʔ)
ffricate s
voiced b d dʒ ɡ
Fricative voiceles (f) s (ʃ) (x) h
s
voiced (v) (z)
Approximant w l j
Trill r
The explanation above brings about an phonemes that were easily produced by the
inference that vowel phonemes are more concerned subject.
easily produced by a stuttering speaker than
the consonant ones, particularly because the METHODOLOGY
position of the lips are not attached each The study was qualitative with a narrative
other which means that they do not lock the design. This means that every significant
mouth. The other reason is the fact that no happening took place was explained
constriction takes place when saying vowel thoroughly in terms of positive effects since
phonemes. the research had a final objective to cure the
subject from stuttering. In the preliminary
Paraphrasing observation it was found that the problematic
Paraphrasing is the using of other words words were those having bilabial consonant
without changing the meaning. It can be the phonemes in the front position, they were
changing word in both a minor clause (a only three: b, m, and p. Since the focus was
word, a word group), and a major clause. the stuttering taking place in the formal
This is the strategy used in this current study; speech of the subject as the project leader in
particularly for freeing the problematic a meeting, the data were the written plans of
consonant phoneme of the planned written the speech which were made by him. He
speech made by the subject of the study. The never gave a speech at this such occasion
paraphrased text was made by the researcher with no written preparation.
based on the theories of phonemes which are
explained above. In steps the analysis were: 1) identifying the
phonemes in the prepared speech causing
Having simple theories above and the stuttering; 2) paraphrasing the words /clauses
eagerness to stop the stuttering, efforts were having the problematic consonant phonemes
done to avoid the use of consonant phoneme with the unproblematic ones-- some by using
causing stuttering by changing them unproblematic consonant phoneme, some
respectively with consonant and/or vowel with vowel phonemes, and others as long as
the meanings remain the same; and 3)

October 2019
observing the subject when saying the produce; this made her enthusiastic to start
paraphrased clauses for discussion. This was with the project.
done directly and sometimes through a
record of the speech. The problematic consonant phonemes found
were only 3: [m, b, p] which were all bilabial
The subject was only one. He suffered from in the front position. The two consonant
stuttering when speaking with words starting phonemes m and p were found after 2 months
with bilabial consonant phonemes in the observing and the b phoneme was found soon
front position of the first word in a clause. after it.
The strategy done was by paraphrasing with
phoneme he was easy to produce. The paraphrasing was done after knowing the
stuttering problem. The phonemes which
FINDINGS AND DISCUSSION
were not problematic were used to help
In the preliminary research, the researcher
was surprised for, after observing attentively paraphrasing. Some of them can be seen
for two months she found that there were not below.
many phonemes the subject stuttered to
Table 2 Table of Paraphrasing

No Stuttered phoneme in bold Paraphrased phoneme in bold
1. Penyerahan bangunan tahap satu dilakukan Tahap satu serah terima bangunan
setelah 60% selesai] dilakukan setelah 60% selesai
2. Pelaksanaan perbaikan harus selalu Realisasi perbaikan harus selalu
dikonsultasikan dengan konsultan dikonsultasikan dengan konsultan.
3. Pemborong wajib menjaga kebersihan Kebersihan dilapangan wajib dijaga
dilapangan. pemborong.
4. Pembebanan tambah-kurang pekerjaan harus Hal tambah kurang pekerjaan harus
seizin Pimpro. seizin Pimpro
5. Penyesuaian pendapat dilakukan dalam rapat Rapat pleno dipakai untuk menyesuaikan
pleno pendapat.
6. Beberapa usulan kepala sekolah yang Tidak semua usulan kepala sekolah yang
sekolahnya dibangun dapat dijadikan sekolahnya dibangun dapat dijadikan
masukkan untuk pekerjaan tambah kurang masukkan untuk pekerjaan tambah
kurang
7. Masukkan yang berhubungan dengan Usulan yang berhubungan dengan
kelancaran proyek wajib dilakukan oleh kelancaran proyek wajib dilakukan
konsultan secara periodik. konsultan secara periodik
8. Penyelesaian semua laporan tertulis yang Konsultan dan kepala sekolah yang
diserahkan ke pimpro oleh pelaksana harus sekolahnya dibangun harus mengetahui
diketahui oleh konsultan dan kepala sekolah semua laporan tertulis oleh pelaksana
yang sekolahnya dibangun seperti yang diserahkam ke Pimpro
9. Membuat rekapitulasi tertulis kemajuan proyek Rekapitulasi tertulis kemajuan rinci
secara rinci setiap periode adalah kuajiban proyek setiap periode wajib dilakukan
pemborong. pemborong.
10. Pemborong atau pelaksana harus selalu Kebersihan sekolah yang direnovasi
menjaga kebersihan sekolah yang direnovasi. harus selalu dijaga oleh
pelaksana/pemborong

October 2019
11. Para hadirin yang saya hormati, marilah kita Hadirin yang saya hormati, marilah kita
bekerja dengan sebaik baiknya untuk membuat bekerja dengan sebaik baiknya untuk
Indonesia lebih dan lebih baik,selamat bekerja. membuat Indonesia lebih dan lebih
baik,selamat bekerja.
12. Menumpuk material tidak boleh Lapangan harus terhindar dari polusi
mengakibatkan polusi udara dilapangan. udara akibat tumpukan material.
13. Bersama kepala sekolah, konsultan harus Kepala sekolah dan konsultan secara
secara periodic mengawasi semua yang terjadi periodic mengawasi semua yang terjadi
dilapangan. dilapangan,
All the paraphrased examples above were start with a word having problematic
proved successfully produced by the consonant phoneme; this was in example 10.
stuttering subject. How those could happen is ‗Pemborong‘—the word starts with the
discussed below. problematic consonant phoneme p; therefore
it is changed to ‗Kebersihan‘. The consonant
In paraphrasing, the researcher always bared phoneme k was not problematic for the
in mind that the meaning of the clause should subject to produce.
remain the same.
Adding a new word with unproblematic
Based on Table 2 example 1 above, the phoneme in the front position was done in
problem in producing the word with the example 4. Here the word Hal with the
consonant phoneme p in the front position unproblematic phoneme h was added to
seemed to be worse because of the replace the problematic phoneme p in
combination of that phoneme with the vowel Pembebanan. The adding of the word did not
e. The production of vowel phoneme e does change the meaning at all. In English
not have constriction low of air, this implies Pembebanan is Giving and ‗Hal
that vowel e cannot help the subject to pembebanan‘ is ‗The case of giving‘.
produce the word having that consonant
phoneme successfully. This was why the The omitting word with problematic
paraphrasing used unproblematic consonant consonant phoneme was also used in
phoneme t which was applied in the word paraphrasing, like in the example 11, the
tahap , the successful production of that problematic consonant p in Para is omitted
word helped the subject speak naturally.. since the omission of that word did not
In example 3 the paraphrasing strategy was change the meaning. Para hadirin and
done by changing the clause voice from Hadirin have the same meaning; in English
active into passive since the object of the both (Para hadirin and Hadirin) mean
clause start with unproblematic consonant k ‗Audience‘.The same technique was done in
in kebersihan. The same strategy was also example 13, the word Bersama is omitted for
done in examples 8 and 10. In example 8 the it has the problematic phoneme b, and the
voice was from active to passive. The conjunction dan is added, since Bersama
changing of voice can also be from passive to kepala sekolah, konsultan …..(Together with
active. This can be done as long as the the principal, the consultant …..) is the same
subject (of the paraphrased clause) does not with Kepala sekolah dan konsultan…(The

October 2019
principal and the consutant ,,,,,). In example The paraphrasing strategy was done in
9 the problematic consonant phoneme m in almost a year. This was also done to build a
Membuat (rekapitulasi)…..( The making of habit of avoiding problematic consonant
recapitulation) was omitted and the clause phonemes in the initial position of a clause
started with the unproblematic consonant r in for the subject of the study. Beside that at
Rekapitulasi …..(Recapitulation…..), here the end of the research, it was amazing that
changing of meaning did not happen. he could himself prepare the speech without
Changing the clause construction by starting the problematic bilabial consonant phoneme
the clause with an unproblematic phoneme to which caused him to suffer from stuttering.
change the problematic one was done in This could be considered as the secondary
example 12, the unproblematic consonant result of this study.
phoneme l in lapangan replaces the
problematic phoneme m in menumpuk. This CONCLUSION
brings about the changing of the rest of the This study proved that linguistics could be
clause or the construction of the clause as a implemented in the efforts to cure stuttering.
whole. In English, the clause ‗Pilling The suggestion is that curing can be done
materials should not cause any pollution on across discipline.
the site‘ was changed to: ‗The site should be
avoided from any pollution caused by the REFERENCES
material pile‘. Alwi, Hasan, et al. (2000) Tata-Bahasa Baku
Bahasa Indonesia, Jakarta: Balai
Paraphrasing by using the same meaning Pustaka
word with unproblematic consonant Halgin & Whitbourne (7th edition) (2009)
phoneme in the front position was also done. Abnormal Psychology:Clinical
This can be seen in examples 2, 6 and 7. In Perspectives on Psychological
example 2 the problematic consonant Disorder. https://www.amazon.com
phoneme p in Pelaksanaan … (The conduct (retrieved September 11, 2019)
of …) was replaced with unproblematic Httm:en.wikipidea.org>wiki>stuttering
consonant r in Realisasi … (The realization (retrieved September 11, 2019)
…). In example 6 the problematic consonant Mastering Bahasa Indonesia Com. (2018).
b in beberapa …. (Some of ….) was changed http:// www.google.com/s/mastering
with the unproblematic t in tidak semua…. bahasa. (retrieved September 10,
(Not all ….). In example 7 the problematic m 2019)
in Masukkan…. (The input ….). was
changed with the front vowel phoneme u in
Usulan ...(The proposal…)

October 2019
THE REALIZATION OF THEME AND THEMATIC PROGRESSION

IN NON-NATIVE WRITERS‟ RESEARCH ARTICLE ABSTRACTS
Endang Susilowati, Perwari Melati Akmilia

English Education Department
Graduate Program, Universitas Negeri Semarang
Semarang, Indonesia
endangsusilowati.ends@gmail.com
perwarimelatiakmilia@gmail.com
Abstract
Theme and thematic Progression play an important role in writing since they can make the
writing cohesive and coherent. Cohesion and coherence are essential textual components
to create comprehensiveness of the texts. Using twenty abstracts of research articles
written in English by Indonesian and Chinese scholars as non-native writers, this study
examines the realization of theme and thematic progression and their distributions. This
study uses descriptive qualitative research design since it attempts to describe and analyze
textual data. The unit analyses of this study are clauses of the article abstracts written by
the Indonesian and Chinese writers. The theory of theme system developed by Halliday
(1994) and the theory of thematic progression proposed by Eggins (2004) are used as the
framework to analyze the data. The findings reveal that there are both similarities and
differences in the distribution of theme and thematic progression in the research article
abstracts written by Indonesian and Chinese writers. In terms of similarities, in both
Indonesian and Chinese article abstracts are found textual theme and topical theme, but
none of the interpersonal theme is found. The Topical theme is mostly used in both
Indonesian and Chinese article abstracts. On the other hand, the difference appears in
terms of the thematic progression distribution. The Indonesian writers seem more likely to
use constant pattern, while Chinese writers tend to use zig-zag patterns. Besides, the
multiple pattern is only found in the Chinese article abstracts, and is not found at all in the
Indonesian article abstracts.
Keywords: Theme, Thematic Progression, Non-Native Writers, Article Abstracts
INTRODUCTION It indicates what the clause is going to be

Theme and thematic progression are the main about. Halliday (1994;2004) argues that
aspects of how speakers or writers construct theme is the starting point of a message. In
their message smoothly into the unfolding other words, 'theme' is the first meaning
language event (Thomson, 2014, p. 117). In which is exposed at the beginning of a
the area of linguistics or applied linguistics, clause. The rest of the clause is called rheme.
some experts such as Gerot and Wignell As the text unfolds, the Themes connect to
(1994), and Halliday (1994; 2014) define the Themes and rhemes of proceeding
theme and thematic progression. Gerot and clauses in various ways, picking up or
Wignell (1994) define theme as that or those repeating the important concept and
element(s) which come(s) first in the clause. developing them further. Theme which

October 2019
makes cohesion and coherence of a text has Creating a good academic writing is still
to do with how thematic elements succeed problematic for EFL writers as non-native
each other (Eggins, 2004). These connection writers. Bitchener and Basturkmen (2006)
patterns are called Thematic Progression present that students experienced problems
(Danes, as cited in Jing, 2015). and difficulties in organizing the text
cohesively and critically. Then, Dalsky and
Theme and thematic progression play an Tajino (2007) found that students
important role to generate how cohesive and experienced problems in using appropriate
coherence the writing is. Muroda, Madjid, styles of writing and expressing their
and Jati (2017) illustrate thematic thoughts clearly in using English. The skill
progression as a tool to characterize students' for writing academically is needed for the
writing as successful or less successful in academic lives in higher education. It often
terms of coherence. Coherence here refers to serves as the skill to support the completion
the quality of being meaningful or it is of a program, such as a thesis or final project.
simply said that coherence is when a text Pecorari (2006) asserts that success at the
hang together (Kartini and Farikhah, 2015). universities depends on the students' ability
The coherence of a paragraph writing cannot to access, evaluate, and synthesize the words,
be separated from the paragraph ideas, and opinions of others to develop their
development. Both coherence and cohesion academic voice. Gunawan and Aziza (2017)
are considered as essential textual confirm that a good academic text shares its
components to create an organized and characteristics across cultures.
comprehensiveness of the text. Trung and
Hoa's (2018) study confirm that writing with Considering the facts, there have been
better awareness of thematic progression several earlier scholars investigated how
enables students to manipulate the flow of theme and thematic progression are
information effectively, producing more employed in students' writing. Some studies
cohesive and coherent writing products. found that students frequently use a topical
theme in their writing (Marfuaty & Wahyudi,
However, writing skill, especially academic 2015; Kartini & Farikah, 2015; Yunita,
writing, is considered as challenging skill to 2016). In terms of thematic progression,
be mastered by most students, especially students mostly use two of three types of
English as Foreign Language (EFL) students. thematic progression, namely constant and
Some studies indicate that students get linear and they rarely use multiple theme
difficulties in organizing ideas and arguments (Jing, 2014; Hawes, 2015; Marfuaty and
cohesively and critically, using appropriate Wahyudi, 2015; Rahmawati and Kurniawan,
styles of writing, and expressing their 2015; Yuned, Azwandi & Arono, 2016;
thoughts clearly in using English (Gunawan Yunita, 2016; Muroda, Madjid & Jati, 2017).
and Aziza, 2017). These problems may The previous studied give proofs that EFL
happen because English as a foreign learners as non-native writers dominantly use
language is not used in their daily life, topical themes instead of textual one. It
instead, they learn it at school or university. indicates that they need to improve their
awareness of cohesion and coherence of text.

October 2019
Against these backdrops, the researchers international journals. The articles were
were interested in investigating the theme written within 2016-2018. In selecting the
and thematic progression realized in non- data, a purposeful sampling technique was
native writers‘article abstracts. Since abstract employed. It means that the articles had to be
is consider as a window of a study, in which research-based in the field of applied
it summarizes what is involved in a study, it linguistics, and approximately the same
is interesting to be investigated. The abstracts length of abstracts.
were taken from the articles which have been
published in international journals. The The framework of the theme system used to
abstracts should have passed the editing and analyze the theme distribution was drawn
revision process so that they are considered from Halliday's (1994) theory. Meanwhile,
as good writing products. Thus, this study Eggins' (2004) taxonomy was employed to
was aimed at investigating the realization of analyze the thematic progression of the
theme and thematic progression patterns in article abstracts. The procedures for
non-native writers‘ article abstracts. analyzing the data were:
1. Close-reading the downloaded abstracts.
To achieve the research objective, the 2. Breaking down the abstracts into clauses.
researchers formulate a research problem; 3. Determining the theme system (theme and
How is the realization of theme and thematic rheme).
progression patterns in non-native writers‘ 4. Classifying the thematic progression
article abstracts? This study presents what pattern (reiteration/constant, zig-zag, or
theme system is mostly used by the non- multiple theme)
native writers, and thematic progression 5. Calculating the occurrence of each type of
implied in their article abstracts. This study is theme and thematic progression patterns
expected to raise awareness of EFL writers in found in the abstracts.
applying theme and thematic progression to 6. Interpreting the findings.
create comprehensible texts and to improve
cohesion and coherence of writing. FINDINGS AND DISCUSSION
The findings of this present study revealed
METHODOLOGY some similarities and differences in the
This study belongs to discourse analysis of realization of theme and thematic progression
written text which employed descriptive- in Indonesian and Chinese writers' article
qualitative research design. Discourse abstracts. However, it is important to note
analysis is an attempt to study the that this study analyzed a small number of
organization of language above the sentence writing samples. The findings cannot be
or clause, and larger linguistic units, such as generalized to explain all samples of writing
conversational exchanges or written text from all Indonesian and Chinese scholars.
(Widdowson, 2007). A total of 20 research Rather, the findings open up for discussion
articles (10 research articles written by the realization of theme and thematic
Indonesian writers and 10 written by Chinese progression pattern or thematic development
writers) were used as the object of this study. and its possible interpretation in EFL
The articles were taken from different learning.

October 2019
The Realization of Themes abstracts. In the article abstracts written by

Table 1 shows the distribution of three types Indonesian writers, the topical themes share
of theme, i.e. topical, interpersonal, and 68.5% (98 of 143 clauses) of all themes,
textual themes in Indonesian, whereas table 2 consisting of 7% marked topical themes and
displays the distributions of the themes in 61.5% unmarked topical themes. Meanwhile,
Chinese research article abstracts. in the abstracts written by Chinese writers,
they occur 48 times or 60%, consisting of
Table 1. The Distribution of Themes in 17.5% marked topical themes and 42.5%
Indonesian Writers‟ Article Abstracts unmarked topical themes. These findings
Number Themes reveal that unmarked topical themes are
Data of Topical Textual mostly used by the writers either Indonesian
clause marked unmarked or Chinese.
1 17 2 9 6
2 17 1 9 7
3 12 0 8 4 The frequent use of topical themes reveals
4 10 1 8 1 that the writers orient effectively the readers
5 14 1 9 4 to what the text is about. Additionally, the
6 13 1 10 2 dominant use of unmarked topical themes
7 11 0 8 3 indicates that the writers prefer to put the
8 14 0 6 8
subject in initial position in each clause. It
9 16 4 7 5
10 19 0 14 5 may be because an abstract should contain
Total 143 10 88 45 only the key points or the summary of the
% 100% 7% 61.5% 31.5% body of the article. Hence, the writers put the
subject or the points at the beginning of each
Table 2. The Realization of Themes in clause. These findings support the findings of
Chinese Writers‟ Article Abstracts Marfuaty and Wahyudi (2015), Yunita
Themes (2016), and Gunawan and Aziza (2017) who
Number Textual
Data Topical found that Indonesian students as non-native
of clause
marked unmarked
writers mostly use topical theme in their
1 10 3 6 1
writing. The examples of topical themes
2 6 1 2 3
3 4 1 1 2 found in the texts written by Indonesian
4 9 1 1 7 writers can be seen in extract 1 and extract 2.
5 11 2 4 5 Meanwhile, the ones written by Chinese
6 9 0 7 2 writers are shown in extract 3 and 4 indicated
7 7 1 5 1
by underlining the words.
8 9 2 4 3
9 6 2 0 4
10 9 1 4 4 Extract 1
Total 80 14 34 32 This study aims to investigate the Theme
% 100% 17.5% 42.5% 40% and Thematic progression patterns in
students‘ recount texts in a state vocational
As can be seen in Table 1 and Table 2, the school in Bandung.
topical themes dominate the occurrence of
the themes both in Indonesian and Chinese

October 2019
Extract 2 Extract 7
The participants of the study were 25 It is found that (1) High-level interpreting
students. teaching research papers are produced in
Extract 3 limited quantities;
This paper proposes three suggestions for Extract 8
EFL instruction practices. However, some problems were also
Extract 4 identified, such as task organization,
This present paper is significant in applying cultural conflicts and the choice of the right
positive discourse analysis to Chinese task.
leader's speech.
In those examples, the words however and
therefore belong to conjunctive and that
Contrarily, the interpersonal themes are not
belongs to structural. Thus, they indicate
found at all in the abstracts written by
textual themes.
Indonesian and Chinese writers. This finding
signals that the writers do not or rarely use To sum up, the topical themes are the most
modal adjuncts, vocatives, finite or Wh- dominant themes used by the Indonesian and
elements as a theme. This confirms Eggins's Chinese writers in writing their article
(2004) assertion that interpersonal theme abstracts, followed by textual themes. The
commonly occurs in conversation or spoken findings confirm earlier studies. Meanwhile,
interaction. This may be the background of none of the interpersonal themes are found.
the infrequent use of interpersonal themes in The Realization of Thematic Progression
article abstracts that conversation or spoken This section reports the findings of the
interaction is not used in abstracts. realization of the thematic progression used
by Indonesian and Chinese writers in their
On the other hand, the textual themes are article abstracts. The findings are shown in
more frequently employed both non-native Table 3 and Table 4.
writers' abstracts. They occur 45 times or
31.5% in the abstracts written by Indonesian Table 3. The Realization of Thematic
writers and appear 32 times or 40% written Progression in Indonesian Writers‟
by Chinese writers. The total occurrences of Article Abstracts
textual show the writers‘ awareness of the Thematic Progression Patterns
Data
Reiteration Zig-zag Multiple
important role of textual themes in creating a
1 2 1 0
cohesive and coherent text. The evidence of 2 1 0 0
textual themes can be seen in Extract 5 and 3 1 3 0
Extract 6 (written by Indonesian) and Extract 4 2 1 0
5 1 1 0
7 and Extract 8 (written by Chinese). 6 1 3 0
Extract 5 7 0 2 0
8 2 0 0
However, the split theme is found only
9 2 1 0
once. 10 3 2 0
Extract 6 Total 15 14 0
Therefore, the process of meaning-making (%) 51.7% 48.3% 0%
is culturally situated.

October 2019
Table 4. The Realization of Thematic (1) Reiteration pattern

Progression in Chinese Writers‟ Article The reiteration pattern is mostly found in the
Abstracts article abstracts written by Indonesian writers
Thematic Progression Patterns with the number of occurrences 15 times or
Data
Reiteration Zig-zag Multiple equal to 51.7%. The frequent use of
1 0 0 1 reiteration pattern indicate the writers' ability
2 0 0 1 in maintaining the focus of the text by
3 0 0 0 reiterating the thematic element of the clause
4 0 1 0 in the subsequent clauses (Yunita, 2016).
5 2 1 0 This finding is in line with Rahmawati and
6 1 0 1 Kurniawan (2015), Yunita (2016), Muroda,
7 1 0 0 Madjid, and Jati (2017), and Gunawan and
8 0 4 0 Aziza (2017) who found that Indonesian
9 1 1 0 students or writers use reiteration pattern
10 0 0 1 more dominantly than other two patterns.
Total5 7 4 Meanwhile, in Chinese writers‘ abstracts, this
% 31.2% 43.8% 25% pattern is the second dominantly used after
zig-zag. The realization of reiteration pattern
Table 3 and Table 4 show the different can be seen in extract 9.
findings in the realization of the thematic
progression in article abstracts written by the Extract 9
Indonesian Chinese writers. From the three (1) BJD gives negative transfer on the vowel
thematic progression patterns proposed by sound [ɪ], and diphthong [eɪ], [aɪ], [ɔɪ],
Eggins (2004), only two patterns are and [ɪə].
employed by Indonesian writers. Whereas, in (2) However, it gives positive transfer on the
the Chinese writers‘ article abstract all the consonant sounds final [b], final [d],
three patterns are found. As shown in Table and final [g].
3, the reiteration pattern is mostly applied in (3) It does not give any transfer to the
the article abstracts written by Indonesian English initial cluster /st/, /spr/, and
writers. It shares 51.7% or 15 times of the /str/.
total, followed by zig-zag patterns.
Meanwhile, in the abstracts written by In extract 9, the word BJD as the theme 1
Chinese writers, zig-zag pattern is (T1) is repeated in theme 2 (T2) and theme 3
dominantly used with number of occurrences (T3). This pattern indicates the reiteration
7 times or equal to 43.8% of the total, pattern.
followed by reiteration and multiple theme
pattern. Besides, the multiple theme pattern (2) Zig-Zag Pattern
is only found in Chinese abstracts and none Besides the reiteration pattern, another
is found in Indonesian. pattern used by Indonesian and Chinese
writers is a zig-zag pattern. Zig-zag pattern is
dominantly used by the Chinese writers in
their abstracts. It shares 43.8% of the total

October 2019
with the number of occurrence 7 times. The (2) Mr. Xi is careful to introduce other
high frequency of this pattern signal that the voices in terms of the engagement
writers have succeeded in developing the system;
cohesion of the texts by shifting a Rheme to (3) He adopts more up-scaling force than
be a Theme of the subsequence clause. This the down-scaling force, more sharpened
finding is similar to Marfuaty and Wahyudi force than softened force in terms of the
(2015), Yuned, Azwandi, and Arono (2016), graduation system
and Trung and Hoa (2018)'s findings. The
example of the zig-zag pattern used by the In extract 11, ―Mr.Xi‖, as the rheme of
writers can be seen in extract 10. clause (1), is used as a theme in clause (2)
and clause (3) subsequently.
Extract 10
(1) English is a living language that Similarities in the use of theme and
undergoes some developments both in thematic progression
grammar and vocabulary. In terms of similarities, in both Indonesian
(2) Those developments include and Chinese article abstracts are found
pronunciation, spelling, and meaning textual theme and topical theme, but none of
that occur in every period. the interpersonal theme is found. The Topical
theme is mostly used in both Indonesian and
In extract 10, the word "development is Chinese article abstracts. especially
the rheme of clause (1) and then it is unmarked topical theme, followed by textual
subsequently used as a theme in clause (2). themes. The frequent use of unmarked
The pattern R1=T2 reveals a zig-zag pattern. topical themes reveals that the writers prefer
to put the subject in initial position in each
(3) Multiple pattern clause. It also may be influenced by the
The third pattern found in the article abstracts characteristic of abstract itself that abstract
is the multiple pattern. However, this pattern should contain only the key points or the
is only found in the abstracts written by summary article. Then, textual theme is the
Chinese writers. It occurs 4 times or equals to second dominant theme used by the writers.
25% of thematic progression patterns. It The last, the interpersonal theme is not found
indicates that the writers express their focus at all in the abstracts. This confirms Eggins's
at the rheme of one clause and then describe (2004) assertion that interpersonal theme
it as themes in the subsequent clause. Extract commonly occurs in conversation or spoken
11 shows the multiple pattern used by the interaction. This may be the background of
Chinese writers. the infrequent use of interpersonal themes
Extract 11 that abstracts do not belong to spoken
interaction.
(1) There are more positive resources in Mr.
Xi's speech to construct a harmonious Differences in the use of theme and
relationship with his listeners; thematic progression
In terms of differences, the difference
appears in terms of the thematic progression

October 2019
realization. Indonesian writers dominantly postgraduate L2 thesis students

use the reiteration pattern or constant pattern writing the discussion
while the Chinese use the zig-zag pattern section. Journal of English for
more frequently. Then, the multiple theme Academic Purposes, 5(1), 4-18.
pattern is only found in the abstracts written Dalsky, D., & Tajino, A. (2007). Students‘
by Chinese writers, while Indonesian is not at perceptions of difficulties with
all. In short, the realization of thematic academic writing: A report from
progression pattern in the abstracts show Kyoto University academic writing
different findings. courses. Kyoto University Researches
in Higher Education, 13, 45–50.
CONCLUSION Eggins, S. (2004). An introduction to
This study presents the findings on the systemic functional linguistics. (2nd
realization of theme and thematic progression Ed). New York: Continuum.
in the article abstracts written by non-native Gerot, L., & Wignell, P. (1994). Making
speakers (Indonesian and Chinese writers) sense of functional grammar. Sydney:
including the similarities and the differences. Gerd Stabler.
In terms of similarities, in both Indonesian Gunawan, W., & Aziza, F. (2017). Theme
and Chinese article abstracts are found and thematic progression of
textual theme and topical theme, but none of undergraduate thesis: Investigating
the interpersonal theme is found. The Topical meaning making in academic
theme is mostly used in both Indonesian and writing. Indonesian Journal of
Chinese article abstracts. On the other hand, Applied Linguistics, 7(2), 413-
the difference appears in terms of the 424.Emilia, E. (2014). Introducing
thematic progression realization. The functional grammar. Bandung:
Indonesian writers seem more likely to use Pustaka Jaya.
constant pattern, while Chinese writers tend Halliday, M A K. 1994. An introduction to
to use zig-zag patterns. Besides, the multiple functional grammar. St Martin‘s
pattern is only found in the Chinese article Press. Inc: New York.
abstracts, and is not found at all in the Halliday, M.A.K. (2014). Halliday‘s
Indonesian article abstracts. To sum up, introduction to functional grammar
because the findings are based on small (4th ed.). Revised by C.M.I.M.
samples of written text, they cannot be Matthiessen. New York: Routledge.
generalized to a broader population. Hawes, T. (2015). Thematic progression in
However, it is useful for writers and teachers the writing of students and
to know the difference that might exist and to professionals. Ampersand, 2, 93-100.
help teachers to improve students' Jing, Wey. (2015). Theme and thematic
understanding in applying the theme and progression in English writing
thematic progression in their writing. teaching. Journal of Education and
Practice. 6(21), Pp. 178-187
REFERENCES Katrini, Y. E. and Farikah. (2015). Analysis
Bitchener, J., & Basturkmen, H. (2006). of theme of the analytical exposition
Perceptions of the difficulties of texts written by the third semester

October 2019
students of the English department of Indonesian EFL students‘ thesis

Tidar university. International abstracts. Indonesian EFL
Journal of English and Education. Journal, 1(1), 89-96.
vol. 4, pp. 584-565. Thompson, G. (2014). Introducing functional
Marfuaty, F. A., & Wahyudi, R. (2015). An grammar (3rd ed.). Abingdon:
analysis of thematic progression Routledge.
patterns: Opinion section texts of The Trung, N. T., & Hoa, N. T. Q. (2018). An
Jakarta Post. International Journal of analysis of thematic progression
Language Studies, 9(3). strategies in academic IELTS sample
Muroda, N., Madjid, H. I., & Pramonojati, S. essays. International Journal, 1(4),
(2017, August). Thematic progression 85-93.
analysis in students' thesis proposal of Widdowson, H. G. (2007). Discourse
English Teacher Education analysis (Vol. 133). Oxford: Oxford
Department at State Islamic University Press.
University of Sunan Ampel Surabaya Yuned, R. O., Azwandi & Arono (2016).
academic year Thematic Progressions of the 2015
2016/2017. International Conference Teflin Article Abstracts in Applied
on English Language Teaching Linguistics. JOALL (Journal of
(ICONELT 2017). Atlantis Press. Applied Linguistics &
Pecorari, D. (2006). Visible and occluded Literature), 1(2), 95-115.
citation features in postgraduate Yunita, S. (2018). Theme and thematic
second-language writing. English for progression in students‘ recount
Specific Purposes, 25(1), 4–29. texts. Indonesian Journal of Applied
Rahmawati, R. V., & Kurniawan, E. (2015). Linguistics, 7(3), 524-530.
Thematic progression analysis in

October 2019
MAN MADE LANGUAGE IN SUNDANESE PROVERB: LINGUA AND

SOCIOCULTURAL ANALYSIS OF MALE DOMINATED
CONSTRUCTION
Farieda Ilhami Zulaikha, Sundari Purwaningsih

Universitas Perjuangan Tasikmalaya
fariedailhami@gmail.com
Abstract
Originally, proverb is individuals made portraying social belief and cultural construction
for a certain circumstance. It reproduces the role and status of male and female in society.
Previous researches shown that male and female description in proverbs implying power
relation. Therefore this article aims to reveal the gender representation in Sundanese
proverbs. This article
employed a descriptive research through desk study and fieldwork. The desk study
involved collecting proverbs from two books as the source of Sundanese proverbs. For
the advancement of knowledge and discovery, this article applied Peirce‘s theory of
semiotics with three fundamental points of object analysis that were icon, index and
symbol analysis. Then, to interpret the hidden implication from the object, Critical
Discourse Analysis was served. Furthermore, fieldwork in a Sundanese traditional village
was conducted to seek the consequence resulting from the use of male-oriented proverb.
The results of this study revealed that 83% perpetuated men‘s power towards. Wowan are
identified for their submissiveness and passiveness, men‘s property, and gender-label.
Keywords: Proverb Analysis, Gender Representation, Male Domination, Gender Polarity
INTRODUCTION Numerous scholars presents the proverb in

Language is collectively created and used as various ways of interpretation in order to
the expresion of thought, action and culture. gain further knowledge of the values of
It represents the language user‘s belief, soul, society. Mensah (2013) has discovered what
and values (Yusupova et al. 2015). A proverb lies behind the proverb in Pidgin tribe. Pidgin
iis one of the kind medium that can reflect tribe proverbs is examined grammatically,
a society's value. Researchers conclude that semantically and pragmatically. It defines
proverbs are part of a society's oral tradition that proverbs are a descriptive, imaginative
in the form of advice or warning containing and complex language mirroring the Pidgin
cultural values. Proverb is regarded as a tribe's life. Usman, Mustafa, & Agu (2013)
common language user's cultural reflection also finds out how proverbs could provide an
(Mensah 2013; Usman, Mustafa & Aug overview of Nigerian national identity based
2013; Zhao 2013; Make, Kabede & on three regions of Nigerian language users,
Alemayehu 2014; Khan, Sultana & Naz namely Hausa, Yoruba, and Igbo. This
2015; Shi & Zhang 2017). research emphasizes that proverbs are the
key to communication within Nigeria's
communities. Both studies have

October 2019
demonstrated that culture and identity can be study but also human perception
analyzed on the basis of proverbs in one representation (Eco, 1976). Peirce's concept
region. The following work also found that is one of the semiotic theories that can fully
proverbs are a powerful tool for measuring a clarify the meaning of the sign providing
community's identity (Zhao, 2013; Rima et analysis of symbol, index, and icon. A
al., 2014; Make, Kabede & Alemayehu, Yoruba proverb work is investigated using
2014; Yusupova, et al, 2015; Dwidevi, 2015; the theory of Peirce (Aremu, 2015). The
Dabu, 2015; and Pop & Iliev, 2016). Being a research analyses the use of proverbs in
part of culture, therefore, proverbs may Soyinka's play "Death and the King's
enable us to recognize an identity. As it is Horseman." The research indicates that
said that culture is a unity of patterns of semiotic analysis produces a more
thought, attitudes and experiences passed understandable drama for viewers by
down to become identities from generation to recognizing symbols, icons and indices. The
generation (Rong, 2013). following work has confirmed that semiotics
provides us with a more comprehensive
Since it is individual made, it also possible to picture of proverbs because it reenacts
analyze women and men's portraying from proverbs‘ verbal and non-verbal definitions
the proverbs with an emphasis on linguistic (Daramola, 2013; and Umar, 2017).
analysis (Khan, Sultana, & Naz, 2015). This
work has been able to prove that proverbs Also looking at linguistics but with a strong
play an important role in gender construction critical analysis of the sign representation,
in the culture of Pakhtun. It has been found this research analysed Sundanese proverb
that proverbs contain gender bias and encompassing Pierce‘s theory and Critical
disparity in power relations in Pakhtun. In Discourse Analysis Fairclough to describe
addition, another research is also found the cultural intepretation. In term of proverb
gender polarity in proverbs (Shi, & Zhang, practice, Sundanese culture has two written
2017). This research reveals that there is a poducts that are considered similar, they are
sexist language in English proverbs causing babasan and Proverbs. In terms of structure,
gender inequality. It happened because of babasan is a statement that is more likely to
two factors at that time, i.e. 1) faith, and 2) have a moral value while proverb is a
low female education. It indicates that in a metaphorical phrase that includes moral
language study, gender inequality still value. Abud Prawirasumantri considers it
persists. identical (cited in Hidayat et al., 2018: 197).
This existing literature underpinned the
Numerous ways are employed to analyse research to concern on babasan and proverb
proverbs in linguitics. One of the ways to in order to gain the remit of this research.
gain a deeper understanding about verbal With this in mind, the study aims to address a
sign is semiotics. Semiotic analysis concerns core question on how the proverb can portray
more on showing the verbal and non-verbal man made language in Sundanese society.
sign to gain a better interpretatation of Based on that problem, this study involved
proverb containing symbols. It is a linguistic interview to support the document analysis.
branch that provides not only conceptual The data was analyzed through the process of

October 2019
coding, classification and analysis of FINDING AND DISCUSSION

Sundanese proverbs. This research is Fifty eight proverbs picturing women‘s and
expected to contribute to linguistic studies men‘s identity were selected. It shows that
related to language and identity construction 57% discusses about women, 30 % is about
in a society, especially Sundanese. men, and 13% is talking both women and
Furthermore, it is presumed to contribute to men. 13 percentage of the proverbs remain
uphold a better role and life quality of neutral. They convey warning and rules for
women in Sundanese society. both women and men. While 83% perpetuate
men‘s power towards women in a society.
METHOD Man-made language can be identified
The data used in this article are Sundanese through the gender marking and labelling for
babasan and proverb from the books of women which legitimize the men‘s power
proverbs entitled ―Peperenian Urang Sunda‖ over women. In proverbs women are found
and ―Kumpulan Babasan jeung Paribasa to be submissive person, men‘s property and
Sunda‖. Only proverbs describing women gender-marked society
and men were selected. Semiotics analysis
and Feminist Critical Discourse Analysis A. Woman is submissive.
(FCDA) were employed to evaluate the data. In Sundanese society women should follow
To gain a comprehensive and valid data an ideal concept as a high valued woman.
interpretation, this research conducted an The submissiveness is clearly depicted in a
interview with a credential informant. Note belief of being a good wife. It can be
taking was employed during the interview. observed in these two proverbs below as
After all data were collected, they were follow:
analyzed through three stages, namely 1) 1. Sapi anut ka banteng
coding, 2) classification, and 3) analysis. The awewe nuturkeun salaki ‗a wife
first step was coding. This coding was the should obediently follow her
initial process of data analysis by marking husband‘
the sign on proverbs containing values or
advice for women and men. The second 2. Awewe mah dulang tinande
process is classification. The data from awewe mah biasana kumaha salaki ‗a
coding were classified in the term of wife should obediently follow her
women's and men‘s identity from the sign husband‘
found in the proverb. The third step was
analysis. The analysis was based on In data 1, the wife is symbolized by a cow,
semiotics analysis and FCDA. Semiotics while the husband is symbolized by a bull.
theory examined the signs based on three The bull symbolizes a courage and
analyzes namely symbol analysis, icon and masculinity. Cows, which are livestock, will
index. Fourthly, the researcher conducted generally obeys the more powerful creature
FCDA that can be portrayed through the which is a bull. It can be seen that men are
results of sign analysis. portrayed as a powerful and respected
person.

October 2019
Although the proverbs in data 2 use different the men including her brother, her father, her
symbols, the meaning remains the same. In husband, etc. Rasul captures the
data 2, married women are likened to dulang. submissiveness of women in African
The definition of dulang in the book proverbs. The same proverb for this concept
"Peperenian Urang Sunda" is a kitchen tool can be found in Dutch proverb ―a good
used to store rice that has just been cooked to women goes without head‖ (Schiper, 2010).
be stirred to make it fluffier. The tool is made This proverb expects women not to be an
of wood with a rounded shape upwards and intelligent and rational creature. Women just
big shape downward. The base is small. needs to follow the leader which is men. It
There is a hole in the middle as a container. obviously proves that ―women‖ is
These traits are considered as physical constructed not a given. Another problem
representations of a woman A hole itself is finally brought by this concept is the
considered as a physical depiction of economic dependence of women on the male
women‘s reproductive organ. The function of side which create the great responsibility for
dulang put women functioning as a person men. Men is the one and only person who
that should take everything providing by earn a living for their family.
men. Dulang as a container that holds a 3. Awewe mah tara cari ka Batawi
cooked rice resembles women who have to awewe mah tara kudu usaha ka nu
wait for instruction from their husbands or jauh, cukup ngawulaan salaki
obey their husband's words. With the symbol ‗(Women) Do not have to work
of dulang, women are justified to only outside, a wife should serve her
struggle in the kitchen which does not show husband‘
any room for public sphere.
The proverb in data 4 also mentions a similar
These kinds of proverb create a general thing by re-emphasizing that serving her
image of women that are influenced by the husband is the most important task of the
power relation in a society. It generates a woman. Sadly, however, there are no
dominant position in society - man and different proverbs explaining the same
submissive position – woman. A kitchen respect from a husband to his wife. So it is
term that often appears in the portrayal of very clear that the position of the husband or
women are the portraits of the sex man in the family is very dominant. It
segregation in workplace. It emphasizes obviously proves that ―women‖ is
women‘s domesticity. Women are bound in constructed not a given. Another problem
domestic‘s sphere. finally brought by this concept is the
economic dependence of women on the male
Proverbs are one of the kind of oral tradition side which create the great responsibility for
that influences the community belief on how men. Men is the one and only person who
to think, and react about the world surround earn a living for their family. Then it turns
them (Dominguez, 2010). Rasul (2015) bigger and play a significant role in
asserts that proverbs play an important role in positioning women in society. Thus it would
constructing people‘s belief. In many lead to worse condition when women are not
patriarchal belief, women is expected obey merely strive against the utopianism for

October 2019
women, but also fight against ―the woman‖ without beauty is curiously treated as a
itself. It can be considered as a violent template of chastity in the Sinhala proverbs.
stabilizing to neutralize the practice of She is unable to seduce a man despite her
women submissiveness in the society. physical beauty. Nevertheless, chastity
occupies the supreme position among the
b. Women is men‘s property. virtues (Jayawardena, 2015: 113). Women‘s
Among Sundanese proverbs, the definition of appearance is for men‘s happiness and desire.
ideal women as wives also includes physical The description of women‘s look does not
beauty. A woman is expected to keep taking deal with women‘s authority for their own
care of her body so that in her husband's eyes body. It is for others.
she still looks attractive. It inevitably 6. Ngeunah angeun, ngeunah angen
circumvent men‘s authority toward women‘s hirup cukup dahar pake serta runtut
body. The following proverbs suggest the raut jeung pamajikan 'financially
desired physical characteristics of a wife: well-off man with a wife who can
4. Bojo denok sawah ledok provide physical and emotional needs
hirup seneng lantaran boga is the most needed‘
pamajikan tegep, banda cukup ‗‗live
a happy life because of having a In Data 3, women's shrewdness in cooking is
pretty wife with a proportional body symbolized by angeun 'cooking' and angen,
and financially well off‘ ‗representing the human being's internal
5. Mustikaning pagulingan venter‘. This proverb also emphasizes how
wanoja geulis pisan ‗a very beautiful women should be able to serve her husband
wife/ woman‘ as the things that is owned by a man. They
are available to men and depicted as the sex
One of the determinants of happiness in a object of men (Lee, 2015). It is confirmed by
marriage is an ideal physical woman. Data 4- other researches concluding that proverbs are
5 proverbs symbolize women as one of the the tools of men to limit the possession of
things that, apart from money, can make a women in society (Diabah and Amho, 2014).
husband happy. Females have been classified Women straitjacketing in the society then
as sexual objects in Proverbs no. 5. Women leads women to secondary position. The
are symbolized by wanoja ning pagulingan, dominion of power is fully controlled by
which means "a very beautiful woman." men. To get it naturalized in a society,
Mustika in the Sundanese language proverbs are used to transmit the knowledge
dictionary is interpreted as a jewel while the and the value.
pagulingan is interpreted as a bed in Kawi.
Beautiful women or wives in bed are known c. Women is marked
as a diamond. Jewels are adored and admired As the secondary position, women have so
objects. Women are made by the husband / many labels in Sundanese society. In
man as something worshiped. It indisputably imagining women‘s physical appearance,
shows that women are objectivized by men. women have more symbol representations
In French, a beautiful woman is said to than men.
remain barely chaste. Likewise, a woman

October 2019
7. henceut meongeun general belief women are gentle, and polite.

Babari reneuh ‗women who like to So, if there is a deviation of women‘s attitude
have a sex‖ such as having a high sexual desire will be
marked in a society.
Data 7 uses animal representation to depict a
woman. Woman is symbolized as meong Another physical appearance of woman that
‗cat‘. Woman who has a strong sexual desire tends to be marked by society is women‘s
and has many kids is represented as a cat look. In describing ugly women, Sundanese
which is able to born more than one kitty. proverb has so much metaphorical word for
This sexual desire habit does not address to them. Unfortunately, metaphorical word for
man. It only focus on women. It gives a label ugly man is less than woman‘s metaphorical
to women‘s sexual orientation specifically. In word.
Table 1. Proverbs indicating ugly women and men

No Proverb Icon Index Symbol
8. Anak tilu keur kumusut A married anak tilu ‗a A married woman
‗A married woman who has woman who has married who does not care for
three children that does not three children women with her appearance
care for her appearance will that do not care three
not look good (for her husband for her children‘
or others)‘ appearance
9. Kawas dodol bulukan A woman who Uneatable Women who can not
‗She looks like uneatable can not put on dodol put on make up
dodol‘ make up
(Dodol is traditional food in
Java. If it is considered
uneatable, dodol will full of
white fungi)
10. Kawas careuh bulan Women who put Moon‘s Women who put too
‗She looks like moon‘surface‘ on make surface much make up
exaggeratedly
11 Siga bungaok Women who has Bungaok Women who has a
‗She looks like a scarry ghost‘ an ugly face ‗scary scary face like a ghost
ghost‘
12 Jiga Tunggul Karuhu An ugly black Tunggul A black women
women ‗fire wood‘
13 Siga si cepot Men who has an Cepot Men who has an ugly
‗He looks like Cepot‘ ugly face face like Cepot. Cepot
(Bungaok is the name of scary is a character in
ghost for Sundanese) Sundanese puppetry
with a red face, and
bucktooth.

October 2019
Table 1 provides us with a list of Sundanese have the power to control every realm in
proverb that configures women‘s appearance. society. While women should follow the
There are five signs that symbolizes rules that has been made.
unattractive women appearance i.e. 1)
women who are married, 2) women who can In Sundanese society, the construction of
not put on some make up, 3) women who put culture that has been developed for decades
on make up too much, 4) women who have a prioritizes men. Priming sex-role stereotype
scary face like a ghost, 5) black women. favors man as the most powerful person.
While man has only one symbol for an Man is considered as people that can control
unattractive face which is Cepot. These mark the rule addressing woman. Male priming
women in society. Women should be pretty boosts to lexical marking for women such as
enough to get appreciation from the society. women should be submissive, women are
Women is considered as a beauty symbol men‘s property, and women‘s label in
which needs to be pure, and white. Then, society. These gender-marked language
women ought to be passive. Aggressiveness effects an interaction between women and
is disgraceful. men. It leads to greater binary disparity in the
14. Panona kandar ka sisi role of women and men.
Resep ngareretan nu kasep ‗get a
fleeting glimpse on a handsome man‘ Acknowledgement
I would like to express my special thanks to
Fleeting a glimpse on a man is recognized as the key informant in this research, Dr. H.
inappropriate act for women. While there is Dingding Haerudin, M.Pd for allowing me to
no similar proverb for men. grow the data into valuable research. This
research is fully funded by Kemenristekdikti.
Those proverbs demonstrates that woman has
more labels in society. Women is marked. REFERENCES
These gender-marked language then lead to a Aremu, M.A. (2015). Proverbs as Cultural
broader interpretation of gender roles in Semiotics in Soyinka‘s Death and
society. As McConnell profound that gender- The King‘s. The Journal of Pan
marked language leads to occupation, and African Studies, 8 (5): 115-125
gender role belief (1996). Women should Eco, U. (1976). A Theory of Semiotics.
follow rules made by men as ―people‖. So, Bloomington: Indiana University
priming significantly identifies social status Press.
and roles in society. Dabu, B. (2015). Identity Landmarks in
English and Romanian Proverbs.
CONCLUSION Language and Literature-European
Masculinity and femininity have different Landmarks of Identity, 17: 232-237
values for women and men in society. Danabrata, R.A. (2015). Kamus Basa Sunda.
Unfortunately, this disparity in patriarchal Bandung: Kiblat Buku Utama
culture tends to lead to male domination of Daramola, A. (2017). A Semiotics of Aspects
women. Proverbs which is a human creation of English and Yoruba Proverbs. The
are proved to be man-made language. Men

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Journal of International Social Mc.Connell, A.R. & Fazio, R.H. (1996).

Research. Vol. 6 (24): 99-108 Women as Men and People: Effects
Diabah, G., & Appiah Amfo, N. A. (2015). of Gender- Marked Language.
Caring Supporters or Daring Personality and Social Psychology
Usurpers? Representation of Women Bulletin, 22(10: 1004-1013
in Akan Proverbs. Discourse & Mensah, O. E. (2013). Proverbs in Nigerian
Society, 26(1): 3–28. Pidgin. Journal of Anthropological
Djayawiguna, B.H.I & Kadarisman, U. Research, 69(1), 87-115
(1991). Kumpulan Babasan Jeung Mubarok, Y. (2017). Representation of
Paribasa. Bandung: Pustaka Buana. Women in the Sundanese Proverbs.
Dominguez B. E. (2010). Function of International E-Journal of Advances
proverbs in discourse: The case of in Social Sciences, 3(7): 205-213
Mexican transnational social Pop, Z. N., & Iliev, K. (2016). Comparative
network. Series- Contributions to the Linguistics Analysis of Russian and
sociology of language USA: Walter English Proverbs and Sayings.
de Gruyter. PALIMPSEST, 1(2), 25-36
Dwidevi, A. V. (2015). Proverbs and Rasul, S. (2015). Gender and Power
Identity: A study of Hadoti Proverbs. Relationships in the Language of
Entreplavras, 5(1),8-19 Proverbs. FWU Journal of Social
Hidayat R.T., et al. (2018). Peperenian Urang Sciences, 9(2): 53-62.
Sunda. Bandung: Kiblat Buku Utama Rong, H. (2013). Proverbs Reveal Culture
Jayawardena, H.S.M.M. (2015). Women in Diversity. Cross-Cultural
Proverbs: A comparative Study in Communication Canada, 9(2), 31-35
French and Sinhala. International Rimma, T, et al. (2014). Linguistic analysis
Journal of Language and Literature, of Characters in the Proverbs and
3 (2): 107-116. Sayings. Procedia, 143, 634-637
Khan, Q., Sultana, N., & Naz, A. (2015). The Saptandari, P. (2013). Beberapa Pemikiran
Linguistic Representation of Gender tentang Perempuan dalam Tubuh dan
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Wolaita Proverbs: Functional Science, 2(6), 459-461
Analysis. International Journal of Usman, J., Mustafa, L. J., & Agu, M. N.
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the Three Region Languages in Zhao, W. (2013). A Comparative Study of

Nigeria. IMPACT Journal, 1(6) 47-58 The Deep Structure of Culture
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the Tatar People as Part of Ethnic Social Proverbs. Journal of Language
Identity. Mediteraean Journal of Teaching and Research, 4(2), 392-
Social Science, 6(6), 161-167. 400

October 2019
VOWEL AND CONSONANT IN INDONESIAN CHILD SONG RHYTHM

PATTERN
Fortunata Tyasrinestu
Faculty of Performing Art
Indonesia Institute of Art
Yogyakarta,Indonesia
tyasrin2@yahoo.com
Abstract
Sound pressure in daily oral communication is heard when a syllable is realized in a more
dominant manner than other syllables included in a unit of pressure. Vocal and consonant
are the part of a syllable. In a child song, there is a rhythm that contains vocals and
consonants. The vowel-consonant patterns that are often found in Indonesian child songs
are V, VC, CV, and CVC. These patterns are associated with rhythm patterns in
Indonesian child songs. The pattern with one, half, quarter, and eighth beats following the
note value.
Keywords: Rhythm Pattern, Child Song
INTRODUCTION Consonant produced by the children is the

Communication can be done through contrast between nasal and oral sound. These
languages in child song lyrics. Every sounds are made by the contrast between
individual possesses speaking ability, except bilabial and dental. Thus, the sound that
those with speech or hearing impairment. emerges are /m-n/ vs p-t/. The system of
Speaking ability is acquired gradually these two contrasts type is called minimal
following one’s age, starting from infancy, consonantal system (Jacobson 1971:10). The
childhood, adolescence, and adulthood. Each vocal sound is started by the front
stage exhibits different speaking skills. articulation point, followed by back vocal
Children often fail to produce a correct and vocal with lips articulation. Then, three
utterance. It can be seen from children’ sounds are produced, namely, /a/, /i/, and /u/.
speech when singing a song. This system is called minimal vocalic
system, and it exists in every language.
As a universal language for communicating
with others, music can be used to express It is interesting to see that this universal
purposes, ideas, or feelings. In addition to sequence leads to an understanding of why
expressing feelings, music can also be a the majority of children's first word is
creator for expressing one’s self wholly, ‘mama’ or ‘papa.' Out of 1072 family-related
which is one of the human life needs (Goble, terms stated by children, 531 terms are for
1987). Following its brain development, a mother, while 541 terms are for father
child’s growth starts with the sounds that are (Jacobson, 1971:21).
neurophysiologically easy to produce.

October 2019
The study conducted by Dardjowijono in can be considered as a poem, as stated by

Echa found that Consonant-Vowel (CV) Thomas Carlyle, who defines a poem as a
enjoys the first place by 51%, followed by musical thought. The poem is restricted by
Consonant-Vowel-Consonant (CVC) by (1) the number of lines in each verse, (2) the
29%, and Vowel (V) by 15%. This difference number of the word in each line, (3) the
is based on the fact that the majority of number of a syllable in each line, rhyme, and
syllables in Bahasa Indonesia are CV and rhythm
CVC. The sound that is physiologically easy
to produce comes before the difficult ones. METHODOLOGY
These sounds should be combined to form a The present study is categorized into
syllable or word (formal universal). The qualitative study. The result of the study is
sounds and combinations acquired by a child presented in the form of description. The data
depend on the parameter of language use as were analyzed by firstly describing the data
its input. and then interpreting the data. The data of the
study were processed in four steps, namely:
Song is used as a language by adding code on
an idea (semantic) using symbols in the form 1. Data collection, this was done through
of sound, word, and so forth. This addition literature study and recorded interviews;
aims to give meaning to an event, object, or the data were obtained from a collection
relation. Then, in order to communicate an of well-known songs by A.T. Mahmud,
idea to other individuals, words, or song namely: Pelangi, Cicak di Dinding,
lyrics are used in a certain form, including a Bintang Kejora, Ambilkan Bulan,
suitable unit of sound (phonology). Amelia.
Song Lyric as Poem 2. Interpretive analysis, the analysis was
made by studying the obtained data, then
The language of song lyric is associated with the data was reduced by coding.
poetic language due to its beauty. KBBI 3. The data were described in narrative
defines song lyrics as a set of words in a song form;
and can be called a poem. In addition to the
beauty of a song melody, the beauty of song FINDING AND DISCUSSION
lyric becomes one of the factors affecting the A vowel is produced by air outflow without
song, whether or not the song is loved by the any kind of obstruction in the mouth. It is
community. However, the beauty of child produced by air outflow above the middle
song lyric does not become the only factors section of the tongue, which is relatively free
that make the song loved by children. The from obstruction. Bahasa Indonesia has six
linguistic factor in a song lyric also becomes vowels, [i], [e], [ə], [a], [u], and [o]. All
the supporting factor, considering that the vowel in Bahasa Indonesia is an oral vowel.
main target of the song is children, whose Based on the lip shape, the vowel that is
vocabulary is limited compared to the adult. produced by rounded lips position, for
Accordingly, one of the most pivotal factors instance, [o] in soto, while unrounded vowel
of the success of a child song is the language is produced by spreading lips, for instance,
the songwriter uses in its lyrics. Song lyric [e] in teh. Although the lip shape affects

October 2019
vocal quality, In Bahasa Indonesia, it does (Pelangi-Pelangi)

not hold essential roles. Vowel is categorized
based on low-high and front-back tongue In Pelangi song, the high vowel [i] is found
parameter when forming a vowel. in word pelangi, indahmu, kuning, hijau, di,
langit, biru, pelukismu, siapa, ciptaan, while
Based on this parameter, articulatory mid vowel [e] is found in word merah, and
definition of vowel in Bahasa Indonesia is as [ə] mid central vowel is found in word
follow: [i] is the high-front vowel, [e] is mid- pelangi, pelukismu, gerangan. Mid-low
front vowel, [ə] is mid-central vowel, [a] is vowel [a] is found in alangkah, merah,
low-mid vowel, [u] is back-high vowel, [o] is langit, agung, siapa, gerangan,pelangi,
back-mid vowel. Simple way to understand ciptaan, tuhan ; back-high vowel [u] is found
the difference in a set of vocal sounds is by in word indahmu, kuning, biru, pelukismu,
seeing the recognized words containing that agung tuhan.
sound.
All consonantal sound is produced by
The followings are the child song arranged obstructed air outflow. In Bahasa Indonesia,
from high-front vowel to low-back vowel. It the type of consonant is pulmonic egressive
refers to the vowel at the beginning of the consonant. The description of consonant
word. sound is based on three factors, namely,
vocal cord, place of articulation, and manner
[i] ikan, ibu, pintu; [e] elok, ekor, era; [ə] of articulation (Cahyono, 1995). The
emas, erang, benar; [a] arus, kantor, kasur; following is a song entitled ‘Cicak’. A.T
[u] uban, tunda, ukir; [o] obat, kontan, Mahmud)
orang.
The following is an example from song

entitled Pelangi (rainbow) (AT. A.T
Mahmud)
Cicak cicak di dinding

Diam diam merayap
Datang seekor nyamuk
Hap! Lalu ditangkap
Consonant [c] is a plosive voiceless

consonant; its place of articulation is palatal,
while consonant [k] is also a plosive
Pelangi pelangi alangkah indahmu voiceless consonant located in velar.
Merah kuning hijau di langit yang biru Consonant [d] is a plosive voiced consonant;
Pelukismu agung siapa gerangan its place of articulation is alveolar. [m] and
Pelangi pelangi ciptaan Tuhan [n] are voiced nasal consonant; the former is

October 2019
located in bilabial, while the latter is alveolar. a. Repeated rhythm pattern

Consonant [r] is voiced vibration, and
consonant [l] is voiced lateral consonant.
Consonant [s] is a voiceless consonant; its
place of articulation is palatal.
In general, the basic word in Bahasa
Indonesia consists of two syllables, for b. Repeated melody
instance, rumah (house), padi (rice), tidur
(sleep). The basic pattern in Bahasa
Indonesia is canonical pattern as follows:
a. Canonical pattern I: C-V-C-V, this

structure forms a basic word comprising of
consonant-vocal-consonant-vocal,for
instance : padi, lari, tiga. c. Repeated words
b. Canonical pattern II: C-V-C-V-C, this

structure forms a basic word comprising of
consonant-vocal-consonant-vocal-
consonant, for instance: rumah, sayap, tanah.
d. Repeated motives
Based on syllable, basic words in Bahasa
Indonesia have three structures, namely: V,
V-C, C-V, and C-V-C. Thus, the basic words
in Bahasa Indonesia are formed by the .
possible combinations of these three types of
syllable, for instance: CONCLUSIONS
a. C-V + C-V-C : ru-mah The vocal characteristic in Indonesian child
b. C-V + C-V : sa-tu song possesses six vocals, namely, [i], [e],
c. V + C-V-C : a-nak [ə], [a], [u], and [o], while the consonants
d. V + C-V : a-ku found in the child songs are all consonant in
e. C-V-C + C-V-C : lem-bah Bahasa Indonesia, except consonant [f], [q],
f. C-V-C + C-V : bun-da [v], [x], and [z]. While the combined
g. C-V + V-C : na-ik consonant [kh] was not found. The syllable
h. V + V-C : a-ir in Indonesian child song is one note for one
syllable. When it is not satisfied, there will
be a deletion or addition of phoneme in that
The pattern of Child Song Rhythm syllable.
The characteristic of child song is repetition,
which is shown as follows:

October 2019
REFERENCES Cahyono, Bambang Yudi. 1995. Kristal-

Goble, G.F. 1987. Penrj. A. Pratiknya. Kristal Ilmu Bahasa. Surabaya:
Mazhab Ketiga: Psikologi airlangga University Press
Humanistik abraham Maslow. Pradopo, Rachmat Djoko. 1997. Pengkajian
Yogyakarta: Penerbit Kanisius Puisi. Yogyakarta: Gadjah mada
University

October 2019
THE EFFECTIVENESS OF A HYBRID COURSE

ON THE STUDENTS‟ MASTERY OF NOUN PHRASES
A Case of Noun--Head Noun Pattern
Hendra Tedjasuksmana, Susana Teopilus and Priska Pramastiwi

English Education Study Program
Widya Mandala Catholic University
Surabaya
hendra@ukwms.ac.id
Abstract
DeCarrio and Larsen-Freeman (2002) state that a sentence is a construction derived from
grammatical rules of language in which Noun Phrases (NP) often appear. These NPs are
constructions that can consist of a Head Noun (HN) with a pre-modifier and/ a post-
modifier. They dominate more in sentences in articles. Writing a construction of NP to
students might be problematic since it seems simple, but it is not. When such an NP is
expected, it causes a problem even to Indonesian college students. However, they are
supposed to write in an international journal or a national journal in English. To
accommodate this need, a hybrid course specifically on the use of noun phrases, where
nouns as pre-modifiers, is developed. This paper investigates (1) how effective a hybrid
course on noun phrases, especially the N-HN pattern is toward the students‘ mastery, and
(2) how an NP where the pre-modifier is a noun is constructed. A pretest and post-test
were administered to 42 subjects consisting of the students of the Faculty of Letters and
the Business English. Think-aloud protocol was conducted to find out their thinking
process in constructing their NPs. It is expected that the hybrid course enhances the
students‘ competence in using N-HN patterns.
Keywords: Noun Phrase, Pre-Modifier, Think-Aloud Protocol, Hybrid Course
INTRODUCTION and efficient sentences. In other words, the

Graduates of Higher Education Institutions, student writers must be able to produce
regarding the Decree of Indonesia Ministry grammatical strings of words. This mastery
of Research and Technology, are to be able of English grammar is one of the skills that
to write papers published in journals, either students have to master.
the national journals or international ones.
The decree pushes students as well as the DeCarrio & Larsen-Freeman (2002) state that
institutions to bring the nation to the a sentence is constructed based on the
international scholarly forums, stating that grammar of a language, in this case, English.
Indonesia has remarkable scientific findings. One of the grammatical points that occur
However, publishing papers written in most in sentences is noun phrases. Noun
English journals, let alone international ones, Phrases dominate more in sentences and are
is not an easy job for the students. They are modified by premodifiers and/ postmodifiers.
supposedly able to express ideas in effective The premodifiers that often occur to modify

October 2019
the head noun are determiners, adjectives and These patterns must be mastered by the
nouns while the postmodifiers that modify students so that they can write good
the head noun are finite and non-finite sentences with concise and compelling noun
clauses and prepositional phrases. phrases.
This paper is a part of a three-year research Research on NP in the past ten years has
entitled ―Penggunaan dan Pembentukan been done to know how students use the
Frasa Nomina Dalam Karangan Eksposisi English noun phrases. Tedjasuksmana and
Oleh Mahasiswa Indonesia‖ (in English ―The Yappy (2006) did research on ―Cognitive
Use and Formation of Noun Phrases in Learning Strategies of Non-English
Indonesian Students‘ Exposition‖) and the Department Students on Noun Structure‖ to
research applies a hybrid course with online the students of non-English Department
and offline learning system. In the first year, about how the students used NP
the writers focus on N-HN pattern where N constructions in which they were supposed to
as a premodifier. Thus, the writers aim to choose the wrong constructions in the
investigate whether the hybrid course structure part of the TOEFL. The result was
influences the students‘ achievement in using that the students were not aware that a noun
N-HN pattern. Besides, it looks into how the followed a preposition, the subject of a
students comprehend N-HN pattern. sentence was a noun, and an NP might
consist of parallel constructions. Besides, the
Noun Phrases students used the Indonesian NPs into
Noun Phrases (NPs) dominate in the English ones.
sentential constructions, functioning either a
subject of a sentence, an object of a verb, an Musgrave dan Parkinson (2014) in their
object of preposition, or an object or subject ―Development of noun phrase complexity in
complement. These NPs have their the writing of English for Academic
constructions with premodifiers and Purposes‖ concluded that the students who
postmodifiers. were lack of the English ability formed an
English NP with attributive adjective (a
The premodifiers and postmodifiers + Head simple pattern that must be mastered early);
Noun (HN) can have a formulation as while the students who had a better mastery
follows: 1) determinative—HN, 2) of English used noun modifier (patterns often
adjective—HN, 3) Noun—HN, 4) found in published academic writings). The
determinative—adjective—HN, 5) Noun— students whose English proficiency was
Prep. Phrase, 6) determinative—HN— better used kinds of noun modifiers generally
Prep.Phrase, 7) determinative—adjective— used in academic writings.
HN—Prep Phrase, and mixed type The other
patterns, despite their less frequencies, are as Mazgutova dan Kormos (2015) studied the
follows: a) determinative—HN—Klausa development of the students‘ syntactic
Finite/NonFinite,b) present/past participial— constructions and lexical choices in their
HN, dan c) present/past participial—HN— academic writing for six months and the
Klausa Finite/ NonFinite (Jackson, 1990). result indicates that the students who had a

October 2019
low proficiency of English could use adult grammar of native speakers of English
complex NP constructions in their and cannot be self-corrected.
argumentative writing. This shows that their
expository writing in the academic contexts When learners of English acquire the
improved. language, they may produce L2 like L1 as L1
influences L2 of the learners. Hagége (1999)
Staples, Egbert, Biber, dan Gray (2016) in said that this interference takes place
their studies found that NP constructions between L1 and L2 both in children and in
used by the students were, among others, adults. He further stated that this L1 is
those with attributive adjective, noun getting stronger in their L2 productions,
modifier, prepositional phrases, that- clause especially when the learners are
as apposition, adjective clauses, dependent monolinguals. Hagége also believes that
clauses with that and to, non-finite clauses in learners‘ mistakes due to L1 interference
passive constructions. They found that the need not be thought of being permanent.
higher the academic level of the students the They are due to the learners‘ insufficient
more complex clauses they used in their capacity.
writing. However, they used a few finite
dependent clauses. In the learning process, learners may use
their own strategy to cope with the
Ariwibowo (2017) studied how the difficulties they encounter when using the
Indonesian students of the English language, which is termed as interlanguage
Department formed postmodifier in NPs. (Selinker, 1974). Learners use their own
The result shows that prepositional phrase strategy through five processes, namely 1)
and restrictive adjective clause were mostly language transfer, 2) transfer of training, 3)
used by the students. This indicates that the strategies of second language learning, 4)
students still could not use the various strategies of second language
patterns of post-modification, which are communication, and 5) overgeneralization
often found in journal writings. (Selinker, 1974).
Karra (2006) states that learners‘ errors Language transfer or interlingual transfer or
contribute to teachers, researchers and external interference refers to a deviation in a
learners by showing the progress of the learning process of the learners‘ L2
learners when learning a language, learners‘ production which is influenced by their L1
acquisition of the language, and the (Abbott (1981), Brown (2000)). Transfer of
corrective feedback to learners as they learn training refers to a deviation of the learners‘
from the errors. Norrish (1983) states that L2 production due to textbooks or teacher‘s
students or learners simply make errors or are way of teaching L2. Strategies of second
not able to produce correct forms because language learning also indicates a deviation
they are not ready yet to use the target in the learners‘ performance when producing
language. Errors are indications of an L2 as they want to make things simpler due
imperfect mastery of the language (Brown, to learning or teaching. Strategies of second
2000). They indicate breakdown from the language communication refers to a deviation

October 2019
of the learners‘ producing L2 by ignoring the Richards (1974) states that intralingual errors
grammatical system of the language as long are developmental. These errors take place
as a message is understood. Abbott (1981) within the learners‘ competence of L2. What
said that learners use these strategies by makes errors categorized as intralingual
giving no response or keeping quiet, not errors are overgeneralization, ignorance of
using inflections, not using L2 grammatical rule restrictions, incomplete application of
constructions, not using tenses of which rules, and false concepts hypothesized.
learners are not capable, and not keeping to a Overgeneralization is defined the same as the
topic of conversation learners are not one above, while ignorance of rule restriction
comfortable with as they lack mastery of the refers to a deviation as learners miss the
topic. Brown (2000) uses the term limitation of L2 rule as in *The child who I
―communication strategies‖ to refer to talked about him. Incomplete application of
approaches which are used by learners to rules refers to a deviation in the learners‘
have their messages understood for the sake performance as they fail to construct a
of the flow of communication. complete structure as in *He will do meet the
Overgeneralization refers to a deviation in headmaster tomorrow in response to the
learners‘ performance when constructing L2 question What will he do tomorrow? False
sentences. In this case, learners mix up other concepts hypothesized results from the
types of structure. Norrish (1983) refers to learners‘ failure to analyze L2 or to
―redundancy reduction‖ as in *Yesterday I comprehend the L2 concept of using the
walk to the shop and I buy.... Another present continuous tense in such a series of
example of overgeneralization is using is, actions as * The man is going downstairs to
am, are even in the simple present tense *He the meeting room. He is meeting with all his
is plays tennis every Saturday. staff. He is discussing the annual report of
the company.
Brown (2000) also proposes intralingual
transfer, and context of learning. Intralingual METHODOLOGY
transfer is the generalization learners take This study uses the accessibility of Learning
from the system of the second language they Management System (LMS), an independent
are familiar with in order to produce second collaborative way of learning with unlimited
language utterances. It is not the learners‘ time and distance (Koutsodimou and
mother tongue that influences the learners‘ Jimoyiannis, 2015), and it combines both
performance but rather ―internal online and offline system. First, the students
interference‖ (Abbott, 1981). It results from were given a pretest, and then introduced to
the imperfect competence of the learners the system, especially the online one how to
over L2 at a particular stage when they are access the web to watch the explanation of
still in the process of learning the language. Noun-Head Noun pattern of the NP and do
Context of learning contributes to errors as the exercises on line. A face-to-face course
learners may get insufficient or even wrong was also conducted to discuss the exercises
inputs in the learning/teaching process to before they did the posttest on line. Both the
acquire the second language. pretest and the posttest problems consisted of
three types of items, namely multiple-choice

October 2019
items, completion items (students were asked In between the pretest and the post-test the
to form noun phrases with Noun--Head Noun students could access the online explanation
pattern), and error analysis and correction before doing the online exercises. After a
items. The participants of the study were week, a face-to-face tutorial was conducted
students studying at the Letters Faculty and in a classroom to discuss the exercises they
the Business English Department. They were did online. Then, they took the posttest
all from semester one up to semester five. online.
Out of 106 students, fifty-eight students took The pretest scores and the posttest scores
part in the pretest but only forty-one students were then calculated using Wilcoxon test to
participated in the posttest. So, this study see the effectiveness of the LMS system for
took only those who did the pretest as well as the students to construct Noun-Head Noun
the posttest to be the subjects with a total of correctly.
forty-one. After the pretest, Think-Aloud
protocol was implemented to know how the FINDING AND DISCUSSION
students answered the test items. Twenty-one The research finding reveals how well the
students were randomly chosen for an students could achieve their understanding
interview. N-HN pattern in the pretest and the post-test,
which can be descriptively discussed below.
Table 1. Percentage of wrong answers in Pretest and Post-test

Test Total # of # of correct # of wrong % of wrong % of correct
type answers answers answers answers answers
Pr Po Pr Po Pr Po Pr Po Pr Po
Multiple 328 328 183 191 145 137 44.21 41.77 55.79 58.23
choice
Complet 410 410 51 139 359 271 87.56 66.10 12.44 33.90
ion
Correct- 287 287 74 165 213 122 74.22 42.51 25.78 57.49
ion
TOTAL 1,025 1,025 308 495 717 530 69.95 51.71 30.05 48.29
Based on Table 2 above, the minimum and

Notes: Pr = Pretest; Po = Post-test maximum scores of the pretest are four and
Table 2. Descriptive Statistics sixty-eight respectively, and those of the
Std. post-test are eight and ninety-six. The result
Deviatio of the students‘ learning in each test type can
N Min Max Mean n
be seen in Table 1 above.
pre_test 41 4 68 28.49 17.554
post_test 41 8 96 48.29 23.245

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The pretest data and the posttest data were their posttest scores higher than their pretest
calculated to know the normality of the data scores, and two students obtain their posttest
distribution as seen in Table 3. scores the same as their pretest scores.
Table 3. Tests of Normality
Test Statisticsb
Kolmogorov- post_test - pre_test
Smirnova Shapiro-Wilk Z -4.576b
Statis Statis Asymp. Sig. (2-tailed) .000
tic df Sig. tic df Sig. a. Wilcoxon Signed Ranks Test
Pre b. Based on negative ranks
.186 41 .001 .904 41 .002
test
Post-
.120 41 .142 .967 41 .271 The result of the calculation indicates that
test
a. Lilliefors Significance Correction sig. value is .000 which is lower than .05 (see
Table 4b). It means that there is a difference
Table 3 shows the statistical result of the between the pretest result and the posttest
normality test that sig. value of the pretest is result when the hybrid course was used.
.002 which is lower than .05, and that of the
post-test is .271 which is higher than .05. It Conclusion
means that one of the data is not normally A hybrid course with the combination of
distributed. Due to this, T-test was not used online and offline way of learning can
in this study, but rather the non-parametric enhance the students‘ understanding of N-
one, the Wilcoxon Signed-Rank Test, to HN pattern. It enriches the students‘
obtain the sig. value of whether the hybrid knowledge concerning English noun phrases,
course influences the students‘ ability to especially N-HN pattern. There must be more
master N-HN patterns. than one face-to-face tutorial so that the
students can fully understand N-HN pattern
Table 4. Wilcoxon Signed-Rank Test of English noun phrases, and they achieve it
Ranksa much better.
Mean Sum of
N Rank Ranks REFERENCES
Post- Negative a Abbott, Gerry. (1981). An analysis of foreign
5 12.50 62.50
test - Ranks
Pre-test Positive Ranks 34b 21.10 717.50 language errors: Establishing causes.
RELC Journal, 12 (1), 78-85.
Ties 2c Brown, H. Douglas. (2000). Principles of
Total 41 language learning and teaching (4th
a. post_test < pre_test ed.). White Plains, NY: Addison
b. post_test > pre_test Wesley Longman Inc.
DeCarrio, J., and Larsen-Freeman D. (2002).
c. post_test = pre_test
Grammar. In Schmitt, Norbert (Ed.)
An Introduction to applied linguistics.
Table 4a above shows that five students
London: Hodder Arnold.
obtain their posttest scores less than their
pretest scores, thirty-four students obtain

October 2019
Garrison, D.R., Anderson, T., and Archer, W. investigating views and perceptions
(2010). The first decade of the of the participants. Proceeding of the
community of inquiry framework: A 8th International Conference of
retrospective. Internet High Educ Education, Research and
[Internet]. Elsevier Inc.: 13 (1-2): 5-9. Innovation—ICERI 2015, pp.6968-
From 77.
http://dx.doi.org/10.1016/j.iheduc.200 Myles, Johanne. (2002). Second language
9.10.003. writing and research: Writing process
Hagège, C. (1999). ―L‘enfant aux deux and error analysis in student texts.
langues‖ (The child between two TESL-EJ (electronic journal), 6 (2),
languages), Greek translation, Polis 1-20. Retrieved from
editions, Athens. (Original http://www-writing.berkeley.edu/TESL
publication: Editions Odile Jacob, EJ/ej22/a1.html.
1996). Norrish, John. (1983). Language learners
Karra, M. (2006). Second Language and their errors. London: Macmillan
Acquisition: Learners' Errors and Press.
Error Correction in Language Richards, J.C. (1974). A non-contrastive
Teaching. Retrieved from approach to error analysis. In Jack C.
http://www.proz.com /translation- Richards (ed.), Error analysis.
articles/articles/633/ London: Longman.
Koutsodimou, K., and Jimoyiannis, A. Selinker, Larry. (1974). Interlanguage. In
(2015). MOOCs for teacher Jack C. Richards (ed.), Error
professional development: analysis. London: Longman.

October 2019
READING BIODIVERSITY IN HOWARD NEMEROV AND WILLIAM

STANLEY MERWIN‟S POEMS: TOWARD BUILDING ECOLOGICAL
SUSTAINABILITY
Henrikus Joko Yulianto

State University of Semarang
henrikusjy@gmail.com
Abstract
Poetry acts as an ecological agent. It builds one‘s awareness of the interconnectedness
among any organisms in the physical environment. In this material anthropocentric world,
humans tend to do excessive activities that further have detrimental impacts on the
conservation of biodiversity. Ecopoems such as those of Howard Nemerov and William
Stanley Merwin are among those which raise human awareness of looking into any life
forms in the natural world as coexistent beings and having inherent values. Trees for
instance not only shelter any other living creatures, but also absorb the very dense amount
of carbon dioxide from the atmosphere so that this helps to assuage climate warming.
Animals in like manner have indispensable roles in food webs for ecosystem
sustainability. Their esteem for trees and animals is the very epitome of human ecocentric
view in order to evoke one‘s conscience about the urgency of the various natural beings.
Their vegetal and animal poetics further serves as wisdom that conserving the biotic life
begins with the cognizance to cherish the Mother Nature despite human use of natural
resources for fulfilling daily necessities.
Keywords: interconnectedness, anthropocentric, ecopoems, biodiversity, biotic life,

ecosystem sustainability
INTRODUCTION of his physical environment as the place and

Global culture is identical with space where he gets materials to make
anthropocentrism. Culture is an various products for his needs. This
anthropogenic activity, and this tends to negligence arises from his assumption that
dominate all aspects of one‘s daily life. non-human beings like animals and
Robustly growing industrial products such as vegetation are only objects to rule over. This
electronic gadgets, vehicles, manufactured anthropocentric perspective would only give
food and public places such as malls and humans freedom to exploit natural resources
franchised marts seem to no longer cater without thinking any impacts of his behavior
public‘s primary needs but his propensity to on the environment, other living creatures,
extravagantly consume them for a certain and the future of the natural environment. In
urban way of life (Leonard, 2011; Miles, other words, global materialism produces a
2010). This human-centered social behavior natural imbalance since this only focuses on
causes human indifference to and ignorance human interests regardless of other non-

October 2019
human beings that play important roles in the and landscapes (Barnhill, 2004). In America
ecosystem. in the 1800s, several transcendentalist writers
such as Ralph Waldo Emerson and Henry
Anthropogenic activities are ―menaces‖ to David Thoreau wrote essays and poems that
biodiversity. Excessive illegal logging and glorified nature (Witherell, 2001). An
land clearing for expanding industrial American professor of English, John
businesses are among these threats (Gorte & Felstiner argued that poetry could voice
Sheikh, 2010; Ehrlich & Ehrlich, p. 88-89). human concerns about environmental issues
Illegal and extravagant mineral mining are such as depletion of biodiversity and
some other examples that not only devastate devastation of biosphere because of several
forests but also deplete the number of flora anthropogenic activities (Felstiner, p. 1-15).
and fauna (Leonard, 2011). In the contemporary era, many poets and
Overconsumption of material goods also fiction writers have indicated their increased
contributes to the exacerbation of natural awareness of caring the natural environment
ecosystem when this behavior means to through their ecopoems that raise recent
extract the resources extravagantly (Leonard, environmental issues such as global warming
2011). At this present, forest fires are still and shrinking biodiversity (Hass, p. xli-lxv).
precarious phenomena especially in several Ecopoetry is a branch of ecocriticism or
forest areas in Indonesia (Hidayat, 2018). environmental humanities that opens a dialog
The fires not only burn down various species between humans and the natural environment
in the forests and top soil of the forest land, in cherishing nonhuman beings as being
but the haze of the fires itself produces toxic coexistent (Hass, p. lii-lix; Bryson, p. 1-6;
smoke that pollute the air and endanger any Ryan, p. 1-26).
life forms. The very dense carbon dioxide the
haze contains would cause climate warming. Considering the roles of ecopoetry in this
This local warming further contributes to the anthropocentric era, in which human tends to
global warming as one factor of global overconsume material resources and this
climate change (Pittock, p. 1-12; Drake, p. 5- activity threatens ecological sustainability,
7). Animal species such as orang utan, this brief paper discusses ecological views of
snakes, birds, and others perish of burning four American contemporary poems. Two
fires and smouldering haze (Hidayat, 2018). poems about trees are written by Howard
In a word, anthropogenic activities determine Nemerov and the other two about endangered
a biotic sustainability. animals by William Stanley Merwin. There
are two research questions: (1) What
Poetry serves as an ecological agent. This ecological views do the poems convey
depicts a relatively more straightforward and through their vegetal and animal poetics?; (2)
vivid picture of natural scenes and How do the poems‘ ecopoetic views evoke
interconnected symbiosis between living individual‘s ecological awareness of
beings. In classic Japanese era of the 1600s, cherishing biodiversity in the natural
poets such as Matsuo Bashō wrote haikus environment? The purpose of this research is
that mostly delineate natural scenes and to identify the significance of vegetal and
phenomena such as seasons, animals, trees, animal poetics the four poems embody in

October 2019
evoking one‘s ecological awareness. One the four poems by especially highlighting
benefit of this research is to share the their ecological views. Data analysis
essential roles of vegetation and animality for techniques use the text of the four poems as
human and nonhuman creatures. Another intrinsic elements. Meanwhile, the discussion
benefit is to identify the interconnectedness about ecological elements in the poems
between human and nonhuman animals as means to correlate them with ecological
the ecology of the natural world. principles in the biotic life.
METHODOLOGY FINDING AND DISCUSSION

This research is a qualitative one focusing on Howard Nemerov‘s poems depict trees as the
poetry analysis. The topic deals with subject, while W.S. Merwin‘s poems
ecopoetic views in the two poems by Howard polemicize human hazard to animals as
Nemerov‘s ―Learning the Trees‖ and ―The nonhuman creatures that coexist with humans
Dependencies‖ and the other two ―The in the biosphere. Nemerov‘s poems serve as
Asians Dying‖ and ―For a Coming vegetal poetics (Ryan, p. 1-26), while
Extinction‖ by William Stanley Merwin. Merwin‘s as animal poetics (Malamud, p. 51-
Data collection procedures use textual 53).
analysis of the poems. Instruments refer to
The Dependencies Learning the Trees

By: Howard Nemerov By: Howard Nemerov
This morning, between two branches of a tree Before you can learn the trees, you have to
Beside the door, epeira once again learn
Has spun and signed his tapestry and trap. The language of the trees. That‘s done
I test his early-warning system and indoors,
It works, he scrambles forth in sable with Out of a book, which now you think of it
The yellow hieroglyph that no one knows Is one of the transformations of a tree.
The meaning of. And I remember now
How yesterday at dusk the nighthawks came The words themselves are a delight to learn,
Back as they do about this time each year, You might be in a foreign land of terms
Grey squadrons with the slashes white on Like samara, capsule, drupe, legume and
wings pome,
Cruising for bugs beneath the bellied cloud. Where bark is papery, plated, warty or
smooth.
Now soon the monarchs will be drifting But best of all are the words that shape the
souths, leaves---
And then the geese will go, and then one day Orbicular, cordate, cleft and reniform-
The little garden birds will not be here. And their venation—palmate and parallel—
See how many leaves already have And tips—acute, truncate, auriculate.

October 2019
Withered and turned; a few have fallen, too.

Change is continuous on the seamless web, Sufficiently provided, you may now
Yet moments come like this one, when you Go forth to the forests and the shady streets
feel To see how the chaos of experience
Upon your heart a signal to attend Answers to catalogue and category.
The definite announcement of an end
Where one thing ceases and another starts; Confusedly. The leaves of a single tree
When like the spider waiting on the web May differ among themselves more than they
You know the intricate dependencies do
Spreading in secret through the fabric vast From other species, so you have to find,
Of heaven and earth, sending their messages All blandly says the book, ―an average leaf.‖
Ciphered in chemistry to all the kinds,
The whisper down the bloodstream: it is time. Example, the catalpa in the book
Sprays out its leaves in whorls of three
Around the stem; the one in front of you
But rarely does, or somewhat, or almost;
Maybe it‘s not catalpa? Dreadful doubt.

It may be weeks before you see an elm
Fanlike in form, a spruce that pyramids,
A sweetgum spiring up in steeple shape.
Still, pedetemptim as Lucretius says,

Little by little, you do start to learn;
And learn as well, maybe, what language does
And how it does it, cutting across the world.
Not always at the joints, competing with

Experience while cooperating with
Experience, and keeping an obstinate
Intransigence, uncanny, of its own.
Think finally about the secret will

Pretending obedience to Nature, but
Invidiously distinguishing everywhere,
Dividing up the world to conquer it,
And think also how funny knowledge is:

You may succeed in learning many trees
And calling off their names as you go by,
But their comprehensive silence stays the
same.

October 2019
“The Asians Dying” “For a Coming Extinction”

By: William Stanley Merwin By: William Stanley Merwin
When the forests have been destroyed their Gray whale

darkness remains Now that we are sending you to The End
The ash the great walker follows the That great god
possessors Tell him
Forever That we who follow you invented forgiveness
Nothing they will come to is real And forgive nothing
Nor for long I write as though you could understand
Over the watercourses And I could say it
Like ducks in the time of the ducks One must always pretend something
The ghosts of the villages trail in the sky Among the dying
Making a new twilight When you have left the seas nodding on their
Rain falls into the open eyes of the dead stalks
Again again with its pointless sound Empty of you
When the moon finds them they are the color Tell him that we were made
of everything On another day
The bewilderment will diminish like an echo
The nights disappear like bruises but nothing Winding along your inner mountains
is healed Unheard by us
The dead go away like bruises And find its way out
The blood vanishes into the poisoned Leaving behind it the future
farmlands Dead
Pain the horizon And ours
Remains When you will not see again
Overhead the seasons rock The whale calves trying the light
They are paper bells Consider what you will find in the black
Calling to nothing living garden
The possessors move everywhere under Death And its court
their star The sea cows the Great Auks the gorillas
Like columns of smoke they advance into the The irreplaceable hosts ranged countless
shadows And fore-ordaining as stars
Like thin flames with no light Our sacrifices
They with no past Join your word to theirs
And fire their only future Tell him
That it is we who are important

October 2019
Vegetal & Animal Poetics in Nemerov & This last line suggests the interdependence of
Merwin‟s Poems as Ecological Views all things on time, which enable each life
In ―The Dependencies‖, Nemerov illustrates form to change and evolve. Time coexists
ecological aspects of trees through an with space in their backward and linear
interdependent relation between the trees and movement (Tuan, 130-131). This means an
weather/climate/season. He depicts the interdependent relation between time and
volatile qualities of the trees that change space in any life forms evolution.
from one condition to another: from having In the second poem, the poet describes his
plush and verdant leaves in spring and ecological view through the interconnection
summer to leafless and decayed branches in between the kinds of trees as natural
fall and winter – organisms and words as human culture—
See how many leaves already have
Withered and turned; a few have fallen, too. Before you can learn the trees, you have to
learn
Some of the images that exemplify the The language of the trees. That‘s done
interdependent relation of any living beings indoors,
are ―on the seamless web‖, ―on the web‖, Out of a book, which now you think of it
―one thing ceases and another starts‖, ―the Is one of the transformations of a tree.
intricate dependencies‖. Furthermore, the The words themselves are a delight to learn,
phrase ―the intricate dependencies‖ clearly You might be in a foreign land of terms
demonstrates what is called ―food webs‖ Like samara, capsule, drupe, legume and
(Wilson, 106) or ―the mesh‖ (Morton, 28). pome,
The term ―mesh‖ means ―the Where bark is papery, plated, warty or
interconnectedness of all living and non- smooth.
living things‖ (Morton, 28). This also
describes ―the holes in a network and But best of all are the words that shape the
threading between them‖ suggesting both leaves---
―hardness and delicacy‖ (Ibid., 28). The latter Orbicular, cordate, cleft and reniform---
aspects then represent the line ―Spreading in And their venation---palmate and parallel---
secret through the fabric vast of heaven and And tips---acute, truncate, auriculate.
earth‖, in which the ‗hardness‘ is analogous In the second and third stanzas, the poet
with ‗earth‘, and ‗delicacy‘ with ‗heaven‘. In describes how the words as components of
the next lines, the narrator tells about an human language have portrayed natural
interdependent phenomenon between organisms. This mutual embodiment
material objects and the fleeting and exemplifies how time is interwoven with
temporary qualities of the objects— place through the historically growing and
Sending their messages evolving trees throughout the ages. Various
Ciphered in chemistry to all the kinds, vegetative words as signs have categorized
The whisper down the bloodstream: it is their physical entities, which means an
time. interconnection between concept and
meaning. In ―The Asians Dying‖ by W. S.
Merwin, the poet expresses ecological views

October 2019
of the disappearing animal species because of Calling to nothing living

anthropogenic forest clearing. This means the
depletion of forest biodiversity that in other In the first stanza above, the poet depicts a
respects ―reduces animal habitats, carbon forest burning that devastates the forest,
capture, and introduces pollutants to aquatic depletes biodiversity and top soil, and emits
habitats‖ (Wilson, 60). The title ―The Asians carbon dioxide to the atmosphere –
Dying‖ suggests the diminishing Asian The ghosts of the villages trail in the sky
animal species as the impacts of human Making a new twilight (stanza 1)
excessive logging— The blood vanishes into the poisoned
farmlands
When the forests have been destroyed their Pain the horizon (stanza 3)
darkness remains
The ash the great walker follows the In the second poem, the poet still polemicizes
possessors endangered animal issues especially gray
Forever whales –
Nothing they will come to is real
Nor for long Gray whale
Over the watercourses Now that we are sending you to The End
Like ducks in the time of the ducks That great god
The ghosts of the villages trail in the sky Tell him
Making a new twilight That we who follow you invented
When the forests have been destroyed their forgiveness
darkness remains And forgive nothing (1st stanza)
The ash the great walker follows the
possessors In the fourth stanza, the poet mentions some
Forever other endangered animals. He expresses his
Nothing they will come to is real ecological concern by prophesying the
Nor for long imbalanced ecosystem when some species of
Over the watercourses animals are deprived of their habitats because
Like ducks in the time of the ducks of anthropogenic activities. In this last line,
The ghosts of the villages trail in the sky he points out a kind of critique against
Making a new twilight anthropocentric culture, which only centers
on humans and ignores other life forms –
The nights disappear like bruises but nothing When you will not see again
is healed The whale calves trying the light
The dead go away like bruises Consider what you will find in the black
The blood vanishes into the poisoned garden
farmlands And its court
Pain the horizon The sea cows the Great Auks the gorillas
Remains The irreplaceable hosts ranged countless
Overhead the seasons rock And fore-ordaining as stars
They are paper bells Our sacrifices

October 2019
Join your word to theirs When like the spider waiting on the web
Tell him You know the intricate dependencies
That it is we who are important Spreading in secret through the fabric vast
Of heaven and earth, sending their messages
The first and second lines ―when you will not Ciphered in chemistry to all the kinds,
see again the whale calves trying the light‖
suggest the disappearing whale because of The poet‘s insight into the
some human whaling and other activities that interconnectedness between living organisms
endanger the population of the whales such as trees and humans would raise one‘s
(Wilson, p. 53-63, 113-119; Ellis, p. 236- ecological conscience (Leopold, 175) or
254; Ehrlich & Ehrlich, p. 186-193). For ecological thought – ―the ecological thought
instance, humans hunted whales for oil, in is the thinking of interconnectedness.‖ It is
which they used the oil for making not just ―a thought about ecology‖ but also ―a
margarine, soap, pharmaceuticals, or even thinking that is ecological‖ (Morton, 7). In
took the meat for food (Ellis, p. 243-244). ―Learning the Trees‖, the poet evokes this
The next lines with the images ‗the black awareness through the facts about the
garden‘ followed with some creatures inherent values and merits of the trees for
including ‗sea cows‘, ‗great auks‘, ‗gorillas‘ human and nonhuman beings.
suggest a devastated habitat because of
human activity that these animals are gone. The poet‘s way of personifying trees
The image ‗irreplaceable hosts‘ indicates exemplifies his ecological view to raise one‘s
metaphors for these endangered species ecological awareness of their values. Trees
which were once numerous. The last three also have their language, which may contain
lines entreat readers to realize that it is extrinsic and intrinsic aspects (see Gagliano,
human who has authority over any Ryan, Vieira, xviii; Mann 177). Extrinsic
nonhuman creatures so that he has to language means ―the ways in which
overturn his desires not to objectify them for scientists, theorists, writers, artists, and
the sake of their sustainability. The last line others express what is ―peculiar‖ about plant
―that it is we who are important‖ also serves being; Intrinsic language refers to ―the modes
as a critique against an anthropocentric life, of communication and articulation used by
in which humans tend to excessively extract vegetal species to negotiate ecologically with
natural resources and disregard the ecological their biotic and abiotic environments‖ (Ibid.,
impacts their activities have on other living xviii). The poet‘s vegetal poetics then
creatures and the natural environment. interweaves extrinsic with intrinsic language.
The ecological awareness also includes one‘s
Nemerov and Merwin‟s Vegetal Poetics to understanding about the indispensability of
Raise One‟s Ecological Awareness trees for living beings and environment.
In ―The Dependencies‖, the poet raises this Trees are the organic agents that could
ecological awareness through depicting the absorb the dense amount of carbon dioxide in
fact of interdependence between living the atmosphere so that this helps to reduce
beings or food webs – heated global temperature (Tudge, p. 374,
384). In ―The Asians Dying‖ and ―For a

October 2019
Coming Extinction‖, the poet‘s illustration of Culture (2nd Edition). New York:
endangered animals because of their lost Routledge. 14-20. Ebook.
habitats would similarly raise one‘s Barnhill, David Landis. Trans. & Intro.
awareness of cherishing existing forests and (2004). Bashō‘s Haiku: Selected
their biodiversity. This ecological conscience Poems of Matsuo Bashō. Albany,
will arise when one really has insight into the NY: State University of New York
essence of living organisms, their Press. Ebook.
interdependence on each other. For instance, Bryson, J. Scott. (2005). All Finite Things
a forest clearing not only endangers the Reveal Infinitude: Place, Space, and
wildlife, but this also triggers a global Contemporary Poetry. The West Side
warming that later threatens human life itself. of Any Mountain: Place, Space, and
Conserving animals from their extinction is Ecopoetry. Iowa City: University of
an urgency since their existence in biotic Iowa Press. 7-22. Ebook.
community is very essential not only for Drake, Frances. (2000). Basic Physical
nonhuman but also for human animals Concepts. Global Warming: The
(Wilson, 101-111). Science of Climate Change. New
York: Oxford University Press. 5-26.
CONCLUSION Ebook.
Building a wholesome natural environment is Ehrlich, Paul & Anne. (1981). Indirect
each individual‘s responsibility. One thing to Benefits: Life-Support Systems.
do is by living in harmony with both human Extinction: The Causes and
and nonhuman beings. Social life in this Consequences of the Disappearance
natural world means to coexist with of Species. New York: Random
nonhuman organisms including vegetation House. 88-89. Print.
and animals. Cherishing the physical Ellis, Richard. (2003). The Hunting of
environment means to consume material Whales. The Empty Ocean:
products properly rather than extravagantly Plundering The World‘s Marine Life.
for the sake of ecological sustainability. Washington, DC: A Shearwater
Greening the earth will bring welfare to all Book. 236-236. Print.
living beings. Since the essence of ecology is Felstiner, John. (2009). Care in Such a
the interconnectedness among natural World. Can Poetry Save the Earth?:
organisms, it is imperative for anyone to A Field Guide to Nature Poems. New
always cherish any life forms. One‘s act Haven, CT: Yale University Press. 1-
towards the physical environment really 15.
matters to determine the existence of Gagliano, Monica & Ryan, John C. & Vieira,
biodiversity in the present and in the future. Patricia. (2017). Introduction. The
Language of Plants: Science,
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Berger, Arthur Asa. (2016). Making Sense of Gagliano, John C. Ryan, Patricia
Material Culture. What Objects Vieira. Minneapolis, MN: The
Mean: An Introduction to Material University of Minnesota Press. vii-
xxxiii. Ebook.

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Gorte, Ross W. & Pervaze, A. Sheikh. Edition. New York: Vintage Books.
(2010). Deforestation and Climate Print.
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Anthology. Eds. Ann Fisher-Wirth & Ltd. Ebook.
Laura-Gray Street. San Antonio, TX: Morton, Timothy. (2010). The Ecological
Trinity University Press. xli-lxv. Print. Thought. Cambridge, MA: Harvard
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Plantation Forestry: Problems, --------------------- (2007). Ecology without
Challenges, and Solutions. Singapore: Nature: Rethinking Environmental
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Howarth, William. (1996). Some Principles University Press. Ebook.
of Ecocriticism. The Ecocriticism Pittock, A. Barrie. (2005). Climate Change
Reader: Landmarks in Literary Matters. Climate Change: Turning up
Ecology. Eds. Cheryll Glotfelty & the Heat. Collingwood, VIC
Harold Fromm. Athens, GA: The Australia: CSIRO Publishing. 1-22.
University of Georgia Press. 69-91. Ebook.
Print. Rueckert, William. (1996). Literature and
Leonard, Annie & Conrad, Ariane. (2011). Ecology: An Experiment in
The Story of Stuff: The Impact of Ecocriticism. The Ecocriticism
Overconsumption on the Planet, Our Reader: Landmarks in Literary
Communities, and Our Health—And Ecology. Eds. Cheryll Glotfelty &
How We Can Make It Better. New Harold Fromm. Athens, GA: The
York: Free Press. Print. University of Georgia Press. 105-123.
Leopold, Aldo. (2013). The Land Ethic. A Print.
Sand County Almanac & Other Ryan, John Charles. (2018). Introduction:
Writings on Ecology and The Botanical Imagination. Plants in
Conservation. Ed. Curt Meine. New Contemporary Poetry: Ecocriticism
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189. Print York: Routledge. 1-26. Print.
Malamud, Randy. (2003). Poetic Animals Siewers, Alfred K. (2011). Ecopoetics and
and Animal Souls. New York: the Origins of English Literature.
Palgrave Macmillan. Ebook. Environmental Criticism for the
Mann, A.T. (2012). The Sacred Language of Twenty-First Century. Eds. Stephanie
Trees. New York: Sterling Ethos. LeMenager, Teresa Shewry, Ken
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McClatchy, J.D. Ed. (2003). The Vintage 120. Ebook.
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Witherell. New York: The Library of Wilson, Edward O. (2016). Half-Earth: Our
America. Print. Planet‘s Fight for Life. New York:
Tuan, Yi-Fu. (1977). Space and Place: The Liveright Publishing Corporation.
Perspective of Experience. Print.
Minneapolis, MN: University of Woodward, Ian. (2007). The Material as
Minnesota Press. Ebook. Culture: Definitions, Perspectives,
Tudge, Colin. (2005). The Tree: A Natural Approaches. Understanding Material
History of What Trees Are, How They Culture. London: SAGE Publications
Live, And Why They Matter. New Ltd. 3-16. Ebook
York: Three Rivers Press. Print.
.

October 2019
IMPLEMENTING CREATIVE PROBLEM- BASED LEARNING

MODEL IN ENGLISH CLASSROOM: STUDENTS‟ AND TEACHERS‟
VOICES
Hersulastuti, D.B Putut Setiyadi , Iswan Riyadi

Graduate Program of Widya Dharma Klaten University
Indonesia
hersulastuti@gmail.com
Abstract
The present study examines the feasibility of Creative Problem- Based Learning (CPBL)
model for teaching English in Vocational High Schools (VHS) context. This study is the
second phase of the two-years research and development (R&D). It belongs to qualitative
research to dig up information on how this learning model can be well implemented for
enhancing students‘ English competence. This study involved five teachers and several
students of five schools from different regions conducted in the academic year of
2018/2019. Data were gathered from questionnaire, observations, and interviews. To
check the trusworthiness, data/ source of data and methods of triangulation techniques
were employed and then analyzed using interactive model analysis of Miles, Huberman,
and Saldaña (2014), consisting of: data condensation, data display, and drawing
conclusion/ verification. The results show that teachers find CPBL model is beneficial
for English classroom to date with scientific approach dues to its simplicity and
practicability of its syntax abbreviated as DEAR. In addition, teaching and learning
through this model brings instructional and some nurturant effects for students‘ 4 Cs
(critical thinking skills, creative - problem solving skills, communication skills and
collaboration skills). Whereas, from students‘ voices, it can facilitate them to engage in
some challenging activities, enhance collaboration with their friends, as well as improve
their communicative competence.
Keywords:creative problem-based learning, vocational high school
INTRODUCTION learners learn about a new subject by

Creative Problem- Based Learning experiencing in problem solving activities
(henceforth CPBL) is a learning model which (Barrow 2002, Arends, 2007). It is an active
is developed based on the need analysis to learning for developing problem-solving
response some teachers‘ challenges to skills, self-directed learning as a life time
implement scientific curriculum (K-13) in habit, and skills for team work (Azman &
English learning at Vocational High Schools Shin, 2012)
(VHS) contexts in Indonesia (Hersulastuti,
Setiyadi, & Riyadi, 2018). Genuinely, this Conceptually, CPBL model suits to the
model is modified from the Problem-Based nature of VHS as students need to be
Learning (PBL) which uses a real-world habituated to cope with complex problems in
problems as the medium for integrating performing their works at the workplace after
acquisition and new knowledge. Hence, graduating from schools. The development of

October 2019
CPBL were initiated by referring to the The present study is the second phase of the
success of PBL for enhancing students‘ two years research and development (R&D).
engagement in the learning and nurturing It belongs to descriptive qualitative research,
some positive effects to students in many purposively involving 5 English teachers and
different contexts of learning, including in 130 students they taught from 5 VHS (VHS1,
language classrooms. Students in the PBL VHS2...VHS5) in different regions (4 in
classes show higher achievements in Central Java and 1 in Yogjakarta). To protect
performing assignments given by the their privacy and dues to the ethical purposes
teachers (Kam & Chi, 2007; Shih, Chiang, of the research, the teachers names were
Huang, Ting, & Lin, 2007, Ormond, 2006, written as T1, T2, T3, T4, and T5. Data were
Idowu, Muir & Easton, 2016). Whereas in derived from questionnaires, observations,
the language classrooms, PBL has proven its and interviews.
benefits for encouraging students‘
productivity in their vocabulary, use of The questionnaires were distributed to
accurate grammar, and produce appropriate students consisted of 11 closed items
problem solutions (Doghonadze & (YES/NO Questions) regarding their
Gorgiladze, 2008). Other studies highlight responses towards the implementation of
the effectiveness of PBL to improve students CPBL model in their English learning,
ability in communication, collaboration, teachers‘ behaviour, and how they benefitted
problem solving and high order thinking by this model. Among of 130 students listed
skills (Tan, 2003, Idowu, Muir & Easton, as the respondents, only 120 of them returned
2016). the questionnaires. The interview was carried
out to teachers to reveal informations
Learned from the previous results, it becomes regarding the feasibility of the model, and to
priotrity to investigate how CPBL model can dig up any problems encountered in the
be beneficial for English learning at VHS. classroom practices. It was conducted face
Since VHS students have different needs and to face after they finished teaching and was
characteristics, there should be a specific followed up by communication via telphone,
modification to adjust the model suited to or WhatsApp for further clarifications.
VHS contexts, it is therefore, through the Interviews to some students were intended to
present study, CPBL model which has been deepen the information obtained from the
validated through the experts judgement questionnaires. Whereas the observation
needs to be put into classroom practices. In technique was done to capture the factual
reference to the above issues, this study condition of learning process. It was done in
attemps to (1) describe the students‘ and April – May 2019. Video recording was
teachers‘ voices on the implementation of employed to back up the data.
CPBL, and (2) identify the challenges
encountered by English teachers and To ensure the trustworthiness, this study
students when CPBL model is implemented employed data /source and methods
in English classrooms at VHS. triangulation, As Lincoln & Guba affirm
that triangulation is the use of multiple and
METHODOLOGY different sources, methods, investigators and

October 2019
theories to verify the data for improving descriptively and were used to support the
credibility of findings and interpretation feasibility of the model. All data were then
(1992: 305). displayed into description to make them
understandable. The effective data display is
The collected data were analyzed using the way to make a qualitative study valid.
interractive model analysis of Miles, Lastly, in the last stream of data analysis was
Huberman and Saldana (2014), consisting of drawing conclusion and verification.
three major steps: (1) data condensation; (2) Conclusions were drawn by making meaning
data display; and (3) conclusion drawing and and interpretation of the data, rechecking the
verification. process, and assess the implications for the
questions at hand. In this study, verification
Some activities were done in the data were meant to cross-check or verify the
condensation, i.e selecting, focusing, emergent conclusions by referring back to
simplifying, abstracting, and transforming data display and raw data.
the data that appeared in the field notes and
transcriptions, coding and discarding the FINDING AND DISCUSSION
irrelevant ones. The data condensation The English Learning at CPBL
process continued after fieldwork, until the Classrooms: Student‟s Voices
report was completed. The researchers The analysis of the 120 questionnaires show
processed data obtained from interviews and that students have good responses to the
observations to be abstracted and implementation of CPBL in English learning
transformed into description. Data from as indicated in table 1 below.
students questionnaires were analyzed
Table 1.Students‟ responses to the use of CPBL in English learning

Statements %
The learning is challenging 100
The learning fosters my critical thinking 97,5
The learning leads my autonomy 86,66
The learning enhances my creativity 85
The learning develops my communication skills 92,5
The learning support the development of my 98,33
problem solving skills
The learning encourages my collaboration skills 97,5
Teacher does not discriminate students in the 90
learning, and I like it that way
Teacher offers helps when students get difficulties, 96,66
and I appreciate it
Such learning motivates me for further learning 98,33
I like to join such learning in diferent occasion 100
To strengthen the findings, 10 students from 2), S5,S6 (VHS 3), S7, S8 (VHS 4) and S9,
5 VHS were interviewed randomly to dig S10 (VHS 5).
more information about their responses. They
were named as S1, S2 (VHS1), S3, S4 (VHS

October 2019
In relation with the statement that ―the critical thinking skills. This finding is in
learning is challenging‖, all the interviewees concord with some of the Expert Consensus
agree that such learning is interesting and Statement on Critical Thinking (in Facione,
challenging. It is because they are assigned 2015) that such abilities lead anyone to have
in various activities that require them to what is called as ― critical spirit‖. English
participate and encourage their ability to learning at VHS need to be directed to
communicate in English. S1 and S2 enjoyed develop students‘ critical thinking skills to
the learning as they studied in the language habituate them with the workplace contexts
laboratory, and the teacher performed the which require them to be critical in handling
material through their computers so that they problems that they might encounter in their
had a direct access to the teacher to ask jobs later.
questions, answer, or comment, morever
they could interract with other friends in In addition S10 said that such learning
group activities for finding answers or encouraged her for further learning to get
solution of the problems ( IN/S/ VHS1-1&2). deeper understanding by browsing similar
S1 claimed that she enjoyed the activities material from internet for the enrichment
because she could get the opportunity to (IN/S/VHS5-10). While S7 stated that ―...
practice her English by defining the problem, jujur tadinya saya agak nervous,bu....tapi
discussing the solutions with her friend and setelah kerja kelompok ..I can collaborate
presenting the results (IN/S/VHS1-1).Other with my friends in my group to find
comments were delivered by S5 and S6 that solutions...this reduces my nerves‖
such learning was not boring (IN/S/VHS3- (IN/S/VHS4-7). This finding demonstrates
5&6). Such findings strengthen the previous that CPBL leads students‘ collaboration skills
studies on the implementation of PBL that in as in the process to find solutions to the
most cases, students appreciate the active problems, they explore, propose, even
participation in the learning process exchange their ideas to other group
(Williams et al, 2003) because students can members, and finally decide the most
learn new skills and new ways of thinking appropriate one to be presented.
through PBL (Harland, 2002).
Explored from the students‘ voices on how
In response to how students benefit by such teacher behaves in the learning process, it is
learning, most of the interviewees affirm interesting to note that they like to have such
that they get many benefits specifically for learning on the next occasions. It implies that
developing their problem solving skills, students feel comfortable with the ways
collaboration, communication and creativity. teachers carried out the learning. S8 said
Further explored, S 9 said,‖ ....belajar seperti although he could not participate actively
ini bisa melatih siswa untuk berpikir kritis, when his teacher elicited some questions
bu ...karena kan harus nganalisis masalahnya, leading to the problem, finally he could stay
menjelaskan solusinya, dan mengevaluasi on the learning when the teacher formed a
apakah jawaban/ solusinya sudah tepat atau group activities that enabled him to take part
belum ...‖ (IN/ S/VHS5-9). This statement in the discussion...‖Tadi saya masih belum
highlights that CPBL can enhance students‘ bisa merespon ...tapi setelah kerja kelompok,

October 2019
saya mulai bisa mengikuti...‖ (IN/S/VHS4- From the observations and interviews, it is
8). According to S1 and S2, their teacher found out that in general, all teachers
performs the lesson step by step, provides involved in this study can apply the syntax
them with opportunity to explore the of the CPBL abbreviated as DEAR, D=
problems and solutions, and offers help if Define the problems, E= Explore the
they get difficulties by approaching to their solutions, A=Act, and R= Reflect. They
seats. ― ...The teacher is nice...she helps me claim that this model is simple and
as I can‘t perform fluently...I appreciate it...‖ practicable, as it only consists of 4 steps so
(IN/S/VHS2-3). This statement indicates that that they can save time to do assessment at
students do not get any crucial problems in once. This is different from other saintific
the learning as T2 sometimes offers other learning models they usually use inwhich
students to help them, or in a certain case she mostly have 5 to 6 steps. ―CPBL is easy and
is also willing to help when they find practicable to be performed, it has clear
difficulties in solving the problems. What has explanations on every step that makes me
been revealed through these classroom easy to memorize... ―(IN/T/VHS1).
practices are similar with Othman & Shah‘
study (2013) that PBL encourages students to Another teacher, T3 from VHS3 voices that ―
be deeply involved in trying to find I am a bit doubtfull at the beginning, whether
alternative solutions to the problems. As or not CPBL can work well to invite students
results, their content knowledge and to take part in the learning process... but as
teamwork skills improve as well as their the learning is going on...I am happy that
communicative and interactional skills in most students participate lots in the activities
English. as usual...‖ (IN/T/VHS3). ― Implementing
CPBL give many benefits, not only makes
Meanwhile, analyzed from the fieldnotes as students active because they have to be
the students joined the learning, most of them engaged in various activities but also
can be categorized active and show high improve their communication since they
participation in the learning. Only few have to define the problems, and
students show a bit reluctant to contribute. communicate the solutions to their friends in
When it was clarified to one of them, he said English‖ (IN/T/VHS2). This finding has been
that in fact he just needed more time to similarly with Larsson study (2001) that PBL
respond to the teacher‘ questions (IN/ has an advantage over other teaching
S/VHS2-4). All in all, in any CPBL methods in terms of improving
classrooms observed, most students are communicative skills.
engaged in activities as performed in the
syntax, and overall they do not find any Further highlighted from the observations,
crucial problems in learning. some teachers do not find any serious
problems to implement CPBL in their
Implementing CPBL in English Classroom: classrooms. However, to obtain more success
Teachers‘ Voice in the implementation, some components of
the models need to be synergized optimally.
In relation with the syntax, teachers have

October 2019
performed DEAR successfully as implementation of CPBL bring other

recommended. For the social system, nurturant effects for students that they
teachers do not dominate in the learning, the become more critical in defining and
interactions between students to teacher or analyzing problems, creative in finding
vice versa flow in balance, as well as student solutions, fluent at communicating their
to students interactions. Some students were ideas/ solutions, and able to collaborate with
observed leading in certain activities. others. This findings further support the
Whereas for the suppoting system, teachers Joyce, Weil & Calhoun ‘ theory (2011) that
have prepared the lesson plans there are 5 important components of a
collaboratively with the researchers suit to learning model consisting of (1) syntax, (2)
this model, however, in practices, T3 and social system, (3) principle of reactions, (4)
T5 still find problems, especially in supporting system, and (5) instructional &
preparing some authentic materials to date nurturant effects. As it was described, 5
with students‘ needs about communication at components in CPBL have been reflected in
the workplace. Another problem encountered the classroom practices.
is the use of interractive media to attract
student‘s interest. ―....well actually, I have Strengthening to the findings, following is
no problem to perform the whole syntax...it the description echoed from the classroom
is simple and practical, but finding the situation at VHS1. When it was observed on
authentic materials which are suitable with April 18, 2019, T1 opened the session by
the basic competence (KD) is a bit difficult greeting students, asking their conditions,
for me...‖ (IN/T/VHS3). While T5 argues checking attendance, doing apperception, and
that her problem deals with the use of stating the objectives of the today‘s lesson.
interractive media for presenting the These activities were conducted
material. When she was observed, she only interractively. Entering the phase of Defining
used simple powerpoint, but she provided the problems, T1 carried out Q & A and
students with students sheet. elicited questions relating with topic,
presenting a short situation describing
Another component observed is in line with somebody got lost, displayed a map of a
the principle of reaction, teachers, in most bulding and encouraged students to define
cases have played their roles to encourage the problems individually. Students observed
students to be problem solvers, create the the map and they were seemed successfull to
conducive learning atmospheres, provide define the problem relating with the material
students with opportunities to explore and of asking and giving directions. T1 then
present solutions, and involve students to do shared and explained several expressions on
reflection. Lastly, dealing with the how to ask and direct someone to go to
instructional and nurturant effects, based on certain places. Next, on the phase of Explore
T1‘ & T3‘ notes, most of their students the solutions she asked students to work in
achieve good category on their speaking small group discussions, and assigned
performance, only few students obtain fair students with some exercises relating with
category, and none of them is failed. the topic. Students then explored some
Furthermore, teachers claim that the solutions on how to direct someone to go to

October 2019
certain places by using some common 2017) and affirms Watson‘ s statements
expressions that they had just learned and (2001:3) that in PBL classrooms, students
used the map accurately. Some students were work with others to solve complex and
found to open online dictionary, and explore authentic problems that develop content
some other expressions on their smartphones. knowledge as well as problem-solving,
In this phase they explored, discussed and reasoning, communication, and self-
argued for the most appropriate solutions, assessment skills‖. Such learning encourages
while T1 monitored the discussion, took cooperation among learners and helps them
notes on students‘ language use, and once in to develop the spirit of sharing ideas for
time she helped students if they got finding solutions.
difficulties. In the Act phase, T1 asked them
to perform their works. She gave Noting on the above descriptions, it is clearly
compliments to some students representing seen that CPBL is feasible to be implemented
their groups who could present the right for teaching English at VHS. This finding is
answers/ solutions, Lastly, in the Reflect in accord with Gómez ‗s study (2016) that
phase, students were asked to do reflection of following the principles of PBL, students can
what they had done for finding solutions, and enhance their oral communication by
gave feed back to other groups‘ presentation. making use of the real and relevant situation
T1 then let students express what difficulties to give and ask for opinions. It was revealed
they got in solving the problems, and how that an interesting design and well planned
they felt about the lesson. Soon afterward, tasks allowing students to go step by step
students were assessed orally. until reaching the learning goal became an
What occured in the classroom practice at important asset to improve students‘ oral
VHS1 suggests that in CPBL, the students communcation skill.
‗activities include gathering information,
discussing it and choosing the best solution CONCLUSION
for the problem. The teachers pay attention Putting into some classroom practices in
to the students‘ language, identify the VHS contexts, CPBL has proven its
problems encountered, and note the feasibility to be implemented for English
individual learners participation in the learning at VHS. By its nature, it follows the
activity. In certain cases, the teachers support principle of PBL to encourage students to be
students with some helps proportionally good problem solvers by engaging them to
without directing or intervening the group‘s solve real-life problems. It has been
efforts in solving the problems. This described that 5 components of the model
condition supports the nature of PBL to be can work synergically. Through its syntax
one of the active and self-directed learning abbreviated as DEAR, teachers find that this
that allows for teamwork, as it encourages model is simple and practicable. CPBL
inquiry, collaboration, and active learner brings nurturant effects which supports the
participation. In PBL classrooms, students‘ development of students‘ 4 Cs: critical in
engagement is as stakeholders in the defining problems, creative in solving the
problem situation‖ (George, Buchanan, & problems, communicative in presenting
Rush, 2006, as quoted in Major & Mulvihill, solutions, and support the collaboration

October 2019
skills. Whereas from students‘ voices this C. M. Authentic problem-based

model fosters their engagements in learning: Rewriting business
challenging activities, brings many benefits, education. Jurong,Singapore: Prentice
and enhance their communication skills. In Hall Asia Pte. Ltd.
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students to make positive contributions, Problem solving in teaching foreign
develop their communication skills through language to students of pedagogical
self –directed learning strategies and team departments. IBSU Scientific Journal,
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Facione, P.A. (2011). Critical Thinking:
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provide them with authentic learning the EFL Classroom. Master Thesis:
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media to attract students attention. Taking pengembangan Model dan perangkat
these matters into accounts, it is Pembelajaran Bahasa Inggris untuk
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education, 1-12. Retrieved from: http://irep.iium.edu.my/31196/1/Probl

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INSERTS USED BY ARIANA GRANDE OF INTERVIEW IN

JIMMY FALLON TALK SHOW
Ikrar Genidal Riadil, Ayutya Khoirul Mar‟ah and Farid Romadhon

Tidar University Jl. Kapten Suparman No.39, Potrobangsan, Magelang Utara,
Kota Magelang, Jawa Tengah 56116, Indonesia
ikrargenidal21@gmail.com
Abstract
This research aimed to present the types and the functions of inserts used by Ariana
Grande in her interview on Jimmy Fallon talk show and to increase the learners‘
awareness of inserts when they hesitate in the foreign language, which is the very
common in speaking. This study implemented a descriptive qualitative research with
discourse analysis approach. The subject is a famous singer Ariana Grande. The data
were inserts used by the Ariana Grande interview in Jimmy Fallon talk show from the
transcript of 6 minutes interview video. The study seeks to answer two research
questions: (1) What are the types of inserts in Ariana Grande‘s interview in Jimmy
Fallon talk show? And (2) What are the functions of inserts in Ariana Grande‘s
interview in Jimmy Fallon talk show? Therefore, answer these problems, the
researchers integrate applied types and functions inserts theory from Stenström (1998)
and Baleen (2001). The results of this study showed that there were five types of
inserts; those were response form, discourse markers, response elicitors, interjections,
and greeting. During the interview, the most used insert type by Ariana is response
forms which is about 68%, while the less one is interjection inserts, only 5%.
Furthermore, this study also showed five functions of inserts, namely response form,
discourse markers, response elicitors, interjections, and greeting.
Keywords: Inserts, Types of Inserts, Function of Inserts
INTRODUCTION be detached from the human being. It is not

A language is a method of capricious, vocal as simple as possible by Learning to speak a
symbols that allow all individuals in a given second language (SL), especially the foreign
culture or other individuals who have language (FL). It entails many efforts in
learned the system of that culture, to understanding and applying language as a
communicate or to cooperate and interact foreign language, commitment to learning,
(Finocchioro, in Ramelan 1984). Language emerging and developing the awareness as
has a huge role in human life to make a each language has its own rules (Santos,
relation in their environment. One of the Alarcón, & Pablo, 2016). It is factual when
expert states that language is used widely in learning a foreign language takes place in a
communication and interaction between situation where the target of language
individuals who do not share the same first unusually used by foreign language outside
(or even second) language (Harmer, 2007). It the foreign language classroom. According
means and indicates that language is very to Holmes (2013) and Chaika (2008),
important to learn in human life and cannot basically, people need to develop not only

October 2019
linguistic competence but also the enter into syntactic dealings with other
appropriate communicative competence as structures. Conversely, inserts tend to attach
well in communicating any foreign themselves a prosodically to a larger
language. structure, and as such may be counted as a
slice of the structure. In daily conversation,
Consequently, to understand how to people often use Oh, Yeah, Ah, Cor, Aha,
pronounce words correctly, use suitable Oops, Ugh, Uh, Uh Huh, or similar
grammar, and choose a competent expressions. According to (John Lawler).
vocabulary does not guarantee the triumph to Discourse meanings to express a speaker's
be able to speak a foreign language. In emotional and feeling which give a response
utterance spoken language, people to a situation, or they are 'used to signal a
communicate and tend to use features of response to what has just been said'. They
spoken language such as inserts. are also called 'exclamations',
'interjections', or 'discourse markers'. Biber
Being a key concept, inserts are treated as et al. clarify that, despite the fact syntactic
‗inserts‘, as ‗stand-alone‘ words which are non-clausal units are not clause-based, ―they
characterized in general, by their incapability may be classed as units which are capable of
to pass in syntactic dealings with other entering hooked on syntactic dealings with
structures. They are treated as ‗syntactic others for forming larger units such as
non-clausal units‘ in that ―they can be given clausal units.‖ (Biber et al. 1999: 1082)
a syntactic non-clausal unit is not clause (original emphasis). Furthermore, they also
based. In this research, the researcher recognize that the boundary between inserts
classifies the inserts into nine types; those and syntactic non-clausal units is a gradual
are interjections, greeting and farewells, one (Biber et al. 1999: 1082).
discourse markers, attention signals,
response elicitors, response forms, Inserts are characterized in general through
hesitators, various polite speech-act their inability to pass in syntactic dealings
formulae, and expletives. Therefore, the with other structures. However, inserts are
researcher also describes the functions of categorized into nine types; those are
inserts. interjections, greeting and farewells,
discourse markers, attention signals,
Since speaking another language as a foreign response elicitors, response forms,
language is not easy, sometimes people hesitators, various polite speech-act
make some pauses during speaking. Indeed, formulae, and expletives. The interjection is
many impulsive speakers of kind of applied here to inserts which have an
languages have pauses on their speaking exclamatory function, expressive of the
which are taken when needed (Erten, 2014). speaker‘s emotion. The separating line is
This phenomenon is commonly called as sheer between interjections (the
inserts. Inserts are defined as a class of reproduction of the sounds or specific words
words or a single word which they are stand- we complete involuntarily under the stress
alone or unaccompanied words which are or some emotion and feeling) and
categorized in general by their inability to exclamations, in which a conventional word

October 2019
or a group of words are used as interjections functions of each expression in greetings and
(Eckersley and Eckersley 1966: 316). We farewells. In greeting, the symmetrical
illustrate interjections in approximate order exchange, the briefer the greeting, the more
of frequency while grouping interjections of informal e.g. ‗Hi, hello, Good Morning,
similar function. We also comment briefly on Morning, Hiya, Wotcha, Hey, Howdy, how
their meaning that is, their pragmatic you doing, Good day‘. In farewells or leave-
function. There are certain functions of each takings, follow the same principles as
expression in an interjection. First, ‗Oh‘ is by greetings in being typically reciprocated, also
far the most common interjection. It is used in the preference for short forms in a more
to introduce utterances or to respond to the informal context.
utterances, it is core function appears to be to
convey some degree of surprise, There are certain functions of each
unexpectedness, or emotive arousal, and it is expression in discourse markers, and these
responding to a remark treated as ‗news‘. are the expressions ‗Well, right, now, I mean,
Second, ‗Ah, Wow, Ohh‘ it is used to convey you know, you see, Mind you, now then, oh,
the greater intensity of feeling (Ah/Wow), okay‘. The function of (well) is to
Wow typically indicates which the speaker is deliberation the signal, the speakers‘ need to
surprised an impressed, delighted (Wow), give thought or consideration to the point of
and to express both agreeable and an issue, context of disagreement,
disagreeable feelings (Ooh). Third, ‗Cor, prevaricating answers to questions, a signal
Aha, Oops, Whoops‘ is to Expresses some of self-correction or deliberation over the
degree of amazement (in the choice of expression. The expression of
beginning/former), it can sudden recognition (right) is to use at the start of a turn, to
(in the last part/ latter), they are used at the convey decisiveness, to initiate a new phase
moment a minor mishap/unlucky condition of the conversation, to resemble between
occurs, and then when the speakers spill Okay and Alright, to response; understanding
something. Fourth, ‗Ugh, Ow, Ouch, Aargh, and compliance. The expression of (now) is
Uurgh, Tt, Hm‘ is typically expresses a to clearing ‗a bit of conversational space‘
degree of disgust (Ugh), Give voice to ahead, a return to a related subject, at the
(typically physical) pain (ow, ouch), it more same time a new departure, it provides
generalized in expressing pain and additional background information. On the
displeasure (Aargh/Urgh), registers some of other hand, discourse markers are to arise at
regret or disapproval (Tt), whereas appears to the start of a turn or utterance, to signal a
Convey doubt or lack of enthusiasm (Hm). transition in the developing the progress of
Fifth, ‗Ha, Yippee, Whoppee, Wowee, Yuck‘ conversation, and to signal an interactive
are typically expresses of ‗mirthless laugh‘, it dealing with the speaker, hearer, and
often occurs in series (ha ha ha), (Yippee) is message. In attention signals, it has some
a rather rare interjection expressing delight, expressions for instance ‗hey, say, hey you‘.
(Whoopee) is express a degree of delight, The functions are to attract the attention of
(Wowee) is express a degree of addresses. The speakers want to make clear
astonishment, and (Yuck) is express a degree that they are addressing a particular person
of revulsion or disgust. There are certain and general exclamatory function. Next,

October 2019
response elicitors, response elicitors have called as ‗swearing‘ is used here for taboo
certain expressions, for instance ‗Huh?, Eh?, expressions (swearwords) or semi-taboo
Alright?, Okay?, See?‘, those expressions expressions used as exclamations, especially
have functions which are too generalized in reaction to some strongly negative
question tags, a role of inviting agreement or experience, common positions: stand-alone
confirmation from the hearer, speaker- occurrence, initial occurrence, socially
centred role, to seeking a signal that has acceptable: moderated expletives. There are
been comprehended and accepted, casual two types of expletives, taboo expletives to
exchange, and also they can follow make orientation to one of the offensive
statements/questions/ directives. The next domains of religion, sex or bodily excretion
one is response forms, this is one of the and moderated expletives to disguise their
inserts will be analysed and investigated. offensive origin by types phonetic
Response forms has certain expressions for modification. The examples of expletives are
instance ‗Okay, Yeah, Yep, Huh-uh‘ The ‗Gosh, God, Damn!, Shit, Goddammit,
function of response forms is to brief and Bloody hell!, Goddamn assholes, Fuck‘.
routinized or giving responses to a previous
statement by a different speaker, to give One of the methods of interactional
response to a question, to directives, to communicating each other is by public
assertions, to relating to future actions, such speaking. Hasling (2006) describes public
as suggestions, offers, advice, and permission speaking as a kind of communication that a
giving (okay), A response to a statement person has the courtesy of many people for
(yeah), As backchannels (signalling response some times. The instance of public speaking
to the speaker that the message is being are speech, lecture, and presentation. In this
understood and accepted (yeah). Hesitators is study, the researcher investigates the speech
one of the inserts, these have already been as one of the varieties of public speaking.
discussed, and they are pause fillers, whose
main function is to enable the speaker to In the education field, inserts are seen as a
hesitate, to pause in the central of a message, negative insight into speaking because it may
while signalling the wish to continue decrease the fluency mark of inserts. Claim
speaking, for instance ‗Uh, Er, Um, Erm‘. that, despite the fact syntactic non-clausal
Also, various polite speech-act formulae are units are not clause-based, ―they may be
one of the inserts. classed as units which are capable of entering
into syntactic dealings with others for
Under this heading we place of formulae forming larger units such as clausal units.‖
used in conventional speech acts, such as (Biber et al. 1999: 1082) (original emphasis).
thanking, apologizing, requesting, and He also concludes about insert in speaking.
congratulating. Such formulae also However, some experts explain that inserts
frequently elicit a polite reply. The examples have a positive insight. Inserts have types
of various polite speech-act formulae are ‗… and functions. Inserts have some functions
Please, thank you, You‘re welcome, Pardon which depend on the condition of the speaker
me, Excuse me, Good luck, Congratulations, (Schiffrin, 1978, p. 154) Therefore, this study
and Sorry‘. Last, expletives or commonly purposes to investigate and analyzed the

October 2019
types and functions of inserts in order to show which was taken from YouTube. There
increase awareness of dodging inserts in was one video which used in this study. The
speaking. Afterwards, the researcher entitles Ariana Grande Spills All The Tea
formulates two research problems: (1) what About Her Album Title and Release Date.
are the types of inserts used in Ariana The duration of the video is 6:12 (6 minutes
Grande‘s Interview in Jimmy Fallon talk 12 seconds) which is not the long duration of
show? and (2) What are the functions of a video. The video is about Ariana Grande
fillers used in Ariana Grande‘s Interview in gives Jimmy some facts and details about her
Jimmy Fallon talk show? upcoming album, such as how she chose her
title of the album and the sentimental
METHODOLOGY meaning behind the intro track called
This research is used as Qualitative research. "Raindrops," and also she reveals the album
Patton and Cochran (2002) defines date and some titles of the songs from her
qualitative research is categorized by its new upcoming album, and she reveals her
purposes, which belongs to understanding Nonna's favorite song. The researcher chose
some feature of social life, and this technique this kind of video because the video is
which is generate the word, rather than interesting and the object from the video is
numbers, as data for the analysis. Qualitative the biggest singer or artist in the world
research is understanding of social nowadays which very popular and known by
phenomenon based on participant‘s point of many people in the world and another reason
view. In order to increase information into the researcher chose this video, it because
a certain phenomenon,environment, a Ariana Grande has a unique accent, diction,
process, or a belief. The purpose of this study tone, and dialect.
was to analyze the types and functions of
inserts used by Ariana Grande interview in Ariana Grande‘s accent and dialect have
Jimmy Fallon talk show. According to Wood been put under the spotlight supposedly
and Kroger (2000), discourse analysis speaking with a "blaccent". A blaccent is a
explained as a person‘s insight that characteristic manner of speech, pitch or
comprehends methodological and conceptual tone specific to African American urban
elements. Furthermore, they also maintain inner city youth and also, even Ariana
that discourse data includes spoken and Grande was born in America but her race is
written transcripts. In the other hand, Stark mixed with Italian-American. Since this
and Trinidad (2007) add that discourse research showed a discourse analysis, the
analysis concerns on language use. researcher used the videos‘ and the
Therefore, the researcher showed a discourse transcripts‘ of Ariana Grande‘s interview in
analysis to study the types and the functions Jimmy Fallon talk show. To instigate the
of inserts in the utterances of Ariana study, the researcher defined what inserts are
Grande‘s interview in Jimmy Fallon talk rendering to some experts. Then, the
show in May 2018. researcher observed and looked for and
chosen the video which was used. After
The object of this research was Ariana collecting the objects of this research, the
Grande‘s interview in Jimmy Fallon talk researcher wrote the transcript of the selected

October 2019
video. In the next part of the research inserts. They were response form, discourse
process, the video and the transcript were markers, response elicitors, interjections, and
analyzed by using the theories. In this greeting inserts with the total number of
process, the researcher used three steps. occurrences 22. The details of the types of
First, the researcher observed and looked for inserts used by Ariana Grande‘s interview in
some videos about Ariana Grande‘s Jimmy Fallon talk show presented in the
interviews, and then found the words or following table:
sentences containing inserts in her
utterances. Second, the findings were Table 1. Types of Inserts Used by Ariana
analyzed and classified into the types of Grande
inserts. Third, the findings of classifications Types of Inserts N Percentage
were defined and explained as the possible Response Form Inserts 15 68%
Discourse Markers 9%
reasons why Ariana Grande used those
Inserts 2
inserts in her interviews. Those three steps Response Elicitors 9%
were to response and answered the research Inserts 2
questions in this study. Finally, the Interjection Inserts 1 5%
Greeting Inserts 2 9%
researcher drew the conclusion based on the
Total 22 100%
finding in this research.
The table above implies that the most
FINDINGS AND DISCUSSION frequent of inserts used by Ariana Grande
This part discusses the results of this was response form (15), discourse markers,
research. It contains of two sections, namely response elicitors with number of
the types of inserts and the functions of occurrences (2), interjection with number of
inserts occurrence in the utterances used in occurrences (1) and Then, followed by
Ariana Grande‘s interviews in Jimmy Fallon greeting inserts with number of occurrences
talk show. 2 inserts, with total number of occurrences
21.
The Types Of Inserts
This section answered the first project Table 2. Response Form Inserts Used by
questions about types of inserts used by Ariana Grande
Ariana Grande‘s interview in Jimmy Fallon Types of Inserts N
talk show. There are five types of inserts; Yeah 13
those are a response form, discourse markers, Okay, So Yeah 1
response elicitors, interjections, and greeting. Oh, yeah, yeah 1
Total 15
From the data which were taken by the
researcher by a recording of utterances in
According to table 2 the response forms
Ariana Grande‘s interview in Jimmy Fallon
insert that used by Ariana Grande interview
talk show, there were five types of inserts
in Jimmy Fallon talk show are 21, ‗Yeah‘
used by them.
(13), ‗Okay, So Yeah‘ (1), ‗Oh, yeah, yeah
(1), ‗Oh, yeah, yeah‘ (1). In addition, as we
Since this study was to investigate the word
can see according to the table 2 Ariana
inserts, the researcher just focused on the
Grande produce 21 response forms in inserts.

October 2019
Table 6. Greeting Inserts Used by Ariana

Table 3. Discourse Markers Inserts Used Grande
by Ariana Grande Types of Inserts N
Types of Inserts N Hi 2
Total 2
Total According to table 6 the greeting inserts that

used by Ariana Grande interview in Jimmy
According to table 3 the discourse markers Fallon talk show are only 2 inserts, both of
insert that used by Ariana Grande interview the greeting insert that she used is ‗Hi‘ (2).
in Jimmy Fallon talk show are only 2 inserts, Therefore, as we can see according to the
‗I know‘ (1) and ‗All right‘ (1). Therefore, as table 6 Ariana Grande produces two
we can see according to the table 3 Ariana greetings in inserts.
Grande produce 2 discourse markers in
inserts. Those five detail examples of inserts used by
Ariana Grande‘s interview in Jimmy Fallon
Table 4. Response Elicitors Inserts Used talk show, those words were not important as
by Ariana Grande a part of their sentence. Therefore, whether
Types of Inserts N those words were in the sentence or not, they
Yeah 1
could not change the meaning and sense of
Okay 1
Total 2 the sentence.
According to table 4 the response elicitors The Functions of Inserts

insert that used by Ariana Grande interview Actually, inserts have many functions.
in Jimmy Fallon talk show are only 2 inserts, Argues that inserts have some functions
‗Yeah‘ (1) and ‗Okay‘ (1). In addition, as we which depend on the situation of the speaker.
can see according to the table 4 Ariana There were at least five functions of inserts
Grande produce 2 response elicitors in which became the focus on this study. They
inserts. were a response form, discourse markers,
response elicitors, interjections, and greeting.
Table 5. Interjection Inserts Used by The researcher analyzed the productions of
Ariana Grande inserts and cleared the functions by
Types of Inserts N considering the context of the condition from
Oh, ooh, unh 1 the utterances.
Total 1
As already presented in the previous section,
According to table 5 the interjection insert Ariana Grande produced inserts in different
that used by Ariana Grande interview in functions. She produced five different types
Jimmy Fallon talk show are only 1 insert, of inserts based on a theory proposed by
‗Oh, ooh, unh‘ (1). Henceforth, as we can see Rose (1994). In this study, inserts as
according to the table 5 Ariana Grande hesitation devices appeared the most in the
produces only 1 interjection in inserts.

October 2019
selected videos. These were some function of Here were Response Elicitors inserts
inserts used by Ariana Grande: sample:
 AG: Yeah.  AG: Because it‘s kind of about, like,

bringing light to a situation or to
 AG: Okay, so yeah. someone‘s life or somebody else who
brings light to your life or sweetening
 AG: Oh, yeah, yeah. Oh, yeah, yeah. the situation, Yeah.
Okay, so I told Jimmy, I told Jimmy,
I told Jimmy.  AG: So basically, yeah, Okay.
Based on the situation, Yeah, Okay, so yeah, Based on the Response Elicitors inserts,
and Oh yeah, yeah were said by her. It meant Ariana Grande literally have a role
that those inserts appeared to give a response inviting agreement or confirmation from
to the partner that she talked to. ‗Yeah‘ in her statement, so he said Yeah. Then,
the example it meant that Ariana Grande Okay it meant that she responding to
gave Jimmy Fallon response. ‗Okay, so Jimmy‘s statement, giving a signal that the
yeah‘ in the example it meant that she wants message has been agreed, understood, and
to continue the things she will explain and accepted.
tell more. ‗: Oh, yeah, yeah‘ in the example
it meant that she reminds him about Here were Interjection inserts sample:
something that she wanted to tell to Jimmy AG: Oh, Ooh, unh, they said. I heard
Fallon. someone make that noise.
Here were Discourse Marks inserts sample: Here were Greeting inserts sample:
 AG: I know…., I‘ve been away too  AG: Hi, Nonna.

long. I have such more… want to say
everything. Based on the last two examples of
interjection and greeting inserts, by said ‗Oh,
 AG: All right Ooh, unh‘ Ariana Grande literally respond to
the utterances and convey some degree of
Based on the situation, I know and All right surprise, unexpectedness emotions because
were said by her. It meant that those inserts from the video some of the audiences make
appeared to indicate a transition in the that kind of noises. By said ‗Hi, Nonna.‘ She
developing progress of the conversation and greets her grandmother called Nonna and
to point an interactive conversation to the also Jimmy Fallon greets her as well.
partner. ‗I know‘ it meant that she knew that Because they both talking about Nonna
she wants to tell everything and spills the tea. favorite songs in the album and Jimmy loves
‗All right‘ it meant that she agrees with Nonna so much and Jimmy started to greet
Jimmy‘s statement and show that she gives a her and Ariana followed Jimmy statement.
signal to Jimmy in the conversations.

October 2019
CONCLUSION study since this study is based on

Overall, this study that attepted to find out sociolinguistics.
and investigate the used of inserts by Ariana
Grande interview in Jimmy Fallon talk show REFERENCES
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October 2019
DIGITAL CHILDREN LITERATURE: USING MOOCs FOR

EXPLORING SOCIAL AND CULTURAL UNDERSTANDING IN THE
CROSS – NATION CHILDREN STORIES OF MADURA AND CZECH
Imron Wakhid Harits, Ulvia Ika Surya and Stefan Chudy

Department of English, Universitas Trunojoyo Madura
Faculty of Education, Universitas Trunojoyo Madura
Institute on Education and Social Studies, Palacky University, Olomouc, Czech Republic
imron.haris@trunojoyo.ac.id
Abstract
Digitalizing the learning process today as a result of post - industrial revolution is the
salient way of the literacy campaign in the higher education.The growth of digital world
has brought the changing in the learners‘ way of learning, including the literature and it is
particularly the children literature. The fan fiction, e – fiction, and other web – stories
based hail a lot of the social media users as an alternative of the reading materials in the
internet. The aim of this paper is to examine and probe the digital children literature
through the media of MOOCs or Massive Open Online Course in cross – cultural
understanding context using children stories as its resource packs. The MOOCs could
enable the learners from across the nation learn the essence in chldren stories such as its
social and cultural background and understanding. The Ethnography research method
carries out to observe the comparative children stories from Madura Island and Czech
(Slavic tradition) due to its culture and locality. Six children stories from Czech and
Madura are chosen then they are adapted in the digital stories with MOOCs as the media
of digital children literature learning.
Keywords: Digital children literature, Cross – cultural understanding, MOOCs
INTRODUCTION deer) is the famous character of folktales in

The growth of the technology today has Indonesia and Malaysia, it is because
interfered and affected many fields including between Indonesia and Malaysia have the
the Traditional Story. For the very similarities in their basic culture, some of
beginning, Traditional Stories are orally told Indonesia areas have Malayan culture such as
from one to another, from one generation to in Sumatera island. On the other hand, in
another, in the form of tales. Such tales are other part of Indonesia like in Java Island, the
anonymous and it is used to convey the folktales with its own characteristics are also
moral messages from the parents to their developed and in other parts in Indonesia
sons. The traditional tales are basically either. Sometimes among the traditional tales
constructed by the social system, values, and have similarities, and this factor is caused the
culture (Harits,2011). Thus, the traditional universal values of the moral teaching, the
tales are reflection and manifestation of the Good vs the Evil and the Good always will
local wisdom where these tales are be the winner. Based on Lyncn – Brown and
originated. For example, Sang Kancil (Mouse Tomlison (1999) there are three general

October 2019
themes in folktales, merely: good versus evil, perspectives. The people are easily touching
the power of perseverance, and the the world. It has a lot of benefits on the other
exploration for the ways of the world. hands it needs our awareness to warn them of
Otherwise, today, many of the traditional the negative effects, and the threatening of
tales are about to extinct, because of the such of global culture. It is very easy today
massive wave of the modern TV programs for the people receive direct information
and other digital devices such as an internet. from other parts of the world only in a
This phenomenon is a kind of gloomy second. Solomon & Scuderi (2002) states the
situation especially dealing with the notion of globalization of culture – the effect upon
the culture, moral, and identity as the nation culture of the ―increasing connection of the
in other side this situation is also world and its people‖ – is perhaps nowhere
advantageous because it links them with the more visible than in the changing nature of
global world. The identity itself refers to our the relationship between the world‘s youth
uniqueness that distinguishes us from others. and their sense of identity (p.13).
Buckingham (2008) defines identity as The problem of identity caused by the global
something we uniquely possess: it is what world problem is complex things. Thus, the
distinguishes us from other people. Yet on way to search an identity is through the
the other hand, identity also implies a comprehending of the local wisdom, and it
relationship with a broader collective or can be traced from the traditional stories.
social group of some kind (p.1). The identity Because traditional story is the original
is a typical of socio - cultural identification. process of one society and it is a result of the
Further, The recent generation mostly does moral teaching that is a source from the
not know their own traditional stories, values of culture. The Traditional stories also
eventually in the traditional story it can be describe the characteristics of one culture
found a lot of local wisdom where their where and when the folktales are found. By
identity are embedded. Therefore, to learning and observing the traditional stories
perpetuate these traditional stories, some of hopefully, the young generation will acquire
the folklorists have been attempted to the message in the traditional stories as well
documenting through their field research. as aware of their own identity. The learning
Otherwise, it is not enough to attract the activities is the best way to introduce the
adolescence reading the stories. The tradition, culture, values as the learner‘s
innovation then is carried out by creating basic identity, because through the learning
picture books for the adolescence with process, the materials, strategies, and
hilarious illustration. Some of the stories are methods are well - managed by the
also modified to make the traditional stories school/university. It will enable the learners
more attractive. to know more their traditional stories and
coincidently it can be used as means to give
The culture gradually has changed and the awareness to them regarding to their own
favor of the adolescence either. The effects identity through the education institution.
of the information technology, especially TV
and an internet have made the new

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On the other hand, the Rapid growth of have an independent study at home, MOOCs
technology and information today has is one of media/instrument in studying and
brought the changing of human way of life. learning. The next is dealt with the tecnical
One of the changing is carried out to the value, It is when the MOOCs is used as the
education. The involvement of technology in guiding to develop the learner‘s skills, i.e. the
education is a must, particularly to introduce skill to write the story. Furthermore, the
the learners dealt with the role of technology hedonic value gives the passive pleasure to
and information in the daily life and for their the learners by using the different activities
future. The technology and information also and media in teaching and learning. At last,
support the learning process more effective the use value engages the learners and the
and communicative. Currenty, the changing materials as well as the interaction.
and the rapid growth of technology and
information are mingled with the social The Youth Culture and the Role of Digital
changing, such as today the people in the Media in Education
different part of the world could connect with The penetration of the Information
other people in another different world side. Technology cannot denied, it is the
consequences of the modern society in the
Or, in the context of education the global world. The adolescence is the different
technology and informaion could link the generation during this time, because they
people from the whole of the world without have familiarized with the digital media since
the physically appeared, it is borderless. The their birth. According to Mesch (2001)
well known media for the distance learning various terms have been used to describe this
today is MOOC, Massive Open Online generation of youth, including ―Net-
Course. Initiated by EdX and coursera, generation,‖ the ―millennium generation,‖and
MOOC becomes a worldwide media in the ―digital natives. Such term are referred to the
learning process. adolescence who are affected by rapidly
mass of expansion of the digital media. The
MOOC as the media in education is really wise thing is to use and integrate the digital
effective to educate the learners from all over devices for education. Because the people
the world. It is absolutely effective to foster today including the adolescence keep in
the educational materials and values for the touch with the digital media in their daily life
learners in the world. It also gives the not only for communication but also as
inspiration for any people to held the web identity expression through the use of social
conference and other seminars via online media such as facebook, twitter, instagram,
such as webinar. Waks (2016) conveyed four path, whatsapp, messenger and so on. The
values of MOOC in line with the education, use of digital media is also for the
first is instrumental, the next is techical, third consumption such as for on line shopping.
is hedonic, and at last is use values. All of The digital devices such as mobile phone,
them particularly refer to educational values. computer, video games, Mp3, Mp4 have
As an instrumental value, the MOOCs is been removed the adolescence from the
used to achieve the learning purpose, such as social life and brought them to their private
when the teacher/lecturer want their students world. Mesch (2001) states Youth are

October 2019
described as having created a bedroom solving together, integrating the experiences,

culture that facilitates their media activating the role of learners in the learning
consumption without parental supervision or process. Meanwhile, the adaptation refers to
limitation. the transformation of the story from the
ordinary documentation such as books,
The condition above is not good regarding to picture books, graphic books and so on into
the parenting and education. Thus, the use of the different version like video, animation,
the digital media in education is urged. and MOOCs.
Unfortunately, the use of the digital media
for education is left behind, but it is not too METHODOLOGY
bad, because today many people have tried to The subject research are the cross cultured
integrate their learning by using the digital class comprising 15 to 20 learners using
media. Like in learning process, the use of MOOCS as the media of learning.
digital media will carry out more effective, Ethnography research is used to examine and
like for presentation in the class and for other observe the multicultural problems i.e the
assignment. The teacher also could give the cross – nation children literature ( Czech and
student a simple research to identify, Madura). Ethnography research enables the
observe, and investigate one of the simple researcher to involve the process, to probe
problems. For instance, in literature class, the the culture and tradition, and to observe the
teacher can ask the learners to browse one of social background that were influenced the
the traditional stories, and analyze its cross – nation children stories.
literature devices. Or, in writing class, the
teacher can ask the student to rewrite or FINDING AND DISCUSSION
paraphrase the story in their own blog and Gaining the cross – nation children stories
website. begin from the index, there are some indexes
that we could use to look for the link among
MOOC is a digital learning media to transfer children fairy tales/folktales in the world,
the knowledge by entertaining and inspiring such as the indexation from Alan Dundees,
the learners.Thus to design the learning Anti Aarne and Stith Thompson (well –
model using MOOCs, the story should be known as AT index) and the newest one is
arranged or it could be retold the story to ATU index, the index as the renewal from
make it interesting and interactive.Further, previous index by Hans Jorg Uther. The
the story is transferred and dubbed. At last, index works to analyze the motifs of the
the story processes in any online application story. By observing the motifs, it could be
such as wiedio, iMovie, VideoScribe before recognized all the stories in the world with
it uploads in the social media like the same motifs, same index and its
youtube.Regarding with the analysis, it uses universality ( relationship) among others. So
the constructivism and adaptation theory as that it could help to lead the more
the theory to examine the problem. Theory of understanding of the cross – nation children
constructivism is used as the approach due to stories including Czech and Madura
this theory relies on the student centered. The stories.According to the examination with
learners collaborate gaining the problem

October 2019
ATU index, there are some Madura and till one day Aryo Menak broke his wife rule.
Czech stories with the same index. She reminded him not to stalking when she
was cooking in the kitchen. Because using
The Golden Hill (Czech) and Aryo Menak her magic power, she could cook one seed of
(Madura) rice became one pan of rice. Otherwise Aryo
The children story from czech entitled The Menak was curious and stalking. His wife
Golden Hill written by Bozena Nemcova. In lost her magical power and she took the rice
this story the trickster is different with the from the barn till she found her shawl in
majority of European Fairy tales (king, there. She took her shawl and returned back
queen, prince, princess) because here the her husband and son on the earth.
trickster name is Libor, the gardener who
lived with his old widow mother. Like the The two different stories give the new
Swan Maiden and the three swans Libor was perspective in cross – cultural class. The
pulled out one of the swan veil when three of learners from Czech could study the culture,
them were swum in the pond. The most society, and the tradition of Madura through
beautiful maiden was the youngest or the last the MOOCs story and in other side
either, named Cekanka. As the other stories, Indeonesian learners could explore the social
Cekanka found her veil only in one day life and tradition of Moravia and Bohemia as
thereby they did not marry yet but they fell in the native culture of Czech. Global
love each other. She returned to her castle perspective is needed to give the global view
and leaved Libor after she persuaded Libor to the learners thus they will learn more the
old mother showing her veil. The motif of the global manners and global knowledge.
magical helper looks a like the Swan Maiden,
three brothers, here they were the CONCLUSIONS
gamekeeper who belongs the competence The using of MOOCs today is one of the
calling the crows asking the information. effective learning instrument, due to the
From Madura Aryo Menak is one of necessity of the world relationship and the
Indonesia tale with ATU 400, the similar title cost reason. MOOCs gives the solution to the
is Jaka Tarub from Java island. This story is problem of funding but it could give the high
combined with ATU number 413, the Stolen quality of teaching and learning process. The
Clothing and also ATU number 313, The research of children stories across nation is
Magic Flight. Aryo Menak was the young important giving the global view to the
farmer who want married but he could not leaners in the scheme of the world viewpoint.
find any girl who he loved. Till some day in Such as Czech and Madura are two different
his journey he heard the splashed water and culture with the different tradition and both
closed it to have a look. He found seven culture have the point that could link or
angels bathed in the lake. He took the bridge between both of them. One of the
youngest one shawl and hid it. The six of media as the solution of the distance problem
angels could return back to the paradise but in the distance learning is MOOCs.
the youngest one. He pretended helping her,
brought her to his house, and married her.
This couple had son and lived for long time

October 2019
REFERENCES Moleong, Lexy J.2000. Metodologi

Buckingham, David (ed.).2008. Youth, Penelitian Kualitatif. Bandung:
Identity, and Digital Media. Remaja Rosdakarya
Cambridge: MIT Press Nunan, David. 1993. Research Methods in
Harits, Imron Wakhid.‖ The Social Position Language Learning. New York :
and Typology of Madurese Women in Cambridge University Press
Madura Reeves, Scott, AyeletKuper, Bryan David
Folktales‖. Atavisme.Vol.14.Desember 2011. Hodges.2008. Qualitative Research
Page 194 – 202 Methodologies: Ethnography.
___________________. ― Enhanching Retrieved from www.bmj.com
Writing Competence through Madura Reynolds, Kimberly. A Review of Youth
Folktales: A Case Study at Trunojoyo Culture: Text, Images, Identities.
University Madura‖. Nobel. Vol.02. 2004. P.60-62
September 2011. Page 23 – 37 Wagerif, Rupert et als., (2017). Exploring the
Hull, Glynda A. ―Youth Culture and Digital ontological dimension of dialogic
Media:New Literacies for New education throughan evaluation of the
Times.‖ Research in the Teaching of impact of Internet mediated dialogue
English, Vol. 38, No. 2 (Nov., 2003), acrosscultural difference. Learning,
pp. 229-233 Culture and Social Interaction.
Lynch-braun, Carol , Carl M. http://dx.doi.org/10.1016/j.lcsi.2017.1
Tomlinson.1999.Essential of Children 0.003. 1-10
Literature.Boston:Allyn and Bacon. Williams, Kyle M, et als (2018). Examining
Marczyk, Geoffrey, David de Matteo, David student characteristics, goals, and
Festinger.2005. Essential of Research engagement inMassive Open Online
Design and Methodology. New Courses.Journal of Computers &
Jersey: John Wiley and Sons inc. Education 126 (2018) 433–442
Mesch, Gustavo. The Internet and Youth Zipes, Jack (2006). Why Fairy Tales Stick.
Culture.2001.paper New York: Routledge
Mahsun.2005. Metode Penelitian _________(2004). Speaking Out. New York:
Bahasa.Jakarta : Raja Routledge
GrafindoPersada

October 2019
USING THE JAKARTA POST ARTICLE AS MEDIA TO INCREASE

STUDENTS‟ VOCABULARY IN SPEAKING CLASSROOM
Isnaniah, Imam Sudarmaji and Hiqma Nur agustina

Universitas Islam Syekh-Yusuf (UNIS) Tangerang, Banten
Jl. Maulana Yusuf Babakan No 10, Kota Tangerang
isnaniah@unis.ac.id
Abstract
The research focused on increasing students‘ vocabulary in the speaking classroom by
using the Jakarta post article as media. Besides, the research was conducted for finding
out how the Jakarta post article contributes the development of students‘ vocabulary in
the speaking classroom. It is an action research on the students‘ second semester of
English Language Education of Universitas Islam Syekh Yusuf in academic years 2017-
2018. As we know that speaking is one of ways to communicate, it is used to interact in
social community. However, it is very hard for the students to speak English. It was
because the students did not have many vocabularies to compose the sentence. Therefore,
writer tried to use the Jakarta post article as media to increase the students‘ vocabularies
in the speaking classroom. This research is quantitative research. The writer used SPSS
version 24 to calculate the data to know the significantly result. The research findings
showed that students‘ vocabulary in the speaking classroom increased after using the
Jakarta post article as media. Based on the result of output test statistic in Mann-Whitney
that showed the result score Asymp. Sig (2-tailed) 0.029 was smaller than probability
score 0.05. It was concluded that using the Jakarta post article as media has given
contribution to increase the students‘ vocabulary in the speaking classroom.
Keywords: Vocabulary, Speaking, Jakarta Post Article
INTRODUCTION vocabularies when they are speaking with

Speaking is a human needed for their friend. While Richards (2008) claims
communication with other people. Hornby that ―there are some typical learner‘s
(2005:1467) states that ―Speaking is used to problems in speaking. Those problems are
show that what you are saying is true in lack of vocabulary needed to talk, poor in
general, to convey the ideas, and to have a grammar, and poor in pronunciation.‖ Based
conversation with somebody about on the Richard‘s theory vocabulary is also
something‖. It can be inferred, speaking is one of the problems in speaking. In the view
used to interact with others, by speaking of Adam (2016) ―lack of vocabulary
people can describe things, communicate knowledge hinders the real communication
each other, and also can entertain people with of EFL learners to a great extent. Hence, it is
jokes. In another word, speaking is a key for predictable that undergraduate EFL learners
communication. Unfortunately, Most of the should have the appropriate vocabulary
students still found difficult to speak English. knowledge.‖ Therefore, vocabulary is one of
They sometimes find the difficulty to clarify the main problem for students. Schmitt
what they want to say, they are missing the (2008) explained that ―vocabulary is essential

October 2019
as it is a vital indication of language by students. The students just download the

proficiency.‖ Learning vocabulary is one of Jakarta post‘s application in the play store.
main purposes before learning four skills; The Jakarta post is also as authentic
those are speaking, listening, reading and materials. Tomlinson (2008) puts
writing. The students would get easy to learn ―authenticity as one of requirements for good
other skills if they mastered in vocabularies. instructional materials. He states that with
Agustina (2015:52-57) concluded that in authentic materials, students get more
learning foreign language mastering opportunities to know the target language
vocabularies becomes one of the important because authentic materials provide original
keys to understand English in order we can expression and vocabulary used in the
comprehend the four skills, they are countries where English is used as a daily
speaking, writing, reading, and listening. language‖. It means that it is a readily
Without having many vocabularies, it will be available way of introducing students to real
very impossible for the learners can world issue, culture and other things in the
understand the foreign language.‖ classroom. There are some useful of using
newspaper in the language classroom. They
Some the theories have explained above that are:
vocabulary is how important to learn all the
skills, especially for speaking skill. It plays 1. Newspaper has many varieties of text
important role in language learning. type. It provides a natural source of
Therefore, we are as teachers should be varieties of written English which
creative and have to be wise using media for become interestingly for learning
teaching English vocabulary in speaking language.
classroom. 2. It has many subject matters; such as
about food, health, entertain, sport,
As we know that there are many medium that culture, business, and politic. It make
have appeared in field of teaching students have many knowledge about the
structurally, but media that enrich issue. The newspaper also report the real-
vocabularies for students is still the life events in the world.
conventional one. Therefore, the writer tried 3. It is used for the target language
to use the Jakarta post article as media to classroom. By using newspaper, the
increase the students‘ vocabulary. The classroom would be particularly helpful
Jakarta post is an English news article. James for the students to understand English-
(2008) on his journal said that news article language; such as grammatical,
can be used as resource or media to high vocabulary, the content of the paragraph.
level such as for advance and intermediate It was because the source of newspaper is
levels. It was because news article is the real authentic materials.
issue in the world. It is one tool or media that 4. It is used in most countries, so the
can be used in teaching English. There are students will get new content on a daily
two kinds of the Jakarta post; they are printed basis. It make the teachers easy to supply
and online. The writer used the Jakarta post of teaching materials to develop the
article online as media. It make easy to get students‘ language skills.

October 2019
Based on the arguments above, it is of the test would be processed by using

reasonably assumed that the Jakarta post statistical calculation IBM SPSS version 24.
article is good contribution to increase the
students‘ vocabulary in the speaking The method of the research is quantitative
classroom. It is expected that after reading research, and the writer used classroom
the Jakarta post article, students are able to action research. Bell, (2005:4) defined action
increase their vocabulary to improve their research is inquiry or research which focused
speaking skill. on the efforts to improve the quality of
organization and its performance. This action
METHODOLOGY research was conducted especially to solve
The research was conducted at the second the students‘ vocabulary in the speaking
semester of Universitas Islam-Syekh Yusuf classroom. After learning vocabulary using
Tangerang. The population of this study is the Jakarta post article as media, the students
the second semester of students in English were expected to be able to speak English
language education major in academic year well.
2017/2018. There are 81 students which
divided into 3 classes; A, B and C. The writer In implementing the Jakarta post article in a
took two classes as samples of this study, speaking classroom as media is to increase
Class B as the experimental group and class their vocabulary size. To achieve the goal,
A as the control group. Both of the groups the title of Jakarta post that suits students‘
were given the different treatment in learning life style is selected. For the technique, the
process. In the experimental class the writer teacher designed a set of activity to be done
used the Jakarta post news article as media in the classroom. First, the teacher selected
while in control class used a book ―Basic some the title of the Jakarta post, they are
Speaking Skills‖ as the media, the outher of consist of five topics differences to be read
book is Otong Setiawan Dj. by the students per week outside the class.
Such as; food, entertainment, health,
The method of collecting data that the writer education, and technology. Second, in every
used in this study was test. It should be meeting, students were put in small groups to
applied in conducting the research in order to have a discussion some vocabularies related
get the appropriate result of the research. The to assigned issue they had read in the Jakarta
method of collecting data in this research was post news article. Third, the teacher asked
pre-test and post-test. Pre-test was given to students to write some vocabularies that they
identify the students‘ vocabulary got from their reading the Jakarta post news
achievement before giving the treatment. In article. Fourth, the teacher asked students to
this test, the students were asked to do do the dialogue with their partner about some
speaking in front of the class, while post-test the issues, it was done to know whether their
was conducted to know the improvement the vocabularies increased after reading the
students‘ vocabulary achievement after the Jakarta post news article. Fifth, the teacher
treatment done. The students were asked to created an activity to help students more
retell the information from the Jakarta posts understand the news in the Jakarta post
article which they had read before. The result article so that they could relate it to their own

October 2019
real life. After that the teacher asked students as a guidance for students to use the Jakarta
to retell the information which they have read post article as media at experimental group.
before.
In analyzing the data, the writer used the real
FINDING AND DISCUSSION score of the students. It was obtained to look
Result of Pre-Test in experimental and for the difference between the pre-test and
control group post-test score of each group. The result of
Pre-test was conducted at both experimental the descriptive statistics analysis of the pre-
and control group. This test was done to test‘s score were seen in the following table:
know the students‘ vocabulary achievement.
Moreover, the result of pre-test in also used
Table 1 Result of Pre-test in experimental and control group

N Min Max Sum Mean
Experimental 31 62 75 2146 69.23
Control 26 60 80 1764 67.85
Valid N 26
The table above showed that both the maximum score was 80. In order to find out
experimental and control group had the result of the data analysis, the descriptive
difference minimum and maximum score. statistics analysis of post-test score was also
From the table 1, the total pre-test scores of important.
the students in experimental group were 2146
and the mean was 69.23; with the minimum Result of post – test in experimental and
sore was 62 and maximum score was 75. control group
While the total pre-test scores of the students After conducting the descriptive analysis of
in control group were 1764 and the mean was the post-test score, the result could be seen in
67.85; with the minimum score was 60 and the following table:
Table 2 Result of Post-test in experimental and control groups

N Min Max Sum Mean
Experimental 31 70 90 2420 78.06
Control 26 65 85 1935 74.42
Valid N 26
The result was different from the previous group were 2420 and the mean was 78.06;
result, in this table all aspects show different with the minimum score was 70 and the
result. The minimum, maximum and the maximum score was 90. While the total post-
mean of the data were different. The test scores of students in control group were
experimental group had higher result in every 1935 and the mean 74.42; with the minimum
aspects than the control group. From the score was 65 and the maximum score was 85.
calculation of the test result, the total post- The difference means between experimental
test scores of the students in experimental and control group were 364 which indicated

October 2019
the significant difference between significant value of experimental and control

experimental and control group. Thus, based groups were less than 0.05.
on the significant difference from both
groups, it can be concluded that after the b. Test of Homogeneity
treatment, the enhancement for each group To test of data homogeneity, the writer
were quite different. also used SPSS version 24. The
complete result can be seen as follow:
The Test of the Analysis Assumptions Table 4 Result Test of Homogeneity
Before the writer conducted the testing and Levene df1 df2 Sig.
analyzing the data, needed to know whether Statistic
5.548 1 55 .022
the data was normal and homogeneity.
The data above showed that the significant
a. Test of Normality
score was .022. Based on the testing criteria
To know the data was normally distributed or
if significant score < 0.05 it means the data is
not, the writer should count the normality
not same variant group, and if significant
test. The data processed in the calculation of
score > 0.05. It means the data is the same
normality test using Liliefors in SPSS
variant group. The result of the test shows
version 24. The complete result of testing can
that the population variant is not
be seen in a table as follows:
homogenous.
Table 3 Result of Test Normality

c. Testing of Hypothesis
Groups Kolmogrov- Shapiro-Wilk
Smirnova Because the data was not normally
Statist D Sig Statist d Sig distribution, so test of the data hypothesis
ic f . ic f . used non parametric test. It was Mann
Experime .261 3 .00 .871 3 .00 Whitney test. The result testing of hypothesis
ntal 1 0 1 1
Control .259 2 .00 .788 2 .00
showed the following table:
6 0 6 0
Liliefors Significance Correction Table 5 Result Test of Statistic Mann-
Whitney
The table above showed that significant Result
value of experimental group was .001, while Mann-Whitney U 273.000
Wilcoxon W 624.000
the significant of value of control group was Z -2.186
.000. Asymp. Sig. (2-tailed) .029
Grouping variable: Class
Based on testing criteria, if the significant
score is more than 0.05. it means that the data Based on the result of output test statistic in
is normal distribution, and if the significant Mann-Whitney that showed the result score
score was less than 0.05. It means that the Asymp. Sig (2-tailed) 0.029 was smaller than
data is not normal distribution. It can be probability score 0.05.It was concluded that
concluded that the data of both groups were Ha was accepted. In other words there was a
not normally distributed. Because the significant positive effect of using the Jakarta

October 2019
post article as media to improve students‘ It can be seen from the score of the pre-test
vocabulary in speaking classroom. and the post test. The score of pre-test 69.23,
and post-test 78.06, it shows that the score of
CONCLUSION post-test is higher than pre-test. Second, the
Vocabulary is a skill which should be owned students in the control group also increased
by the students who intend to understand and their vocabulary better than before treatment.
comprehend English especially for speaking. It can be seen from the score pre-test 67.85,
When the students talk with the other person and post-test 74.42, it shows that the score of
they didn‘t need preparation, the must speak post-test is higher than pre-test. When the
directly. So if they didn‘t have enough writer compared the post-test of experimental
vocabularies, communication won‘t be run group and control group. They have
on. May be the student will be listener only. difference score, the experimental group has
Many medium which can be used to higher score than the control group. It shows
increased students‘ vocabulary. One of them the score of experimental group is 78.06,
is Jakarta post article. It is one of the while the score of control groups is 74.42. It
authentic material. By authentic materials, could be concluded that experimental group
the students get more opportunities to know has higher increase than the control group.
the target language because authentic Therefore, the implementation of the Jakarta
materials provide original expression and post article as media was effective for
vocabulary used in the countries where learning vocabulary in speaking classroom.
English is used as a daily language. The Finally, it was proved by the result of output
Jakarta post article also is easy to access, the test statistic in Mann-Whitney also showed
teacher and students just access by their that there was a significant positive effect of
smartphone. using the Jakarta post article as media to
improve students‘ vocabulary in speaking
Purpose of the research is to measure the classroom. It was proved by the result score
effectiveness of the implementation of the Asymp significant value (2-tailed) 0.029 was
Jakarta post article as media to improve smaller than probability score 0.05.
students‘ vocabulary in speaking classroom
at the second semester students‘ English REFERENCES
language education major Universitas Islam Adam, M. A. A (2016). Role of Vocabulary
Syekh Yusuf in the academic year Learning Strategies in Promoting
2017/2018, and to know the significant EFL Learners Performance. Sudan
achievement difference of the students who University of Science and
were taught using media the Jakata post Technology.
article and those who were taught using a Bell, Judith. (2005). Doing Your Research
book ―Basic Speaking Skill‖. Project. A guide for first-time
researcher in education health.
This study shows that there are some England: Indeks
conclusion that can be drawn. First, the Hiqma Nur Agustina (2015). Learning by
students in the experimental group increased Reading Novels: To Develop
their vocabulary better than before treatment. Students Class 10-12 Ability in

October 2019
Mastering Vocabularies. The 62nd Richard and Renandya. (2002). Methodolofy

TEFLIN International Conference. P. in Language Teaching. Cambridge:
52-57 Cambridge University press. P. 255
Hornby, AS. (2005). Oxford Advanced Schmitt, N. (2008). Instructed second
Learner‘s Dictionary (Seventh language vocabulary learning.
Edition). Oxford: Oxford University Language Teaching Research,12(3),
Press, 2005. 329-363.
James Andrew Farmer (2018). How to Tomlinson, B. (2008). Language acquisition
Effectively Use News Articles in the and language learning materials. In B.
EFL Classroom. The Internet TESL Tomlinson (ed.) English Language
Journal, Vol. XIV, No. 12, December Teaching Materials. London:
2018. http://iteslj.org/ Continuum.

October 2019
EXPRESSION OF PAIN OF REBUFFED LOVE IN MARQUEZ‟S LOVE

IN THE TIME OF CHOLERA AND KALKI‟S SIVAGAMIYIN
SABATHAM
A Study of Repression
J. Azhar Mohamed,
II M.A., Department of English,
Jamal Mohamed College, Trichy, Tamil Nadu, India,
Affiliated to Baradhidhasan University, Trichy, Tamil Nadu, India,
E-mail: azhar.mohamed1997@gmail.com
S. Abinaya,
M.phil., Department of English,
Jamal Mohamed College, Trichy Tamil Nadu, India,
Affiliated to Baradhidhasan University, Trichy, Tamil Nadu, India,
E-mail: abi2426pari@gmail.com
Abstract
To find the Repression in Characters Florentino Ariza and Sivagami from Marquez‘s Love in the
Time of Cholera and Kalki‘s Sivagamiyin Sabatham respectively using Singmund Freud‘s
Theory of Repression.
Keywords: Rebuffed love; Sigmund Freud; Repression; Repression through art;

Sublimation
the lovers of the protagonist of the novels

/ selected for this paper rejected their love
(reasons apart). But even Ram had suspected
Sita for infidelity after she was rescued from
/
malicious Ravana. These protagonists whom
I compared with Ram also possess such
(Harris Jayaraj, P. Vijay) quality. Sivagami, for instance, suspects
Narasimma Pallavar, her lover when
Are the lines from the song june ponal july rumoured about him— those are the time
kaatre. (Translation: This world should have when the prevailing situation confronted
witnessed so much of love and so much them from meeting each other. Whereas
change in the hearts of the lovers. Nobody in Florentino Ariza who after getting rebuffed
this world is Ram). Ram is a mythological by Fermina Daza whom he loved with all his
figure who is known for having loved only passion started finding solace with other
one woman all his life. As the lyricist women. Nevertheless, he proclaimed that he
suggests that ‗no one in the world is Ram‘ loved Fermina Daza and even claimed that

October 2019
preserving his virginity for his love. what is repressed does not always stay
―…Florentino Ariza did not accept: he was a repressed. Theunconscious emerges in
virgin, and he had decided not to lose his particular moments as images, dreams, jokes
virginity unless it was for love‖ (LITOC 63). (famously termed Freudian slips, or
What is the reason for Sivagami suspecting technically, parapraxes) and even art. The
her lover despite claiming she loves him the psychoanalyst explores these images and
most? What is the reason for, despite uncovers those desires that have been
proclaiming that he loves only Fermina, repressed... Freud was proposing that art
Florentino went in search of other women? draws upon the unconscious for its themes
This, the researchers want to analyse in and images. (94-95)
psychological perspective: the repression.
One can find that both these protagonists are
repressed by desires of love. Sivagami was /
repressed when she was rescued from
Pulikesi which she wanted to resolve by
/
marrying Narasimmar. But when she comes
to know in the course of nine years
Narasimmar had married to another woman /
she had renounced and she dedicated herself
to art (Bharathanattiyam) and Lord Shiva /
unlike Florentino. Sivagami might have /
approached Mamallar to marry her as his
second wife as the culture of those time
(Ilayaraja, Palani Bharathi)
allow the king to have multiple consorts.
This paper attempts to study specifically on
The researchers quoted the above lines by
how the repression (Freud) of rejected love is
Palani Barathi, a lyricist to substantiate
expressed and moreover how repression is
Freud‘s argument of repression is expressed
expressed through art as both Sivagami and
through dreams and art. The lyricist
Florentino are artists.
questions the reader whether poetry and
dreams comes with wish of the
The father of psychology Sigmund Freud
reader/dreamer. Then the poet compares
segregated the human mind into three parts:
dream and poetry to Koel bird and
The Id, The Super Ego, The Ego. The Id is
flowers. One can feel the presence of koel
the ‗unconscious‘ which works on ‗Pleasure
bird without even seeing it by its song and
Principal‘ is the ‗devil part‘ of the mind. The
one can find that there is flowers around him
Id acts as a reservoir of repressed thoughts
from its fragrance without even seeing
which ―if expressed can lead to guilt‖
it. Then the poet concludes the stanza that
(CLACT 94). Freud theorized that these
Koel and flowers are wonders; dreams and
repressions are expressed through dreams, art
poetry are secret. Now, going back to the
and jokes.
first line of the stanza: the question whether
dreams and poetry comes with wish of the

October 2019
dreamer/ poet. In this poem it is a ‗Rhetorical

Question‘ that is the question itself has got
the answer that dreams never appear with the
.
wish the dreamer and the muses never come
when the poet wishes as Wordsworth defined
poetry as a ‗Spontaneous overflow of
powerful emotions‘. So dreams and poetry
are secret which means that which are
expressed through dreams or poems are
confidential things hidden in mind— those—
H .
the researchers consider repression. In the
paragraph that follows the researchers are
going to apply Freud theory of repression and
discern how it worked on Sivagami and
Florentino.
Sivagami and Mamallar were longing to

meet each other. They had not met for a long
time. To make the matter worse Mamallars
father, Mahendra Varmar, the king of Pallava
empire has ordered him not participate in war
and to stay inside the palace until the war
ends. Fortuitously, before the beginning of
the war they both happened to meet in
Navukkarasar‘s shrine. Since, their
.
relationship is secret, with others around
,
them, it was impossible for them to even
exchange greetings. (They have the habit of
meeting in a private place and have their
romantic moments). When she was asked to
dance her repression was expressed:
.
.
Njhd;wpa U

October 2019
passions must be controlled. The rational

component of the psyche (the ego) is by itself
capable of containing the explosiveness of
the id, so it must ally itself with the harsh
irrationality of the super ego. (For this
alliance the psyche pays a high praise in
terms of unconscious guilt). Together they
form a barrier that blocks the animal drives
(SS I 206) and returns them to their source. They are
‗deanimalised‘ and redirected into socially
acceptable forms of creativity: art, religion,
This excerpt from Sivagamiyin Sabatham philosophy, law, science and morality—
shows the reader how Sivagami, a prodigious ―higher culture‖. Freud calls this process
Barathanattiyam dancer, expressed her Sublimation. It produces a cultural product
repression through her dance. that is substitute gratification for the primary
Barathanattiyam is an art in which like aim from which the drive was deflected.
pantomime everything is showed through (DTCH 389)
facial expressions and bodily gestures. It is
called ‗Abinayam‘. (There are totally 108 Now, the researchers are going to discuss
‗Abinayas‘. Sivagami‘s father Aayanr who how repression worked on Florentino Ariza,
is renowned Sculptor in this novel had the protagonist of Love in the Time of Cholera.
life time goal of sculpting all the 108 Florentino, after suddenly getting rebuffed by
positions of Abinaya by making his daughter Fermina Daza without proper reason he was
dance and stopping her in between when he subjected to a great depression. When they
finds the position perfect for his sculpture). heard that she was going to get married to
In the above excerpt the author describes Dr. Juvanel Urbino, he was asked by mother
how the audience received while she danced. Transito Ariza and his Uncle Leo XII to go
For them it was as if the feeling of love that away somewhere else to work. But
had bloomed in the heart of all women since Florentino returns back to home. He could
the beginning of the world had taken the not forget Fermina Daza. Two years passed
form of one woman and presented in front of by and now Fermina Daza returns after a
them. It is important to note that she was long honeymoon spent in Paris. To add
dancing for a song which expresses human insult to his injury she was six months
love towards Lord Shiva but in her mind she pregnant. As soon as he saw her, he
had her lover. Sivagami used all her ‗libido‘ developed a determination to work hard and
and displaced it totally into her dance which become a wealthy person so that he would be
exhausted her and made her faint at the end. worthy to marry Fermina Daza. And the end
This is what Freud calls ‗Sublimation‘. of the novel he becomes the owner of a River
company. He also wanted her husband Dr.
The sexual and aggressive drives contain in Juvanel Urbino to die— not by any violence
the id are irrational and anti-social. If but of natural cause. This is how sublimation
rationality and society are to survive, these worked on Florentino.

October 2019
Now going back to the question that was

The day that Florentino Ariza saw Fermina arouse in the introduction part that why
Daza in the Atrium of the Cathedral, in the Sivagami after getting rebuffed did not go in
sixth month of her pregnancy and in full search of other men, or not even her lover
command of her new condition as a woman who could marry her lover who at the time of
of the world, he made a fierce decision to her rescue was the King of the Pallava
win fame and fortune in order to deserve her. empire and he allowed to have multiple
He did not even stop to think about the consorts. But Florentino who first tasted lust
obstacle of her being married, because at the at a river boat and continued to have multiple
same time he decided, as if it depended on affairs till he reconciled with Fermina Daza.
himself alone, that Dr. Juvenal Urbino had to Things that are repressed are considered anti-
die. He did not know when or how but he social. Looking through the lenses of
considers it an ineluctable event that he was history— Florentino Ariza lived in 19-20th
resolved to wait for without impatience or Century Columbia whereas Sivagami lived in
violence… (LITOC 165) 7th century Tamil Nadu. There are lot of
difference between 7th century Tamil Nadu
Moreover at the time of his waiting for her and 20thcentury Columbia. Even culture
husband to die of natural cause for 51 years 9 plays a pivotal role in the expression of
months and 4 days, he had helped many repression. Florentino was able to find
lovers by writing love letters for them. When multiple sexual partners because at that time
he asked to write a business letter he could Columbia was divided into the Conservatives
not do it. He even wrote business letters like and the Liberals. Florentino himself was a
love letters. son of a liberal born out of fornication. The
time of Florentino permitted him to walk out
into the street, seduce random women he
…he offered it (love) to unlettered lovers free finds attractive and have sexual relationship
of charge, writing their love missives for with them if they succumb to his seduction.
them in arcade of the scribes…sometimes at But in the time of Sivagami, even if one
very late at night he would encourage the thinks to do such things their ‗ego‘ will stop
hopeless with letters of made adoration. At them. Even the expression of repression has
time to time he would be approached by a to do with culture and its influence on
poor women who had a problem with one of people.
her children, a war veteran who persisted in
demanding payment of his pension, someone This paper concludes by giving exposure to
who had been rob and wanted to file a the societal repressions which is swayed by
complaint with the government, but no cultural arena. It further opens up the scope
matter how he tried, he could not satisfy to study psychological repression in the view
them because the only convincing document point of New historicism.
he could write was a love letter. (171)
So far it was discussed how repression was

expressed through art by different characters.

October 2019
REFERENCES Marquez, Gabriel Garcia. (1989). Love in the

Krishnamoorthi, R Kalki. (2015). Time of cholera. India: Penguin Book
Sivagamiyin Sabatham Part I. India.
Chennai: Saradha pathipagam. Nayar, Pramod K. (2010). Contemporary
Krishnamoorthi, R Kalki. (2015). Literary and Cultural Theory. Delhi:
Sivagamiyin Sabatham Part II. Pearson publications.
Chennai: Saradha pathipagam. Palmer, Donald. (2002). Does the Center
Krishnamoorthi, R Kalki. (2015). Hold? An Introduction to Western
Sivagamiyin Sabatham Part III. Philosophy. America: Mc Graw Hill
Chennai: Saradha pathipagam. Publications.
Krishnamoorthi, R Kalki. (2015).
Sivagamiyin Sabatham Part IV.
Chennai: Saradha pathipagam.

October 2019
RARE ORCHIDS RARER:

Social Media, Digital Ecopoetics and Environmental Activism in Myanmar
John Charles Ryan

School of Humanities, Arts and Social Sciences
University of New England
Armidale, Australia
jryan63@une.edu.au
Abstract
Since 2011, the liberalisation of the media in Myanmar has resulted in the exponential
growth of Internet-enabled mobile technologies and social media penetration. Facebook
has become the leading platform used by Burmese people living in Myanmar as well as
diasporic Burmese communities. In particular, digital connectivity has facilitated the
global dissemination of media narratives concerning Myanmar‘s repression of writers,
performers and activists who have voiced the social inequalities and environmental
urgencies of the nation. Over the past decade, poets have developed a variety of digital-
literary strategies—parody, satire, acrostics and other means—to propagate ecopolitical
dissent. This paper outlines three cases calling attention to the significance of social
media in the environmental activist poetry of Myanmar: the satirical eco-performative
spoken word of the thangyat troupe Peacock Generation; the use of social media as an
essential tool by Maung Sein Win (Padigon) to speak out against the construction of the
Myitsone Dam on the Irrawaddy River; and the ecodigital activism of poet Mya Kabyar
in advocating for the protection of the Chin Hills range in Chin State, northwestern
Myanmar. The study employed content analysis of social media sources—as well as close
reading of individual poems—to elucidate the role of platforms, such as Facebook and
Soundcloud, in the digital ecopoetics of post-junta Myanmar. The preliminary results of
the study indicate that, while social media-based poetry engenders broader national and
international awareness of ecological issues in Myanmar, the medium also places writers
under greater scrutiny by the quasi-military post-junta regime.
Keywords: Digital Poetry, Ecopoetics, Environmental Activism, Myanmar, Eco-

Performance Studies, Social Media, Thangyat
INTRODUCTION controlled. In contrast to the halcyon post-

In 1947, the founding of Burma‘s Independence decade, writers active after
constitution following independence from 1962 experienced ―overwhelming
Britain marked the beginning of a brief censorship,‖ including imprisonment, and, as
period of parliamentary democracy when a result, deployed literary techniques such as
writers and artists enjoyed almost complete metaphor and allegory not only for stylistic
freedom of expression (Brooten, McElhone purposes but also means to circumvent
and Venkiteswaran 2019, 17). During the government scrutiny (Thida 2019, 316). In
military junta years from 1962 to 2011, the early twenty-first century, new-style
however, all major broadcast and print-based (han-thit) literature emerged in response to
media in Burma/Myanmar became state- the repressive system of censorship and as a

October 2019
manifestation of disenchantment with the counterforce to repressive military dogma

literary realism of the 1960s and 1970s. Han- (South 2008).
thit writers underscored the everyday
experiences of people languishing under Since the disbanding of the junta in 2011,
military governance (Leehey 2005, 176). poetry continues to serve an integral
New-style poets employed free verse (ka- sociopolitical function in Myanmar. The shift
yan-me, or ―without rhyme‖) liberally while from print to online media, specifically
prose writers favoured experimental stream towards Facebook, Instagram, Viber and
of consciousness (atway-asin) techniques blogs, has enabled a broader range of poetic
that resisted the presumption of fixed voices to emerge, particularly from members
interpretations in literary texts (Leehey 2005, of ethnic minority groups. In recent years,
189). media liberalisation, prominently the
termination of pre-publication censorship and
In Burma/Myanmar, poetry and politics have the deregulation of telecommunications, has
shared an entwined historical trajectory prompted the exponential growth of Internet-
(Wong 2016). In the early part of the enabled mobile telephony in the country.
twentieth century, nationalist poets wrote According to the report Unfinished Freedom:
verses to inspire those who struggled for A Blueprint for the Future of Free
independence from Britain (Leigh 2018). Expression in Myanmar (2015), published by
Moreover, many activists who participated in the PEN American Center, the nation is
the widespread 8888 Pro-Democracy Protests considered the ―fastest growing Internet
were also poets (Freeman 2016, para. 3). In market in Asia, with at least 15 million
the general election of 2015, poet-activist online—about 29 percent of the total
Maung Tin Thit—jailed by the regime for population of 51.5 million—most often via
seven years following the 8888 uprisings— their mobile phones‖ (7). Deregulation has
defeated former military general U Wai Lwin provoked possibilities for advocacy, activism
as a candidate for Parliament. Maung Tin and creative expression at the interface of
Thit was among the many university students online and offline communities. The
who used poetry as a platform for energising emergence of new cyberspheres has
the push for democratic reform. Students at prompted audiences to take part in
the Rangoon Arts and Sciences University discussions about identity, community,
and the Rangoon Institute of Technology citizenship, nationalism and the effects of
were primarily responsible for organising the economic growth on biocultural heritage
8888 Pro-Democracy Protests. Following the (McCarthy 2017, 93). Yet, social media has
protests, in November 1988, the All Burma also given rise to unprecedented hate speech
Students Democratic Front formed. Between and the spread of misinformation (Oh 2019).
1988–90, additionally, about 10,000 students In this context, this paper considers the
from the uprising fled to border regions complex intersection between social media,
controlled by Mon, Karen, and Kachin forces digital poetry, and environmental activism in
where they received basic military Myanmar through three case studies: the
instruction. These political events were, in thangyat troupe Peacock Generation; the
part, inspired by poetic expression as a poetry of Maung Sein Win, also known as

October 2019
Padigon; and the ecopolitical activism of Twitter and Soundcloud content published
poet-politician Mya Kabyar. between 2011 and 2019 by activist-poets to
elucidate their engagement with and reliance
METHODOLOGY on social media. The third strategy of textual
In order to more fully appreciate the analysis, or close reading, approaches a text
interconnections between poetry, activism as ―a tissue of signifiers [that] makes certain
and social media in post-junta Myanmar, the demands on the textual analyst [and]
research employed three principal strategies, provides the material for analysis. That
namely, case studies, content analysis and material is by no means an empty space, a
textual analysis. The use of case studies vacancy into which we pour whatever we
reflects the need to understand intricate like; instead, the text itself participates in the
biocultural and ecopolitical phenomena process of signification‖ (Belsey 2013, 167).
holistically while preserving the essential In other words, in textual anaysis, ―meanings
small-scale dimensions of actual events in are always ultimately undecidable‖ (Belsey
the world (Yin 2003, 2). Case studies tend to 2013, 176). The methodology used in this
encompass direct observation of events as paper is informed by the tension between
well as interviews with the key parties textual analysis as the disclosing of multiple
involved; observations and interviews are interpretations of an ecopoetic work and
either conducted by the researcher directly or content analysis as the relatively determinate
referenced by the researcher as a form of isolation of meaning and effect in social
secondary evidence. As Robert Yin media content concerned with the
maintains, ―the case study‘s unique strength environment.
is its ability to deal with a full variety of
evidence,‖ such as observations, interviews, FINDING AND DISCUSSION
artefacts, and documents, beyond what is In 2019, during the Thingyan New Year
often included in other qualitative approaches Water Festival from April 13–16, five
(Yin 2003, 8). Another advantage of case members of the thangyat troupe, Peacock
studies is their capacity to generalise Generation Thangyat—Daung Doh Myo Sat
complex events meaningfully through a also translated as the Generation of the
detailed emphasis on particular people, Peacocks—were detained at Insein Prison
communities, places and environments. The after refusing to submit their lyrics for
three case studies selected for this paper censorship and also for live-streaming on
underscore the diverse contexts in which Facebook their performance outside a tea
poets and performers in Myanmar integrate shop in Yangon‘s Mayangon Township (The
digital activism into their work. The second Irrawaddy 2019). Authorities charged the
method of content analysis is an empirically troupe members under both Article 66(d) and
grounded process that explores the Article 505(a) for using the country‘s
classification, tabulation, and evaluation of telecommunications network to criticise the
communicated material in an effort to intractable role of the military—or
ascertain its meaning and effect Tatmadaw—in Myanmar‘s political system.
(Krippendorff 2004, xvii). This project During the satirical live-stream, some of the
employed content analysis of Facebook, performers wore military uniforms and

October 2019
chanted ―it‘s time to say goodbye‖ (qtd. in District, Pyay Division, where he was born in
Reuters 2019b). Emerging in the mid- 1950, about thirty kilometres from the
nineteenth century during the rule of King Irawaddy River. Padigon graduated from
Mindon Min, thangyat has been an essential Rangoon Institute of Technology before
feature of Myanmar‘s Thingyan New Year embarking on a literary career as a poet and
festivities during which performer-poets novelist (Wong 2014). Unlike many of his
recite satirical verses about the country‘s contemporaries, however, he embraces
urgent political, economic, environmental classic Burmese poetic forms such as the
and humanitarian issues (Aung 2019). In four-syllable rhyme scheme (Wong 2014).
2013, Myanmar held the first thangyat His poetry collections include Thawka
competition in twenty-five years. The Chiyar (Footprints of Anxiety), Nay Se Sin,
Myanmar television company Sky Net La Min Se Su (Ten Suns, Ten Moons) and
sponsored the contest and broadcast the Chit Thu Phat Po Yay Dae Sar (A Letter for
performances nationwide but required that My Lover's Reading) (Wong 2014). He has
participating troupes submit their scripts to also published a number of novels, such as
the pre-censorship board (Farrington 2013, River (2011), many of which are available in
para. 3). The satirical performances brought the Burmese language as free online
attention to threats to Myanmar‘s economy, downloads (Myanmar Book Download
culture, and environment, including the 2019). Padigon maintains an active presence
hazards of broadscale deforestation; the on Facebook (Maung 2019) and some of his
Chinese-operated Letpadaung Copper Mine poems translated to English by Kenneth
in the Sagaing Division; and Myitsone Dam Wong are accessible via Soundcloud (Maung
on the Irawaddy River in Kachin State in the 2016). Around the time of the Myitsone Dam
north of the country. To be certain, protests, U Maung Sein Win expressed a
contemporary thangyat by activist-students feeling of affection for the river: ―while the
such as Me Me May interweaves political dam is the wish of the government, the
and environmental concerns increasingly people are also speaking out about their wish.
with social media (Reuters 2019a). The people love the Irrawaddy River and
don‘t want the river and the forest to be
As with the thangyat performers, poet U destroyed‖ (qtd. in Hseng 2011, para. 11).
Maung Sein Win, or Padigon (Patee Kone), His short poem ―Dead River‖ imparts a sense
incorporates digital strategies into of the urgency of impending ecological
environmental poems that critique the catastrophe in the wake of the dam‘s
controversial Myitsone project. In 2011, construction:
following widespread protests throughout Whole forests are cleared and mountains laid
Myanmar over the displacement of villages bare
and destruction of habitat, the government Sand bars emerge at the narrows
suspended construction of the massive mega- Not so far in the future, Myanmar‘s people
dam (Kirchherr, Charles, and Walton 2017, may disappear
114, The International Herald Tribune 2011). Did we drink our own blood?
U Maung Sein Win borrows his pen name This is the frightening thought
from the village of Padigon, in Pegu (Bago)

October 2019
That one day the river might be dead. (qtd in shifting cultivation/soil erosion
The International Herald Tribune 2011) deforestation exacerbated
In the poem, forest, mountain, river and streams dried out
humankind compose a filiated community, biodiversity dying out
an ecological body and a biocultural whole; rare orchids rarer
rather than a resource to be exploited and poverty at 73%
commodified, the river water is the lifeblood consciousness fading. (Mya 2014, sect. 2, ll.
of the people. 6–12)
Comparable to the ecodigital activism of U With a distinctively Chin outlook that

Maung Sein Win, but distinctively recognises the natural world as an animate
postmodern in style, the work of poet Mya force, his poetry interrogates the relationship
Kabyar foregrounds the interdependencies between human and more-than-human rights.
between human and more-than-human
communities in Myanmar as well as the risks CONCLUSIONS
of ecological abuse. Born in 1974 in the town The three case studies briefly considered in
of Paletwa in Chin State, about twenty this paper—thangyat poet-performers; the
kilometres from the Bangladeshi border, Mya writing of Maung Sein Win in opposition to
Kabyar studied philosophy at Rangoon the Myitsone Dam project; and the
University (Cho and Gilbert 2013). His ecopolitical activism of Chin poet Mya
poems deal extensively with Chin ethnicity, Kabyar—bring to the fore the range of ways
heritage, place, and social justice while in which poets make use of social media as a
calling for resistance to the Barmanisation of creative platform. For Maung Sein Win and
Myanmar by the majority Burmans or Bamar Mya Kabyar—as for many other poets of
people (Thida 2019, 319). In addition to his Myanmar—literary expression is interwoven
literary work, he is also a political activist with political messages of freedom, justice,
and helped to found the Chin Progressive and equality. Maintaining active Facebook
Party in 2010 for which he serves as a pages and posting poems to popular online
member of the Executive Committee (Cho platforms such as Soundcloud enable
and Gilbert 2014, xii). Mya Kabyar‘s poetry national and international audiences to
represents the relationship between engage with their work and, therefore, to
environmental and cultural heritage learn more about social and environmental
preservation for ethnic minority groups in problems in post-junta Myanmar. For
Myanmar. The digital mediation of his thangyat performers, social media has
interlinked ecopolitics and ecopoetics occurs become a central means of expression as well
via Facebook and other platforms. His poem as a mechanism for documenting the ongoing
―panorama of hornbills,‖ for instance, likens repression of free speech by the quasi-
Chin people to hornbills (presumably military government. As Facebook and other
Buceros bicornis), a long-lived bird of platforms become more integrated into
remarkable size and colouration, though one Myanmar society, the distinction between
increasingly endangered by human online and offline commununities will
indiscretions: increasingly dissolve, particularly with

October 2019
respect to environmental activism on the performance-returns-but-so-does-

ground. censorship/.
Freeman, Joe (2016) The Bizarre Trial of a
REFERENCES Poet in Myanmar. The New Yorker.
Aung, Thu Thu (2019) ‗The People‘s Accessed August 19, 2019.
Messengers‘: Myanmar‘s Satirical www.newyorker.com/books/page-
Poets Target Censorship. Reuters. turner/the-bizarre-trial-of-a-poet-in-
April 13. myanmar.
Belsey, Catherine (2013) Textual Analysis as Hseng, Sai Zom (2011) Myitsone Dam
a Research Method. In Research Construction to Continue. The
Methods for English Studies, edited Irrawaddy September 12.
by Gabriele Griffin, 160–178. Kirchherr, Julian, Katrina Charles and
Edinburgh: Edinburgh University Matthew Walton (2017) The Interplay
Press. of Activists and Dam Developers:
Brooten, Lisa, Jane Madlyn McElhone and The Case of Myanmar's Mega-Dams.
Gayathry Venkiteswaran (2019) International Journal of Water
Introduction: Myanmar Media Resources Development 33 (1): 111–
Historically and the Challenges of 131. doi:
Transition. In Myanmar Media in 10.1080/07900627.2016.1179176.
Transition: Legacies, Challenges and Krippendorff, Klaus (2004) Content
Change, edited by Lisa Brooten, Jane Analysis: An Introduction to Its
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INTERACTIVE DIGITAL CONTENT OF PRIMARY CLASS FIVE

ENGLISH FOR TO-DAY (NCTB) BOOK: CHALLENGES IN A
BANGLADESHI CLASSROOM
Kohinoor Akther
Department of English Language and Literature (DELL)
Premier University, Chattagram, Bangladesh
kohinooraktherhelen@gmail.com
Abstract
This article tries to investigate the impediments that primary class five teachers face in
conducting classes with interactive digital contents. Since 2016, interactive digital
contents have been attracting both English language teachers and learners of primary
schools in Bangladesh. It has been started as a part of the government‘s policy of ‗Digital
Bangladesh‘. It has brought an interesting turn to teaching and learning EFT (English for
Today) classes especially in a stimulating and interactive way. In this article the
researcher tries to address challenges that an English teacher faces in a Bangladeshi
classroom to carry out digital lessons. At the same time it focuses on other related factors
that thwart teacher‘s using digital contents in classrooms. As research instrument the
study uses interviews with 22 primary teachers (as the basic focus group--FG) of semi
urban, rural govt. and non-govt. schools. The study explores the scenario also from
learners‘ perspective to shed light on the issue from other lenses. The learners‘ group
comprises of 121from different schools with whom several sitting was done addressing
the issue. The same was done with the focus group also. These have supported the paper
to recommend steps to overcome the constraints of using digital contents in an English
language (L2) classroom.
Keywords: Educational technology, CASLA, digital contents, EFT, teacher autonomy,

TPACK
INTRODUCTION without coming to schools. Provided with a

Interactive digital contents have made a laptop and a projector, any classroom can
breakthrough in existing primary English utilize the scope of using digital/e contents
language classrooms in Bangladesh. The and get the benefit of learning, teaching and
integration of digital technology in parallel to using English language in an interactive way:
the existing printed book versions of all Through this initiative, all of
primary subjects in classrooms is a very Bangladesh‘s twenty million primary
modern approach to the country‘s primary school students will be able to access
education. From class one to five, all their entire curriculum via any device. In
subjects‘ printed contents are digitalized to public schools, it is being accessed on
make the classes more interactive and the computers that the government has
learner-centered. Once downloaded, it helps already integrated into over 1,500 digital
one learn the lessons even by being at home classrooms across the country as part of

October 2019
its Digital Bangladesh vision. authentic way. Rather than following the
(https://digitalcontent.ictd.gov.bd/) ‗banking‘ method of teaching traditionally as
The initiative of the Government‘s ‗Digital a deposit system (Freire, 1970) of
Bangladesh‘ by 2021 is the most pragmatic information, digital contents make a shift for
one to make the country technologically creating spaces for self –development, self-
sound and vibrant. In this process to make learning, self-regulation and thus autonomy
the Bangladeshi learners a strong part of the for a learner.
global population, digital contents are
introduced in primary education. In computer The pedagogical innovation and dimension a
assisted second language acquisition digital content classroom requires is
(CASLA), a learner‘s participation is very dependent on a number of issues. Along with
authentic with positive learning outcomes: tangible and visible facts, intangible--
They motivate and engage students in teachers‘ willingness, positive/negative
the learning process. Students are perception about technology, social and
motivated only when the learning demographic position, economic condition
activities are authentic, challenging, are also important factors in this regard. How
multidisciplinary, and multi-sensorial. far the classroom and the role of the teacher
Videos, television, and computer have been evolved at the advent of this
multimedia software can be excellent technology oriented approaches to the
instructional aids to engage students primary education raises a number of
in the learning process. In addition, questions. Are teachers comfortable with this
sound, color, and movement stimulate innovation, is it easy or stress- free for them
the students‘ sensorial apparatus and to conduct the classes with the targeted goal
bring enjoyment to the learning they want to achieve? Apart from
process (Rahman, 2009). infrastructural challenges, a teacher‘s
ideological and psychological, socio-
In this regard, among others a teacher‘s role economic barriers regarding this issue have
has become more demanding than it had been not been explored so far. So the study
before (Keengwe, Onchwari et al.2008). projected in this article addresses the
Because, teachers are the most important and challenges and barriers of using digital
vital stakeholders in any educational set-up contents from Bangladeshi primary teacher‘s
and innovation. For primary schools, perspectives.
teachers‘ roles are just like the role models
for the young learners, learners (have to) Focus/Purpose of the study
follow them blindly. Teachers‘ use of digital The study has the highlighted issue
content is encouraging and supporting for 1. What intangible challenges in using
learners in many ways. It not only maintains digital contents in primary English for
the flow and exchange of knowledge but also Today (EFT) classes do teachers face
helps one develop skills in operating in Bangladesh?
activities digitally. It enhances one‘s, as 2. What might be the solutions to these?
teacher and learner, confidence level and
critical power of analysis in the most

October 2019
Theoretical fundamentals: welcome any new change in the society, then

Researchers found that execution of any that innovation would not work in the
innovation in any institute depends very country. In this line, Rogers (2003)
much on the willingness or perceptions of emphasizes on five important factors what
teachers. Teacher‘s perceptions motivate affect digital technology in a classroom—
him/her to integrate the new into the ‗relative advantages, compatibility,
mainstream: complexity, observability and trialibility.
These affective digital factors help a teacher
―Understanding the pedagogical, be aware of screening the pedagogical
psychological, and cognitive barriers demands of the primary EFT classes not
to the successful use of information necessarily to ‗alter pedagogy‘ (Rastogi and
technology may be a vital Malhotra, 2013) for a digital content
precondition for improving the classroom, rather s/he needs to accommodate
utilization of computers and other the new with the existing one.
technological aids in the educational
process (Benzie, 1995). Countries like Nepal and India researchers
(Dhital, 2018; Jha & Shenoy, 2016) also
A teacher‘s mental position, thinking maintain that using digital contents in a
process, social, cultural, institutional identity classroom requires modification on the part
and teaching qualities influence his/her of the teachers‘ existing roles and practices.
teaching in a classroom. Several studies Along with that, as the digital contents help a
poised that teacher‘s views/attitudes are a learner learn the lesson independently, a
major facilitating/non- facilitating factor in teacher might suffer from identity crisis (Jha
the use of digital contents in classroom. & Shenoy, 2016). Many teachers in several
Barsotti & Martins (2011) opine on teachers‘ studies have shown their fear that digital
comfort or familiarity with some basic ICT contents might withdraw their role as they
applications and their possibilities as have been playing that manually. This creates
hampering factors for their digital classes. discomfort for many, but virtual contents are
Added to that is a country‘s not for replacing teachers in real life, a
mistaken challenge for many, it is rather a
―cultural and … and individual ‗force multiplier that can increase the scope
variables , such as values, fears, and impact of a teacher‘.
motives and ‗representations‘ (or
perceptions) and structural variables RESEARCH METHODOLOGY
such as functions and roles came Research instruments:
together to form the culture of This case study uses one research
educators and educational managers instrument—interviews with both the
(Lamy, 2011). teachers, as the primary focus group (FG)
and learners. As a research instrument,
Lamy (2011) refers to the culture‘s objects of interview is used mostly for the reason that
a country as a strong ‗element of the real feedback would come out form the
intervention‘. If a country‘s culture does not

October 2019
participants which is more reliable and ―Men disproportionately occupy

authentic. academic, management and technical
roles, which by virtue of the nature of
Participants: They are from different rural, the work provide easier access to the
semi-urban and urban government and non- internet and related technology‖
Government schools. There are some (Khan, Hossain & Clement, 2012).
restrictions about exposing the names of the
participants and the institutions. The Another challenge for the teachers is
researcher tries to use those in the most unwillingness to shift to new challenges by
prescribed ways. adapting digital contents in a classroom. In
Rationale: Although using digital contents in the study, Keller, Lindth, Hrastinski,
primary classes is a new phenomenon in Casanovas, and Fernandez (2009) found that
Bangladesh, it needs a critical address so teachers ―primarily accept and use the
that about this innovation as pedagogical features of learning that influences their
material in the classroom can have a serious traditional roles the least, as the transition to
attention from policy makers to the a new role might be too challenging‖ (p. 67).
practicing classroom teachers at the very Teachers‘ background history as learners
beginning. were receptive which was complete,
unquestionable and ‗to be transmitted as was
FINDINGS received‘ (Celani and Collins, 2005).
Socio-economic barriers: Most researchers Teachers‘ educational and personal histories
(Barbieri and Light, 1992) on gender specific most of the time is dominated by how they
use of technology ‗found that girls do less were trained/taught by their teachers—this
technical tasks and do not sit as often as boys ‗ideological obstacles‘ mold them as new
in the mouse position‘. In Bangladesh teachers with the old mind set-ups.
perspective also with others in the world,
teaching, specially EFL, is mostly a feminine Ideological challenges: A teacher‘s own
career (Santos, 2008) with low income which educational culture influences him/her to
hardly supports a family. They ―... are practice the same in the professional world.
relatively deprived of access to the This holds back a teacher to transform to
advantages of technology. Women are new, ― …teachers were uninterested to
underrepresented in almost every aspect of pedagogies that did not conform to the
ICT implementation in Bangladesh‖ (Khan et transmissive learning cultures to which they
al.2012). In a study Sharma (2003) finds that themselves had been exposed‖—from a
countries like Bangladesh, Malaysia and research on transferring learning cultures
other developing countries‘ ICT use is from a learner (when the teacher had been
thwarted by a significant social factor—‗the the learner) to a teacher (Lamy, 2011). The
low status of women‘. These countries‘ discomfort in agreeing with the duality
social practices do not think that women‘s between two ‗different‘ pedagogical cultures,
ICT education is important as their existence of him/her as a learner in the past and the
is always home-bound as the care taker of new as a teacher, does not keep more options
family and domestic chores:

October 2019
for a teacher for the reputation of becoming If teachers follow some easy methods, we
a successful techno-pedagogical one. can follow them easily. Our classroom
As a foreign language teacher who wants to ‗talking‘ is needed. Sometime ‗Bangla‘
integrate ICT into his/her teaching, one needs comes to my mind, I forget English words.
to know at least 7 software applications-- Our classroom has less light, no electricity. If
windows, Word, browsers, e-mail software, related things are kept along with the books‘
Power point, Excel, and anti- virus and contents, that would help us to learn (slightly
security software (Davies‘, 2006 ICT ‗can rephrased from the original utterances of
do‘ lists): ―…for each there is a range of learners).
essential tasks that teachers should be able to
carry out to feel comfortable working with In interviews learners felt shy and not
that software‖. If ICT knowledge is not responding to the questions. They feel
enough to support a teacher to be a good interested about the digital content classes,
facilitator in his/her teaching practices, this but classrooms are not well decorated. When
sense of weakness makes one uncomfortable teacher fixes the cables and other things,
with some ICT applications (Barsotti and learners make the classes very noisy. They
Martins, 2012). Thus a teacher can become suggest for using subject related videos apart
anxious and unwilling to use digital from the textual one for better understanding.
technology in classroom.
DISCUSSION
Also there, a barrier for teachers‘ to become In response to the question, ‗When do you
digitally literate to use digital materials in a like to change the teaching techniques?--I do
classroom, is ―…slow recognition and not like changes in teaching techniques in my
insufficient reward for teachers participating classes‘—80% teacher participants are not
in technology mediated activity and difficulty willing to address the innovation that e-
in justifying the time taken‖ (Bianco, 2005). contents bring in a classroom. About digital
Added with that, here in Bangladesh, literacy and handling digital devices, 58%
teachers are burdened with heavy work - respond in an unclear way. The risks for
loads and also have to do a lot of taking new challenges is not praised or even
administrative jobs, so that they do not get not remunerated, so 87% respondent replied
time to get training on computers and negatively.
designing their lessons with technological aid
(Mou, 2012).
Barriers from learners‟ perspectives

From learners‘ viewpoints about the
problems they face in digital content classes:
Digital contents help us to develop our
listening, reading and understanding power.

October 2019
Table 1: Teachers‟ perceptions about the challenges, digital literacy and mentoring (in
Percentage)
No Target points Yes No Neutral
1. I don‘t like changes in teaching techniques other than 82% 15% 3%
books and copies
2. I know to use power point presentation, email, 55% 37% 12%
internet resources, word program
3. I always like to take the classes as my teachers did, 72% 13% 15%
somehow my mentors make the influence on me
4. Digital elements are not easy to handle 84% 9% 7%
5. When something go out of order, I feel uneasy in the 89% 7% 4%
classroom
6. When out of order no helping hand is immediately 88% 10% 2%
available
7. I do not get any incentive for digital classes 98% 0% 2%
8. Fixing digital elements is time consuming 74% 14% 12%
9. I like to be techno-pedagogical 50% 50% 0%
10. Technology reduces and relaxes teacher‘s job, 67% 23% 10%
so teachers have less activities in classroom
About fixing digital elements like connecting policy makers‘ intervention. The rapid
projector, sound boxes is time-consuming growth of the digital world is irresistible and
(74%), uneasy and uncomfortable (89%) for we need to be a strong part of it. Teachers‘
many teachers that hamper smooth mentoring role as Sanskrit ‗Gurus‘ with the divine
in classrooms. Having technical supports in affiliations is beyond question maintaining
time is not easy and available. Majority the word ‗gu‘ as darkness and ‗ru‘ as light. A
(72%) likes to shift the past way of teaching teacher is the ‗Guru‘ who brings the light to
to the new as the most convenient way to be the darkness of ignorance. Exposure, training
practiced always in the classroom. The desire and open mindedness to technology can
to be techno pedagogical is a young make a teacher confident. An expert teacher
generation teachers‘ passion and other 50% Dr. Syed Manzoorul Islam opines that the
takes it negative factors that they think socio-economic position of a Bangladeshi
classroom management needs only books and teacher needs to be modified. ‗A teacher
other supporting things like pen, pencil and works whole day to manage his/her
copies. Giving the students access to digital livelihood, how he can manage time/scopes
activities in a classroom makes a teacher less to be autonomous and confident‘, he reflects
active—only 23% gives a negative answer to in the opinion sharing session on the digital
this maintain an unclear picture of the issues in a Bangladeshi classroom (2019).
scenario.
Teacher/professional development: Pre-
RECOMMENDATIONS AND service and in-service training for teachers‘
CONCLUSION professional development are two important
The above mentioned challenges need supports to promote teachers‘ willingness to
positive solutions what can be done digital activities in and outside classroom.
massively by teachers‘, students, parents, The unwanted ‗digital-divide‘ must not be

October 2019
practiced between rural and urban schools, …while English teachers in the past
English and Bangla medium schools, rich prepared students mainly for
and poor, remote and mainland, examination, they are now expected
cosmopolitan and border areas, male and to equip them with communicative
female, Government and non-Government, resources needed for their functioning
privileged and under privileged. Limited as global citizens. …For this, English
access to digital classrooms with limited teachers are supposed …to be able to
amenities in some selected areas must not be work with children who are
maintained. increasingly becoming digital natives.
Teachers‘ autonomy/education is another Teacher education and learner autonomy can

important factor. An autonomous teacher can make successful use of technology in a
make an autonomous learner what ensures a classroom. About resources whether tangible
learner‘s critical reflection, self -initiation, or intangible, Bangladesh has huge problems.
decision making, sharing and monitoring It is pedagogical innovation which can
progress and of evaluating progress to see improve the situation. Kohler and Mishra
how much learning is achieved. It encourages (2009) while introducing TPACK framework
independent action (Sophocleous, 2011). for teachers opine:
Little (1995) comments:
There are three types of knowledge
It is unreliable to expect teachers to foster the that an instructor needs: pedagogical
growth of autonomy in their learners if they knowledge (the science and art of
themselves do not know what it is to be an teaching), technological knowledge
autonomous learner; in determining the (knowledge about information and
initiatives they take in their classrooms, technology), and content knowledge
teachers must be able to apply to their (actual subject that is taught) (Mou,
teaching those same reflective and self - 2016).
managing processes that they apply to their
learning. It is now a professional demand for a teacher
to maintain content, pedagogical and
For building an autonomous self, a teacher technological knowledge. Technology
needs to construct a strong teaching identity resourced classroom is not the ultimate
in language teaching. Identity formation source to good learning and teaching of a
takes place as ‗it is negotiated through classroom. It is a supporting
experience and the sense that is made of that teaching/learning aid in a classroom.
experience.‘ Hamid and Nguyen (2016 Teachers, aware of combining and using
illustrates the typical roles a Bangladeshi these for meeting glocal necessity are the
teacher plays in teaching an additional most vital factors now in a Bangladeshi
language. Traditional English teacher is the English language classroom.
role model, absolute authority of knowledge
in the context of some Asian countries,
including Bangladesh:

October 2019
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UTILIZING VLOG TO PROMOTE STUDENTS‟ ENGLISH

AND DIGITAL LITERACIES: CHALLENGES AND
OPPORTUNITIES
A Best Practice in an ESP Classroom
Latifa Ika Sari, Ria Hermina Sari

Politeknik Ilmu Pelayaran Semarang
Semarang, Indonesia
latifa.ika@gmail.com
Abstract
In this digital era, it is important to equip students with skills that enable them to solve
problems and communicate effectively in a digital world. English literacy and digital
literacy then become very important for ESP students who will pursue their career in the
work industry soon after they graduate. The technology advancement has shifted the
concept of literacy, that it is no longer only about read and write on printed papers. For
future generations, digital tasks may become part of their daily life. Only those who have
good English language skills and the ability to make use of digital sources effectively can
survive in the work industry and reach the best career. This paper aims to explore how
vlog (video blog) can be utilized in the ESP classroom to develop students‘ English
literacy and digital literacy. A teacher‘s experience in utilizing vlog as one of the
students‘ task in an ESP classroom in Politeknik Ilmu Pelayaran Semarang will be shared.
The experience revealed that the use of vlog could enhance students‘ motivation in
understanding their study materials, improve their ability in reading and organizing
information. However, in the process of completing the vlog project, both teacher and
students might encounter several challenges.
Keywords: Digital Literacy, English Literacy, English For Specific Purposes, Vlog.
INTRODUCTION increasingly reflected the ability to use

The invention of the internet and the technology for gathering and communicating
advancement of technology have big impacts information. The literacies used by today‘s
on the society as well as in the field of students are much different from those of
education. Technology can equip students to their parents or even those of students from
independently organize their learning just a decade ago. In order to become fully
process. Instead of being passive recipients literate in today‘s world, students must
of information, by using technology students become proficient in the literacies of the 21st
can become more active users (Simjanoska, century technologies (The International
2016). In the digital era, the notion of literacy Reading Association, 2009). Thus, makes the
has shifted that it is not only about to read so-called ‗Digital Literacy‘ become a highly
and write on a printed document. Pilgrim and important issue to be discussed nowadays.
Martinez (2013) argue that in the 21st
century, the definition of literacy has

October 2019
Digital literacy is defined as the skills purpose of language ability that combines
associated with using technology to enable knowledge related to both language and
users to find, evaluate, organize, create, and content.
communicate information (Museum and The field of ESP has blossomed over the past
Library Services Act of 2010) and the ability 50 years and has gained its significance
to use those skills to solve problems in among other fields. The idea of embedding
technology-rich environments (Leu, Kinzer, content of a subject under study into a
Coiro, Castek, & Henry, 2013). The language classroom was first introduced in
International Literacy Association (2018) the 1970s by Hutchinson and Waters. They
defines digital literacy as teaching children argued that the content of a subject, for
how to compose and communicate using example, economics or management, should
digital technologies as well as how to be used for teaching a foreign language
comprehend and evaluate information in (Savas, 2009). The ESP then put a high
digital forms. Those definitions imply that emphasis on the practical outcomes of the
digital literacy involves students‘ ability in language. It focuses on the learners needs to
using technology to organize and to make use conduct their jobs effectively in their future
of information so that students can professional career. Therefore, the main
communicate effectively. Therefore, digital purpose of English for Specific Purpose is to
literacy is very important to be integrated in prepare students to comprehend their own
English classroom to develop students‘ field materials to be able to conduct effective
English literacy. communication in a real working situation in
the digital era. Therefore, the integration of
In the context of English for Specific English literacy and digital literacy can help
Purpose, digital literacy is highly essential. ESP students in preparing themselves with
English for Specific Purposes (ESP) is a future challenges. This is in line with Beavis,
branch of English Language Teaching (ELT). Bradford, O‘Mara and Walsh‘ (2008)
It is divided into two main branches of argument that to be effective members of
English for Academic Purposes (EAP) such society, students need to become critical and
as Medicine, Engineering, etc. and English capable users of both print and multimodal
for Occupational Purposes (EOP) such as literacy. In the digital era, students have to be
English for secretaries, technicians, seafarers, able to organize texts or information (printed
port and shipping officers, etc (Ahmadi and or digital) that they encounter in everyday
Bajelani, 2012). Sarré & Whyte (2017) life.
provides a more complex definition that
‗ESP is the branch of English language A concept of effective learning and teaching
studies which concerns the language, in literacy and English is best presented by
discourse, and culture of English-language Scotland‘s Government through its
professional communities and specialized ‗Curriculum for Excellence‘. It is stated that
groups, as well as the learning and teaching effective learning and teaching in literacy
of this object from a didactic perspective‘. and English will involve a skillful mix of
The latter definition implies that ESP has appropriate approaches which include:
multiple perspectives and it has a specific

October 2019
a. The use of relevant, real-life and they want to share with other people. The
enjoyable contexts which build upon composers then can share their vlogs through
children and young people‘s own several platforms such as YouTube,
experiences. Dailymotion, and Facebook (Fidan and
b. Effective direct and interactive teaching. Debbağ, 2018).
c. A balance of spontaneous play and
planned activities. YouTube is considered as one of the most
d. Collaborative working and independent useful teaching aids in the modern teaching
thinking and learning. and learning environment. Students can find
e. Making meaningful links for learners a lot of information related to port and
across different curriculum areas. shipping management study materials. If
f. Building on the principles of Assessment properly selected, these materials can operate
is for Learning. as audio-visual resources that bring real life
g. Frequent opportunities to communicate into the classroom, provide students with
in a wide range of contexts, for relevant every-day professional situations, and play
purposes and for real audiences within the role of valuable authentic material, which
and beyond places of learning. altogether is of great importance in the ESP
h. The development of problem-solving teaching (Sarré and Whyte, 2017).
skills and approaches.
i. The appropriate and effective use of The use of vlog in the ESP classroom is
Information and communications supported by the Vygotsky's social
technology (ICT). constructivism theory and Bandura's Social
Cognitive Theory. According to Vygotsky
The above descriptions show that the activity (in Fidan and Debbağ, 2018), learning can
of teaching and learning will be more occur when students have social interactions
effective if it is relevant and meaningful for with other people and when they internalize
students, and employ interactive activities by the information obtained from these
utilizing information and communications interactions. Bandura (in Fidan and Debbağ,
technology effectively. It is also beneficial to 2018) adds that learning can take place when
involve authentic communication context. individuals observe the behaviour of the
other individuals and take them as a model.
The best practice presented in this paper is The use of vlogs can provide context and
about how a teacher utilized vlog as one of a opportunity for social interaction and make
class assignment in ESP Classroom of Port the learning activity become meaningful and
and Shipping Management Study Program. enjoyable for students. The meaningful
Vlog or Video Blog is a composition of activities can support to more effective
video series that are shot by the composers English teaching and learning thus promote
themselves. After composing the video, the students‘ literacy. Students can learn English
composers usually do a necessary editing more effectively and learn how to find,
process then upload it on the internet. The evaluate, organize, create, and communicate
content of the video can be based on the the information they find from the internet.
composers‘ experience or knowledge that

October 2019
The Setting of the Study freedom to use their gadgets and to access
Politeknik Ilmu Pelayaran Semarang (PIP information.
Semarang) is one of Maritime Polytechnic
under the Ministry of Transport which has The project described in this paper was
three study programs: Nautical Study, conducted in semester 8 class of Port and
Marine Engineering, and Port and Shipping Shipping Management. After they graduate,
Management. This paper will focus on the cadets will work as port and shipping
Port and Shipping Management program in management officers. They will deal with
which the graduates will work as Port and shipping documents and shipping procedures.
Shipping Officers in their future career. Tasks related to logistics, containerization,
warehousing, loading and unloading activity
Maritime polytechnics under the Ministry of at the port, customs, export-import, and
Transport have specific characteristics. The marine insurance, are some of the tasks they
students are called cadets and they have to might encounter. They have to be able to
undergo 4 years of education. On the first describe, explain, negotiate and exchange
and the second years, they will spend their information related to their jobs. It is
study at campus. On the third year, they will important that they have the ability to
have an apprenticeship program. On the understand written documents in order to be
fourth year, they will come back to campus able to make use of the information. It is also
to continue their education and write a essential for them to have a good speaking
research report based on their experience skill to be able to communicate effectively.
during the apprenticeship.
The Vlog Project
During their education, cadets have to live in The Vlog project was used as one of the
the dormitory and follow certain semi- cadets‘ assignments in Port and Shipping
military rules which regulate their daily Management Class. To do this project, cadets
activities, their uniform, and behaviours. worked in pairs. Each pair composed an
From the very beginning of their study, informative vlog in English related to Port
cadets are trained to be disciplined, have a and Shipping Management field with the
strong character and a good physical duration of the clip is around 8 – 12 minutes.
condition. However, one disadvantage of Cadets‘ were free to choose the topic that
cadets‘ life in the dormitory is they have very they like. They were allowed to refer to their
limited access to gadget and internet on their lesson from the first semester or their
first and second years. Laptops and mobile experience during their apprenticeship
phones are not allowed, especially when program. They could find information from
cadets are on their first, second, and third many sources: textbooks, Google, YouTube,
semesters. On the fourth semester, laptops or other sources. After finished with the
are allowed but are still limited in number. video making, they uploaded the video on
On the third year (the fifth and the sixth YouTube and shared the link to their friends.
semesters) and the fourth year (the seventh
and eighth semesters) cadets can get their full The detailed steps in conducting the project
are elaborated as follow:

October 2019
1. At the beginning of the project, the 7. The teacher followed up cadets progress
teacher introduced the project to the every week.
cadets. The teacher also explained the 8. The time allocated for cadets to complete
objectives of the project. their project was 2 months. They had to
2. The cadets were asked to find a partner submit the link to the teacher after they
and discuss the topic that they wanted to uploaded it on their YouTube channel.
choose.
3. Cadets were asked to find samples of The Evaluation Rubric for the Vlog Project
video from YouTube that have a similar Cadets‘ vlog was scored based on the criteria
topic with them and discuss with their listed in an evaluation rubric. The evaluation
partner about the content of the video. rubric was adapted from several sources. It
4. Working in pairs, cadets then conducted was modified to suit the context and the
further discussion by answering the condition of cadets. The criteria are described
following questions: as follow:
a. What is the topic of your vlog? 1. Language Aspect. This aspect refers to
b. What information will be included in the language use of cadets when they
your vlog? speak in the video. It refers to their
c. Where do you think you can get the vocabulary, pronunciation, and fluency
information or the materials that are (The maximum score is 20).
needed? Who can help you to find the 2. Subject content. It evaluates whether the
information? information given on the video is
d. What media or equipment that you appropriate, correct, and clear. It reflects
need for making the video? Do you cadets‘ technical knowledge about the
need to go outside the campus (for topic they chose (The maximum score is
example to the harbour, office, 20).
library, etc)? Do you need posters, 3. Storyboard / script. It evaluates whether
pictures, or graphs in the video the storyboard/the script made by cadets
making? Do you need to show is thoroughly described and matches the
authentic documents? video (The maximum score is 20).
e. How long will it take to do the video- 4. Group cooperation. It evaluates cadets‘
shooting and video editing? contribution to the video: Did they give
f. Who do you think will become the an equal contribution? Did they work
potential viewers of your video? together in a friendly manner? Did they
5. Cadets handed in the result of the share the workload fairly? (The
discussion before they start the video maximum score is 10).
recording. 5. Introduction and closing. This aspect
6. Cadets were instructed to find adequate refers to how cadets provide an
resources and to gather relevant interesting and motivating introduction
information related to the topic. They and how they wrap up all content and
could read the textbooks, encyclopedia, deliver the closing (The maximum score
websites, or videos on YouTube. Then, is 10).
they could start the video making.

October 2019
6. Production. It evaluates how the video is discussion. It is important for the teacher
edited. Whether the video runs smoothly because he/she can monitor the cadets‘
from shot to shot, whether a variety of progress. After the discussion, the teacher
transitions are used to assist in can proceed to the next task. It is the script
communicating the main idea (The writing. Cadets are asked to write their script
maximum score is 15). for the video and hand in their script. After
7. Punctuality. It evaluates whether cadets the script writing, cadets can start the video
can meet the project deadline (The recording followed by video editing.
maximum score is 5).
Another challenge encountered by the cadets
Challenge and Opportunity in and the teacher was the difference of cadets‘
Implementing the Vlog Project English proficiency which influenced the
Implementing this project in Port and cadets‘ motivation and attitude. High
Shipping Management class of PIP Semarang proficiency cadets found the task very
was not as easy as it seemed. The first time challenging for them. They had a high
the teacher introduced the task, some cadets motivation to complete the task and enjoyed
were confused and had no idea how to do the the activity. For low proficiency cadets, on
task. Cadets were not used to utilizing the other hand, the task was rather difficult. It
information technology in their classroom. is necessary, therefore, for the teacher to give
They also did not get used to the type of more attention to cadets who face the
learning that demand autonomy, in which difficulties and make sure that they complete
they have to be independent, creative, and every step of the project. Intensive assistance
have a high initiative to complete their task. is highly essential. This is in line with the
The dominant approach of behaviorism in concept of Zone Proximal Development
their life in the dormitory has likely hindered (ZPD) which mentions that learning can
cadets‘ creative thinking and initiative. It happen when a teacher scaffolds students in
took times to adjust cadets‘ habit and their ZPD so that they can reach their
attitude. This was a big challenge for cadets independent problem-solving. This concept is
as well as for the teachers. Therefore, it is depicted by Vadnais (in Sarker, 2019):
important to assist cadets by giving them
guideline questions and following up their
progress. It is also beneficial if the teacher
divided cadets‘ big project into some smaller
tasks to scaffold their learning. For example,
in the beginning, the teacher asked cadets to
find some videos that related to their own
video. It is necessary to give cadets examples
about the video that they are going to make.
For the next task, the teacher can ask cadets
to conduct a discussion with their partner by
following a set of guideline questions, then
they have to submit the result of their

October 2019
Figure 1: ZPD and teacher‘s scaffolding literature mentions that integrating

In the context of cadets of PIP Semarang, this technology, pedagogy and content
project was challenging not only for the knowledge within a classroom is called as
cadets but the teacher herself. The unique TPACK. TPACK is the new framework for
characteristic of cadets‘ life and habits made teachers to teach the subject matter which
the teacher needs to design a scenario to help integrates three essential aspects which are
cadets to complete their task. However, this interrelated each other, they are technology,
project was worth doing because it gave pedagogy, and content knowledge. Several
cadets many benefits and opportunities to studies have proved that TPACK approach
develop their ability. Firstly, cadets could can benefits student in their teaching and
learn how to organize information. They learning process and develop their
learned to find information from several multimodal literacies (Drajati, et al, 2018). In
sources, evaluate the information, and make this digital era, integrating technology in the
use of the information for their project. All classroom is something that cannot be
the activities were conducted in a digital avoided because students in the future will
setting. They learned to utilize information face more complicated tasks related to
technology and communicate their idea to the technology.
world. Starting from reading the sources,
writing the script, and finally making the Thirdly, the project could also activate
video, cadets could practice to use their cadets‘ critical thinking, creativity, and
background technical knowledge (their initiative. During the process of completing
schemata) and integrated it with their English the project, cadets worked together with their
knowledge and skills. partners. The had independent discussions
and proposed their own problem-solving in
Secondly, by making the vlog, cadets also relation to the difficulties that they
got the experience to share their knowledge encountered. Thus, cadets would try to find a
about the topic that they mastered the most. creative way to solve their problems.
The experience made the activity become
meaningful for them. It could enhance their CONCLUSIONS AND SUGGESTIONS
motivation to learn English as well as their In the digital era, young generations face
technical knowledge about Port and Shipping different kinds of challenges compared to the
Management. Uploading the video on previous generations. Therefore, it is
YouTube could also provide a meaningful important to equip students with skills that
context of learning because it enabled cadets match the current and future condition.
to interact with the viewers of their video. English literacy and digital literacy are
According to Vygotsky's social highly significant for students nowadays in
constructivism theory, individuals can create order to be able to conduct their duties in the
meaning when they interact with each other digital world, especially for ESP students
and with the environment they live in who will work in their professional career
(Amineh and Asl, 2015). Thus, the use of soon after they graduate. Therefore, for the
vlog can enhance students‘ learning of cadets of Maritime Polytechnic, this issue is
language and their content knowledge. Other very essentials.

October 2019
The Vlog Project can be used as one of education institutions. Therefore, it is

cadets‘ assignment to promote their English necessary to adjust the project to suit the
and Digital Literacies. This project offers needs and the conditions of your institution if
many benefits and opportunities for cadets. you are interested in implementing this
Cadets can learn to work together in a good project.
collaboration with their partner to organize
information and to share their knowledge to REFERENCES
the world in a digital setting. They can learn Ahmadi, Alimorad and Bajelani, Mandana
to integrate their background knowledge or Rahimi. (2012). Barriers to English
content knowledge about Port and Shipping for specific purposes learning among
Management with their English knowledge Iranian University students. Procedia
and skills. The project, thus, can promote - Social and Behavioral Sciences, 42,
cadets‘ English and Digital literacies which 792 – 796.
are highly needed in this era. Amineh, Roya Jafari., Asl, Davatgari Hanieh.
(2015). Review of Constructivism
However, when implementing the vlog and Social Constructivism. Journal of
project for cadets in a Maritime Polytechnic, Social Sciences, Literature and
there were several challenges faced by the Languages, 1 (1), 9 – 16.
teacher. The different level of cadets‘ Beavis, C., Bradford, C. O‘Mara, J. and
proficiency and the lack of opportunity for Walsh, C.S. (2009). Literacy in the
them to utilize information technology may Digital World of the Twenty First
hamper the process of project completion. Century: Learning from computer
Realizing the importance of integrating the games. Australian Research Council
English and digital literacies, it is suggested 2007-2009.
that the institution can give cadets sufficient Drajati, Nur Arifah, et al. (2018).
access to gadgets and internet connections Investigating English Language
since they are on the first year in order to Teachers in Developing TPACK and
build their English and Digital literacies from Multimodal Literacy. Indonesian
the very beginning of their education. For Journal of Applied Linguistics, 7 (3),
teachers who are interested in implementing 575-582.
a similar project, it is suggested that they Fidan, Mustafa and Debbağ, Murat. (2018).
assist their students in the process of The Usage of Video Blog (vlog) in
completing the vlog and divide the big the ―School Experience‖ Course: The
project into smaller tasks or targets as the Opinions of the Pre-service Teachers.
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161 – 177.
However, it is important to note that this International Reading Association. (2009).
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Polytechnic which adopts a boarding school technologies: A position statement of
system. Cadets studying here have a unique the International Reading Association
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the project might not be generalized to other http://www.

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reading.org/General/AboutIRA/Positi A Guide to Terminology and Skills.

onStatements/21stCenturyLiteracies.a Texas Journal of Literacy Education,
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Newark, DE. Journal of Advancements in Research
Leu, D., Kinzer, C., Coiro, J., Castek, J., & & Technology, 8 (1), 27 – 46
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Defining Literacy in the 21st Century:

October 2019
SEX DISCOURSE IN SUHAILI‟S HARGA PERAWAN NOL RUPIAH
L. Dyah Purwita Wardani SWW

English Department-University of Jember
Jember- Indonesia
dyahpw.sastra@unej.ac.id
Abstract
This research aims to explore sex discourse written in this novel. Sex education plays an
important role in youth age. High school students are still in the process of searching
identity so that the discourse that arises from the literary works they read will influence the
knowledge change their perspective, get expressed in their behavior. Sex education is
essentially an effort to provide knowledge about the function of reproductive organs by
implanting morality, ethics and religious values avoid the abuse of the reproductive organs.
To achieve this goal, this study uses Stuart Hall's representation theory (1997) and
discourse approach by Foucault. This qualitative analysis look at data in words, phrases or
sentences in the novel. The steps employed were 1) gathering the data about the young
woman character 2) identifying the character‘s problems relating to her relationship 3)
identifying sex education in the story 4) analyzing the influence of sex understanding to
the characters. The findings of this research is sex education in the way of patriarchal
world.
Keywords: discourse, representation, sex education, teen literature
INTRODUCTION pregnancies and cervical cancer. Seto

Indonesia gets an emergency alarmed of Mulyadi was quoted as saying by Kompas on
sexual abuse. Kompas newspaper (Sunday, 5 5 May 2018, asserts that sex education is as
May 2019) wrote that 97 percent of important as religious education and
elementary school students in grade IV and V community education. Reproductive health
in Jakarta, Bekasi and Tangerang were education and sexuality were proven
exposed to pornography. In addition to the effective in reducing the amount of risky
results of the association of dermatologists sexual behavior and unwanted pregnancy in
and sex specialists‘ findings, in April 2018 at adolescents (Papalia et al as cited by Kompas
Cipto Mangunkusuma Hospital found 15 on 5 May 2019). This concludes that sex
percent of new cases of venereal disease in education is very important for teenagers.
the age range 12-22 years. From the results
of the 2017 survey by the National The rise of the teenage sex activities can be
Population and Family Planning Agency seen from the increasing number of the youth
(BKKBN) only 22, 4 percent of teenagers marriage dispensation. The early marriage
know when their fertility is. This lack of happens in 2017 in Kediri district. There are
knowledge of adolescents causes them to be eleven marriage dispensations every month.
trapped in risk behaviors, such as suffering It is said to be dispensed because by law,
sexually transmitted diseases, unwanted their age is not sufficient for marriage

October 2019
requirements because they are middle and discourse of their ideological can be found in
high school students who are pregnant and every their works.
their age is less than 19 years for their men Harga Perawan Nol Rupiah (HPNR) is a
and less than 16 years for their women. novel which consists of some short stories
The school curriculum ignorance about sex about the relationship between school boy
education happens because talking about sex and school girl which end in the regret of the
is a taboo topic. The chairman of PKBI( girl after losing virginity. Suhaili is a lecturer
Indonesian Planned Parenthood Association)- who composed this novel. In addition to
Sarsanto Wibisono Sarwono- cited a study on Suhaili, many novel writers wrote stories
reproductive health education issued by the about getting pregnant while still attending
Center for Women's and Gender Studies at school, such as Mine, Take Me to Your
the University of Indonesia (PKWJ UI) in World, Pasung Jiwa etc. All of them are
2013 showing that reproductive health Indonesian novels that illustrate the tragedy
education could prevent 88.7 percent of the life of teenagers who become pregnant
opportunities for sex before marriage, and as while studying in the high school.
many as 94, 5 percent can provide
opportunities for students to get information Teen literature is important in the world of
about the dangers of sexually transmitted literary works. The coming of wattpad
diseases, such as syphilis, gonorrhea or HIV / increases the number of teen literature. One
AIDS, and as much as 77.6 percent can give of the goal of literary works is as didactic
students the chance to control their sexual works for the reader. Suhaili tries to compose
urges. his novel to give sexual education. But I
(https://acdpindonesia.wordpress.com/2015/1 have difficulties to find journal talking about
1/05/mk-tolak-uji-materi-ducation-seks- the relationship between literary works and
pada-kurriculum-school/) sex education. There are no journal articles
that discuss sex education contained in
The literary work cannot be separated from teenage literature ( Gilbert: 2004). Whereas
the surrounding situation in society because a adult literature certainly also contains the
literary work is a reflection of society. complexity of issues about the world of
According to Wellek and Warren (1977: 94), adolescents, about problems faced by
literature reserve about life and life, in most adolescents, and about the search for identity
part, is part of the real society. The writer during adolescence. Moreover, intimacy and
reflects his concerns and expresses his romantic life of adolescence are of course
opinions or criticisms. Their ideas take many also found in the real world and also found in
forms, one of which is novel. other media. So the focus of this research is
to find out how sex education is depicted in
The position of the authors can be seen from teen stories entitle Harga Perawan Nol
their works. As an agent of society, they can Rupiah.
express it in many ways. But there are three
positions that the authors can take, namely METHODOLOGY
agreeing, considering or rejecting. So the This research is conducted using descriptive
analysis (Susanna:2017) procedures by

October 2019
getting qualitative data in the novel and Superiority

supported by other sources such as journal There are many ways to seduce the girl, such
article, books and interview reports. as giving alcohol, giving deep attention,
giving present and also pretending to be a
I analyze narratives and utterances about sex guardian angel for the girl. But the ending of
found in the novel entitled Harga Perawan all boy‘s kindness are getting the girl‘s
Nol Rupiah by closely read and re-read the virginity.
stories to get rich understanding about the
issue. The data are then analyzed using the The author shows the fragile of the girl. All
theory of representation from Stuart Hall of them plunge to the deep regret after
with a constructive approach. After that it is making love with her boyfriend.
also examined about the cultural background
of the author that influenced the emergence Sempat terpikir olehku untuk
of the story. When a cultural background can mengakhiri semua keluhku dengan
be found, the next step is to analyze the pisau yang ada di genggamanku hanya
ideology that plays between the author and saja aku belum sanggup untuk
story production. mempertanggungjawabkan kelakukan
terhinaku di hadapan Tuhan (HNPR: 37)
FINDING AND DISCUSSION
Harga Perawan Nol Rupiah (HNPR) is a Suhaili described a losing virginity girl as an
novel gives sex education through literature. unworthy girl. She wants to end her life but
The main girl character portrayed as a good she is afraid. We found the religious conduct
girl who suffer after losing her virginity. The in this novel. It is forbidden to have sex
discourse of sex education is only addressed before married. Indonesian society considers
to the girl reader. Throughout the stories, this as a big sin for people who make love
every main girl character trapped to have prior to married.
sexual relationship in many reasons. In this Losing virginity is a big lost to get a man to
novel, the author leads the readers to know marry. No man will reluctant to have ―a
many different tricks done by the boy to get waste girl‖.
the girl‘s virginity. ― …Aku yang sudah tidak perawan
hanya bisa menerima lelaki yang
The discussion about sex education is datang menerimaku apa adanya,
changing time to time in English society mesti harus menjadi istri yang kedua,
(Iyera: 2015). The changing of society ketiga atau yang keempat…‖ (HNPR:
change their perspective about sex education. 55)
There are two main findings namely the
superiority and patriarchal culture. The first The girl in this story realized that she must be
finding, the story projects the author‘s voice ready not to be the first wife. The stigma as
that keeping virginity is her duty. an incomplete human being becomes her
burden for the rest of her life. It will be
supported by her family to protect their

October 2019
honour by marrying her to anybody who of girl is subjugated who will only lean on to
wants her although the man has married. the man‘s merciless. Girl in HNPR is placed
as an inferior girl because she has damaged.
It is common in Indonesian people that In this novel, the author placed a man as the
virginity is not the business of the girl owner of a woman. The woman is a thing
herself. But it is also family and even social who gives him the precious gift to fulfil his
business. Father as the head of the family life. The position of woman is subjugated
will be so mad if his daughter lost her although man think that his act to keep the
virginity before married. He will be so mad woman safe but in fact they keep their
because he lost the precious thing as a property in the best condition until they get
honour of his family. The madness as if not this precious gift.
delivered for his daughter but for himself.
The mocking from the society ashamed him The high school girl who lost the precious
as the leader of the family. It will happen to virginity will be more fragile. There is no
the husband who finds out that his bride not support from her family or from the society.
virgin anymore. The opinion that a man The abandoned feeling makes her weak and
always know about the taste of virgin woman she is easily to end her life. It is the society
emphasized that man is powerful than fault who cannot give the way out of her
woman. He is really omniscience. burden.
― Harusnya kamu sadar kalau ciri Patriarchal Culture

perawan sudah ada di setiap kantong The writer is a man who thinks as a common
lelaki, suamimu.....Bisa saja suamimu man who lives in patriarchal society. Man
tertipu dengan darah merah namun thinks that married is the final goal for girl in
tidak dengan rasa khas seorang gadis her life to be happy. So she must be ready to
perawan. ....Kekuatan rasa jauh be the second wife or even the fourth wife for
melebihi penglihatan kepala‖ she lost virginity as a precious gift for her
( HNPR: 106) future husband. There is no chance for this
girl to get a good husband.
Jones in her blog reported that there is no
medical procedure exists that can accurately Patriarchy as a system of social structures
determine if a woman—or a man, is a virgin. and practice in which men dominate, oppress
The hymen can break while doing everyday and exploit women (Walby:1991)
activities like running, riding, exercising not
only by having sex. So it is impossible for Not virgin or damaged girl will not get a
man to know about the taste of virgin except good man. The precious of hymen is
he had research by having sexual intercourse honoured by society in a country where
with many women. premarital sex is a forbidden act. The
obsession to have virgin bride seems become
Girls in this novel all are described as weak the man‘s obsession.
creatures who have no other way out
whenever losing her virginity. The position

October 2019
In the patriarchal society, man is a reign of trick that he used does not considered as the
girl‘s life. Before married, father controls his young boy fault.
daughter and after married, husband has
power to his wife destiny. Simone de Teen literature is dedicated to the young age
Beauvoir stated one is not born but rather reader. By reading a literary work, they will
becomes (1989). Woman is not born as a get experience and lesson to maintain their
woman but society constructs them to be a life.
woman. In the patriarchal society, girl is Rasyid (1983) stated that sex education as a
constructed how to be a girl. For instance she basic component of life needed by humans,
must speak softly, going home not in the because basically studying sex education is
midnight, wearing skirt, having a long hair essentially examining the necessities of life
etc. give her virginity to anybody before
married. In his stories he tries hard to Sex education increasing the awareness of
frighten the reader about the effect of losing students‘s healthy sex behavior (Faswita:
virginity. But he addresses it only to the girl 2018). By having this reason, the focus of
not boy. this novel addressed to give deductive lesson
for girls. It is stated by the author in the last
There is a stigmatism also presented in the part of the novel
novel that losing virginity is the end of the
world for the girl. It seems that the virginity ― Tak sabarkah kamu untuk
is the best gift for the husband so without it melepaskan keperawanan yang kamu
no man wants to marry the girl. As if that not miliki, atau sudah bosankah kamu
virgin girl is the greatest wicked human for merawat semua itu.Atau sebegitu
the future husband. menggebukah nafsu yang ada dalam
dirimu untuk merasakan kenikmatan
The author is a man who thinks as a man. His sesaat itu hingga tak sempat
works is presenting his idea as a patriarchal membayangkan perjuangan seorang ibu
man. It seems that he wants virgin woman as yang telah mengandung dan
a present of his life. How the author present membesarkanmu. Sebegitu tampankah
this story cannot be separated from the pacar kamu hingga kamu memaksakan
society around him. diri untuk melepaskan keperawananmu
untuknya hingga tak terlihat sedikitpun
Indonesia is a country which prohibits sex olehmu rintihan seorang ibu sewaktu
before marriage. One of many characteristics melahirkanmu. Sebegitu kayakah dia,
of the religious society. It has the same sampai kamu rela menjadikan
opinion that the girl virginity must be keperawananmu sebagai DP untuk
preserved until they married. The common mengikat dia….‖ (HPNR, 2018:100)
sense is placed the girl as the responsible
human than a man when she loses her (You have no patience to let your virginity.
virginity. The burden is placed on her. The You must keep it. Or It seems that you have
society rarely flashes the big role of young big desire to enjoy the temporary pleasure by
boy while manipulating his girlfriend. The forgetting your mom who suffered to deliver

October 2019
you to the world. Whether the handsome of education to understand her body and also
your boyfriend blind you and present your protect it much more importance to avoid the
virginity as a down payment to bind pregnancy before married.
him…‖(HPNR, 2018: 100)
The stigmatism given to the girl gives more
burdens to her life. Even though she makes
CONCLUSIONS mistakes but she is still a precious human
Sex discourse is this novel focus on the being. The support and attention from the
losing for the girl who lost virginity. The people around her is needed to return her self
author is a product of patriarchal culture confidence and her self esteem.
which support the patriarchal value about
virginity. It is described the bad effect and Society must also protect the girl by giving
punishment is clearly the girl big lost the chance to get education for the pregnant
opportunity to get a good man in the rest of girl to maintain a better life. The chain of
her life. For the author, sex is a matter of young pregnancy can be cut by giving a
virginity better sex education for the young age. We
must support to Surabaya Mayor – Risma- to
Sex education represented in this novel has run a special school for the young mother
the taste of patriarchal common sense. It is who lost her basic education because of her
delivered for girls by frightening her to early married.
preserve her virginity. The novel showed the
general opinion of the society that the Education is a good way to build a better
virginity is the girl‘s big responsibility to get society. By giving education for early
husband. married girl, it will establish a powerful
society. By giving a proper sex education to
The advice given by the religious leader in the young generation, it will build the
the last story strengthened the importance of awareness to protect their body for many
keeping virginity. Behind the good order sexual diseases. It is hopefully will lessen the
actually is implicitly found the big interest of pregnancy before married.
man himself. The word of ―waste of other
man‖ placed the girl as not precious human REFERENCES .
being. It puts her in a low priced thing or as Beauvoir, Simone de. 2010. The Second Sex.
a damaged girl. Translated by Constance Borde and
Sheila Malovany Chevallier. New
Living in the patriarchal society, placed the York: Vintage Books
girl as an unworthy human being who has no Faswita, Wirda , Leny Suarni. 2018.
power to direct herself. Society and family Hubungan Pendidikan Seks Dengan
reign her body and give the big burden for Perilaku Seksual Pada Remaja Putri
her to keep the society‘s honor. Really it is Di Sma Negeri 4 Binjai Tahun 2017.
not only the girl‘s careless but the sexual Jumantik Vol. 3 No.2
incident happen because of the lack of sex http://jurnal.uinsu.ac.id/index.php/kes
education is the family‘s and society‘s. The mas/article/view/1864

October 2019
Gilbert, Jen. (2004). Literature as sex https://www.marieclaire.com/health-

education. Changing English. 11. fitness/a29488743/virginity-testing-
233-241. america-doctors/
10.1080/09540250042000252677. Rasyid, Moh. 2007. Pendidikan Seks
Hall, Stuart (ed). 1997. Representation: (Mengubah Seks Abnormal Menuju
Cultural Representation and Seks yang Lebih Bermoral).
Signifying Practices. London: Sage Semarang: Syiar Media Publishing
Publication Suhaili, Mohammad. 2018. Harga Perawan
Iyera, Padmini and Peter Aggleton. Seventy Nol Rupiah. Mataram: Lembaga
years of sex education in Health Penelitian dan Pendidikan (LPP)
Education Journal: a critical review. Mandala
Health Education Journal 2015.Vol. Susanna, Loeb et al. 2017. Decriptive
74(1) 3 –15, doi: Analysis in Education: A Guide for
10.1177/0017896914523942 . researchers.NCEE 2017-4023.US
accessed: 1 May 2019. department of Education.
https://pdfs.semanticscholar.org/ddde/ https://files.eric.ed.gov/fulltext/ED57
a025dd51c07a7c10757ed5a478e2925 3325.pdf
0ef05.pdf Walby, Sylvia. 1991. Theorizing Patriarchy.
Jones, Sophia. 2019. Why Do American Cambridge: Basil Blackwale Inc.
Doctors perform a virginity tests? Wellek, Rene and Austin Warren. Theory of
Literature . Harcourt, Brace &co ,
New York. USA

October 2019
THE INFLUENCE OF BANYUMESE DIALECT ON ENGLISH VOICED

PLOSIVE PRONUNCIATION
Luklu Ul Maknuun, Yusnita Sylvia Ningrum, Lutfia Rizky Amalia and

Yulisa Putri Utami
English Department
Semarang, Indonesia
lukluulmaknuun@students.unnes.ac.id
Abstract
One of the main problems in learning a second or foreign language is pronunciation of the
sounds in the target language, especially when the learned language has different sound
system compared to the first language. This study focuses on the influence of Banyumese
dialect in the pronunciation of English voiced plosive sound ([b], [d], [g]) by Banyumese
students. The objectives of this study are 1) to identify how Banyumese students
pronounce English voiced plosive sounds, 2) to figure out the strategies used by the
students to pronounce the sounds, and 3) to point out the factors affecting such
pronunciation. This research is a descriptive qualitative in nature. A pronunciation test
was employed to identify the pronunciation of voiced plosive sound by the students, while
interview was utilized to find out the strategies of the pronunciation and factors
influencing it. 35 students with Banyumese dialect as their mother tongue from five
different campuses around Semarang were willingly participate in this study. The
pronunciation test result was interpreted by the researcher and inter-rated by an expert
validator. The Cohen Kappa was used to check the inter-rater realiabilty and showed the
coefficient of 0.636 which means there is quite a high agreement between the raters. there
is a deal between the researcher and the expert judgemnet about the pronunciation of
voiced plossive sound. The interview result showed 28 % of respondents tried to
pronounce the sounds as native, and the rest reported that their mother tongue gives big
impact to their pronunciation.
Keywords: Voiced Plosive , Banyumese Dialect, Pronunciation, Language Acquisition
INTRODUCTION The growth of Banyumese dialect is different

The main problem in learning a foreign from the standard Javanese language
language is how the learners can pronounce (Javanese used in the Solo and Yogya
the sounds/words according to the rules of regions) which is one of the consequences of
the target language. Each language has its the geographical conditions of the dialect's
own unique phonetic (sound system) and spoken area (Paryono, 2006, p.9). The
phonemic (phonemic system), as well as the speakers of Banyumese dialect spread cover
sounds found in English. Not all English the Banyumas Residence (Banyumas,
sounds are found in other languages, such as Banjarnegara, Purbalingga and Cilacap),
in Javanese, specifically Ngapak or some parts of the Pekalongan Residence
Banyumese dialect. (Pemalang, Tegal, and Brebes), and the

October 2019
western part of the Kedu Residence Many of those studies focus on fricative
(Kebumen and Wonosobo) (Wedhawati, et sound pronunciation. While research with a
al, 2006). focus on the pronunciation of voiced plosive
sounds is still small. Departing from this, this
In addition, the differences in sound systems, study was conducted to determine the effect
some phonemes in English have similarities of the Banyumese dialect in the
to the phonemes of the Banyumas dialect, for pronunciation of voiced plosive English by
example the sounds of [b], [d], and [g] which studentswith Banyumese dialect. The
in sound science (phonetics) are called selection of Banyumas dialect speakers in
voiced plosive sounds ). This sound is this study is due to the 'privilege' of these
produced by releasing air suddenly after speakers in producing voiced plosive sounds.
being detained by using articulation points so Particularly, this study aims to answer
as to produce sounds like explosives and at research questions: 1) How do Banyumese
the same time the vocal cords are vibrated students produce voiced plosive sounds? 2)
(Roach, 2010). Javanese with Banyumese What strategies do Banyumese students use
dialect generally produce [b], [d], and [g] when producing voiced plosive sounds? 3)
sounds heavier than non-Banyumese, so that What factors are influenced by Banyumese
the native speaker has a resemblance to students in producing voiced plosive sounds?
native English speakers in terms of voiced
plosive sound (Jaya, 2009 ). METHODOLOGY
This research is a qualitative descriptive
On the other hand, the first language is very study. According to Creswell (2009)
influential on acquisition or in second qualitative research is a type of research that
language learning (Ellis, 1994). Several has the following characteristics: researchers
studies on the influence of first languages on rely heavily on information from participant
the pronunciation of English sounds objects, broad scope, general questions, data
confirmed this. Fauzi (2014) showed that collection which consists mainly of words /
Sundanese-speaking students have difficulty texts from participants, explaining and
in producing fricative English sounds. analyzing words, and conducting research
Similar findings were also found in subjectively. The purpose of this descriptive
Sembiring and Ginting (2016) involving study is in line with that presented by
students in Medan, and Sudrajat (2016) with Creswell, which is to describe how
Lampung students. Fahrunnisa (2015) Banyumese students pronounce voiced
examined the pronunciation of monophones plosive English, and find out the
by Javanese students and found that there pronunciation strategies and the factors that
was a negative transfer in the pronunciation influence them.
of the sound. Rohmah (2014) found errors in
the pronunciation of sounds in English by The respondents of this study were 35
UNS students. All of the above research students who used the Banyumese dialect in
findings are influenced by the respondent's their daily lives from Pemalang, Tegal,
first language. Brebes, Banyumas, Banjarnegara,
Wonosobo, Purbalingga, Kebumen, and

October 2019
Cilacap areas who were studying in the right to refuse / not be involved in this
Universitas Negeri Semarang, Diponegoro research.
University, Dian Nuswantoro University, and
Wali Songo Islamic University, and AMNI The data of this study consisted of recording
Stimart. For reasons of research ethics, the the results of pronunciation tests plossive
name of the respondent was made voiced sounds and interview. The
pseudonym or did not use his real name. In pronunciation test consists of 27 English
addition, before engaging in this study, words that contain voiced and voiceless
prospective respondents were given a 'letter plosive sounds, their partners, located at the
of willingness to be involved in the research'. beginning, middle and end of the word, as
If prospective respondents are not interested shown in Figure 1.
in being involved in this research, they have
Pronouce these words aloud and clearly once.

No Initial Middle Final
[b] – [p]
1 Bunch Punch Symbol Simple Lib Lip
2 Bill Pill Rabbit Rapid Tab Tap
3 Blot Plot Label Maple Cub Cup
[d] – [t]
4 Down Town Feeding Fitting Bad Bat
5 Drain Train Ladder Later Feed Feet
6 Die Tie Medal Metal Had Hat
[g] – [k]
7 Grape Crepe Beggar Kicker Frog Frock
8 Gab Cab Wiggle Wickle Bag Back
9 Glue Clue Baggage Package Wig Wick
Figure 1. research instrument: pronunciation test of voiced plosive sound
Voiceless plosive sounds - [p], [t], [k] - researchers to determine the accuracy of the
included in the pronunciation test instrument sound produced. The researcher is not a
to get more accurate test results due to the native speaker of English, so to obtain
tendency of voiced sound pronunciation to reliable analysis results, the results of the
become voiceless. However, in data analysis, recording of the voiced plosive sound
voiced plosive sounds still get the main focus pronunciation test are also tested by native
of this research. English speakers (interrater reliabilty), an US
citizen who has a certificate of teaching
After the pronunciation test is done, the English for non-native speakers and have
respondent is given a number of questions to taught for more than 8 years at MONDIAL
find out the pronunciation strategy and the School Semarang. The test results of voiced
factors that influence the pronunciation of the plosive sound pronunciation test by native
voiced plosive sound. speakers are done one month after the
researcher completes the results of the
The results of the voiced plosive voice analysis.
pronunciation test are then analyzed by the

October 2019
The results of the SPSS calculation for the (0.05)) . Based on the results of the interrater
reliability test between testers (researchers reliability test, the analysis data obtained can
and native speakers) found out there was be used for the next stage, the interpretation
agreement or a common perception in the of results.
analysis of test results are shown in Table 1.
Table 1. the result of Inter-reliability 3.1 Pronunciation of Voiced Plosive
Symmetric Measures Sounds
Valu Asymp Approx Approx As described above, that the reliability test of
e . Std. . Tb . Sig. validator 1 and expert judgement on the
a
Error results of the voiced plosive sound
Measure ,636 ,113 5,336 ,000 pronunciation test analysis showed a high
of Kapp
level of concordance, so that the quality
Agreemen a
assessment results of 27 words containing
t
voiced plosive sound by 35 respondents were
N of Valid Cases 35
not much different. However, for the
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming purposes of interpreting the results of data
the null hypothesis. analysis and paying attention to the validity
of the data source, the results of the
Table 1 shows the Kappa coefficient of pronunciation test by researcher 1 are used.
0.636, which means that there is an
agreement or similarity in perception Voiced plosive sound pronunciation
between the researcher and the expert produced by 35 respondents with Banyumas
validator in determining whether or not the dialect is summarized and presented in Table
sound is produced by the respondent (kappa 2 below.
coefficient value> 0.6 or p value & alpha
Table 2. The pronunciation of voiced plosive sound by respondents

No Respondent Researcher 1 Expert Validator
Fb % Fs % Fb % Fs %
1 SA 1 26 2,82 1 0,11 25 2,73 2 0,22
2 SA 2 26 2,82 1 0,11 26 2,84 1 0,11
3 SA 3 26 2,82 1 0,11 26 2,84 1 0,11
4 SA 4 27 2,93 0 0 26 2,84 1 0,11
5 SA 5 27 2,93 0 0 26 2,84 1 0,11
6 Udinus 1 25 2,71 2 0,22 26 2,84 1 0,11
7 Udinus 2 25 2,71 2 0,22 27 2,95 0 0
8 UIN 1 27 2,93 0 0 26 2,84 1 0,11
9 UIN 2 27 2,93 0 0 27 2,95 0 0
10 UIN 3 25 2,71 2 0,22 27 2,95 0 0
11 UIN 4 26 2,82 1 0,11 26 2,84 1 0,11
12 UIN 5 26 2,82 1 0,11 27 2,95 0 0
13 UNDIP 1 27 2,93 0 0 27 2,95 0 0
14 UNDIP 2 27 2,93 0 0 26 2,84 1 0,11
15 UNDIP 3 27 2,93 0 0 27 2,95 0 0

October 2019
16 UNDIP 4 27 2,93 0 0 27 2,95 0 0

17 UNDIP 5 25 2,71 2 0,22 25 2,73 2 0,22
18 UNNES 1 26 2,82 1 0,11 26 2,84 1 0,11
19 UNNES 2 26 2,82 1 0,11 26 2,84 1 0,11
20 UNNES 3 26 2,82 1 0,11 26 2,84 1 0,11
21 UNNES 4 26 2,82 1 0,11 26 2,84 1 0,11
22 UNNES 5 27 2,93 0 0 26 2,84 1 0,11
23 UNNES 6 26 2,82 1 0,11 27 2,95 0 0
24 UNNES 7 27 2,93 0 0 26 2,84 1 0,11
25 UNNES 8 27 2,93 0 0 27 2,95 0 0
26 UNNES 9 27 2,93 0 0 27 2,95 0 0
27 UNNES 10 27 2,93 0 0 26 2,84 1 0,11
28 UNNES 11 27 2,93 0 0 27 2,95 0 0
29 UNNES 12 27 2,93 0 0 27 2,95 0 0
30 UNNES 13 26 2,82 1 0,11 26 2,84 1 0,11
31 UNNES 14 27 2,93 0 0 27 2,95 0 0
32 UNNES 15 27 2,93 0 0 27 2,95 0 0
33 UNNES 16 23 2,50 4 0,43 23 2,51 4 0,44
34 UNNES 17 27 2,93 0 0 25 2,73 2 0,22
35 UNNES 18 26 2,82 1 0,11 23 2,51 4 0,44
Total 921 97,46 24 2,54 915 96,82 30 3,18
Notes: SA = Stimart Amni, Udinus = Dian Nuswantoro University, UNDIP =
Diponegoro University, UIN = State Islami University of Wali Songo, UNNES =
Universitas Negeri Semarang, Fb = Frequency of right occurrence, Fs = Frequency of
wrong occurrence
Table 2 shows that the respondents respondents are summarized in Table 3, as

pronounced 97.46% (921) words which are follows:
contained voiced plosive sounds correctly in Table 3. The pronunciation of words
accordance with the rules of pronunciation of containing voiced plosive sounds
the sound in English. Only 2.54% (24) of the
Voiced Plosive in Initial
words spoken were not in accordance with
the pronunciation of voiced plosive sounds. Researcher Expert
No Validator
18 (51.43%) respondents said voiced plosive Fb Fs Fb Fs
sound perfectly. Mispronounced words (%) (%) (%) (%)
produced by student respondents ranged from 1 Bunch 100 0 100 0
1 to 4 words, with the most errors produced 2 Bill 100 0 100 0
by a respondent, a number of 4 words 3 Blot 100 0 100 0
4 Down 100 0 100 0
(0.43%). This finding is in line with Jaya
5 Drain 100 0 100 0
(2009) which states that students with a 6 Die 100 0 100 0
Banyumas dialect are better at pronouncing 7 Grape 100 0 94,29 5,71
voiced plosive sounds than other students 8 Gab 100 0 94,29 5,71
with a dialect. 9 Glue 97,14 2,86 94,29 5,71
The results of the pronunciation analysis of

each word in the instrument by 35

October 2019
Voiced Plosive in Final [kʌp], bad [bӕd] spoken to bat [bӕt], and
Researcher Expert Validator feed [fi: d] spoken to feet [fi: t]. However,
Fb Fs Fb Fs the error produced by respondents for these
(%) (%) (%) (%) three words is very small, namely ≤11.43%
Lib 97,14 2,86 100 0
which means that out of 35 respondents, only
Tab 100 0 100 0
Cub 88,57 11,43 97,14 2,86 ≤4 people said the word incorrectly.
Bad 97,14 2,86 94,29 5,71
Feed 91,43 8,57 88,57 11,43 An interesting finding from the analysis of
Had 94,29 5,71 100 0
words with voiced plosive sounds in this
Frog 97,14 2,86 100 0
Bag 97,14 2,86 100 0 final position is that both researchers and
Wig 94,29 5,71 97,14 2,86 expert validators found that almost all
Notes: Fb (%) = Frequency of right respondents put more emphasis on the most
occurence in %, Fs (%) = Frequency of recent sound. This is as stated by Paryono
wrong occurence % (percentage of 35 about the specificity of the Banyumese
respondents) dialect:
Voiced Plosive in Middle The specifics of consonant phonemes that

Researcher Expert Validator belong to the Banyumese dialect, among
Fb Fs Fb Fs
(%) (%) (%) (%) which are found in phonemes [b], [d], [g],
Symbol 97,14 2,86 100 0 [k], and [ˀ] when contrasted with standard
Rabbit 97,14 2,86 100 0 Javanese, they are different with [p], [t] ],
Label 100 0 97,14 2,86 [k], [ˀ], and [θ]. The consonant phoneme / b /
Feeding 100 0 91,43 8,57
Ladder 100 0 97,14 2,86 ababé ‗bad breath‘ or ‗air coming out of the
Medal 100 0 94,29 5,71 mouth‘ is pronounced [abhabhe] whereas in
Beggar 100 0 97,14 2,86 standard Javanese [abhape]. The consonant
Wiggle 94,29 5,71 94,29 5,71 phoneme / d / in the word tripe 'tebas' is
Baggage 88,57 11,43 85,71 14,29
pronounced [bhabhad] while in the standard
dialect it is pronounced [bhabhat]. The word
Table 3 shows that words containing voiced
endhog 'egg' is pronounced [«nd`Og] while
plosive sounds at the final position, such as
the words lib, tab, cub, bad, feed, had, frog,
father ‗bapak‘ is pronounced [bhapak] while
bag, and wig, were more pronounced less
in the standard dialect [bapa`] (Paryono,
accurately by respondents compared to the
2009, p.9).
words that were contains similar sounds in
the initial and middle position. Only tab
In addition, in the group of words with
words are spoken correctly by all
"voiced plosive in the middle of the word",
respondents. Other words in the group
researchers and expert validators also found
"voiced plosive at the end of the word" were
similarities in the pronunciation of the word
pronounced imperfectly by respondents.
wiggle and baggage. According to 80% of
Experts and expert validators agree that
respondents, this was caused by 2 [letters]
voiced plosive sounds tend to be voiceless
consonants which were located side by side.
plosives in the word cub [kʌb] spoken to cup
It confused them in their pronunciation

October 2019
because in their mother tongue there are no guess the pronunciation. They realize that
similar types of words or no words which writing and pronunciation of words in
was contained of two consonants English are not always linearly related. Then,
consecutively especially in the consonant 'g', 31% of respondents chose to say the words
as the two respondents said in the interview: that contain voiced plosive sound by reading
what they are in accordance with the
"It's difficult to find the same two letters, like pronunciation rules in Indonesian. For
the word beggar," (UNNES 5 interview). example as the word baggage. They
pronounce the word 'age' with [ʌgə] instead
"It's difficult to find the same two letters, of [eɪdʒ], so the baggage is pronounced
like the word baggage," (UNNES 16 [bʌgʌgə]. Similarly, the wigle is pronounced
interview). [wɪgle] not [wɪgl]. While the rest, as many as
20% chose to see the phonetic transcription
3.2 Strategies for Producing Voiced first. Respondents who use this strategy are
Plosive Sounds students of the English Education Study
To find out how Banyumese students Program.
pronounced words contained voiced plosive
sounds that are tested on them, respondents 3.3 Factors that Influence Students in
are given several questions related to voiced Producing Voiced Plosive Sounds
plosive sound pronunciation strategies. The Based on the results of interviews with 35
results of the interview regarding the respondents with Banyumese dialects, they
pronunciation strategy are presented in obtained Javanese using the Banyumese
Figure 2 below. dialect and Bahasa Indonesia in their daily
lives. Javanese with the Banyumas dialect is
more dominantly used by all respondents
both in the neighborhood and on campus.
However, as a person with a tertiary
educational background, the use of language
remains adapted to the speech partner.
Based on the results of interviews with

respondents about how they said the English
language in general and in connection with
this study, obtained two groups of answers as
summarized in Figure 3.
Figure 2. Strategies of pronouncing voiced
plosive sounds
Figure 2 shows that when respondents were

presented with words containing voiced
plosive sounds but they did not know how to
pronounce the word, 49% of them chose to

October 2019
respondents daily, and in some students who

Factors of pronouncing use English, they are translating
English voiced plosive
transcriptions and orthography of different
English.
tried to
pronounc This research is a qualitative descriptive
ed voiced study that studies, strategies, and factors that
plosive
resemble Banyume affect the sound pronunciation of voiced by
d in se dialect Banyumas students. Quantitative Exposure
Indonesia was still
used Data in percentage form is only used to
72% support descriptive descriptions. The
relationship between Banyumas students'
variables, ways, strategies, and factors that
Figure 3. Factors of pronouncing Voiced influence their pronunciation is not the focus
plosive of this study. Therefore, future research can
develop research that uses quantitative.
How to pronounce English words as
summarized in Figure 3 shows that 72% of REFERENCES
respondents felt that the Banyumas dialect Creswell, J.W.(2009). Research design:
was still thick or carried away when Qualitative, quantitative, and mixed
pronouncing the words on the pronunciation methods approaches (3rd ed.).
test sheet. This reinforces the opinion that the Thousand Oaks: Sage Publications,
first language influences the acquisition or Inc.
learning of a second or foreign language Ellis, R. (1994). The Study of Second
(Ellis, 1994; Fahrunnisa, 2015; Fauzi, 2014; Language Acquisition. Oxford:
Rohmah, 2014; Sembiring & Ginting, 2016; Oxford University Press.
Sudrajat, 2016) Fahrunnisa. (2015). Indonesian Javanese
Students‘ Pronunciation of English
CONCLUSIONS Monophthongs. Thesis. UIN Syarif
The results of this study prove that students Hidayatullah Jakarta.
with Banyumese dialect can pronounce Fauzi, F. (2014). Error Analysis of
English voiced plosive sound without any Sundanese English Pronunciation on
difficulties. In fact, the phoneme peculiar Fricatives Sound. Al-Turāṡ, 10(1),
voice of Banyumese dialect helps them ask 199-217.
for a similar sound in English. In approving Jaya, A. R. (2009). The Students‘ Mastery in
the sounds of plosive English, the majority of Pronouncing English Plosive
which they have not yet discussed, Consonant [p, t, k, b, d, g] (An Error
respondents use a variety of strategies, such Analysis of the Fifth Semester
as refuting the sound in accordance with the Students of English Department of
writing, guessing the correct pronunciation, UNNES in the Academic Year
and paying attention to the transcription of 2008/2009). Thesis. Universitas
the requested sound. The Javanese dialect Negeri Semarang.
Banyumas dialect in the language of the

October 2019
Paryono, Y. (2006). Keunikan Bahasa Jawa Sembiring, N., Ginting, F.Y.A. (2016). An
Dialek Banyumas sebagai Cerminan Analysis of Pronunciation Errors
Identitas Masyarakat Banyumas. Made by the Fourth Semester
Surabaya: Balai Bahasa Surabaya. Students of English Education Study
Roach, P. (2010). English Phonetics and Program at Unika. Jurnal Suluh
Phonology Fourth Edition : A Pendidikan FKIP-UHN, 3(1), 40-53.
practical course. Stuttgart: Klett Sudrajat, A. (2016). An Analysis of English
Sprachen GmbH Pronunciation Based on Student
Rohmah, H. (2014). Error Analysis on Speech Community at English
Mispronunciation of Spoken Education Study Program. Thesis.
Language Made by Students at the Lampung University.
First Semester of English Department Wedhawati et Al. (2006). Tata Bahasa Jawa
of Sebelas Maret University in the Mutakhir. Yogyakarta: Kanisius.
Academic Year 2013/2014. Thesis.
Universitas Sebelas Maret.

October 2019
A STUDY OF KARTINI‟S SCHOOL CONCEPTS

IN LETTERS OF A JAVANESE PRINCESS
Maria Lintang Panjer Enjing

Maria Vincentia Eka Mulatsih
English Language Education Study Program: Department of Language and Arts Education
Sanata Dharma University
Yogyakarta, Indonesia
mv_ika@usd.ac.id
Abstract
Kartini is known as an Indonesian feminist writer who shows her opinion toward many
aspects of Javanese life during Dutch colonialization era. Many studies have discussed
her feminism, gender equality, marriage and emancipation. This paper will give new
insight which is taken from Kartini‘s concept in relation with her dream school. Firstly, it
provides the school concepts of Kartini by conducting a document analysis of her letters.
Secondly, the school concept will be analyzed further using critical discourse analysis. It
was found that Kartini‘s school concepts can be categorized into three parts namely
school for women, character building, & various school subjects. Nevertheless, Kartini‘s
school concepts have been influenced with Dutch ideal school condition. In short, this
paper is beneficial for teachers, lecturers, and practitioners in dealing with a good school
concept without ignoring the values of our local wisdom.
Keywords: School Concepts, Kartini, Dutch.
INTRODUCTION Javanese women in that era through her

Literary work can acknowledge many readers letters. Those letters were compiled by J.H.
to know social, educational, moral, and Abendanon after Raden Adjeng Kartini
cultural phenomena that are being portrayed passed away. The compilation of her letters
by the writers. Since literary works such as was in form of a book called Door Duisternis
poems, plays, and novels take place in the tot Licht (Out of Dark Comes Light) in Dutch
various settings, they also contribute the language and was published in 1911. An
understanding on how the communication English translation of Kartini‘s letters was
happens in some countries, which contain published in 1920. The title of this book is
different culture and education as Mulatsih Letters of a Javanese Princess.
(2018) also underlines.
Kartini‘s idea for educating women changed
One of the real examples of literary work that the educational requirement in Indonesia
has the relation with education is Letters of a during Dutch colonialism era. It allowed
Javanese Princess which is written by Raden women to go to school. In fact, Indonesia
Adjeng Kartini. She expressed her experienced many changes in developing the
experience and feeling about education for education system. Suratno (2014) said that in

October 2019
the Dutch colonial era (1600s-1942) or evaluates the content of the text in literary
education was purposed only for particular works (Guerin, et al., 2010; Davis &
groups of people. The education was based Womack, 2002). The formalist approach is
by school classification according to social also called as a new critical approach. Since
status. It was also influenced by the tradition the object of this study is letters, this
that only men could go to school, while approach helps the writer comprehend the
women should only stay at home (it is called content of the letters.
as pingit). Now, people have chance to go
school and obtain their education until at the For answering the second problem that is the
highest level of institutions. influences of Dutch colonialization toward
Kartini‘s school concepts, the writer applied
Knowing the importance of Kartini‘s letters critical discourse analysis. Previous finding
for promoting Indonesian women‘ right of about literal Kartini‘s school concepts is
education in spite of her own education analyzed again to find out the relation
limitation in Dutch colonialism era, the between Kartini and Dutch. In this case,
analysis of her school concepts is needed to Dutch is the dominance. As Van Dijk (1993)
be done more deeply. There are two main mentioned that critical discourse analysis is
problems that will be discussed in this article. applied when there is a question about
The first relates to Kartini‘s school concepts power, dominance, social inequality.
as reflected in her letters and the second is
the influence of western thought toward In this study, the writer applied library study.
Kartini‘s school concepts. The writer used library study to collect the
data from numerous sources as the primary
Furthermore, this article hopefully benefits and secondary data. The main data of this
people who care for Indonesian education in study were taken from Raden Ajeng Kartini‘s
relation with school concepts as viewed in letters entitled Letters of A Javanese
Kartini‘s letters. By reading and Princess. Meanwhile, the writer took the
understanding this literary work, readers may secondary data of this study from several
find the root of Indonesian education that is sources of related field. Many references
shown from Indonesian heroine from Java such as journals, books, e-books, articles, and
who fights for emancipation. online references were used as a secondary
data of the study. The writer also applied
METHODOLOGY document analysis. According to Bowen
For answering the first research question, (2009), document analysis is an orderly
close reading to all Kartini‘s letters was procedure for evaluating and analyzing
done. This method is a way where the electronic and printed documents. Document
researcher wants to dig more deeply the analysis needs the data be examined in order
content of Kartini‘s letter in relation with her to obtain meaning, gain understanding, and
school concepts. Based on that reason, the develop knowledge.
approach that is used for analyzing the first
problem refers to formalist. The formalist The writer conducted following several steps
approach is a critical approach that analyzes in analyzing the data. The first step was

October 2019
reading the book entitled Letters of A FINDING AND DISCUSSION

Javanese Princess. The writer read the book For achieveing her dream, Kartini had to face
thoroughly for several times, in order to gain many obstacles. One of the obstacles was
a better understanding of the content of the that she had to deal with the feudal customs
letters. The second reading was founding the among nobilities. The feudal customs placed
proofs and evidences that presents school a boundary between men and women that
concept of Raden Adjeng Kartini. The gave many disadvantages for women. In her
second step was the writer collects the letter, Raden Adjeng Kartini told Stella
theories and reviews of related studies. The Zeehandelaar that in that era there was a
purpose of this step was to support the huge discrimination among women. She
analysis of the study. The third step was experienced that great discrimination. Her
applying the reviews and related studies to brothers could go to school even until the
determine the problem formulations. The highest level. They also could learn any
fourth step was the writer applies theories to subjects at the institution whilst women just
be used in this study. The study employed stayed at home and could not go outside of
theories about school concept to support this the house. The only school that was open to
study before the writer analyzed some noble daughters was a free grammar school
variables in Raden Adjeng Kartini‘s school. for Europeans. Kartini felt that it was not fair
that boys could learn anything, but girls only
The fifth step was identifying the data. The learned grammar for Europeans. Then, she
writer also marked and wrote evidences from had a dream that she wanted to open a school
every letter, which represented the school that made women also could learn any
concept of Raden Adjeng Kartini. The writer subjects like boys and attended the school
also classified the data into some variables even until at the highest levels.
based on the theory. The sixth step was
analyzing the data. In this step, the writer Kartini (1985) then became very critical to
arranged what the writer had read and tried to the Javanese tradition especially when the
figure it out, in order to build explanations custom did not allow Javanese women to join
and develop theories. According to Sundari the school. She had a perspective that woman
(2015), ―In qualitative research, the data was the most important educator for their
display can do in short narrative form, chart, children. She wrote told Mevrouw M. C. E.
the relationship between category, graphic, Ovink-Soer about it in 1900.
matric‖ (p. 34). The writer used short
narrative form in showing the data in this And who can do most for the elevation of
study. The seventh was explaining the the moral standard of mankind? The
founding data into a conclusion. The woman, the mother; it is at the breast of
presentation of data was explained in a woman, that man receives his earliest
qualitative way. The last step was verifying nourishment. This child learns there first,
the result of the study. In order to get the to feel, to think, and to speak. And the
final result of the study, the writer revised the earliest education of all foreshadows the
study. whole after life (p. 65).

October 2019
In this letter, it was clear that Raden Adjeng After Raden Adjeng Kartini finished her
Kartini stated her thought that women study in Holland, she would go back to Java
became the first place to educate and build immediately and opened the school for
the moral character of her children. Because women of the nobility. She took this action
of this strong reason, Kartini said that the because as a noble girl she knew the feeling
education of women was very crucial in when they just spent their time at home
giving priority to educate women. She without doing anything.
opened School for Javanese women that
could educate women as future mothers in After she married to her husband, she did not
practical knowledge. She also wanted to want to lose her dream. She asked her
teach them to understand love and justice. husband to open the school (Hapsari, 2017).
Fortunately, her husband supported her
Raden Adjeng Kartini stated that one of the decision and dream. On December 11, 1903
most crucial important parts of educating Raden Adjeng Kartini sent a letter to her
people was moral education. She shared this friend Mevrouw and Mijnheer Abendanon
idea to Mevrouw Ovink-Soer on January 21,
1901: Our idea is to open a school for daughters
of the native officials her, if we can get a
But is an intellectual education suitable teacher. If we could find a good
everything? To be truly civilized governess, then she could care for the
intellectual and moral education, must go formation of their characters (p. 234).
hand in hand (p. 65).
With her husband's never-ending supports,
In that letter, Raden Adjeng Kartini Raden Adjeng Kartini opened a school. This
expressed her ideal dream to make women to school was located in Rembang, Central
be more morally and intellectually educated. Java. Raden Adjeng Kartini opened this
In order to make a nation could be civilized, school was for daughters of native official in
moral and intellectual education were that era. This idea came from the school in
important. Kartini thought that she wanted to Jepara that Raden Adjeng Kartini and her
open the school for women that could sisters had already opened.
educate their intellectuality and morality.
According to Lickona, et al. (2007), character
Raden Adjeng Kartini sent the letter to education is an effort to develop in people‘s
Mevrouw M. C. E Ovink- Soer in 1900 that core ethical and action values that are widely
after she returned to Indonesia she wanted to asserted across all cultures.
open a school for girls.
Misnatun (2014), Agboola and Tsai (2012)
When we come back to Java, we shall said, the most important education is
open a school for girls of the nobility (p. education based on educating moral.
66). Throughout Kartini‘s letter to Mevrouw
Abendanon- Mandiri on January 21, 1901,
she shared her thoughts:

October 2019
Education means the forming of the mind We do not wish to make of our pupils half
and of the soul. I feel that with education Europeans or European Javanese. We
of the mind the task of the teacher is not want a free education, to make of the
complete. The duty of forming the Javanese, above everything, a strong
character is his; it is not included in the Javanese. One who will be blessed with
letter of the law, but it is a moral duty (p. love and enthusiasm for his own land and
99). people, with a heart open to their good
qualities and to their needs (p. 172).
She thought that it was important to educate
the character as well as to educate the Acoording to Raden Adjeng Kartini, this
intelligence. The most essential duty of a school would not make Javanese pupils half
teacher was not only educating students‘ European but she wanted to make all
intelligence, but also developing the Javanese women to be strong Javanese
character of the students itself, because women and realize their potentials that they
forming moral character would also take part might learn from Europeans.
of the successful or the failure of the
students‘ life. Kartini showed her thoughts about school
through her letter on January 27, 1903 to
As a daughter of native official, Kartini felt Heer E. C Abendanon:
that an institute for daughters of native It is true that in ―our school‖ (how
officials was important because it could raise pleasant that sound) we want to give more
their spirit. The letter was sent to Mevrouw of a moral than an academic education. If
Van Kol in August, 1900: it is not erected by the Government we
would not have to follow the prescribed
Our idea is to open as soon as we have paths, and we want the whole idea of our
the means, an institute for the daughters school to be the education of children, not
of native officials, where they will be fitted as though they were in a school, but in a
for practical life and will be taught as well home, as a mother would bring up her
the things which elevate the spirit and own children (p. 213).
ennoble the mind (p. 115).
In that era, many women in Preanger had
School concept that was constructed by been to school and they were able to speak
Kartini also to educate the daughters of Dutch. She sent this letter to Mevrouw
native officials, so that they could be fitted Abendanon Mandiri on September 30, 1901:
for practical life. She also wanted to teach
them so that they could raise their noble In Preanger there are a great many
mind to be real women. women and girls who have been to school,
and who speak Dutch. Most of those
Raden Adjeng Kartini wrote a letter about the whose acquaintance we made talked
importance of education especially for Dutch with us because we do not know
Javanese people to Mevrouw Abendanon- each other‘s language. Strange that we
Mandiri on June 10, 1902: should make an agreeable acquaintance

October 2019
with people of our own country, and of that the students also learned the school
kindred race by means of a foreign subjects like boys did. Cooking also taught at
tongue. (p. 118- 119) the school so that students also still
remember their nature as women. Besides
She wanted to teach the Javanese people those basic subjects that were taught, Raden
especially Central Java girls and women. She Adjeng Kartini also taught the students moral
wanted to teach them foreign especially values and character building at her school.
Dutch, so that there would be no barrier She also treated her students as a mother who
between their own kindred race and Dutch educated her students.
people.
Raden Adjeng Kartini was grateful to have a
Raden Adjeng Kartini told Mevrouw husband who wanted to support one of her
Abendanon Mandiri about the learning dreams which about education. She and her
activity in her school. This letter was written husband had a plan to open the school in
on July 4, 1903. Rembang. She wrote her feeling and this
school plan to Mevrouw and Mijnheer
The children come here four days in the Abendanon on December 11, 1903
week, from eight to half past twelve. They
study writing, reading, handiwork and In January I hope to be able to open our
cooking. little school. We are looking for a good
teacher, and till we have found one, I shall
We teachers do not give lessons in art have charge of the lessons myself. Several
unless the pupils show a special aptitude parents have already asked me to teach
for it. Our school must not have the air of their children (p. 234).
a school, nor we that of schoolmistresses.
It must be like a great household of which After she moved to Rembang with her
we are the mothers. We will try and teach husband, Kartini shared that she and her
them love as we understand it, by word husband wanted to establish a school for
and deed (p. 223). daughters of native officials there. This
school idea emphasized on mental
Kartini said that the school was open four development and character building. In short,
days in a week. The pupils attended the she delivered her opinion that women also
school for four and a half hours. Raden took the crucial part to educate next
Adjeng Kartini applied entertaining learning generation.
way at the school so that the students could
enjoy at school. The school subjects such as It seems that Kartini has her own school
reading, writing, cooking, and handiwork concepts. In fact, she was influenced with
were taught in her school. The purpose of western concept of education. From some
this school was to make all women be lines that she wrote, they indicate that Kartini
independent women but without forgetting thinks that western has better life. It can be
their responsibility as women. Kartini seen from these following lines.
applied writing, reading and handiwork so

October 2019
I do not belong to the Indian world, but to teach them to understand love and
to that of my pale sisters who are justice and right conduct, as we have
struggling forward in the distant West (p. learned them from the Europeans (p.
31). 65).
It was a great innovation for us to learn The Government wishes to educate and
Dutch (p. 35). Do you understand now civilize the Javanese people and must
why I am so anxious to obtain the mastery needs begin teaching the smallest and
of your beautiful language? (p. 42). Yes, the highest class, which is the
but if I do not learn my French lessons aristocracy, the Dutch language (p.
well, I shall not to be allowed to go to 65).
Holland year after next (p. 70). Father In many cities small Dutch schools
has also given us a German grammar. We have sprung up like mushrooms (p. 99).
hope to begin English (p. 90). … education of girls. I shall plead for
I am happy only when I can throw the the importance of a knowledge of
burden of Javanese etiquette from my hygiene and physiology placed on the
shoulders. … the burden of etiquette curriculum of the school, which is to be
presses upon a Javanese aristocratic erected (p. 106).
household. … Javanese etiquette is both Kartini has her dream school in which has
silly and terrible (p. 38). been influenced with her admiration toward
They would gladly go on with their her Dutch friends.
studies. But here in Java, there is no
opportunity, and we cannot go to Europe CONCLUSIONS
(p. 42). The school concepts that are found in Letters
To go to Europe! Till my last breath that of a Javanese Princess are school for
shall always be my ideal (p. 49). women, school with character education and
Based on those lines, it is clear that Kartini various daily subjects. She literally mentions
admires Dutch and other foreign countries vocational school. She feels that women have
including their language. She does not agree the same rights with men to be educated. She
with her own Javanese etiquette and prefers feels that it is not fair that boys can learn
choosing western one. Moreover, she anything, but girls only learn grammar for
crystalizes the social groups in that era by Europeans. Then, she has a dream that she
having school for officials‘ and regents‘ wants to open a school that make women
daughter: also can learn any subjects like boys and
… open a school for daughters of the attends the school even until at the highest
native officials (p. 234) levels. It becomes the strong reason that
… read in the newspapers about the women become the first place to educate and
proposed school for regents‘ daughters build the moral character of her children. The
(p. 105). school concept that can be found in the
Europeans also influence Kartini‘s Letters of a Javanese Princess is character
school concepts as reflected in some lines of education. Kartini states that it is important
her letters below. to educate the character as well as educate
the intelligence. Another school concept that

October 2019
can be found is various school subjects. [S.l.], v. 7, n. 1, p. 73-89, mar. 2017.

Raden Adjeng Kartini applied entertaining ISSN 2580-1066. Retrieved: August
way of learning in the school so that the 12, 2019. Retrieved from:
students could enjoy at school. The school http://jos.unsoed.ac.id/index.php/jli/ar
subjects such as reading, writing, cooking, ticle/view/335
and handiwork should be taught. On the Kartini, R. A. (1985). Letters of a Javanese
other side, Kartini creates her ideal school princess. University Press of
based on Dutch school. America.
Lickona, T., Schaps, E., & Lewis, C. (2007).
REFERENCES CEP's Eleven Principles of Effective
Agboola, A., & Tsai, K. C. (2012). Bring Character Education. Character
character education into classroom. Education Partnership.
European journal of educational Misnatun. (2014). Pendidikan pos
research, 1(2), 163-170. modernism. Yogyakarta: Ar-Ruzz
Bowen, G. A. (2009). Document analysis as Media.
a qualitative research Mulatsih, M. I. (2018). Learning poetry as a
method. Qualitative Research strategy to develop teaching skill
Journal, 9(2). among students. International journal
Davis, T. F., & Womack, K. of Indonesian education and teaching
(2002). Formalist criticism and (IJIET), 2(2), 120-128.
reader-response theory. Macmillan Sundari, M. T. (2015). A study of R.A
International Higher Education. Kartini‘s conflict in letters of
Guerin, W. L., Labor, E., Morgan, L., Javanese princess translated by
Reesman, J. C., & Willingham, J. R. Agnes Louis Symmers.
(2010). A handbook of critical Suratno, T. (2014). The education system in
approaches to literature (6th ed.). Indonesia at a time of significant
New York: Oxford University Press. changes. Revue internationale
Hapsari, R. D. (2017). Sekolah Kartini dan d‘éducation de Sèvres.
Van Deventer: Pelopor sekolah Van Dijk, T. A. (1993). Principles of critical
perempuan di Semarang pada masa discourse analysis. Discourse &
kolonial. Jurnal Ilmiah Lingua Idea, society, 4(2), 249-283.

October 2019
STYLE IN TRANSLATING MADURESE CULTURAL TEXTS
Masduki
Universitas Trunojoyo Madura
e-mail: masduki@trunojoyo.ac.id
Abstract
The study of cultural documents has emerged for a decade, but the phenomena on
Madurese cultural texts linguistically were slightly investigated. Stevens (1965)
investigated speech levels in Madurese, Davies (2010) focused on Madurese grammatical
study, Saksono (2013) looked at roles of novice translators in Madura, Misnadin (2018)
described phonological and phonetic structures of Madurese; and Masduki (2016)
examined translation strategies and types of meaning in translating Madurese cultural
texts. This article highlighted the research findings on types of style in translating
Madurese cultural texts. Style is the system of choice of individual language usage
created by the translator (Leech and Short, 1981; Crystal, 1999; Huang, 2015). The study
used descriptive qualitative research with data collection through in-depth interview,
observation, and document analysis. The results showed that the types of style realized in
the translation of Madurese cultural texts were the use of word choices, idiomatic
expressions, and punctuation. The types of style were taken into consideration as an
interrelated part with other aspects (types of meaning, strategies) in patterning the
translation of Madurese documents.
Keywords: Style, Translation, Madurese, Culture, Text
INTRODUCTION Such words may easily create problems in

A cultural work may be seen as a discourse translation. These problems, as noted by
(Masduki, 2013), that is, as a unity Baker (1992), may include: culturally
containing information, message, expression specific concepts, semantic complexity of the
of the author, and cultural elements. The source text, source and target texts differently
translator needs to understand basic concepts realising particular meanings, target language
of cultural analysis in order to appreciate the lacking superordinates or hyponyms,
work‘s communicative function (Yi, 2013). different concepts of source language and
All of these are generated from the source target language physically, difference in
cultural texts and then ordered and composed expressing meaning and style, difference in
in the target cultural texts using simple, fresh, frequency and purpose of using specific
accurate, and lively language. All of those forms, and use of loan words in the source
elements are interrelated in texts holistically text. So, what is needed by the cultural
(Masduki, 2012). In translation, this holistic translator is an effort that tends towards more
understanding is essential if the translated practical cultural analysis with a view to
work is not to become boring and can help achieving comprehensive understanding.
reveal more clearly the purpose of the author,
recreating the desired effect of the original.

October 2019
Although the study of cultural documents has DISCUSSION

emerged for a decade, but the phenomena on The results of this study showed that the
Madurese cultural texts were slightly activities undertaken in the process of
investigated. (Stevens, 1966) investigated translation have their own peculiarities,
speech levels in Madurese, Davies (2010) namely the translation of cultural texts was
focused on Madurese grammatical study, carried out not only using language
(Saksono, 2013) focused on the role of competence but also cultural competence
novice translators in Madura, and Misnadin from the beginning to the final stage, and the
(2018) described phonological and phonetic types of styles realized in translation of
structures of Madurese. Translators activity Madurese cultural texts were the use of word
in translating Madurese cultural texts was to choices, the use of idiomatic expressions, and
translate Madurese cultural texts with various the use of punctuation.
strategies (Masduki, 2016) and embodies in
some kind of meaning and some style Translating culture is unique an dt needs
parameters. The translation of Madurese certain strategies to get an equivalence.
cultural texts was realized in several types of Masduki (2016) mentioned that translators
meaning (Masduki, 2011). In addition, this activity in translating Madurese cultural texts
study revealed some style parameters used in applied various strategies. The strategies
translating Madurese cultural texts. As it is were adaptation, calque, modulation,
known that style is the system of choice of borrowing, descriptive equivalence, and
individual language usage done by the superordinate-subordinate scope.
translator (Chesterman, 1997; Hoed, 2004). Adaptation is a strategy of replacement of
This study used three parameters to explain cultural elements in the source language with
the style. The first is to dramatize the style similar cultural elements in the culture of the
shift. The second is the use of idiomatic target language. The use of this strategy is
expressions. The third is the use of intended to produce the same response from
punctuation. readers, although literally meaning is not
exactly the same. This cultural replacement
RESEARCH METHODS strategy is often used to handle the word or
This research applies a qualitative research in phrase that is not recognized in the target
which the problems to be focused on were language. Calque strategy is considered
already determined. The source of data as the following the structure of source language,
references were informants and cultural but lexically follow or borrow the lexical of
documents and their translation. The research source language. Modulation is a strategy to
was conducted by using interview and replace the point of view or focus of
document review. Relevant sentences were translation from the source text. Modulation
identified through a detailed reading of the can be applied structurally or lexically.
full texts. If there were two or more similar Borrowing is the direct translation strategy
words or phrases, only one word or phrase using source language or other foreign
was used as data. languages in target text. This strategy is
functioned to make the expression easy to
understand. Descriptive equivalence is

October 2019
conducted to give the description or In addition to the types of meaning, there are
information to the target readers of the also some style parameters used in
easiness or naturalness of the translated translating Madurese cultural texts, as it is
expression. Superordinate-subordinate investigated in this research. As it is known
translation is the strategy applied in that style is the system of choice of
translating cultural expressions by offering individual language usage done by the
information or using terminology in broader translator (Chesterman, 1997; Hoed, 2004).
sense, neutral, or specific sense. Style is a choice of words or phrases from the
translator and how the translator arranges the
Further, the translation of Madurese cultural words and phrases in sentences and
texts was realized in several types of paragraphs.
meaning (Masduki, 2011). The types of
meaning were lexical meanings, sociocultural Paragraphs, sentences, and words are the
meanings, and implicit meanings. Lexical main basis of style. Sentences are formed
meaning is a meaning that has not been from words, paragraphs are formed from
influenced by the context in which it is used. sentences, and the whole work is formed
This lexical meaning is the meaning of what from paragraphs. Excellent work is produced
it is like in a dictionary. Sociocultural through the perfection of the paragraph, the
meaning is the meaning of a language that is paragraph is generated through the use of
closely related to sociocultural where the perfect sentences, and the sentence is
language is used as a means of generated through the selection of words that
communication by the community. really fit. To all that is what the writer and
Community groups with each other as translator want to achieve in the effort to
language users of course have unique cultural make a translation that really matches his
terms that sometimes cannot be found in the style. Thus, in the process of translation, the
language or its translations in the target translator should look at the whole work
language. The sociocultural meaning is often through words, sentences and paragraphs and
influenced by the pattern of community life determine what style to use. Then the
as the language user. This meaning, in translator begins to translate sentences per
addition to being often found in the form of sentence and paragraphs per paragraph from
words of cultural terms and often also found start to finish by constantly paying attention
in idiomatic expressions that cannot be to the reproduction style used.
explained its meaning from the words that
form that expression. The implicit meaning is This study showed three parameters to
a meaning that is not expressed in writing or explain the style. The first is to dramatize the
written by the author or speaker because the style shift, i.e., the use of various word
reader or the other person has understood the choices in the target language by changing or
intent of the writing or the conversation. Or adding words in more detail even if they are
in other words, implicit meaning is the not in the target language. The second is the
hidden meaning behind an utterance. There is use of idiomatic expressions, i.e., using
something implied from the explicit. idiomatic expressions in the same target
language as the idiomatic expressions used in

October 2019
the source language. The third is the use of grammatical translation. The structural
punctuation, which is the use of punctuation adjustment refers to a change or shift in the
in the target language which can be changed grammar from the source language to the
after comparing it with punctuation in the target language. The purpose of this
source language. structural adjustment is to produce a
translation that is commensurate to its
The use of styles using idiomatic expressions meaning and style. The use of word choices
in the target language and in the source made by the translator found in this study is
language often appears in translation of as follows:
Madurese cultural texts. However, it should
be noted that the percentage does not indicate Source Text: Saronen merupakan seni musik
the dominance or superiority of the use of dan tarian pengiring Karapan
styles. This percentage is simply indicative of Sapi sebelum maju ke medan
the frequency of occurrence of style in the laga. Musik yang di dominasi
translation of Madurese cultural texts, and suara terompet dan tabuhan
the degree of occurrence is likely to be gong yang bertalu-talu ini
influenced by the concept of source biasanya dimainkan oleh kaum
language, the intended function of the target pria dengan dandanan yang
language, the competence of translation mencolok dan nampak meriah.
(Nababan, 2012), and awareness of the
translators of the intent to be achieved from Target Text: The Madurese traditional art of
the target text itself (Masduki, 2011). Saronen is the combination of
music and dance usually
In dramatizing the style shift, the use of performed to accompany bull
various word options in the target language races before the races begin. It
by changing or adding words in more detail is dominated by trumpets and
even if they are not in the target language is gongs. The music is usually
often done by the translators to make the performed by men in colourful
translation work better. In translating there traditional costumes.
are often grammatical, semantic, and socio-
cultural differences, and therefore, a The word choice used by the translator in the
corresponding problem-solving strategy is above data is to add information to the target
required. Such strategies may include adding language. Translator adds information to
information, reducing information, and clarify meaning in the source language. The
adjusting the structure. Added information is information is that saronen in the source
to include information not available in the language is Madurese traditional art called
source language added to the target language. saronen. Although these additional words are
The added information may be cultural, not in the target language, they are necessary
technical or linguistic information. The to reinforce the intended meaning in the
omission of information refers to the source language.
omission of the content rather than the
alignment of the structure to produce a

October 2019
The use of idiomatic expressions in the target iringan music perkusi yang
language and in the source language is dimainkan pada Selasa
another parameter in seeing the appearance sore guna mendatangkan
of styles in translation. This idiom is hujan pada akhir musim
incomprehensible in its literal sense and may kemarau.
not be grammatically correct. Idioms have
different meanings from literal statements. Target Text: Ojhung is a game or marital
This idiomatic expression illustrates that each arts, or it could be a war
society or nation has a peculiarity of creation dance with rattan sticks.
or use of idioms in its speech. The idioms are The sticks are called
unique, meaning that there is no identical Lopalo or Kol Pokol (in
form of idiom in another language. Madura), and it is very
strong and distinctive. This
Punctuation is a symbol unrelated to a type of culture can be
phoneme (voice) or a word and phrase in a categorized as an art ot the
language, but a role to show the structure and body that requires
organization of a writing, as well as the endurance. This Ojhung is
observable intonation and pause during the played during the dry
reading. The rules of different punctuation season with percussion
between languages and some aspects of accompaniment as played
punctuation are a specific style which on Tuesday afternoon in
therefore depends on the choice of the order to make it rain at the
author. The use of punctuation in the target end of the dry season.
language can be changed after comparing it
with punctuation in the source language. The In the text above it can be seen that
use of this punctuation can be seen in the punctuation in the target language is changed
following example: after being compared with punctuation in the
source language. The punctuation marked in
Source Text: Ojhung adalah suate seni bela the target language is to convert into a
diri dimana 2 orang saling comma. In general, a comma is used to
berperang menggunakan separate the equivalent sentence of one of the
tongkat rotan khas next equivalent sentences, or used to separate
Madura yang disebut the sentence from the parent sentence when
Lopalo atau kol pokol the sentence precedes the parent sentence, as
(dalam bahasa Madura) an example in the target language: Ojhung is
yang sangat keras. Jenis a game or marital arts, or it could be a war
budaya ini dapat dance with rattan sticks. The sticks are called
dikategorikan sebagai seni Lopalo or Kol Pokol (in Madura), and it is
olah tubuh yang menuntut very strong and distinctive.
ketahanan tubuh. Adu
tarung ini dimainkan pada Translators, like other jobs, require a number
musim kemarau dengan of requirements to be qualified and because

October 2019
the translation includes the field of service, Davies, W.D. 2010. A Grammar of Madurese
then the translators as the service providers (Mouton Grammar Library, 50.
become the main capitals. A translator must Walter de Gruyter.
master the source language and the target Hoed, Benny H. 2004. Ideologi dalam
language very well to get a satisfactory Penerjemahan. Jurnal Linguistik
translation, both written and spoken. Other Bahasa. Vol. 2, No. 1, 2004. PPS
requirements are to familiarize himself with UNS.
the materials to be translated and to know Huang, Libo. 2015. Style in Translation: A
how to use sources such as how to use Corpus-based Perspectives. China.
manual dan online dictionaries, the source of Shanghai Jiao Tong University Press
information on the internet, and other sources and Springer-Verlag Berlin
of translation. The latter, which is also Heidelberg.
required by the translator is the skill of using Leech, G, and M.Short. 1981. Style in
several computer programs to help facilitate Fiction: A Linguistic Introduction to
the translation of ever-updated documents. English Fictional Prose. London:
Longman.
CONCLUSION Masduki. 2011. Jenis dan Makna Terjemahan
With various translation activities performed (Ditinjau dari Segi Kelebihan dan
by translators using language competence Kelemahannya). Jurnal Prosodi. Vol.
and cultural competence from the beginning 5, No. 2, Juli 2011, 51-109.
to the final stage and with the well translation Masduki, 2011. Konsep Skopos dan Aspek
on style, the translators produced an Fungsionalnya dalam Penerjemahan.
acceptable translation of Madura cultural Jurnal Bahasa dan Seni. Tahun 39.
documents. The translation of Madura No. 2, Agustus 2011, 166-174.
cultural documents was acceptable the Masduki, 2012. Holistic Criticims: An
language flows smoothly, the text in the Approach in Translation. Jurnal
translation was very clear, and the words Prosodi. Vol. 6, No. 2, 2012
used were appropriate in conveying Masduki, 2013. Pendekatan Fungsional di
information in in the Madurese cultural dalam Penerjemahan. Jurnal Prosodi.
document Vol. 7, No. 2, 2013
Masduki. 2016. The Translation of Madurese
REFERENCES Cultural Expressions into English.
Baker, Mona. 1992. In Other Words: A Jurnal Bahasa dan Seni.Tahun 44.
Coursebook on Translation. No. 2, Agustus 2016, 162-174.
London: Routledge. Misnadin. 2018. Madurese. Journal of The
Crystal, David. 1999. The Penguin International Phonetic Association,
Dictionary of Language. London: 1-18. Cambridge University Press.
Penguin Books. Nababan. M.R. dkk. 2012. Pengembangan
Chesterman, Andrew. 1997. Memes of Model Penilaian Kualitas
Translation. Amsterdam: John Terjemahan. Jurnal Kajian Linguistik
Benjamins B.V. dan Sastra. Vol. 24, No. 1, Juni 2012,
39-57.

October 2019
Newmark, Peter. 1988. A Textbook of Stevens, A.M. 1965. Language Levels in

Translation. UK: Prentice Hall Madurese. Language, 294-3004
International. Yi, Zhang. 2013. Communicative Purposes
Saksono, Suryo Tri, dkk. 2013. Penguatan in Translational Activities: A
Pelatihan Penerjemahan Bagi Functional Study on Target Prefaces
Penerjemah Pemula sabagai Upaya and Postscripts.
Peningkatan Kualitas Penerjemah di
Madura. Jurnal Prosodi. Vol. 7, no. 1,
Januari 2013.

October 2019
CHALLENGES OF TEACHING ENGLISH WITH ITS FOUR

LANGUAGE SKILLS IN A RURAL SCHOOL OF WEST KALIMANTAN
Nia Martiana
SMP Negeri 3 Ambalau
Sintang Regency, West Kalimantan, Indonesia
niamartiana@gmail.com
Abstract
Teaching in rural area is somehow challenging due to geographic and distance
challenges, limited internet access, insufficient school facilities, and students‘ low
proficiency level. The challenges occur in the teaching English as well, especially in
teaching four language skills. This study attempted to investigate the challenges in
teaching four language skills in English class of a rural school, precisely at SMP Negeri 3
Ambalau, Sintang Regency. The research method used in this research wasdescriptive
qualitative method. The data were gained through questionnaire and a set of English test
for student participants, direct field observation, and teaching reflection. The participants
were 37 students of 8th grade of SMP Negeri 3 Ambalau. The findings showed that the
average of students‘ proficiency level were low in every skill. The data from the
questionnaire showed particular problems faced by the students which caused their low
performance in English class. 72% students found that they had difficulties in
comprehending and applying English structure. Furthermore, students‘ concentration
span were considered low. 54% of them found that they couldn‘t concentrate well in
English class. The teaching reflection and questionnaire showed some challenges to come
up in to alternative solutions in teaching four language skills in English class. The
challenges are: only limited students possess English dictionary; students‘ low
concentration, the lack of students‘ participation in additional English class, and the lack
of supporting school‘s facility.
Keywords: Four language skills, teaching challenges, ELT in rural area
INTRODUCTION However, the same trend doesn‘t apply in the

It has been globally accepted that English is context of rural areas of Indonesia. English
an international language in which its subject has not been put into attention since
mastery is considered as a must in this global the challenges of teaching and learning it are
era.In the context of Indonesia, English is relatively more complex than in the
taught and used as a foreign language. counterparts.
Considering its importance, the government
has recommended that English become a In general, teaching English has particular
compulsory subject in secondary schools challenges since geographically, Indonesia is
(Nurkamto, 2003). The impact is that it has located far away from English-speaking
widely been taught even since elementary countries. The challenges can be summed up
school level, especially at schools in urban as follow: (1) severe shortage of training, (2)
area. lack of vocabulary, (3) lack of English

October 2019
exposure, (4) limited resource accessibility, competence gradually (Sadiku: 2015).

(5) linguistic problems and (6) Psychological However, in attempting to integrate the
problems (Songbatumis, 2017). skills, some impediments arise especially
when the setting of the classes are in rural
In the context of rural areas, these challenges areas, as happened in SMP Negeri 3
exist along with the more complex ones. Ambalau.
Therefore, students‘ achievement in English
class in the areas do not compete with those Geographical challenge and the remote
who came from urban areas. Many educators, position cause SMP Negeri 3 Ambalau
researchers, legislators, and general public considered as the representative of rural
believe that students from rural schools school. It is located in Sintang Regency in
mostly receive an education that is inferior the province of West Kalimantan, precisely
compared to the students that live in the in the district of Ambalau. It is a remote
urban areas (Hossain, 2016). district in the regency. Speedboat is the
fastest vehicle which can be taken to reach
There are some factors contribute to the the district since land road does not support
unbalance English proficiency between the area. According to WWF Indonesia
students from rural and urban areas, which (Surjanto: 2016), Ambalau District is situated
lead to the complexity of challenges faced in in the ‗Heart of Borneo‘ in which tropical
the class; (1) family factor, (2) financial rain forest mostly dominated the area. Such
factor, (3) logistic support, (4) less qualified condition contributes to the considerably low
teachers, (5) inadequate books (Hossain, quality of the education since the supporting
2016).Previous research conducted by facilities of the schools have not meet the
Febriana, M et al. (2018) revealed that there required standard.
are seven major challenges faced by English
teacher in rural school, they are; (1) Therefore, this study emerged to investigate
infrastructure, (2) source of learning, (3) the challenges in teaching four language
language barrier, (4) parents mindset, (5) skills in English class of a rural school,
inadequacy of teachers, (6) student precisely at SMP Negeri 3 Ambalau, Sintang
competence and (7) student mindset. Regency.
In the recent curriculum, all of four language METHODOLOGY

skills must be put into attention, especially in This research is a qualitative descriptive
teaching English.As stated by Mezrigui research. In this qualitative research, the
(2016), it is deeply believed that integrating purposes are to explain, to examine, the
language skills in teaching English as foreign relationship between the phenomena and the
language classes can contribute a great deal causes as the variables to be investigated. It
to the success of the teaching – learning was conducted at SMP Negeri 3 Ambalau, a
process. All of the four language skills rural school in Sintang regency, West
should be integrated in an effective way so Kalimantan Province. The participants of this
that it helps the students to meet the standard study were the 8th graders of the school in the
and develops their communicative academic year 2018/2019. There were 37

October 2019
students in the class. The phenomena to be In attempting to find out the reason behind
observed in this research were some the low performance, the researcher used
challenges in teaching English with its four questionnaire to gain students‘ attitude
language skills at the school, which toward learning English. 72% students
representing English language teaching in claimed that they had difficulties in
rural schools. The data were gained by comprehending and applying English
referring to thedirect field observation note, structure both spoken and written. Since
the researcher‘s teaching reflection, a set of English was not used in their daily life, they
English test and questionnaire. Direct field rarely heard and pronounced English
observation was conducted since the utterances except in English class. Therefore,
researcher, who was also the English teacher, they found that pronouncing and memorizing
directly experienced the phenomena. English words were challenging. There were
Questionnaire was given to the participants 89% students found difficulties in
to collect information about their perception pronouncing English utterances. Nearly the
and problems they faced in learning English. same number also occurred in the difficulties
of memorizing English words (86%). Most of
The collected data then were being analyzed them (76%) felt that the difficulties were
and interpreted to give picturing of the caused by the significant difference between
condition and the challenges of teaching English as the target language and
English in rural schools through qualitative Indonesian language as well as their
description. vernacular (DayakUudDanum language).
FINDING AND DISCUSSION For listening skills there were some students
The finding showed that the average of which could perform good (5%), the rest
students‘ proficiency level were low were average (27%) and poor (68%). The set
especially in speaking and writing as of tests used in gaining the data were cloze
productive skills. The test of writing skill test and listening comprehension test.
showed that 68% students got poor and the
rest (32%) were average. Whereas for Many ways had been tried to enhance
speaking skills, there were only 8% students students‘ listening and speaking
who could perform good in the test and the performance, such as using songs, repeating
other 92% were poor. The common problem the teacher utterances, and using audio
was they did not have idea about what to say recordings. The teacher used audio
or what to write since they only mastered recordings in order to maximizing the
limited vocabulary. ‗limited‘ school facility, as well as trying to
gain more students‘ attention and interest.
Table 1. Result of four language skills test However, the finding showed that 70%
Language Good Average Poor students preferred repeating the teacher
Skills utterances to listening throughaudio
Listening 5% 27% 68%
recordings or songs. Nearly the same result
Speaking 8% 0% 92%
Reading 14% 19% 68% also occurred in the test of reading skill.
Writing 0% 32% 68% There were only 14% had good performance,

October 2019
and the rest were average (19%) and poor The other problem affecting their low
(68%). concentration in English class was the
scheduled time for this subject. Students
The data from the questionnaire showed believed that when English was taught in the
particular problems faced by the students nearly last session, they felt less
which caused their low reading performance. concentrating. Unfortunately, in this case,
Students‘ concentration span wereconsidered English was taught in nearly last session (7th
low. 54% of them found that they couldn‘t - 8th session and 5th-6th session), before and
concentrate well in the English class. This after the second break. From the
problem actually not only affected in the questionnaire, it revealed that 78% of the
reading skills but also in the other three students found out that the ideal time to have
skills. In reading, concentration mattered. English class was in the morning session,
Students can comprehend a text better, if before the first break, since in that time they
they perform good concentration. Even still had relatively good concentration.
though one doesn‘t know the exact meaning However, always placing English class in the
of certain words, he can guess the meaning first session needs some consideration since
by referring to the context. However, the shortage of teacher still becomes the problem
same idea did not apply in the context of in a rural school, as happened in SMP Negeri
SMP Negeri 3 Ambalau. The students tended 3Ambalau. It was because one teacher
to randomly guess the meaning of words and sometimes had to teach more than one
the answer of a reading comprehension test. subject. In order to avoid ‗one teacher
Nevertheless, 57% students realized that in teaches in the same class in the same day‘,
dealing with reading comprehension test they the person in charge of making the schedule
could refer the questions to the passage needed to shift the possibility. And
given. Thus, it can be derived that they sometimes, the result ended up with English
actually did not comprehend English texts class being placed in the last session.
well.
Besides students‘ low performance and
Talking about the students‘ low concentration span, some other challenges in
concentration span, deeper evaluation had teaching four language skills in English class
been done to seek the causes of the problem. of a rural school were also depicted in the
From the gained data, only half of the teaching reflection and questionnaire.The
students (43%) had breakfast in the morning challenges were: only limited students
before going to school. 86% students claimed possess English dictionary; the lack of
that they had a little food or beverage in their students‘ participation in additional English
break time. However, the school canteen did class, and the lack of supporting school‘s
not provide sufficient amount of food to help facility.
their hunger and thirst. Therefore, it affected
the students‘ concentration and performance Teacher, text books, and dictionaries are the
in all the classes, not only in the English primary sources of learning English of most
class. students in rural areas. In the case of English
class in SMP Negeri 3 Ambalau, only 48%

October 2019
students possessed English dictionary. gained from the internet and other English
However, from the students who possessed teachers when occasionally having chance to
the dictionary,only 48% brought it along in go down town.
the class. Therefore, the learning process of
integrating four language skills experienced In attempting to enhance students‘
impediments since the teacher became the achievement in English class, the English
center of information source. This is in line teacher in SMP Negeri 3 Ambalauprovided
with the finding of the research conducted by additional tutorial as an extracurricular
Febriana, M. et al (2018) which revealed that activity. The additional class was conducted
only a few students in rural school bringing twice a week. It was aimed to be a
along the dictionary in the English class. In conversation class at first, so that the regular
addition, the dictionary is far from the class could be focused on students‘
adequate since it consists only a few words vocabulary building, writing, reading and
that cannot meet the needs of the students. listening. But sometimes, it became a kind of
additional tutorial. Furthermore, not all the
Nowadays, it is common to use ICT in the students joined the class that made it
classroom but this case does not happened in impossible to separate a single skill
rural schools. The teacher had ever asked the (speaking) for the afternoon class. If it was
students who had their own smart phone to so, then the absentees would not receive the
bring it to school in order to help them material.
learning English even though there was no
internet access supporting the area. However, Actually, many students had willingness to
only 27% of the students had smart phone, routinely attend the additional class. From all
for this kind of gadget had not become the of the participants, only 46% of them
need of the society. Moreover, only half of admitted that they continuously joined the
the students possessing gadget utilized it to afternoon class, but the rest did not claimed
help them learning English. It can be inferred the same. When being asked the reason
that even though they had the gadget but behind their absence in the class, they gave
their motivation to use it in their learning various reasons. 70% students from the
process were still low. absentees claimed that they had no time to
join since they had to help their parents doing
The lack of internet access also became the some chores. It was common in the society to
other challenge faced by the teacher in ask the adolescences to do the chores such as
attempting to provide additional material to collecting firewood, fishing, farming,
support the integration of four language skills gathering vegetable, and transporting toilet
in the class. Various learning materials can water as well as drinking water. The rest,
be accessed through the internet. Yet, many 20% claimed that they did not have interest
of them can only be accessed online. English to join the extra class, and 10% did not have
teachers in rural school found obstacles in motivation in learning English.
providing interesting videos, pictures, and the
other online media in the class.Hence, the As widely believe; schools in rural areas
teachers depended on the offline material experience the common problem that is lack

October 2019
of supporting school facilities. Actually, Many efforts should be done in order to

SMP Negeri 3 Ambalau possesses a improve the quality of English teaching and
projector. In the practice, it could not be learning in rural school. Thus, students in
maximally used since the electricity relied on rural areas can possibly experience education
a 100 Ampere battery from solar energy that nearly the same in quality as students in
which cannot stand long, or a generator as urban areas.
the alternative way. Unfortunately, using a
generator costs large sum of money if it is REFERENCES
used every school hours since the price of the Febriana M., Nurkamto, J., Rochsantiningsih,
fuel in the area is way higher from the D., Muhtia A. (2018). Teaching in
standard price. The impact in the English Rural Indonesian School: Teachers‘
class was that even though the teacher Challenges. International Journal of
equipped the class with interesting media to Multicultural and Multireligious
enhance students‘ language skills, it couldn‘t Understanding. 5 (5), 11-20.
be maximally presented. Hossain, M. Md. (2016). English Language
Teaching in Rural Areas: A Scenario
Talking about the other supporting facilities, and Problem, and Prospect in Context
collection of books is there on the list. In the of Bangladesh. Advances in
case of SMP Negeri 3 Ambalau, the number Language and Literary Studies. 7 (3),
of books in the library was limited, so as the 7-12.
number of the English story books. The Mezrigui, Y. (2016). Impediments in
teacher then found difficulties in developing Integrating Language Skills in Young
students‘ English literacy, especially in Learners‘ EFL Classes: Whys and a
dealing with independent reading. Way out via Mini Sagas.
International Journal of English
CONCLUSIONS Language Teaching. 4 (5), 1-15.
It can be concluded that teaching English Nurkamto, J. (2003). Problema pengajaran
with its four language skills in a rural school, Bahasa Inggris di Indonesia. Jurnal
precisely in SMP Negeri 3 Ambalau faced Ilmiah Masyarakat Lingusitik
many challenges. They are; students low Indonesia. 21 (2), 288-307.
proficiency level in all language skills, Sadiku (2015). The Importance of Four
students‘ low concentration span, only Skills, Reading, Speaking, Writing
limited students possess English dictionary, and Listening in a Lesson Hour.
the lack of students‘ participation in European Journal of Language and
additional English class, and the lack of Literature Studies. 1 (1), 29-31.
supporting school‘s facility. Some efforts had Songbatumis, A.M (2017). Challenges in
been done by the teacher to cope with the Teaching English Faced by English
challenges but significant result had not Teachers at MTsNTaliwang,
emerged. It is because the solution of the Indonesia. Journal of Foreign
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society, and curriculum developer.

October 2019
Surjanto, D. (2016). Flyer Muller- -muller-schwanner-versi-

SchwannerVersiIndonesia. WWF- indonesia.html downloaded in
th
Indonesia. Sintang, Mei 10 2019.
https://fdokumen.com/document/flyer

October 2019
REVEALING THE EFL TEACHER‟S PLANNING OF THEIR

CLASSROOM INSTRUCTIONAL ACTIVITIES USING TEXT BASED
INSTRUCTION
Novia Trisanti , Puji Astuti, Wening Nur Habibah Alif.

English Department
Semarang, Indonesia
novia.santi76@gmail.com
Abstract
Varied texts cannot be avoided for EFL learning materials that should be read by the
learners. In order to expose the use of texts in the classroom, EFL teacher should have
believed that using different texts in the classroom will lead to their students‘
understanding on the use of texts in various situations. This paper contains the results of
analysing classroom teaching and learning activities designed by in- service English
teachers who joined the teacher‘s professional development program in UNNES in 2019.
They designed the lesson plan mostly using text based instruction in the classroom
instructional process. The study was conducted using the qualitative descriptive paradigm
in the context of analysing and observing the EFL in-service English teachers in
designing the lesson plan. The formative evaluative design was used in this study. The
rubric was used in order to disclose the teacher‘s ability in creating ideas of text based
instruction process used and comprehending of applying it. The finding showed that
mostly all participants have been able to apply TBI in designing the teaching and learning
activities. However, it was found that they had difficulties in using the appropriate and
authentic texts that should be varied depending on the various situations. It should be
emphasized that before the participants apply TBI in their lesson plan, they should
comprehend well the use of it. They need to know that TBI can be applied since it can
improve the learner‘s literacy and the four language skills. So, it is also appropriate with
the existing curriculum.
Keywords: EFL learning, instructional activities, teacher‘s lesson plan, Text

Based Instruction
INTRODUCTION competence. One of them is a Teacher‘s

As education plays an important role in Professional Development Program (PPG).
developing people's ability to understand and Its objectives (PPG Guide, 2017) as stated in
implement ideas that have been formed by Minister of Education and Culture
government regulations, the role of teacher is Regulation No. 87 of 2013 (in lieu of
being the main point should be enhanced. A Permendiknas No.8 of 2009) are to
teacher has duty of transferring knowledge produce prospective teachers who have
and translating theory into practice to be competence in planning, implementing, and
followed by the learners. In order to make it assessing learning, up to assessment results,
successful, the government applied a number and able to develop professionalism in a
of programs to supply the teachers‘ sustainable manner. According to Indonesian

October 2019
government regulation No. 20/2033 final exam, and it was found that the causes
concerning the National Education System, are their lack of professional competences.
Professional Development Program is a high
level of education after the Bachelor Teachers of English as foreign language
program which prepares participants to have (EFL) also confront with the situation of
jobs with special expertise requirements. how to improve for 5 weeks‘ workshop
which integrates the materials of
Universitas Negeri Semarang being one of professional and pedagogical learning
the state universities in Indonesia which is experiences. Some research need to be
chosen by the government to conduct conducted to investigate how they
Teacher‘s Professional Development expereince the workshop process during the
Program both in-service teachers and pre- program.
service teachers programs. In the pre-service
Teacher‘s Professional Development In this research, the researcher wants to
program, the participants are from fresh- investigate activities results of in- service
graduate of bachelor degree, and they have to teachers as participants in developing
join one year training at the chosen classroom instructional process by
university. Meanwhile, the In-service implementing Genre Based Approach. Some
Teacher‘s Professional Development say that genre based approach is called text
Program is intended for participants who are based instruction/ approach.
already being teacher. The program consists
of phases that should be fulfilled by the The term Genre Based Approach means that
participants. The first is the three months this approach maintains the genre to
online learning activity. Then, the second communicate the texts. Swales (1990)
phase is workshop activity which includes defined, "Genre is a class of communicative
deepening of pedagogical and professional events, the members of which share some
competency materials. It is scheduled for five sets of communicative purposes." His
weeks in the chosen university. The definition states that there are conventions
workshop then continued by the internship in a certain style of genre. Every genre has a
(teaching practice) program in partner set of communicative purposes under social
schools. The participants are also given the situations and each genre has its own
opportunity to conduct classroom action structural features. Therefore, the
research during the internship program. After communicative purposes and the structural
joining those activities, the participants features should be introduced when genres
should prepare themselves to do the are used in writing classes. The following is
examination. It is a kind of final exam to Dirgeyasa (2016) opinion related to the term
measure the participants‘ competence in ―genre‖.
joining the program. Relating to the in- It can be simply defined that genre is a kind
service teacher‘s development program, the of text either oral or written in which there
in-service teachers are asked to improve their is relationship between language and its
competences both in pedagogical and social function. Due to the distinctive social
professional materials. In some cases (2015 – functions, the usage of language tends to
2017), they failed in gaining the national apply different genre depending on existing
October 2019
social function. Hereafter, genre is then can be done verbally, visually, a combination
defined the use of the language by means of of both. Then, (2) Deconstruction of the text
typical and specific way in order to achieve (Modelling of the text) which involves
specific goal. By this context, it seems that comparing the writing of the text the
the most important thing to keep in mind is students are using with another similarly
that a kind of text either oral or written written text, for example, comparing the
which has the same goal and same structure of newspaper articles. While (3) is
lexicogrammatical features will be the same Joint Construction of the text in which
genre. students with the support of the teacher,
develop their own example of the text they
As it is mentioned that genre based approach were reading, it can be done in groups, and
has the same idea as text based approach. In (4) Independent Construction of the text in
other word, Genre Based Approach (GBA) is which students work alone developing text.
also known as Text Based Instruction (TBI).
It is clear that when applying text based Therefore, the following is the research
instruction, there are varied texts that can be problems of this study which are related to
learnt by learners either oral or written. It has the in-service EFL teachers‘ competence in
benefits when learners have experienced designing the classroom instructional process
such materials to be read and written. TBI in their lesson plan by implementing TBI.
also stresses how important learning
language explicitly. This means conscious (1) How is the understanding of in-
awareness about what one is learning. This service EFL teachers in designing
again can happen through discussion or instructional process by applying TBI when
through the illustrations of the teacher. So is developing lesson plans in workshop
thus scaffolding is key component of TBI. activities?
The objective in TBI curriculum depends on
the text that is used in the learning (2) To what extent are the in-service
experiences. Reffering to varied texts, it is in EFL teachers able to implement TBI in their
line with the existing EFL curriculum in instructional process of lesson plan they have
Indonesia which mentions different text in developed?
every basic competence of each level.
Therefore, actually, there is no doubt that Based on the research problems stated above,
implementing GBA or what so called TBI is this study would like to investigate and
appropriate for teaching and learning describe how the participants are able to
English. comprehend from theory to practice applying
text based instruction or Genre Based
The common instructional activities Approach in their lesson plan.
implementing TBI would include the
structural steps. They are (1) Building the METHODOLOGY
context which means to provide a The research design applied was the
background about the reading through formative evaluative research design.
sharing necessary information for an According to Stufflebeam and Shinkfield
understanding of the topic of the text. This (2007) as quoted by Indrawati, et al (2013),

October 2019
formative evaluation is used to assess was carried out, starting from data collection,
curriculum which in principle can also be then data display, data verification and data
used in teaching and learning evaluation, as reduction. Then in analysing the data, there
one of the activities in curriculum are some steps to be conducted, they are
implementation. Formative evaluation can organizing the data, identifying framework,
also be defined as the process of providing sorting the data into framework, using the
and using information as a basis for decision framework for descriptive analysis, and the
making in order to improve the quality of last giving interpretation.
products or instructional programs
(Suparman, 2001) as quoted by Indrawati, et The types of the data taken from this study
al (2013). were primary and secondary data. Primary
data come from respondents themselves.
This study tried to investigate how the From these respondents, it would be known
participants (EFL in-service teacher) the indicators and behavior during the
designed the classroom instruction process of activity of designing learning steps in the
lesson plan using TBI in the teaching and preparation of lesson plans by applying TBI.
learning activities they developed. The time
they designed it was in the workshop of The data analysis derived from questionnaire
lesson plan development during the teachers and analysis lesson plan developed by the
professional development programs. The participants using rubric.
participants were 10 EFL in-service teachers Questionnaires were given and filled out by
from the same class of program in 2019. participants in accordance with research
They were from various schools in Central needs, namely about the application of the
Java, Indonesia. The place where they had Genre Based Approach or Text Based
workshop was in Universitas Negeri Instruction in designing the steps of learning
Semarang (UNNES), Semarang, Indonesia. English when having workshop of
During the workshop, there was a developing lesson plans.
questionnaire to be filled related to the
implementation of TBI and their The analysis table was filled with a
understanding of it. description of the design of the learning
steps in the lesson plan, with assessment
Then, the following is the formative elements that are in accordance with the
evaluative research design. steps namely Building knowledge of the field
(BKOF), Modeling of the text (MOT), Joint
Construction of the Text (JCOT), and
Independent Construction of the Text
(ICOT).
Figure 1. Research Design of Formative

Evaluative
The picture above is a research design that
October 2019
FINDING AND DISCUSSION The results of the initial questionnaire for 10

1. Description of Data Analysis Method participants during the workshop that was
The study was conducted at the PPG filled quickly at the beginning of the activity
campus of Univeristas Negeri before they began developing the lesson
Semarang (UNNES) in Semarang in plans, and analyzed by the researcher team
2019. The method of data collection showed that although the participants already
was carried out in some stages, starting knew what TBI was, they were still not
from the plan of analyzing the needs of maximal in comprehending and
PPG participants, namely the English implementing a text-based approach to the
teacher regarding the development of steps of learning.
learning steps in the lesson plans, the
draft preparation of the lesson plans by In fact, based on the questionnaire results,
applying a Genre Based Approach or they have already known TBI. However,
TBI, then the process of analysing the when the question "What do the teachers do
data, followed by data analysis from in each stage of implementing TBI (BKOF,
the results of the questionnaire. MOT, JCOT, and ICOT)?‖ they
The following results are obtained still have difficulty answering. It means that
before a more detailed analysis is they do need the practice of applying TBI
carried out: The results of the stages in instructional process.
questionnaire when the teacher
participated in the PPG workshop On the substance of BKOF, MOT, JCOT,
showed several things. Aspects taken and ICOT, the average was 50%
from the data of in-service EFL comprehension. It can be seen that it
teachers as the participants are as indicates there are still participants who have
follows: not been able to use the right material at the
TBI stage in learning and teaching process.
2. The Results of Developing Lesson Plan
The first result that can be found was the
score given by the instructor of the
developing lesson plan workshop.
All participants are administratively able to

submit the lesson plans they have developed
well. Then, herewith the score of each
participant in developing the lesson plan
using TBI.
Table 1. Participants‘ score of lesson plan

evaluation
Graphic 1. Questionnaire result of TBI Teachers 1 2 3 4 5 6 7 8 9 10
application Scores 83 85 81 87 80 90 91 88 86 84

October 2019
From the scores given by the instructor, it students in the class and outside of the class
can be seen that the scores are all good, the
average score is 85.5 which means that in All in all, the whole participants are able to
average score participant has passed the apply the GBA properly and appropriately.
process of how to develop the lesson plan. However, they need to be enhanced and
However, by looking at the score results, supplied by the more materials by the
there should be more detailed analyses instructors regarding the content and the text
related to it. The following is the results of appropriateness. Also, they need to know
analysing to what extend the participants which texts are authentic to be the materials.
developed the instructional activities in the It can be concluded that the use of Genre
lesson plan. Based Approach or Text Based Instruction
(TBI) by the in-service EFL teachers in
3. The Results of the TBI stages analysis designing the teaching and learning activities
The first step of TBI is Building Knowledge of lesson plan should be developed more to
of the field (BKOF). In this step, it was get better teaching and learning process.
found there were six teachers who were They need to know that TBI can be applied
capable of developing the activity using since it can improve the learner‘s literacy
GBA. While the rest of teachers had and the four language skills. So, it is also
difficulties in developing the activity. appropriate with the existing curriculum.
On the next step called Modelling of the text REFERENCES

(MOT), there were half of the participants Butterworth, J, and G, Thwaites. 2013.
who had less comprehending to the text Thinking Skills: Critical Thinking
context and content. It means that the and Problem Solving. Cambridge:
participants should improve the knowledge Cambridge University Press
and the English competence (professional Cooper K, and R. E. White. (2012). The
competence). Recursive Process In and Of Critical
Literacy: Action Research in an
The third step is JCOT or Joint Construction Urban Elementary School.
of the Text. In this step, all of the https://files.eric.ed.gov/fulltext/EJ975
participants were able to develop the activity 27 5.pdf
in the classroom. It was found that all Dirgeyasa, Iwy. (2016). Genre Based
participants were good at designing the Approach: What and How to Teach
activities and showing scaffolding in the and To Learn Writing. English
activities. Language Teaching, Vo. 9, No.9,
2016. ISSN 1916-4742. E-ISSN
Then, the last stage is Independent 1916-4750. Published by Canadian
Construction of the text (ICOT). It was Center of Science and Education.
found that the participants have been very Emerson, L., Kilpin, K., & Feekery, A.
good at developing activities for their (2015). Let's Talk about Literacy-
classroom instructional process, they only Preparing Students for the Transition
need more knowledge required to be creative to Tertiary Learning. HE
in giving challenging assignments for WHAKAARO ANO, 3-8.
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Fajardo, M.F. (2016). A Review of Critical Education, Universidad Districal

Literacy Beliefs and Practices of Franscisco Jose De Caldas:
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the critical Literacy Practices of xt= td
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Standar Kualifikasi Akademik dan Other website:

Kompetensi Guru. Jakarta: https://educationalresearchtechniques.
Depdiknas. com/2016/05/04/text-based-
instruction/

October 2019
CROSS CULTURAL UNDERSTANDING: STUDENTS‟ VOICE
Nurdiana
Universitas Bunda Mulia: Department of English Language and Culture
Jakarta, Indonesia
nurdiana@bundamulia.ac.id
Abstract
The inclusion of cross cultural understanding (CCU) in the curriculum of the department
of language and culture is surely imperative as not only does language learning aim at
improving knowledge of language and how to use the language, but also it aims at
enhancing learners‘ knowledge of cultures (particularly the cultures of the language
learned) and other particular cultures. To some students, CCU might not be as interesting
as other courses as it discusses topics which seem to be abstract. Therefore, learners
might lose their interest to learn CCU if it is not presented attractively in class. A one-
way lecture can make the class less lively, less thought-provoking, and learners may not
feel engaged with the atmosphere of CCU class. As a consequence, the lecturers should
come up with stimulating teaching techniques when teaching CCU to their students. For
this reason, this small study attempts to investigate students‘ perceptions of CCU and
how it is supposed to be presented in class. 10 students were involved in this research.
Each of them was given a questionnaire consisting of three questions. The findings
revealed that the students have positive perceptions of CCU and they favoured role-plays
and group or classroom discussions as classroom activities in CCU class. This implies
that these two teaching methods could be applicable in future CCU classes.
Keywords: cross cultural understanding, students‘ perceptions, teaching techniques
INTRODUCTION communication, language identity and

As many said that language is inseparable intercultural communication, deep structure
from culture, it is therefore imperative to of culture, verbal & nonverbal
integrate cross cultural understanding (CCU) communication and culture, and
as a compulsory course in the department of understanding intercultural transition: from
language and culture. The main objectives of adjustment to acculturation (Samovar &
CCU are students of language and culture can Porter, 2010; Jackson, 2013). For
have some insight into what culture is, why sophomores, these seem to be pretty hard,
we need to learn culture, and how culture is particularly when it comes to the discussion
related to language. In the end, the students of deep structure of culture which highlights
can be a competent intercultural challenging topics such as religious traditions
communicator in order to avoid and religion as a world view. To some
misunderstanding when communicating with people, talking about religion is taboo for it is
people having different cultural background. considered as a sensitive issue and it may
CCU materials covered in our department of trigger conflicts if the talk is on a ‗little
language and culture are, for example, knowledge‘ basis.
understanding culture, language & culture,
foundations of language and intercultural
October 2019
Having had a small discussion with other By using the sheet above, students were
lecturers who have been assigned to teach asked to do the following procedure (Utley,
CCU, it is reported that students have 2004)
difficulty in understanding the materials; in 1. In a group of three, I had the students
addition, they underlined that CCU was a complete the mind map (indicated by number
tough and dull course. Hence, the lecturers 1 to number 6 in some elements in the mind
should come up with stimulating teaching map).
techniques and classroom activities in order
to make the class atmosphere livelier and to 2. After they have completed the map, they
help them comprehend the lessons. For this were asked to define what ‗culture‘ is
reason, besides investigating students‘ according to their understanding. Each group
perception on CCU, this paper shall discuss should speak up their mind of the definitions
classroom activities which are useful for the of culture.
students both to understand CCU and to
make the class more enjoyable and 3. The group discussion continued by having
motivating. the students think about the relationship
between, for example, meal times and
An example of classroom activity culture, business and culture, or towns and
(group/classroom discussion) taken from a culture.
resource pack consisting of materials related
to CCU is as follows. 4. The group discussion was even more
challenging by asking the students to
compare examples of cultural products from
several countries.
Another classroom activity the students had

during CCU class was a role-play. I had them
perform a role-play based on the texts they
read in CCU textbooks. For example, when
they were learning about corporate culture,
each group had to perform the characteristics
of particular corporate culture. Then, when
one group was doing the role-play, the other
groups would guess from which country the
characteristics of corporate culture are.
METHODOLOGY
The present paper is based on a small study
which aims to examine students‘ perception
on CCU and the teaching techniques or
classroom activities in a CCU class. It is a
Source: Utley, 2004 qualitative- descriptive research which

October 2019
employed a questionnaire consisting of three teaches and lets us know about how we can
open-ended questions. Below are the properly react to other cultures, and what else
questions of the questionnaire. we don‘t know about the culture. It‘s a great
1. What is your perception on CCU? method/media, I must say, because we live in
the world full of diversity and this way we
2. What are the advantages of CCU for your can grip a lot more knowledge about other
language improvement and your knowledge cultures.‖
of culture? Respondent 3
―In my opinion, CCU is an important
3. Do you like the teaching techniques or the subject to be learned. While we‘re learning
classroom activities (role plays, group English language, we should learn the culture
discussions/classroom discussions, and group of English native speaker as well. The reason
presentation) we had in the class? If so, is to avoid miscommunication. Language is
which one (s) do you like most? Please state affected by culture. They are inseparable.‖
your opinion.
Respondent 4
The questionnaire was distributed to 20 ―One of the important subjects which help us
students/respondents of the research; to get further information about other
however, there were only 10 of them who cultures outside ours. In other words, one day
gave responses to the questionnaire. if we have a plan to work or to live overseas
we know about their culture and habits. What
FINDING AND DISCUSSION we should or shouldn‘t do‖.
Responses to question 1
The word which often appeared to respond to Respondent 5
question one is important. It implies that ―For me CCU is really important for us
CCU is a very important subject to learn because through CCU, we learn more about
because of some reasons. They are mostly other cultures and the languages. Beside that,
related to knowing, learning, and improving we also learn the differences between
knowledge of cultures. Some examples of the cultures so we know what is appropriate and
respondents‘ answers to the question 1 are as inappropriate to do in a culture.‖
follows.
It can be drawn from the students‘ responses
Respondent 1 to question 1 that students have some kind of
―In my opinion, CCU is an important subject cultural awareness after attending CCU class.
by which we are able to improve our They have gained an understanding to a
knowledge or others‘ culture and to know diversity of living this life. They have
more about other culture like American, recognized that they are surrounded by
British, and etc‖. people who have different cultural
backgrounds and therefore they should learn
Respondent 2 cultures other than the ones they are
―To me, CCU is the media for us to learn knowledgeable of in order to avoid
further regarding cultural differences. It

October 2019
misunderstanding when communicating with because each culture has different uses of the
other people. language.‖
Responses to question 2 Respondent 5

The answers to question 2 can be divided to ―In my opinion, the advantages for my
several categories such as, the influence of language improvement is I know how to
cultures on particular fields, e.g. on business avoid slang and ambiguous, then about my
setting, learning styles, and management knowledge of culture is. I know how people
styles‟, ‗how we should behave when we are in other countries usually do the politeness
in other countries‘, and aspects of language, way, how they communicate in formal
for example, accents, vocabulary, and language and also their tradition.‖
language use‘. The following are some of the
respondents‘ answers to the question. After attending CCU class, the students have
gained knowledge of language variation and
Respondent 1 vocabulary related to CCU. In addition, they
―I feel like I know more about other English now realize that learning a language is not
accent in some countries and know more merely learning its ‗grammar‘. They need to
about their culture. I know about other know how to use the language in particular
countries‘ uniqueness and I am interested to context and context is occasionally
know more‖. determined by culture.
Respondent 2 Responses to question 3

―By which we are capable of knowing about The respondents‘ answers to question 3 were
the other culture, how culture it is, how surprising as 70% of them favoured group or
language are used in another culture, and we classroom discussion instead of role play
are able to figure out on learning style, and group presentation. Initially, role play
management style, business setting, and was expected to be the most favourite
leadership style.‖ classroom activity. The reasons are as
follows.
Respondent 3
―By learning CCU I know there are many Respondent 1
differences between my culture and other ―I like most when we are in group we can
country‘s culture about business setting, discuss together and share our ideas about the
learning style, and management style, so I material which the lecture gave to us.‖
got more information about that. Then, I got
so many new vocabulary from this subject.‖ Respondent 2
―I like the group discussion. It shows us
Respondent 4 another perspective on one case. It makes us
―The advantages are we learn more about the learn more not only from one person but also
differences of business ethics in each others‖.
culture. And for the language, we learn about
how the language used in the conversation

October 2019
Respondent 3 mode of learning which emphasizes on

―I like group discussions the most, because collaboration among groups of students in
we don‘t always have the same answers, so order to reach the same goals.
we can talk it out (and it‘s fun as we joke Studies on cooperative learning indicate
around) and we can see things from different positive results on particular variables such as
views.‖ the improvement of students‘ learning
motivation. In addition, most research on
Respondent 4 cooperative learning has revealed positively-
―Being a group discussion is help me to be consistent results on promoting better
more understand the topic and it‘s enlighten achievement, interpersonal skills, and
me because we could share our opinions to enhancing self-confidence (Gomleksiz, 2007;
each other. In addition, in group discussion I Johnson & Johnson, 1999).
didn‘t need to show myself in front of the
class, so group discussion was the most A question has arisen from the discussion on
convenient classroom activity among the why group discussion was more favorable
others activities.‖ than role-plays as Holt and Kysilka (2005)
said that a role-play is an enjoyable
Respondent 5 classroom activity and it highlights the value
―We can share our thoughts regarding the of cooperation and it can improve students‘
materials. Maybe the first thing I think the motivation.
answer is A, but when we discussed, I know
more about the others‘ answers‖. One of possible answers to the question is to
Meanwhile, those who preferred role play perform a role-play, students need some time
have the following reasons. to prepare the ‗script‘ and the characters of
1. Role play is a ‗thrilling‘ classroom activity each student for the role-play. Although it is
because they can work together in groups. fun, it may have some drawbacks such as
2. It is a ‗light‘ (not too heavy) or it is not a time-consuming in terms of preparing the
serious activity. dialogue and the fear of performing the role-
3. It is easier to understand CCU through play in ‗public‘.
‗some actions‘ because they are more
interesting and we can have fun while CONCLUSIONS
learning. To put it briefly, having attended CCU class,
the students have positive perception on it for
In this case, group or classroom discussion it has broadened their understanding of
might resemble to cooperative learning, a cultural differences, the impact of culture on
common learning method applied in language certain setting, and language variation. By
learning class. According to Jolliffe (2007), gaining knowledge of cultural awareness,
cooperative learning is a learning method they will be able to be an interculturally-
which requires students to work together in competent communicator. Furthermore,
order to accomplish one goal. This is in line because to some students CCU is a
with what Johnson, Johnson & Smith (1998) challenging and a difficult course, the
underlined that cooperative learning is a lecturers who are assigned to teach the

October 2019
subject are encouraged to apply group or Johnson, D. W. & Johnson, R. T. (1999).

classroom discussion as it turned out that it is Learning Together and Alone:
the most favourable activity in CCU class. Cooperative, Competitive and
Individualistic Learning. Boston, CA:
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Jackson, J. (2013). The Routledge Handbook Samovar, L.A, & Porter, R.E. (2010).
of Language and Intercultural Communicating Between Cultures.
Communication. New York: Boston: Cengage Learning
Routledge

October 2019
THE EFFECTS OF BLENDED LEARNING TO POLINES

STUDENTS‟ ABILITY ON READING TEST IN TOEIC
Nurul Hamida, Pandiya

Accounting Department
Politeknik Negeri Semarang
Semarang, Indonesia
nurulpolines@yahoo.com
Abstract
Blended Learning is one of the uses of Information and Communication Technology in
education which is becoming the trend in language teaching today. Therefore, this study
aimed to find out the effects of Blended Learning on the students of Semarang State
Polytechnic (POLINES) in TOEIC test. However, in this study we only focus on the
students‘ ability in the reading comprehension section in TOEIC test. Instead of TOEFL,
TOEIC test is used in this study since POLINES students must join this test as in their
5th semester for students in Diploma III (D3) program, and in their 7th semester for
Diploma IV (D4) program. Moreover, TOEIC is used to measure the English proficiency
in global workplaces, so it is suitable for POLINES students as they are prepared to be
able to work instantly after graduate. This study involves 2 classes of experiment groups
and the other 2 classes for control groups. In the beginning of the reseach, both
experiment and control groups are given pre test of TOEIC. Then, the Blended Learning
is implemented in the experiment classes for 3 months. Post test are given at the end of
the reseacah, and it shows that the TOEIC scores of the reading comprehension section of
the students in experiment group is significantly different from the students in the control
groups.
Keywords: Blended Learning, Reading Coprehention , TOEIC test
INTRODUCTION or Business Administration. However,

Blended Learning is a potential outcome nowadays English plays important role for
advace technology based learning system. graduates in winning job opportunities and it
The charm of Blended Learning approach is one of the supporting elements for
lies in the adaptation of technology aided graduates in doing their jobs well in their
learning methods in addition to the existing workplaces. It can be seen from the
traditional based learning. (Khan, Asif Irsyad increasing number of job advertisements
et al; 2012). requiring the applicants to be able to speak
English. Therefore, the students with good
Semarang State Polytechnic is a tertiary English skills, will be easier to get jobs, and
vocational education, and English is only even it is also possible to compete and get
becoming one of the supporting subjects jobs in other countries, or otherwise they do
there, since the students are more exposed to not have good English proficiency, then they
ecquire the skills in which they are majoring, will be difficult for them to win the job
such as: Mechanical, Electrical Engineering, competitions with the other graduates, or

October 2019
even with foreign workers are more LITERATURE REVIEW

competitive. ―In the 21st century the increase of sharing
knowledge and need for implementation of
TOEIC is one of the standardized test used to information communication technologies for
measure the English proficiency in the job academic purposes are pivotal‖. (Syaykina,
fields in the global world. As parts of the Olga Igorevna and Mikhail Grigoryevich
Director‘s policy, it is a compulsary for Minin; 2018). The educational system at
POLINES students to take this test before present is in a transition stage. However, to
they graduates, in order to measure their meet the chalanges of expansion and for
English proficiency and as well as to enable catering individuals need , it is trying to
them to get the job easily. However, adopt new technologies and exploring new
according to data it shows that in 2018, the paths to reach the goal of quality educational
avarage scores of POLINES students in opportunities for all, at the same time due to
TOEIC is 485,87. This scores shows that various factors like deficient budgets, lack of
POLINES students are still in the level of facilities, advantages of face to face
―Elementary Proficiency Level Plus‖, which interaction, it is not completely ready to
actually minimumly should be in the range of leave the traditional modes of knowledge
605 – 780, in one more higher level of transfer. (Lalima, Kiran Lata Dangwal.
proficiency. 2017). Many studies favour the use of Blende
Learning in lanuage teaching which integrate
Meanwhile, the avarage scores of POLINES the traditional teaching and learning process
students in the Reading Comprehension with ICT teaching and learning process have
Section is 272.25, and in the Listening good effect on the result of language
Section is 213.62. In order to be more teaching. (Graham, C.R., Allen, S. & Ure, D.
focussing on the two sections of the TOEIC 2005; Melton, Bridget et al. 2009; Hocutt, R.
test. Those two sections of TOEIC test, 2001; Akkoyunlu, B., & Soylu, M. Y. 2008.)
Listening and Reading Comprehention
sectiion will be studied separetly. This study ―Reading is a complex, purposeful,
only aims on how to increase POLINES interactive, comprehending, and flexible
students‘ in Reading Comprehention in activity that takes considerable time and
TOEIC by utilazing Blended Learning. The resources to develop.‖ (Bojovic, M., 2010).
result of this study will be very useful for He also argues that reading develops
both POLINES English lectures and the gradually, and efforts can improve the
students. It will help the English lectures reading skill comprehention since it is a
solve the problem in improving the quality of cognitive ability. According Chen (2006) and
teaching reading comprehention, and for the Hwang (2005) the learners‘ reading ability in
students the result of this study will make Asian EFL contexts are far from
them easier to comprehend reading texts and satisfactory.
consequently it will enable them to increase
their scores in Reading Compehention ―Language Testing is an indispensable
section in TOEIC test. element in language teaching.‖ (Heffernnan;
2010). As for foreign or second language

October 2019
learning, langugage testing is vital part of Blended Learning program during three
language teaching, since it measure the months.
students‘ performance in the target language.
Further, language tests the give learners In the beginning of the study the students
themselves insight into how they are learning both in control and experiment groups are
and progressing in a language program‖ given TOEIC test as the pre test, this result
(Brown, 2004; Hughes, 2003) shows the students‘ score before the
experiment.
The Test of English for International
Communication (TOEIC) is produced by During the experiment which lasts for three
ETS (Educational Testing Service). As the months, the control groups have remain with
industry leader , the TOEIC program has set the traditional teaching method. Meanwhile
the standard for assessing English Language Blended Learning is implemented in the
skills needed in the workplace for more than experiment groups. The experiment groups
40 years. The TOEIC test are the most consists of one class from the students from
widely used around the world. The test Civil Engineering Study Program as the
questions are based on real life work setting representative of the students majoring in
in an international environment, such as: Engineering, and the other one is the students
meeting, telephone conversations, etc The from Accounting Study Program as the
scores are ranging from 10 up to 990. representative of the students majoring in
(ETS.............) Commerce. Similar with that, the control
groups also consists of one class from Civil
METHODOLOGY Engineering Study Program and the other
The samples of this study are taken using one is from Accounting Study Program.
purposive random sampling method. They
are the students in the second semesters. Two At the end of the study, both experiment and
classes represent the students majoring in control groups are given TOEIC test again as
Engineering and the other two classes the post test, in order to find out the effect of
represent the students majoring Commerce implemented Blended Leraning with the
in Semarang State Polytechnic. Therefore, experiment groups.
this reaseach involved 4 groups, they are as
follows: engineering experiment group, The difference between the students‘s
engineering control group, commerce TOEIC scores in the post test and in the pre
experiment group and commerce control test shows whether the implementation of
group. Each group consists of one class with Blended Learning to increase the students‘
25 students. Reading Comprehention section in TOEIC
test is effective or not.
The control groups are not given certain
treatment in the language teaching, since they The data in this study are analyzed using
are used to find out the difference with the SPSS.
experiment group which implemented

October 2019
FINDING AND DISCUSSION The average scores of the students in

In order to ensure that the samples in this Reading comprehention in TOEIC test is
study are at the same level of proficiency in presented in the graph 1 below. The average
Reading Comprehention in TOEIC test, a scores of the experiment groups is 227.90;
complete TOEIC like test was assigned to meanwhile the average of the control groups
both experiment and control groups, but only is 227.80. The difference scores between
the reading comprehention section was those two groups is only 0.10. Therefore, it
analized. The data is analyzed using SPSS. shows that both of the experiment groups and
the control groups used in this study is
The experiment groups consist of two almost similar. It makes the result of this
classes, with 25 students in each class, so the reseach will not be bias.
total samples of the experiment is 50
students. Half of them are taken from
students majoring in Engineering and the
other half are taken from students majoring
in Commerce.
Series1
Meanwhile, the total number of the students Series2
in control group are also the same with the
experiment groups.
It can be seen from table 1 that the result of
the study shows that the scores of the
students in the experiment and control groups Figure 1.
in the pre test are very similar. The result of Comparison between Pre test
the Independent Samples Test (t-test) of Experiment and Control Groups
revealed at the p > 0,05 Level in scores for
the two groups [t=0,17, p=0,986]. This data After Blended Learning was implemented to
shows that the experiment groups are almost the experiment groups for three months, post
at the same level of proficiency in the test of TOEIC like test are assigned to both
reading comprehention in TOEIC test. experiment and control groups. It dues to
However, their scores in Reading find out the students performance in the
Comprehension in TOEIC test is not Reading Comprehention after the
satisfactory. Therefore, it is the reason why experiment.
this study is conducted.
Tabel 1. Descriptive anaysis and paired samples t-test
Comparison between Pre test were used to investigate any statistically
of experiment and control groups significant differences in the result of the
group N Mean Std. t Sig (2- post test comparing with the pre test given to
Deviation value tailed) either experiment or control groups.
,017 ,986
Experiment 50 227,90 27,145
,017 ,986 Table 2 belows presents the difference of the
Control 50 227,80 30,542
post test comparing to the pre test of the two

October 2019
of the experiment groups. This table report

statistically the result of the paired t-test of
the POLINES students‘ score in reading
comprehention in TOEIC test. The table
below shows that at the p 0.05 the scores of
the students‘s in Reading Comprehention in
TOEIC test improve significantly [t =
17.966; p=0.000]. This meas that the
implementation of Blended Learning causes
positive effect on the students‘ ability in
Reading Comprehention.
Figure 2.
Tabel 2.
Comparison between pre test and post test
Comparison between pre and post test
of experiement groups
of experiement groups
Std.
Mea
goup N
n
Deviatio T value Sig (2 tailed) To find out the effect of Blended Learning in
n the language teaching to POLINES,
pre 227,
50 27,1445 -17,966 0,000 especially in Reading Comprehention in
test 900
post
50
321,
24,8473 -17,966 0,000 TOEIC test, a comparison is necessary.
test 400
Comparing the post test between the
experiment groups with the control groups
The average scores of the experiment
reveals the effect of Blended Learning for
students in Reading Comprehention Section
improving the students‘ Reading
of the TOEIC like test before the experiment
Comprehension Skill.
was conducted is only 227.900, and after the
experiment is 321.400. The average increase
As the result of the analysis on the control
of the scores of the students in Reading
groups, which consist of one class from the
Comprehention is 93.5 as presented in the
students majoring in Engineering and the
figure 2 below. This incrase probably caused
other one is the students majoring in
by the implementation of Blended Learning
Commerce, it can be seen from the table 3
during the three months.
below, that at the level of p > 0,05, it shows
that the comparison between the post test and
the pre test of the students in control groups
in Reading Comprehention in TOEIC test is
not significantly difference [t = -1.508; p =
0.135]. However, the table 3 below also
shows that the is an increase with the post
test of the control groups, it is 9.5.

October 2019
Tabel 3 only 9.5. As it has been discussed previously,

Comparison between that the difference between the post test and
pre test and post test of control groups pre test of the students in the experiment
groups is significantly different, but the
group2 N Mean Std. T Sig. increase is not significantly different with
Deviati value (2- the control groups.
on tailed)
Pre Test 227,8
50 30,542 -1,508 ,135
Control 0 100
Post Test 237,3
50 32,407 -1,508 ,135
Control 0 80
Figure 3 below shows the difference 60

between the post test and pre test of the
40
students in the control groups. The average
scores of the students in control groups in 20
Reading Comprehention in the post test is
237.30 and their pre test is 227.80. Therefore, 0
experiment groups control groups
the difference between the post test and the
pre test of the students in the control group is Figure 4
9.5. This increase is not as high as the The Increase of Post Test
increase of the students in the experimen Between The Experiment and Control
groups. Groups
CONCLUSION
The result of data analysis in this study
shows that the implementation of Blended
Learning can improve the students‘ ability in
reading comprehention skill in TOEIC test,
since this study reveals that there is a
significant increase in the students‘ scores in
reading comprehention section in TOEIC
test.
Figure 3 REFERENCES
Comparison between Akkoyunlu, B., & Soylu, M. Y. 2008. A
pre test and post test of control groups Study of Student‘s Perceptions in a
Blended Learning Environment Based
The figure 4 below shows the comparison on Different Learning Styles.
between the increase of POLINES students Educational Technology & Society,
in experiment groups with the control groups Vol 11 No 1, 183-193.183 ISSN
in Reading Comprehention in TOEIC test. 1436-4522 (online) and 1176-3647
The experiment groups have the increase of (print)
93.5, but the increase of the control groups is

October 2019
Bojovic, M. 2010. Reading Skills and Education and Computer;

Reading Comprehension in English http://www.mecs-press. org.
for Specific Purposes, Conference Lalima, Kiran Lata Dangwal (2017) Blended
Paper in The International Language Learning: An Inovative Approach.
Conference on The Importance of Universal Journal of Educational
Learning Profesional Foreign Reseach 5 (1). http://www.hrpub.org.
Languages for Communication Melton, Bridget et al. (2009) Achievement
between Culture. http://fl.uni-mb.si/ and Satisfaction in Blended Learning
Brown, H. D. (2004) Langugage Assessment: versus Traditional General Health
Principles and Class Practices. New Course Designs. International Journal
York; Pearson Education for the Scholarship of Teaching and
Chen, Y. M. (2006) EFL Instruction and Learning.ISSN 1931-4744 Vol. 3, No.
Assesmentwith Portfolios: A Case 1 @ Georgia Southern
Study in Taiwan. Asian EFL Journal 8 University.http:
(1); 69-96 //www. georgiasouthern.edu/ijsotl.
Graham, C.R., Allen, S. & Ure, D. (2005) yaykina, Olga Igorevna and Mikhail
‗Benefits and Challenges of Blended Grigoryevich Minin (2018) Adaptive
Learning Environments‘, in Internet Technology as a Tool for
Encyclopedia of Information Science Flipping the Classroom to Develop
and Technology. Idea Group Communicative Foreign Language
Publication: Hershey, pp.253-259 Skill, Short Paper: https://doi.org/
Heffernan, Neil (2010) Testing the four 10.3991/ijet.v13i07.8092.
Language Skills in a University-Wide Chen, Y. M. (2006) EFL Instruction and
Program, Katesol Proccedings 2010; Assesmentwith Portfolios: A Case
https://www,reseachgate.net/publicati Study in Taiwan. Asian EFL Journal 8
on/255950872 (1); 69-96
Hocutt, R. (2001) Strategies for Building Hwang, C. C. (2005) Effective EFL
Blended Learning. Education Through Popular Autentic
http://adlcommunity Materials. Asian EFL Journal 7(1): 1-
.net/file.php/11/Documents/Eedo_Kn 12
owledgeware_whitepaper_Blended_L Syaykina, Olga Igorevna and Mikhail
earning_AMA.pdf Grigoryevich Minin (2018) Adaptive
Hughes, A (2003). Testing for Language Internet Technology as a Tool for
Teachers (2nd ed). Cambridge, Flipping the Classroom to Develop
England; Cambridge University Press Communicative Foreign Language
Hwang, C. C. (2005) Effective EFL Skill, Short Paper:
Education Through Popular Autentic https://doi.org/10.3991/ijet.v13i07.80
Materials. Asian EFL Journal 7(1): 1- 92.
12 Akkoyunlu, B., & Soylu, M. Y. 2008. A
Khan, Asif Irshad et all; 2012, Study of Study of Student‘s Perceptions in a
Blended Learning Process in Blended Learning Environment Based
Education Context, Modern on Different Learning Styles.

October 2019
Educational Technology & Society, Education Context, Modern

Vol 11 No 1, 183-193.183 ISSN Education and Computer;
1436-4522 (online) and 1176-3647 http://www.mecs-press.org.
(print
Graham, C.R., Allen, S. & Ure, D. (2005) Lalima, Kiran Lata Dangwal (2017) Blended
‗Benefits and Challenges of Blended Learning: An Inovative Approach.
Learning Environments‘, in Universal Journal of Educational
Encyclopedia of Information Science Reseach 5 (1). http://www.hrpub.org.
and Technology. Idea Group Bojovic, M. 2010. Reading Skills and
Publication: Hershey, pp.253-259 Reading Comprehension in English
for Specific Purposes, Conference
Hocutt, R. (2001) Strategies for Building Paper in The International Language
Blended Learning. Conference on The Importance of
http://adlcommunity.net/file.php/ Learning Profesional Foreign
11/Documents/Eedo_Knowledgeware Languages for Communication
_whitepaper_Blended_Learning_AM between Culture. http://fl.uni-mb.si/
A.pdf Brown, H. D. (2004) Langugage Assessment:
Melton, Bridget et al. (2009) Achievement Principles and Class Practices. New
and Satisfaction in Blended Learning York; Pearson Education
versus Traditional General Health Hughes, A (2003). Testing for Language
Course Designs. International Journal Teachers (2nd ed). Cambridge,
for the Scholarship of Teaching and England; Cambridge University Press
Learning.ISSN 1931-4744 Vol. 3, No. Heffernan, Neil (2010) Testing the four
1 @ Georgia Southern Language Skills in a University-Wide
University.http://www. Program, Katesol Proccedings 2010;
georgiasouthern.edu/ijsotl. https://www,reseachgate.net/publicati
Khan, Asif Irshad et all; 2012, Study of on/255950872
Blended Learning Process in

October 2019
THE STUDENTS‟ ABILITY OF ACCOUNTING DEPARTMENT STATE

POLYTECHNIC OF SEMARANG IN WRITING NARRATION TO
PROMOTE TOURISM DESTINATION AREA
Pandiya, Nurul Hamida

Accounting Department State Polytechnic of Semarang
Jalan Prof. H. Soedarto, SH. Tembalang, Semarang 50275
http://www.polines.ac.id, E-mail: sekretariat@polines.ac.id
Abstract
The ability to write has an important role for someone both in public life in general and in
pursuing a career. This study aims to determine the ability of the Semarang State
Polytechnic Accounting Department students to write a narrative to promote tourist
destination areas. The data of this study are more primary and qualitative which are
directly obtained from the Student of the Semarang State Polytechnic Accounting
Department. The number of samples in this study included 26 students of the Semarang
State Polytechnic Accounting Department. The sampling technique chosen was
"purposive sampling", namely students who had obtained General English 1 courses.
Data collection techniques were carried out by giving narrative writing tests to selected
respondents. The results of data analysis show that 61.5% of respondents write narratives
with past tense time signals; while the remaining 38.5% of respondents write narratives
without the past tense time signal. The variety of events / events favored by respondents
is natural tourism at 76.9%; while the remaining 23.1% of respondents choose other
tours; such as educational tourism, history, culture, and culinary. The variety of narratives
chosen by respondents is an expository narrative of 100% (all respondents); so none of
the respondents chose the suggestion narrative (0%). The range of tourist destination
areas chosen by respondents included (1) Central Java (34.6%), (2) DIY (34.6%), East
Java (3.8%), Bandung (West Java) 3.8%), Jakarta (3.8%), Jakarta and Bandung ( 3.8%),
Bali (11.5%), and Bali and Lombok (3.8%).
Keywords: Writing Skills, Primary, Qualitative, Narrative, And Tourist Destinations.
INTRODUCTION both in human relations and work relations,

Communication has happened since humans or between human relations as citizens. In
were created in this world; the history of short, communication is the key to success in
communication is the same as the history of life. "Communication is key to your success -
human life in this world. Communication and in relationships, in workplace, as a citizen of
humans are like the relationship between your country, and across your lifetime. Your
body and soul; one unity that cannot be ability to communicate comes from
separated. Communication is also a experience, and experience can be an
fundamental scientific discipline for humans effective teacher (McLean and Moman,
in pursuing a career or profession. 2012: 10). "
Communication skills will be very useful

October 2019
A study states that the ability to communicate

both oral and written is a bridge to success The Teaching and Learning Process (PBM)
and promotion of a position. This type of activities in the classroom are part of the Tri
communication competence covers 9 things; Dharma of Higher Education which cannot
namely oral communication, writing, be separated from other activities; namely
reading, document use, numeracy, working research and community service. PBM
with others, thinking, computer use, and activities are curricular activities whose
continuous learning (McLean and Moman, implementation must be in accordance with
2012: 12-13). " the curriculum program set by the
government and the National Education
The function of language as a medium of System Law No. 20 th 2003 and the Teacher
communication is a fact that cannot be and Lecturer Law No. 14 th 2005. Curricular
denied anymore. At this time communication activities will not be separated from face-to-
occurs not only between community groups face activities in class. In the classroom a
within a country; but communication has lecturer presents lecture material
bridged public relations from various parts of theoretically and practically in the laboratory.
the world. In other words, public relations One of the various courses in the Semarang
have taken place in a global manner, which State Polytechnic Accounting Department is
means that they cover a world or English and Business English.
international scale. International level
communication has logical consequences for PBM English Language activities include
the dominant use of world languages or General English and Business English. The
international languages. English is the first existence of various study programs also
international language that plays an gives a different portion of English courses.
important role in the world of education, At D3 Banking Finance Study Program
science, technology and business (Dirjen English courses are given for 5 semesters;
Dikti, 2013: 1). In 2045 the Indonesian from semester 1 to 5; semester 1 and 2
people are in the era of the golden English 1 and 2 (General English) courses,
generation; where the population of while in semester 3 to 5 Business English
Indonesia at that time was predicted to reach courses 1, 2, and 3. D3 Accounting Study
350 million people. Such a large population Program equips students with English
without accompanied by strengthening material in semesters 2 to 5 ; English 1 and 2
human resources (HR), will make them not for semesters 2 and 3; and Business English
have enough competence. As a result, they 1 and 2 in semester 4 and 5. Compact D4
lost in global competition. Strengthening HR Study Program provides students with
is not only related to adequate science, English language material in semester 1, 2, 3,
technology and skills, but also related to 4, 6, and 8. D4 Study Program Islamic
international language competencies; Banking equips students with English
especially English as the first international material in semester 1 , 3, 5, and 6. D4 Study
language which is very dominant in the Program Financial Analysts provide students
world of education, science, technology, and with English language material in semesters
business (Suwandi, 2016). 1, 2, 3, and 4. Finally; D4 Managerial

October 2019
Accounting Study Program equips students destination areas that have been visited or
with English language material in semester 1, observed by the author. The results of this
2, 3, 4, and 5. Each D4 Study Program covers writing or essay are more of an expository
material in English and Business English. narrative; namely narrative that aims to
One of the English teaching and learning provide information to the reader so that the
materials is writing or writing skills; which knowledge in question is broadened (Dirjen
includes the fields of narration, description, Dikti, 2013: 33). This is certainly very useful
and exposition. Basically, composing is the for students to put forward the idea of
work of arranging words, sentences, and promoting tourist destination areas in their
paragraphs to describe and or review certain hometown or other regions in Indonesia and
topics in order to obtain the final results in even abroad. In one student‘s writing
the form of essays (Dirjen Dikti, 2013: 28- activity, two benefits are obtained; namely
30). While ordinary narratives are defined as sharpening writing skills and promoting
essays that tell something both based on skills. Thus the research entitled "The
observations and experiences in a coherent Students‘ Ability of Accounting Department
manner. A narrative essay will attempt to Semarang State Polytechnic in Writing a
narrate an event or event chronologically. Narrative to Promote Tourism Destination
Writing good narration requires three things, Areas" is done to evaluate PBM activities in
namely (1) the first sentence in the paragraph the Semarang State Polytechnic Accounting
must arouse the interest of the reader, (2) the Department and also as a means of
event is arranged chronologically, and (3) has promoting tourist area destinations in the
a focus on a clear final goal. Furthermore, a country.
narrative essay will be arranged well when
using: RESEARCH METHODS
(1) description of time, The ability to write has an important role for
(2) information relating to work or events, someone both in public life in general and in
and pursuing a career. This study aims to
(3) transitional words that express the determine the ability of the Semarang State
connection of thought, the relation of time, Polytechnic Accounting Department students
and the relation between results, and to write a narrative to promote tourist
contradictions. destination areas. The data of this study are
more primary and qualitative which are
This study aims to measure the level of directly obtained from the Students of the
ability of the Semarang State Polytechnic Semarang State Polytechnic Accounting
Accounting Department students to write a Department. The number of samples in this
narrative to promote tourist destination areas. study included 26 students of the Semarang
Furthermore, the content of students' essays State Polytechnic Accounting Department.
will include (1) past time information (Past The sampling technique chosen was
Tense Time Signal); like yesterday, just now, "purposive sampling", namely students who
last night, last Monday, last Saturday, last had obtained General English 1 courses. Data
year, last month, last week, etc.; (2) a series collection techniques were carried out by
of events or events and (3) several tourist giving narrative writing tests to selected

October 2019
respondents. Data analysis is done by means narrative uses "Past Tense". The time
of text / discourse analysis which includes statement (Past Tense Time Signal)
four things; namely (1) a variety of past time commonly used is "yesterday, just now, last
information (Past Tense Time Signal), (2) night, last Monday, last Saturday, last
various events / events (3) various narratives December, last October, last Spring, last
and (4) various tourist destination areas. Past Winter, last Summer, last Autumn (Fall), last
information range (Past Tense Time Signal) year, last month, last week, last weekend,
is defined as a description of past time in a two years ago, two months ago, two weeks
narrative that includes a description of time ago, two days ago, two hours ago, two
such as "yesterday, just now, last night, last minutes ago, and others ".
Monday, last Saturday, last December, last
October, last Spring, last Winter , last 2. Variety of events / events
Summer, last Autumn (Fall), last year, last The variety of events or events is defined as
month, last week, last weekend, two years the type of tourism carried out by
ago, two months ago, two weeks ago, two respondents which usually includes natural
days ago, two hours ago, two minutes ago, tourism, cultural tourism, educational tours,
and others. " Variety of events is defined as a historical tourism, and culinary tourism.
variety of tours or types of tours that include Some examples of natural attractions such as
natural, cultural, educational, historical, and enjoying the beautiful natural scenery of
culinary tours. Variety of narratives is mountains, valleys, lakes, ponds, spring,
defined as a variety of narratives based on beaches, highlands, oceans, oceans, and
their nature which include expository others. Cultural tourism is carried out by
narratives and suggestive narratives. The tourists in order to enjoy or learn the variety
range of tourist destination areas are defined of cultures of a particular tribe; like the
as the area or region and or the location of tradition of bride, tradition of circumcision,
tourist visits; such as villages, sub-districts, dance, art, language, traditional customs, and
districts / cities, provinces, even countries. others. Educational tourism is carried out by
tourists in the context of learning a particular
RESULTS AND DISCUSSION branch of science or skill; such as English
The data obtained in this study are analyzed Language Village (Pare Kediri), learning
into four components which include: batik (Kampung Lawean Solo), learning to
1. Variety of Description of Past Time (Past dance (Dance Studio / Padepokan Bagong
Tense Time Signal) Kusudiarjo Yogyakarta). Historical tourism
Narration or narration is an essay that tells is carried out by tourists in order to
something both based on observation and commemorate the history of the nation or
experience in a coherent manner. A narrative learn to explore the history of the nation;
essay will attempt to narrate an event or such as to Borobudur Temple, Prambanan
event chronologically (Dirjen Dikti, 2013: Temple, Mendut Temple, Pawon Temple,
32). A narrative is a story from the results of Gedongsanga Temple, Sampokong Temple
past or past observations or experiences. In (Laksamana Chengho Heritage), Lubang
English linguists call it "tenses". A narrative Buaya, Bakti Pertiwi Museum,
cannot be separated from the past, then the Ranggawarsito Museum, and others. While

October 2019
culinary tourism is carried out by tourists in Banten, Kraton Pajajaran, Gojogan Sewu
order to enjoy a particular menu or type of Waterfall (Tawangmangu/ Karanganyar),
food as a characteristic of an area; such as Sekar Langit Waterfall (Magelang Regency),
Gudeg Yogya, Bakpia Pathuk, Lumpia Kyai Langgeng Park (Magelang Regency),
Semarang, Wingko Babat Semarang, Rujak Lawean Batik Village (Solo), Batik
Cingur Surabaya, Pecel Madiun, Soto Semarangan Village (Semarang City), Lerep
Medan, Soto Jawa Timur, Soto Kudus, Soto Tourism Village (Ungaran Barat District /
Bandung, Sate Kere Solo, Mi Aceh, Dodol Semarang Regency), Bakpia Pathuk (West
Garut, Jenang Kudus, Bandeng Yuwana, area of Jalan Malyoboro / Yogyakarta), Jatim
Gethuk Goreng Sukaraja, and others. Park (East Java), Pangandaran Beach (West
Java), Kuta Beach (Bali), Indrayanti Beach
3. Variety of Narratives (Gunung Kidul Regency / Yogyakarta), and
Judging from its nature, the narrative others.
consists of two types, namely (1) expository
narratives or factual narratives, and (2) The results of data analysis show that 61.5%
suggestive narratives or plot narratives. of respondents write narratives with past
Expository narrative is meant to be a tense time signals; while the remaining
narrative that aims to provide information to 38.5% of respondents write narratives
the reader so that the knowledge in question without the past tense time signal. The
expands, while the suggestion narrative is a variety of events / events favored by
narrative intended to give meaning to the respondents is natural tourism at 76.9%;
reader through his imagination (Dirjen Dikti, while the remaining 23.1% of respondents
2013: 33). This study will analyze the types choose other tours; such as educational
of narratives of the respondents' work in two tourism, history, culture, and culinary. The
categories: expository narratives and / or variety of narratives chosen by respondents is
suggestion narratives. an expository narrative of 100% (all
respondents); so none of the respondents
4. Variety of Region Travel Destinations chose the suggestion narrative (0%). The
The range of tourist destination areas is range of tourist destination areas chosen by
defined as the area or region and / or location respondents included (1) Central Java
of the tourist visits; such as villages, sub- (34.6%), (2) DIY (34.6%), East Java (3.8%),
districts, districts / cities, provinces, even Bandung (West Java) 3.8%), Jakarta (3.8%),
countries. For example; Borobudur Temple Jakarta and Bandung ( 3.8%), Bali (11.5%),
(Magelang Regency), Gedongsanga Temple and Bali and Lombok (3.8%). Furthermore,
(Bandungan / Semarang Regency), Kraton the results of this study can be shown in the
Solo, Kraton Yogya, Kraton Cirebon, Kraton following table 1:

October 2019
Table 1. The Analysis of Data

No Description Completed/Not Jumlah
1 Past Tense Time Signal Completed 16 (61.5 %)
Not completed 10 (38.5 %)
2 Variety of events Natural tourism 20 (76.9 %)
Other tourism 6 (23.1 %)
(educational, culture,
history, and culinary)
3 Variety of Narratives Expository 26 (100%)
Suggestion 0 (0%)
4 Range of tourist destination areas Central Java 9 (34.6%)
Yogyakarta 9 (34.6 %)
East Java 1 (3.8 %)
Bandung (West Java) 1 (3.8 %)
Jakarta 1 (3.8%)
Jakarta and Bandung 1 (3.8 %)
Bali 3 ( 11.5%)
Bali and Lombok 1 ( 3.8 %)
Furthermore, there is a need to improve the (11.5%), and Bali and Lombok (3.8%).
quality of PBM in the Semarang State Furthermore, there is a need to improve the
Polytechnic Accounting Department, quality of PBM in the Semarang State
especially English courses in the field of Polytechnic Accounting Department,
Writing Skills, so that students' writing skills especially English courses in the field of
become better and better. Writing Skills, so that students' writing skills
become better and better.
CONCLUSION
In the end it can be concluded that 61.5% of REFERENCES
respondents write narratives with past tense Azar, Betty Schrampfer. 2002.
time signals; while the remaining 38.5% of Understanding and Using English
respondents write narratives without the past Grammar. Third Edition. New York:
tense time signal. The variety of events / Pearson Education. ISBN 0-13-
events favored by respondents is natural 097605-9.
tourism at 76.9%; while the remaining 23.1% Azwar, Saifuddin. 2010. Metode Penelitian.
of respondents choose other tours; such as Yogyakarta: Pustaka Pelajar. ISBN:
educational tourism, history, culture, and 979-9075- 27-0.
culinary. The variety of narratives chosen by Dirjen Dikti. 2013. Modul Bahasa Indonesia
respondents is an expository narrative of Untuk Perguruan Tinggi.
100% (all respondents); so none of the http://lensapelancong.blogspot.com/2013/03/
respondents chose the suggestion narrative macam-macam-wisata.html. Diunduh
(0%). The range of tourist destination areas tgl 29 Mei 2019 jam 03.28 am.
chosen by respondents included (1) Central McLean, Scott and Murray Moman. 2012.
Java (34.6%), (2) DIY (34.6%), East Java Communication for Business Success.
(3.8%), Bandung (West Java) 3.8%), Jakarta Canadian Edition v.1.0.
(3.8%), Jakarta and Bandung ( 3.8%), Bali

October 2019
Pandiya, et. al. 2014. Kemampuan Bisnis Dalam Bahasa Inggris (Hasil
Mahasiswa Jurusan Akuntansi Penelitian).
Politeknik Negeri Semarang Saleh, Mursid. 2008. Enam Tradisi Besar
Dalam Mempromosikan Suatu Penelitian Pendidikan Bahasa.
Produk (Hasil Penelitian). Semarang: Unnes Press. Cetakan
.................... 2018. Gaya Bicara Pada Staf Pertama. ISBN 979 1006 59 8.
Pengajar Jurusan Akuntansi Suwandi. 2016. UPGRIS Tambah Guru
Politekinik Negeri Di Dalam Besar. Harian Umum Suara Merdeka,
Kegiatan Proses Belajar Belajar edisi 18 No- pember 2016.
(Hasil Penelitian). Zees, Sri Rahayu, et. al. 2010. Kemampuan
Politeknik Negeri Semarang. 2012. English Berkomunikasi Dalam Bahasa
for Academic Purposes. (For Internal Inggris Mahasisawa Jurusan
use only). Akuntansi Politeknik Negeri
Romangsi, I Nyoman, et. al. 2015. Semarang Dengan Metode
Kemampuan Mahasiswa Jurusan ―Cooperative Principles‖ (Hasil
Akuntansi Politeknik Negeri Penelitian).
Semarang Dalam Presentasi Lisan

October 2019
INTERPERSONAL MEANING ANALYSIS IN STUDENTS‟ CASUAL

CONVERSATION OF ENGLISH DEPARTMENT IN
UNDERGRADUATE PROGRAM
Perwari Melati Akmilia

Endang Susilowati
Graduate Program, Universitas Negeri Semarang
Semarang, Indonesia
perwarimelatiakmilia@gmail.com
Abstract
The purpose of this study is to analyze the interpersonal meaning of students‘ casual
conversation of the English department at the undergraduate level. The study was also
aimed to reveal that the interpersonal meaning of a structure does not always correspond
with its lexicogrammar in students‘ casual conversation. This study applied the
descriptive qualitative method. The conversation happened in an informal situation
between students of the undergraduate program. It was video record that post on
YouTube. The data were in the form of a clause in conversation that was transcribed. The
clauses in their conversation found that the finite element is the most appeared, while the
modality only appears a little (60/331) and the type of adjunct the circumstantial and
conjunctive are also commonly dominated in used of the conversation.
Keywords: Systemic Functional Linguistic, Interpersonal Meaning, Mood, Modality,

Type Of Adjunct.
INTRODUCTION language from the point of the semantic

Language could be a system to speak with system, they are ideational (experiential and
others and has meanings on its word. They logical), interpersonal and textual. He states
speak to convey ideas or thought in their way that they have ―different kinds of meaning
by talk and using gestures. There are several potential that relate to the most general
products of language, one in each of them is functions that language has evolved to
communication. It has an important role in serve‖ (Halliday, 2002, p.198).
daily life in doing various interactions in any
kind of situation that can be direct or Eggins (2004) argued that Systemic
indirect. It influenced by the extent of Functional Linguistic (SFL) is one of the
language mastery they have for most powerful ways of saying. It constructs
communicating their desire, need, and the rules of grammar in order to spoken or
feeling to people in society. It can also written form that has meanings. It can be said
provide any information through the media. that SFL is a system that concerned on
language and its structure with value.
According to Halliday (2002) that introduces
three functional modes of meanings of

October 2019
According to Halliday‘s idea (1994), in implementing Subject, Finite, and

interpersonal meaning displays the Modality was the main reason due to the
interactivity of the language within a text. problem of tenor. Further, Khalim and
Interactivity focuses on how language users Warsono (2017) the research resulted in
act upon one another through language, both several finding of interpersonal meaning in
in spoken or written form. Besides, in line four conversation texts that consisting status,
with Gerot and Wignell (1994) state that affect and contact and the appraisal system
interpersonal meanings are meanings which consisting of effect, judgment and
express a speaker‘s attitudes and judgments, appreciation. Nasriati, Aziz, and Fitriani
the meanings has function for acting to (2019) they identified the exchange of
express the speakers‘ emotional and interaction realized in steemit posts and
meanings are realized in saying or forming concerned with the attitude appraisal
which is called MOOD and modality. included in steemit texts in interpersonal
meaning. Arifin (2017) presented that
In his book that entitled ―An Introduction to interpersonal meaning, types of mood
Functional Grammar‖, Halliday defines system, and modality found in the thesis
interpersonal meaning as a strand of abstracts.
meaning running throughout the text that
expresses the writer‘s role relationship with In line with İlhan and Erbaş (2016) had
the readers or the relationship between aimed to explore this discrepancy between a
speakers and the writer‘s attitude towards the mathematics teacher's knowledge and
subject matters (Halliday, 2000). The mood practices and offer ways of alignment
system includes a structure that is subject between two based on the
and finite. They connected together and social/interpersonal meanings and their
combine to form one constituent. Modality realization through teacher's discourse.
shows the speaker‘s judgment of the
probabilities, the obligation, necessity of a To achieve the research objective, the
particular proposition or proposal may researchers formulate a research problem;
become arguable by being presented as How is interpersonal meaning realized in
likely or unlikely, desirable or undesirable, students‘ casual conversation of English
its relevance specified in modal terms or Department in the undergraduate program?
space. This study presents what the type of mood
and modality is mostly used by students of
Other research on interpersonal meaning has the English Department at the undergraduate
also been conducted by other researchers, level. The researchers expect that the result
(see Yuliana & Imperiani, 2017) they of this study will be useful to give some
investigate interpersonal meaning in contributions to English language teaching
newsletters that are offered by educational and learning. Hopefully, this study can enrich
institutions. It deals with Yuliati‘s (2013) and give additional references in the study of
research, that was to reveal the role Systemic Functional Linguistics with a focus
relationship among the teacher and students on the interpersonal meaning in interaction.
and is focused on mood analysis. Familiarity Then for the learner, this study is expected to

October 2019
give inspiration and knowledge about some system and the types of modality. However,
parts of Systemic Functional Linguistic. The it is important to note that this study
communicative activities can be more deeply analyzed a small number of conversation
understood by using mood-residue structure. samples. The findings cannot be generalized
to explain all samples of conversation
METHODOLOGY between students at the undergraduate
The type of this study is descriptive program of the English Department in
qualitative method in purpose to identify Indonesia. Rather, the findings open up for
interpersonal meaning in the conversation discussion the realization of interpersonal
between students university level. The data meaning in students of the English
was taken from YouTube. Researchers Department at the undergraduate program.
collected four videos which content are
conversation between English Department Based on the analysis, the findings reveal
students at the undergraduate program. The each video that consists of mood and residue
data was downloaded and transcribed into element. The mood element is realized
written text. The transcription of this through the use of subject and finite, besides
conversation is the main source of the data. It the residue element is through what is called
was analyzed by using Systemic Functional as the mood system, whereas table 2 displays
Linguistics which is focused on the terms of the findings of mood types.
interpersonal meaning analysis of clauses as Table 1. Typical Speech Functions
the exchange in the spoken form. The writer Speech Function Mood
uses observation and documentation in Statement Declarative
Question Interrogative
collecting data.
Offer Modulated interrogative
Command Imperative
The data analysis is based on Systemic
Functional Linguistics perspective especially
on interpersonal meaning. To investigate Table 2. The Findings of Mood Types
interpersonal meaning, the researchers Object Declarative Interrogative Imperative
dividing the clauses, identify the mood 52 12 4
system, classify mood types, identifying the Video 1
74.5% 17.6% 5.9%
degree of modality and
Video 2 117 27 6
interpretations. After analyzing both of them, 78% 18% 4%
the researchers start interpreting the findings. Video 3 67 20 2
The clause that consists of the modality, then 22 2 0
the researchers also classified its degree. Video 4
91.7% 8.3% 0%
Data analysis and hypothesis Realized through predicator, complement and
The findings of this analysis are classified adjunct. The analysis of interpersonal
into three major parts. The firstly is meaning is based on the clause. There are
interpersonal meaning, the types of mood 331 clauses as exchange found in the

October 2019
conversation between students of the English In case of mood types, the researchers find
Department at the undergraduate level. To those types of mood, they are declarative,
enable the writer to identify the relationships interrogatives and imperative. The use of
among the participants in the conversation, declarative form signals that the speakers
the following analysis has been done from inform to the hearers about the statement or
interpersonal meaning by analyzing its use give information. The researchers find the
of Mood, Modality and types of Adjunct. interrogative forms (Wh/H-question) that
The detail of mood types can be seen below. can be seen in Table 2. It average shows
rather than declarative mood. The imperative
The Realization of Mood Types mood is the most little appear in all of the
Table 1 shows the speech functions types of videos.
mood based on Eggins (2004) the form of
speech function chosen is declarative, if the The Realization of Modality
speaker/writer intends to demand the
information, the appropriate form of mood Table 4. The Detail of Interpersonal
type is interrogative. On the other hand, if Meaning in the First Video through the
the speaker/writer intends to give an order or Mood and Residue Element
command, the appropriate form of mood I‘m going to visit grandma.
type is imperative. The use of three different
speech functions is realized I ‗m going to visit grandma
Subject Finite Predicator Complement
Based on the findings as presented earlier, Mood Residue
the interpersonal meanings which found in
four videos consist of mood and residue The interpersonal meaning of the datum in
element. The mood system is realized Table 4 is realized through the mood and
through the subject and finite, the residue residue element. Based on the example, the
is realized through the use of predicator, word ― ‗m‘ ‖ has functioned as the finite,
complement, and adjunct. The finite is ―going to‖ is functioned as the predicator,
realized by to be (is, was, are, were), the and ―visit grandma‖ is the complement. The
predicator is realized by the verbal group, mood structure is always subject and finite.
while the adjunct is realized by an The mood type is clearly declarative.
adverbial group or prepositional phrase.
By analyzing the realization, then the Table 5. The Detail of Interpersonal
mood types can be determined, whether in Meaning that Used the Modal as a Finite
the form of declarative, interrogative, or We can see here.
imperative. We can see here
Table 3. Mood Types with Example Subject Finite Predicator Complement
Mood Type Example Mood Residue
Declarative That is sound like great vacation

Interrogative What are you reading? The realization of meaning Table 5 uses the
Imperative Let‘s do it now! modal as the finite, but is realized by the
structure. Specifically, the subject of the

October 2019
clause is represented by "we" and the finite The different degree of modality, there are
used is "can". The subject is the term of the low, median and high. By signaling the
subject that usually use, while the finite different kinds of interpersonal relationship,
belongs to modality. Besides, that clause uses it needs the use of expressions between the
predicator and complement as the residue. hearer and the speaker or between the writer
The use of finite "can" indicates that have and reader that related to the degree of
low value. The clause is a statement that modality.
includes in a declarative form, due to the Thus, modality plays an important role in
order of subject and followed by finite. carrying out the interpersonal meaning of
clauses. It shows in what value or degree the
Table 6. The Findings of Modality proposition is and signaling the
Object Degree of modality speaker/writer‘s attitudes of the probabilities
Low Median High or the obligations involved in what he/she
Video 1 can will must says or reads.
Video 2 can, will must, had to,
may, have to
could
Video 3 can will have to
Video 4 could will
Table 7. The Frequency of Modality in both Videos

Value Realization V1 V2 V3 V4
F % F % F % F %
Low Can 5 42 4 12.5 5 35.7
May 3 9.4
Could 1 3.1 1 50%
Median Will 5 42 16 50 6 42.9 1 50%
Would 1 8.3 1 3.1
High Must 1 8.3 3 9.4
Have to 2 6.3 3 21.4
Had to 1 3.1
Need 1 3.1
Total 12 100 32 100 14 100 2 100
Based on Table 7., it can be seen that in The most realized in the 2nd video is medium
Video 1 or V1 the low degree in the word value in the word ―will‖ which is 50%, while
―can‖ and also in median value in the word the low value in ―can‖ only 12.5%. In the
"will" is commonly showing up rather than high degree, there are many words appear
the realization in high value, but in high even though is little. In the 3rd video, the
degree of modality there is only 1, ―must‖. It total words in modality are 14, which the
can be said that the students only use the low high only found 3 words in ―have to‖, the
and median to show the probabilities or median degree is 6 words in realization word
willingness. of will, and for low is 5 words in the word
―can‖. For 4th video is only found 2 words

October 2019
that refer to a modality in low and median English department program in the
degree in the word of ―could‖ and ―will‖. undergraduate program. Then the mostly
Caused by the video duration that only under found in the mood types is declarative mood,
3 minutes so the conversation between the some of them are interrogative and only a
students is not much as the previous videos few of them is imperative. Based on the
before. It can be concluded that the used videos that uploaded in YouTube, the
modality in the casual conversation of the researchers analyzed the speakers‘ expression
students indicates how strong the speaker's in each video which has functioned for
intention. giving statement, information, instead of
demanding information or asking the reader
Table 8. The Frequency in Types of to do something and commanding.
Adjuncts in Students of English Department Considering the focus and limitation of this
at the Undergraduate Program research, other kinds of research on a similar
No Adjuncts V1 V2 V3 V4 object can be done to enrich the result of the
1 Circumstantial 21 26 17 6 study. To explore the deep meaning, it is
2 Mood 7 10 3 5 possible to do the analysis with ideational
3 Comment 3 6 2 0 and textual meaning.
4 Polarity 3 8 7 3
5 Conjunctive 11 20 8 4 REFERENCES
Total Adjuncts 45 70 37 18 Ade Muhammad H. (2018, July 23).
Communicative Speaking Skill I –
There are so many types of adjuncts based English Department UNAS.
on the classification in adjunct of Retrieved from
circumstantial, mood, comment and https://www.youtube.com/watch?v
conjunctive. Those types classified into =kFIhp2cCIds&t=1s
many sub terms. The researchers add the Arifin, A. (2018). How Non-Native Writers
adjuncts in polarity to make it more clear Realize Their Interpersonal
and show the use of it. Every sample of the Meaning?. Lingua Cultura, 12(2),
videos is a different duration. The range is 2 155-161.
until 11 minutes for each. So, the types of Eggins, S. (1994), An introduction into
adjuncts in every video are different. Systemic Functional Linguistics.
London and New York: Continuum.
CONCLUSIONS Firmansah, A. (2015). Interpersonal Meaning
Based on the discussion, it can be concluded in Netanyahu‘s Speech. English
that the interpersonal meaning of students of Review: Journal of English
English department program in Education, 4(1), 103-110.
undergraduate level, is realized in the Gerot, L., & Wignell, P. (1994). Making
wordings of the clauses based on the mood sense of functional grammar.
structure, while the residue is realized Cammeray, NSW: Antipodean
through the term of predicator, complement Educational Enterprises.
and adjuncts. Of course, it cannot be said that
it represents all of the Indonesian students of

October 2019
Halliday, M. A. K. 1994 An Introduction to Literary Studies, 9(2), 110-118.

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İlhan, E. G. Ç., & Erbaş, A. K. (2016). for Foreign Affairs of Indonesia.
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Wang, H. (2018). Interpersonal Meaning of Indonesian Journal of Applied
Code-switching: An Analysis of Linguistics, 7(1), 181-188.

October 2019
“THE LURKING GHOST OF SLAVERY IN LYDIA MARIA

CHILD‟S SHORT STORY ENTITLED “THE QUADROONS”
Ratna Asmarani
English Department - Faculty of Humanities
Diponegoro University
Semarang, Indonesia
ratna_asmarani@yahoo.com
Abstract
The purpose of this paper is to analyze how slavery, like a lurking ghost in the antebellum
Georgia, is inescapable in the peaceful life of the female quadroons who have lived in a
secluded place. Since the focus of analysis is on the female quadroons, the frame of
analysis used is the feminist literary criticism. Considering that the author is a female, a
gynocritic analysis is also used to discover the author‘s purpose. Contextual method of
literary analysis is also applied, combining intrinsic elements with extrinsic ones. Thus
the concepts of one-drop rule and miscegenation, the characteristics of quadroon, and the
antebellum Georgia are intertwined with the life of the female quadroons. The result
shows that slavery always finds a way to destroy the life of the female quadroons only
because they are considered as slaves in the antebellum South due to the application of
one-drop rule.
Keywords: Slavery, Quadroon, One-Drop Rule
INTRODUCTION antebellum Georgia due to the haunting

The complicated problems around the shadow of slavery. The problem discussed in
offspring of mixed marriage in antebellum this paper is how the long cruel hands of
South always arouse serious concern slavery are unwilling to let the mixed-race
especially if those problems are around the female offspring live in peaceful and happy
female offspring. Lydia Maria Child (1802– atmosphere full of love and respect.
1880), the author, is ―among the most
influential of nineteenth-century American METHODOLOGY
women writers … a tireless crusader for truth In the antebellum South, the slavery system
and justice and a champion of excluded demands that the relation of white and black
groups in American society—especially must be restricted and fully hierarchical in
Indians, slaves, and women‖ which interracial marriage is strictly
(https://www.poetryfoundation.org/poems- forbidden and unlawful. The pejorative term
and-poets/poets/detail/lydia-maria-child ‗miscegenation‘ is used to call the white-
accessed April 23, 2017). Her short story, black marriage. This term ―was coined in
―The Quadroons‖, tells about the heart- 1863‖ since ―The growing presence of
breaking ending of two mixed-race female African slaves, however, generated
offspring, mother and daughter, in the significant legal questions about status,

October 2019
family, and heredity‖ leading to ―anti- demand. That was the myth, the
miscegenation laws during colonial time‖ dominant story … There is one other key
(http://www.encyclopedia.com/social- characteristic of the mythic American
sciences-and-law/sociology-and-social- Quadroon: she was to be found only in
reform/ sociology-general-terms-and- New Orleans
concepts-8 accessed April 23, 2017). (http://www.huffingtonpost.com/stacy-
One of the debasing rules applied to Blacks parker-aab/quadroons-for-beginners-
is ‗the One-Drop rule‖ in which ―a single d_b_3869605.html accessed April 23,
drop of "black blood" makes a person a 2017).
black‖ (http://www.pbs.org/wgbh/
pages/frontline/shows/jefferson/mixed/onedr Georgia, the setting of place of Child‘s short
op.html accessed June 28, 2015). The story, is one of the slave-states ―By the era of
consequence of this rule is ―Offspring of the American Revolution (1775-83), slavery
whites and blacks ended up being was legal and African slaves constituted
categorized based on the status of the mother. nearly half of Georgia's population‖
All children of female slaves inherited the (http://www.georgiaencyclopedia.
status of slavery, no matter what the status of org/articles/history-archaeology/slavery-
the father‖ antebellum-georgia accessed April 23, 2017).
(http://www.virginiaplaces.org/population/on The ban of inter-racial marriage was finally
edrop.html accessed April 23, 2017). invalidated in 1967 in Georgia
(http://jjmccullough.com/marriage.htm
In the nineteenth century, there are many accessed April 23, 2017). However, there is
offensive terms to call the unlawful offspring an ironic fact in the post-bellum South
of the miscegenation, such as mulatto, concerning the freed slaves: ―The 13th
quadroon, octoroon, etcetera. A quadroon is Amendment, adopted late in 1865, officially
―a person who was one-quarter black and abolished slavery, but freed blacks‘ status in
three-quarters white … a quadroon had one the post-war South remained precarious, and
grandparent of African descent‖ significant challenges awaited during the
(https://www.vocabulary.com/dictionary/qua Reconstruction period (1865-77)‖
droon accessed April 23, 2017). The (http://www.history.com/topics/black
uniqueness of a quadroon is described as history/slavery accessed April 23, 2017). In
follows: other words, if shortly after the legal
abolition of slavery the ex-slaves are still
Yet there is nothing simple about the subject to racial treatment, it can be
American Quadroon. Once she was the concluded that their lives in the antebellum
picture of irresistible beauty, the symbol must be miserable whatever the shade of
of a city thought of as irredeemably their dark skin.
―other‖, an earthbound goddess who
conjured so much desire that white men Since the focus of analysis is the female
made her concubines, and slave-traders descendants of the mixed-race marriage, the
scoured the states for enslaved girls that suitable frame of analysis is feminist
fit her description to fulfill buyer criticism which ―reads writing and examines

October 2019
its ideology and culture with a woman- road, and almost hidden among the trees. It
centred perspective‖ (Humm, 1995: 51). was a perfect model of rural beauty … The
Considering that the author is a woman, this gateway rose in a Gothic arch, with graceful
analysis is also a gynocritic one which ―is tracery in iron-work‖ (Child, 1994: 88).
concerned with woman as writer‖
(Showalter, 1986: 172). The gynocritic The Fate of Rosalie
analysis digs into the author‘s purpose of Rosalie, the mother, is: ―a quadroon; the
constructing mixed-raced female characters daughter of a wealthy merchant of New
in her short story entitled The Quadroon. Orleans, highly cultivated in mind and
The method of analysis used in this paper is a manners, graceful as an antelope, and
literary criticism method called ‗Contextual beautiful as the evening star‖ (Child, 1994:
Analysis‘ 88-89). Rosalie not only has a typical
(http://www.unl.edu/english/sbehrendt/Study enchanting quadroon beauty but she also has
Questions/ ContextualAnalysis.html accessed a bright mind and perfect manners.
February 17, 2014) in which the intrinsic
elements especially character, conflict, and A Short Happy Life
setting are combined with the extrinsic The alluring beauty, the excellent
concepts around slavery such as one-drop intelligence, and the impeccable behavior
rule, miscegenation, and quadroon. This cannot be resisted by ―a handsome and
analysis is qualitative in nature and based on wealthy young Georgian‖ (Child, 1994: 89),
library research. a white man, by the name of Edward. They
deeply and purely fall in love despite the
FINDING AND DISCUSSION haunting race problem between them. Truly
The focus of discussion is on the two mixed- worshipping love and realizing that it is
race females, a mother and a daughter, by the impossible to be united legally in marriage
names of Rosalie and Xarifa. Both have a because ―a union with her proscribed race
tragic ending due to the cruel hands of was unrecognized by law‖ (Child, 1994: 89),
slavery. Rosalie settles for ―a marriage sanctioned by
Heaven, though unrecognized on earth‖
Setting of Place, Time, and Social. (Child, 1994: 89). Thus, Rosalie and Edward
The setting of place of Child‘s ―The are united by love without legal bond.
Quadroon‖ is in a beautiful and peaceful
place in Georgia: ―Not far from Augusta, Betrayed by the Husband‘s Ambition
Georgia, there is a pleasant place called For around nine years they live in total
Sand-Hills‖ (Child, 1994: 88). The setting of happiness oblivious to the commotion of the
time is during slavery or before the abolition world outside the heavenly Sand-Hills. The
time: ―The edicts of society has built up a birth of Xarifa completes their happiness.
wall of separation between her and them‖ However, long-lasting happiness is not for
(Child, 1994: 88). The social setting is the mixed-race descendants in the antebellum
middle class, rich but keeping away from the South. Getting more mature, now Edward is
crowd: ―Among the beautiful cottages that 28 years old, he needs more challenge.
adorn it was one far retired from the public Although ―He still loved Rosalie‖ (Child,

October 2019
1994: 89), his adventurous spirit formerly that Rosalie keeps the purity of love. Once
satisfied by the valuable secret family now the sanctity of love is trespassed, there is no
needs another challenging channel. Gradually turning back. She loves totally and faithfully,
but inevitably, he becomes an ambitious man however she will not force Edward to do the
involved in politics (Child, 1994: 90). The same. For her love and marriage need a total
gambling nature of the newly taken path commitment forever. She prefers to live with
excites him. her only child, Xarifa, in the secluded cottage
at Sand-Hills.
The excitement of the new game estranges
Edward from Rosalie and draws him closer Actually, Edward himself at the last parting
to Charlotte, the only daughter of an realizes that he loves Rosalie deeply,
important person that can realize Edward‘s however it is not possible for him to cancel
ambition in politics (Child, 1994: 90). the coming marriage: ―At that moment he
Although Edward tries to resist the pull, the would have given worlds to have disengaged
lure of ambition and public life outweighs the himself from Charlotte; but he had gone so
peacefulness of secretive bliss. The plain far, that blame, disgrace, and duels with
Charlotte, the symbol of respectable public angry relatives, would now attend any effort
life of the white society, gradually to obtain his freedom‖ (Child, 1994: 92). So
overshadows the alluring Rosalie, the symbol Edward legal marriage is haunted by the
of love, peacefulness, and happiness image of the noble but devastated condition
forbidden by the racist public. of Rosalie at the last parting (Child, 1994:
93) which sometimes slips in his whispering
A Noble Decision, A Tragic Ending tenderly Rosalie‘s name in his sleep (Child,
The perceptive Rosalie, finally confirmed by 1994: 93).
Edward himself of the coming marriage
between him and Charlotte (Child, 1994: 92), It can be said that both try to get through
takes a noble but hurting action in the form each own suffering, Rosalie sustains herself
of a non-negotiable decision: ―This is our for the safety of beloved Xarifa while
lasts. To meet thus is hence-forth crime. God Edward is trapped in the loveless marriage
bless you. I would not have you so miserable driven by his ambition. For a while the
as I am. Farewell. A last farewell‖ (Child, hurtful memory seems to be kept at bay until
1994: 92). Although Edward tries to refuse finally Rosalie-Xarifa are accidentally face to
Rosalie‘s fixed decision, he cannot shake her face with the newly-wed couple, Edward-
decision. His trying to persuade her to be his Charlotte around Sand-Hills. Charlotte
secret wife or mistress only leads to hurt persuades Edward to visit the beautiful Sand-
more Rosalie‘s dignity and self-esteem as Hills on one afternoon drive and accidentally
can be seen in ―the storm of indignant they meet Rosalie and Xarifa. Not knowing
emotion his words excited‖ (Child, 1994: that Edward also suffers a lot with the
92). separation and his loveless marriage, Rosalie
feels deeply hurt by the appearance of the
Although the noble decision is fatally self- newly-wed couple that makes her ―tottering
hurting, Rosalie is unwavering. It indicates with faintness‖ (Child, 1994: 94). No more

October 2019
able to keep her spirit to live for the sake of ancestry, and gives that plaintive expression,
the beloved Xarifa ―About a year after so often observed, and so appropriate to that
Edward‘s marriage, she was found dead in docile and injured race‖ (Child, 1994: 89).
her bed, one bright autumnal morning‖ Her beauty, carrying ―its Moorish origin‖
(Child, 1994: 94). Rosalie, a true worshipper (Child, 1994: 89) grows with the passing of
of love, faithfulness, and commitment, is too time. Her father, Edward, admires her
vulnerable to face betrayal from the loved blossoming beauty, however, he is also a
one. Reality is too harsh for her tender spirit realistic person who knows very much about
full of love. Rosalie leaves Xarifa to face the the racist society‘s rule concerning the
world without the protection of a loving mixed-raced descendant. He is worried with
mother. her daughter‘s future: ―She belonged to a
proscribed race; and though the brown color
The Fate of Xarifa on her soft cheek was scarcely deeper than he
The death of the down-hearted Rosalie drives sunny side of a golden pear, yet was it
Edward to the side of the grieving Xarifa: sufficient to exclude her from virtuous
―Edward came to the funeral, and wept long, society‖ (Child, 1994: 95). Xarifa‘s mixed
very long, at the grave … The poor child race makes her subject to the racist rule if she
sobbed herself to sleep on his bosom‖ (Child, is not legally protected.
1994: 95). Edward is now the sole protector
of Xarifa. Betrayed by Fate
Edward determines to keep Xarifa away from
A Short Happy Life the reaching hands of slavery. He remembers
The two grief-stricken people become close Rosalie‘s idea to move to France, a country
once again: ―From that time, Xarifa was the free from the slavery rule, a wish that he
central point of all his warmest affections. He cannot fulfill due to his ambition and
employed an excellent old negress to take marriage to Charlotte. Now he really has the
charge of the cottage, from which he intention to make a preparation to move
promised his darling child that she should Xarifa to a country without racist rule (Child,
never be removed‖ (Child, 1994: 95). 1994: 95). The plan is totally unrealized
Edward also pays great attention to Xarifa‘s because Edward, who often gets drunk after
education in music and dancing and in his the death of Rosalie, falls from his horse on
frequent visit he always brings ―a present of the way to visit the beloved Xarifa and dies
books, pictures, or flowers‖ (Child, 1994: 95) (Child, 1994: 95). This is the first bad fate for
to show his great love, encouragement, and the ―scarcely fifteen‖ Xarifa. She has no
attention. protector anymore. However, Charlotte ―with
kindness of heart worthy of a happier
Xarifa inherits the beauty of her quadroon domestic fate‖ (Child, 1994: 95) will not
mother: ―Her complexion, of a still lighter drive Xarifa away from Sand-Hills although
brown than Rosalie‘s, was rich and glowing Edward does not make any legal will about
as an autumnal leaf. The iris of her large, his daughter. For a moment Xarifa can
dark eye had the melting, mezzotinto outline, postpone the bad fate waiting for her.
which remains the last vestige of African

October 2019
The loss of her father‘s love and attention is trembling, blushing, and weeping; compelled
replaced by the love and attention of a lover, to listen to the grossest language, and
George Elliot, who is ―Her teacher on the shrinking from the rude hands that examined
harp … a handsome and agreeable young the graceful proportions of her beautiful
man of twenty, the only son of an English frame‖ (Child, 1994: 97). Xarifa is now an
widow‖ (Child, 1994: 96). When Edward object, a beautiful merchandise to be bought
was still alive, he lets the love between these by the highest bidder who has a lot of money.
two young people grow in the hope that The darkest future of Xarifa is not known by
―English freedom from prejudice should lead her lover because he is visiting her mother
him to offer legal protection to his graceful (Child, 1994: 97) at that time. Even if he is
and winning child‖ (Child, 1994: 95). present when the bad luck happens, he still
However, due to some forms of bad fate, this cannot save Xarifa because he does not have
hope is unfulfilled. a lot of money. Thus, Xarifa‘s life is now in
the hands of the highest bidder turning out to
The first form of bad fate is concerning the be ―about forty years of age, with handsome
legal status of Rosalie and Xarifa: ―Rosalie, features, but a fierce and proud expression …
though she knew it not, had been the the wealthy profligate, who was determined
daughter of a slave; whose wealthy master, to obtain her at any price … As yet, her
though he remained attached to her to the end purchaser treated her with respectful
of her days, has carelessly omitted to have gentleness, and sought to win her favor, by
papers of manumission recorded‖ (Child, flattery and present‖ (Child, 1994: 97). It
1994: 96-97). In other words, Rosalie and seems that Xarifa is in good hands, however
thus Xarifa has no legal protection against her status is as a bought slave whose life,
slavery. So far they live peacefully and safety, and honor are on the hands of the
happily in Sand-Hills because nobody has the owner, the white master who buys her for
intention to snatch their freedom. ―five thousand dollars‖ (Child, 1994: 97).
The second form of bad fate is brought by the A Hopeless and Helpless Ending
legal heirs of the white master who badly Even though surrounded by luxury from her
need money to pay their great debts: ―His owner, Xarifa always wants to run away
heirs had lately failed, under circumstances, from the mansion that holds her captive. Her
which greatly exasperated their creditors; and letter to her lover shortly before she is sold as
in an unlucky hour, they discovered their a slave enables George Elliot to track her.
claim on Angelique‘s grand-child‖ (Child, Bribing one of the slaves, he plans to free her
1994: 97). No parents, no protector, no legal and run away together. However, the slave is
document, Xarifa‘s position is very a double-crosser to get bigger money from
vulnerable. In one sweep, her happy life turns the master. The plan turn to be a bloody
into the worst nightmare. The beautiful mess: ―Xarifa had scarcely given an
Xarifa, used to living freely and enjoying the answering signal to the low, cautious whistle
beauties of life, is suddenly: ―ruthlessly of her lover, when the sharp sound of a rifle
seized by a sheriff, and placed on the public was followed by a deep groan, and a heavy
auction-stand in Savannah. There she stood, fall on the pavement of the court-yard‖

October 2019
(Child, 1994: 97). The plan is uncovered and and women‖. Through her short story entitled
the lover loses his life on the hands of the ―The Quadroon‖ she wants to show her
wealthy owner. Sliding down using a rope in opinion concerning the life of mixed-race
a panicked moment only to see ―George, descendants in the antebellum South as can
bleeding and lifeless at her feet‖ (Child, be seen in the last paragraph: ―Reader, do
1994: 97), Xarifa loses her hope, spirit, and you complain that I have written fiction?
mind at the same time: ―One wild shriek, that Believe me, scenes like there are of no
pierced the brain of those who heard it, and unfrequent occurrence at the South. The
she fell senseless by his side‖ (Child, 1994: world does not afford such materials for
97). tragic romance, as the history of the
Quadroons‖ (Child, 1994: 98).
After that heart-breaking event, Xarifa turns
into a lifeless doll. She is so sorrowful that By setting her short story in the antebellum
―moved the compassion even of her cruel Georgia, Child wants to emphasize that no
purchaser‖ (Child, 1994: 98). Trying to matter how far it seems you are from the
soothe her mortal agony, the master even inhumanity of slavery, as long as you have a
buys some of her things from the cottage in drop of black blood without legal document
Sand-Hills. However, all these costly gifts to free you, you are subject to slavery. Child
has no effect whatsoever. Finally the master also wants to point out that slavery always
takes forcefully what is considered to be his has destructive effects on those with black
right when he buys Xarifa. As a result: ―In a blood. The destructive effect might be
few months, poor Xarifa was a raving circular as what happens to Rosalie-Edward
maniac. That pure temple was desecrated; marriage that have no legal document which
that loving heart was broken‖ (Child, 1994: later leads to a direct horrible effect on the
98). The debasing and abusing treatment on life of Xarifa, their only child, as she is
top of a mortal agony that she has to endure considered as a slave and can be sold.
is too much for her. She escapes from the
misery using the only way and the only By constructing female quadroons of
means available: ―and that beautiful head exceptional beauty with bright minds and
fractured against the wall in the frenzy of high esthetics as her characters, Child wants
despaired‖ (Child, 1994: 98). Nobody to show that mixed-race descendants who are
mourns for her, even ―Her master cursed the underestimated in the antebellum South
useless expense she has cost him‖ (Child, actually have the same ability as the white
1994: 98). Xarifa is just an expensive female counterparts, only covered in a
property that cannot function as expected by different form of beauty. They have the right
the purchaser. as human beings to create and keep their own
happiness and to be respected as full human
The Author‟s Purpose beings. Slavery has been abolished, however
As mentioned above, Lydia Maria Child, the the victims of the horrible practice are not to
author, is a white abolitionist who pays great be forgotten. Their terrible experience
attention on the lives of the marginalized becomes a good lesson to prevent whatever
people in America such as ―Indians, slaves, form of slavery and racism among human

October 2019
beings. The suicide chosen by Xarifa seems Child, Lydia Maria. 1994. ―The Quadroons‖
to indicate a defeat on her side but actually it in Rediscoveries: American Short
is a sign of control that Xarifa still has at that Stories by Women, 1832-1916.
time, the control to end her life as she wants. Barbara H. Solomon (Ed.). New
York: A Mentor Book. Pp. 88-
CONCLUSIONS 98.
The quadroons are mixed-race people with a Davis, F. James. ―Who is Black? One
quarter of black blood. The female quadroons Nation‘s Definition‖
are famous for their exotic beauty. However, (http://www.pbs.org/wgbh/pages/frontline/sh
in the antebellum South, for example ows/jefferson/mixed/onedrop.html
Georgia, they are considered as slaves if they accessed June 28, 2015)
have no legal document or manumission. The Le Melle, Stacy Parker. ―Quadroons for
mixed-race marriages are also banned at that Beginners: Discussing the Suppressed
time. and
Sexualized History of Free Women of (Color
The cornered position of the quadroons is with Author Emily Clark‖
portrayed dramatically by Lydia Maria Child (http://www.huffingtonpost.com/stacy-
in her short story entitled ―The Quadroons‖. parker-aab/quadroons-for-beginners-
The mother, Rosalie, is banned from d_b_3869605.html accessed April 23, 2017)
marrying legally with Edward. Thus, their Humm, Maggie. 1995. The Dictionary of
children, Xarifa, has no legal status as the Feminist Theory. Second edition.
daughter of Edward, a white Georgian. The Columbus: Ohio State University
problem becomes more precarious when, Press.
after the death of Rosalie and Edward, it is Showalter, Elaine. ―Towards a Feminist
discovered that the mother of the late Poetics‖. 1986. Contemporary
Rosalie, who is a slave, has no manumission. Literary Criticism. Modernism
It means that the late Rosalie is a slave and Through Poststructuralism. Robert
Xarifa is also a slave. As a slave, Xarifa is Con Davis. New York and London:
sold by the legal heirs of the white great- Longman.
grandfather to pay their debts. Unable to face Young, Jeffrey Robert. ―Slavery in
the tragic death of her white lover in the Antebellum Georgia‖
hands of her purchaser and to endure the (http://www.georgiaencyclopedia.org/articles
sexually abusing treatment from her /history-archaeology/slavery-
purchaser, she prefers to claim death. antebellum-georgia accessed April 23, 2017)
―Brief History of Marriage Meddling in the
REFERENCE United States‖
Behrendt, Stephen C. 2008. ―Contextual (http://jjmccullough.com/marriage.htm
Analysis‖ (http://www.unl.edu/ accessed April 23, 2017)
english/sbehrendt/StudyQuestions/Co ―Miscegenation‖
ntextualAnalysis.html accessed (http://www.encyclopedia.com/social-
February 17, 2014). sciences-and-law/sociology-and-
social-

October 2019
reform/sociology-general-terms-and- (http://www.history.com/topics/black-
concepts-8 accessed April 23, 2017) history/slavery accessed April 23,
―The "One-Drop" Rule and Racial 2017)
Identification By Whites, Blacks, and ―Quadroon‖
Native Americans‖ (https://www.vocabulary.com/dictionary/qua
(http://www.virginiaplaces.org/population/on droon accessed April 23, 2017)
edrop.html accessed April 23, 2017) ―Lydia Maria Child‖
―Slavery in America‖ (https://www.poetryfoundation.org/poems-
and-poets/poets/detail/lydia-maria-
child accessed April 23, 2017)

October 2019
THE IMPLEMENTATION OF PEER REVIEW TO

IMPROVE THE STUDENTS‟ ARGUMENTATIVE WRITING SKILL
Ribut Surjowati and Bekti Wirawati

WijayaKusuma Surabaya University
Surabaya, Indonesia
surjowati88@gmail.com
bektiwfbs@gmail.com
Abstract
The paper is aimed at describing the students‘ argumentative writing improvement in the
EFL classroom after the implementation of Peer Review technique in writing class of the
fourth semester students in FBS-UWKS. This research is classroom action research
(CAR) and the fourth semester students of UWKS were the participats. There were 20
students in this class which consists of 7 boys and 13 girls. The data used in this research
were students‘ difficulty and response to the learning process and students‘ writing score.
From this information, the researchers could find that the treatment was successful or not.
To collect the data, the researchers used some instruments, 1) observation sheet,2)
problem sheets. There were two cycles implemented in this research. The first cycle
showed that the learning process was not successful due to the students‘ lack of
knowledge about essay organization, weak argumentation and low responses to the
classroom activities which lead to their low score in their writing. In the second cycle the
students‘writing score improve significantly from 50% tp 85%. In conclusion, Peer
Review is a teaching technique which can help the students improve their writing skills
Keywords: Peer Review, Argumentative, Essay, classroom action research
INTRODUCTION explore major and supporting ideas and put

One of the important English skills which is them together in paragraphs (Kareem: 2014,
taught in university is writing besides Younes and Albalawi: 2015). In addition,
reading, speaking, and listening. It is so argumentative essay is different from other
important that the students are to join writing mode of essays because an argumentative
class in several semesters, starting from essay contains a combination of facts,
paragraph writing until critical writing. In the writer‘s personal ideas, and statistics.
English Education Department in Wijaya Therefore, writing argumentative essay for
Kusuma Surabaya University, the fifth most students is not merely making lists of
semester students will learn how to write an words and arranging them in a particular
argumentative and persuasive essay which order and linking them together in certain
are classified as critical writing. ways to form coherenceness, but the
students have to construct a thesis statement
Writing argumentative is not simple, it looks which is different from that in other essays
difficult for most students in our class as they and elaborating the topic sentence in each
have to bulid their competence in grammar, body paragraphs which have evidential

October 2019
supports whether they are factual, logical, writing skill. In the previous research, it is
statistical or anecdotal. Based on the found that the effect of peer review combined
observation done in the English Education with didactic instruction in writing, formal
Department of Wijaya Kusuma Surabaya feedback and in class practice was effective
University, most of students have three at improving writing skills for psychology
difficulties in composing argumentative students (Fallahi, Wood, Austad, and Fallahi:
essay. Those difficulties are they are lack of 2006). Yalch, M.M, Vitale, E.M and Kevin
grammar competence which cause them Ford, J (2019) also find that the more critical
produce ungrammatical sentences, they have students were on their peers‘ writing during
no sufficient knowledge about component of an in-class peer review work-shop, the higher
a good essay which relate to unity, coherence their paper grades they have and this finding
and cohesion, they are lack of knowledge is similar to the earlier research which
about argumentative essay organization. mentioned that peer review is useful for
These difficulties, furthermore, lead them to improving students‘ writing skill (Fallahi et
reluctant in practicing writing and they are al. 2006). One possible mechanism by which
unable to pass this subject. Only 25% student peer review might improve writing
students got passing grade. skill is that students tend to provide more
critical feedback on their peers‘ paper than
The role of a lecturer in writing class is to course teaching assistance (Kottke, 1998;
give feedback to the students‘ writing Cho & MacArthur, 2011; Li et al., 2010;
however sometimes this can not be done Lundstorm & Baker, 2009).
effectively due to a large number of students
in the class, too many mistakes the students What is peer review? Peer review, peer
make, short time provided for writing class. respond, peer suggestion, peer revision, peer
In a large class, a lecturer has to have evaluation or peer comment as Ong and
sufficient time to check the students‘ work so Zhang (2010) say, is a constructive or
that he can give feedback to all of them in collaborative activity in which students
details. Most teachers only play a role as negotiate the intended ideas and meaning and
examiners as they only have time to give mutually scaffold each other (Levi
feedback to the final product and give grades Altstaedter; 2016 and Yang; 2011). Peer
(Polisda, 2017: 46). It becomes a problem review provides learners with opportunities
since writing is a process that is the stages of to exchange multiple corrective feedback and
a writer goes through in order to produce articulate their knowledge of L2 (Hyland &
something in its final written form ( Palmer, Hyland, 2006). Some researchers had paid
2004: 4). Final writing product can not be attention to the application of peer review in
done without feedback and correction writing courses and showed that peer review
because writing should almost always be a is as a means to negotiate meanings or ideas
communication between writer and reader. in writing and peer review engages learners
Thus, feedback is important to gain good and in exchanging feedback that functions as
satisfying writing product. Due to the above evaluation, suggestions, clarification and
problems, peer review is considered to be questions (Saeed, Ghazali, Aljaberi; 2018)
one way to help students improve their

October 2019
The paper is aimed at finding out whether the grades in the first cycle, as stated in
peer review is able to improve the students‘ success indicator.
argumentative writing.
In the first cycle, the students‘ writing score
RESEARCH METHODS improved compared to their score in pre
This is Classroom Action Research. The cycle stage, however 50% students still got
participants of the research were the Fourth under 70. Thus, it still cannot pass the
semester English Education Department success indicator. Based on the observation
students of FBS UWKS. In that semester, stated in the reflection stage, some causes of
those students were having critical writing those failure were that 1) some students did
subject containing argumentative writing . not know well about some components in
There were 20 students used as the research argumentative writing so that they got
participants. Based on the test as the research confused what feedback they gave to their
instrument, given to the students, this CAR friends works, 2) students did not seem to
was done in two cycles because of have sufficient vocabulary competence so
unsucessful achievement in the first cycle, that they had no idea of how to construct
referring to the success indicators determined good sentences and paragraphs, 3) time was
that less than 70% of total students got 70. limited so that the student reviewers did not
To fix the problems in the first cycle, there have enough time to give feed back to their
are some differences in the classroom friends‘ works, 4) some student reviewers
activities in the process of doing the first and only worked on grammatical mistakes, ) the
the second cycles. knowledge about how to evaluate essay
organization such as coherence, unity,
FINDINGS AND DISCUSSION adequacy supporting details was still low, 5)
Findings student reviewers did not know how to give
The first data gained before the treatment clear and specific feedback to their friends‘
done, showed that 75% students could not works so that they could not revise the work
pass the grades because those students only well, consequently, the students who
received below 60. From those data, the received feedback from their friends did not
information can be drawn that most of the know how to incorporate those feedback
students had difficulties about the concept of when they revised their works.
argumentative writing and they had
difficulties in communicating with the Due to those results, the second cycle was
lecturers. They have limited time to discuss needed. The information about students‘
their difficulties with the lecturers. Therefore, problems made the lecturer find some other
peer review technique solved this problem. ways to revise clasroom activities. Therefore,
There were two cycles done in this research. in this cycle, the lecturer modified the
classroom activities to minimize the
Due to the failure of reaching the success problems which emerged during the learning
indicator in the first cycle, the second cycle process. The first thing that the lecturer did
had to be done to fix the problems found in was briefing the class with the procedures of
the first cycle . Some students could not pass peer correcting; this process includes giving

October 2019
information about some points that the improving. The total improvement was 85%
student reviewers had to focus which were since 17 from 20 students got more than 69
the content, language and organization and in their works. It means that those students
gave more specific guidance of how to give have passed the success indicator stated by
notes to the works. Secondly, after all the the English Education Department in our
students understand, they were seated in institution.
groups of four based on the students‘ level of
competence in which the high level students CONCLUSION
were mixed in one group with low level Peer Review technique can be used as a way
students as recommended in cooperative to improve students‘ argumentative writing.
learning principle. Thirdly, the students in It can be seen from the result of the students‘
each group exchanged their works and they score after has been implemented. The
started revising based on the guidance they students‘ scores improve in the first cycle
received from their lecturer. There were 30 compared to the pre cycle but it can not pass
minutes given to each student reviewers to the success indicator. However, it is
fill in the review table before being discussed successful inthe second cycle because 85%
together with their groups. The discussion of the students can pass the success indicator
session could be interesting because each stated. In conclusion, this technique can be
student was given an opportunity to read used to solve students‘ problem in writing
their findings from their friends‘ works to the argumentative essay.
class. This triggered the class to give their
opinions and inputs to the result of the REFERENCES
review which was more critical than the ones Cho, K., & MacArthur, C (2011). Learning
from their lecturer (Kottke, 1998; Cho & by Reviewing. Journal of Education
MacArthur, 2011; Li et al., 2010; Lundstorm Psychology, 103, 73-84.
& Baker, 2009) Li, L, et al. (2010). Assessor or assessee:
How Student Learning, Improves by
This revised classroom activities gave two Giving and Receiving Peer Feedback.
positive results to writing class; firstly, the British Journal of Educational
students‘ motivation to write was improving Technology, 41(3), 525-536.
which could be seen from their anthusiasm in Lundstorm, K., & Baker W (2009). To Give
dicussion session. As it is stated that Peer is Better than to Receive: the Benefits
reveiw can affect the class atmosphere in of Peer Review to the Reviewer‘s
which this technique gives positive Own Writing. Journal of Second
contribution to the students achievement in Language Writing, 18(1), 30-43.
writing because they do not feel threatened Levi Altstaedter, L (2016). Investigating the
by the lecturer‘s correction (Fallahi, Wood, Impact of Peer Feedback in Foreign
Austad, and Fallahi: 2006). Furthermore, language Writing. Innovation in
They were anthusiast to ask questions and Language Learning and Teaching, 1-
give some inputs to the review result 15.
presented by the student reviewers. Secondly, Fallahi, C.R, Wood, R.M, Austad, C.S &
students‘ score in argumentative writing was Fallahi, H. (2006). A Program for

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Improving Undergraduate Psychology Saeed, M.Abdu., Gazali K., and Aljaberi, M.

Students‘ basic Writing Skills. Abdulwahid. (2018). A Review of
Teaching of Psychology, 33, 171-175. Previous Studies on ESL/EFL
Hyland, K., & Hyland, F. (2006). Feedback Learners‘ Interactional Feedback
in Second Language Writing: Context Exchanges in Face-to-Face and
and Issues. Cambridge: Cambridge Computer-Assisted Review of
University Press Writing. International Journal of
Kareem, N.T.A, Difficulties faced by EFL Educational Technology in Higher
Students in Writing Composition at Education. Vol 15, no, 6
the Iraqi Preparatory Schools,‖ Al Youness, Z.B and Albalawi, F.S,‖ Exploring
Fath J., no. 60, 2014 the most Common Types of Writing
Kottke, J.L. (1988). Students as Peer Critics Problems among English Language
of Writing in a Psychology Course. and Translation Major Sophomore
Psychological Reports, 62, 337-338. Female Students at Tabuk University,
Ong, J., & Zhang, L. J.(2010). Effects of Asian J. Basic App. Sci., vol 3, no, 2,
Task Complexity on the Fluency and pp. 7-26, 2015
Lexical Complexity in EFL Students‘ Yalch, M.M, Vitale, E. M and Ford, J.K.
argumentative Writing. Journal of (2019). Benefits of Peer Review on
Second Language Writing, 19 (4), Students‘ Writing. Psychology
218-233 in Learning & teaching 0(0), 1-9.
http://doi.org/10.1016/j.jslw.2010.10. Yang, Y.F. (2011). A Reciprocal Peer
003. Review System to Support College
Polisda, Y. (2017). The Effect of Peer Students Writing. British Journal of
Review on Students‘ Argumentative Educational Technology, 42 (4), 687-
Essay Writings. English Franca Vol 700.
1, P-ISSN 1494238293, E-ISSN
1494237782.

October 2019
HOPE AND FEAR IN THE STEPHEN KING‟S THE MIST
Robi Syarip, Fatma Hetami, Mohamad Ikhwan Rosyidi

English Department, Language and Arts Faculty
Semarang, Indonesia
Robisyarip20@gmail.com
Abstract
Hope and Fear are something that lies in the deep of the human mind that affect how
people act. This research is conducted to reveal fear and hope in society as part of
human psyche that build its very foundation. The topic of this research is hope and fear
in Stephen King‘s The Mist. The research instrument uses observation sheets, while the
data collection is based on the library research. This is a descriptive qualitative research
that used structuralism theory by Levi-Strauss. By using the structuralism theory, the
analysis of the study was conducted through binary opposition found in the novel. This
research results in several findings as follows: 1) People lose themselves as human when
fear constantly breaks them, while hope is the one that can keep them as human even in
the hard times. 2) In religion aspect, fear has changed the way people think about God.
The disaster, the death, and the monster are said to be God‘s will. It shows that the
fundamental of belief is changed from blessing life to cursing life. Furthermore,
society‘s moral has degenerated that they justify the wrong thing as right, and otherwise
because they only think about their safety.
Keyword : Hope, Fear, Society, Binary Opposition, Structuralism
INTRODUCTION live, to do something good to others, and

Hope, people usually hope for something, keep their humanity inside.
and it gives them a strength to do something
to accomplish what they want. Hope is a way According to Pettit (2004: 158), hope will
of positively and expansively inhabiting consist of acting as if a desired prospect is
one‘s agency, and our energy is oriented going to obtain or has a good chance of
toward the future (McGeer, 2004: 104). It obtaining, just as precaution consist in acting
always becomes a tool to give a positive as if this is the case with some feared
mood or energy to the people. The positive prospect. Individual does not react the same
energy that comes way to obstacle they face in hope. People
with high hope will see the obstacle as
from hope has been used in medical section challenges to overcome and use their
to help curing the patient faster. In religion pathway thought to plan an alternative route
section, hope is described as the way people to their goals (Snyder, 2000:10). Emily
believe to the God and maintain themselves Dickinson wrote a poem entitled ―Hope‖ is
as a good member of religious community. In the thing with feathers (1891). She describes
general, people use hope to make a reason to hope as a bird that never stops singing to

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inspire human. It can be used as an wide variety of events and phenomena.

imaginative plot device that becomes a Consider the fear of terrorism. Since 9/11,
motivating force for change in dynamic this fear has continually expanded to cover
characters. Modern philosopher Richard almost all aspects of modern life (Frank
Rorty (1994) states that hope is more than a Furedi, 2007).
goal setting. It is a story that serves as a
promise and reason for expecting better In the work of literature, The Mist written by
future. Stephen King presents the story about a
disaster that gives them a terrifying situation,
If there is a hope, there will be always a fear. creates disunion between people, and
Fear is an unpleasant emotion or thought that separates them into groups of what they
you have when you are frightened or worried believe is right without knowing their actions
by something dangerous, painful, or bad that are consumed by hoping to survive or fearing
is happening or might happen. Fear in human to survive. Based on the background
beings may occur in response to a specific presented, this study is intended to analyze
stimulus occurring in the present, or in and explain the phenomenon of how hope
anticipation or expectation of a future threat and fear consume and change the society
perceived as a risk to body or life. during the disaster or chaotic situation,
making the people choose their choices based
According to Lisa Fritscher (2018), fear can on what they believe is right in order to
be divided into two responses, they are survive as found in Stephen King‘s The Mist.
biochemical and emotional. Biochemical fear
is a natural emotion and a survival device. METHODOLOGY
Physical reaction to fear includes sweating, This is a descriptive qualitative study as the
increased heart rate, and high adrenaline study focused on the analysis and
levels that make us extremely alert. While interpretation of the written or descriptive
the emotional fear is highly based on the material in context data from the novel The
individual. For some people, they enjoy fear. Mist. In analyzing the data, the researcher
They are looking for adrenaline. It is like used Levi-Strauss‘ theory of structuralism
watching scary movies or doing dangerous and its methodology to form the description
sports. Others who do not enjoy feeling fear of the analysis in this study. The material
or having adrenaline is having a negative object of this study is the novel entitled The
reaction to the fear and avoiding fear- Mist by Stephen King published in 1985.
inducing situations at all cost. Fear can lead This novel was published by Viking Press
to a change in metabolic and organ functions United States which contains 101 pages.
and eventually a change in behavior such as
fleeing, hiding, or freezing from perceived The formal object of this study is the study of
traumatic events. The fear response serves hope and fear in The Mist. The hope and fear
survival by producing appropriate behavioral are elaborated from the story using the Levi-
responses, so it has been well-maintained Strauss‘ structuralism theory in order to see
throughout evolution. Fear today has a free- how they are described, furthermore, they
floating dynamic. It can attach itself to a affect and change the society.

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There are two types of data in this study, they FINDINGS AND DISCUSSIONS
are primary data and secondary data. The Hope and fear as described in The Mist
primary data of this study are taken from the The researcher explains the description of
material object, which is novel entitled The hope and fear through the sequence of
Mist by Stephen King. In addition, the events. It presents the detail of what
secondary data of this study includes happened to people when hope and fear
scientific journals, books, articles, and any affect them. Each person reacts differently to
other writings, and theories applied to the the disaster and each reaction implies the
study. These sources are expected to be able hope and fear. The issues are described with
to strengthen the analysis. binary opposition to emphasize the meaning
of each unit of the text and show the
In collecting the data, the researcher does relationship between each other that leads
some steps as (1) Reading. The researcher into people‘s action as quoted from each
reads the novel several times in order to get a chapter of the story.
deeper understanding of the content and
meaning of the novel to get ideas to analyze The beginning of the disaster at home
the issue(s) related to the topic. (2) At the beginning of the story, the town has
Identifying. The researcher identifies the data been lashed by a big thunderstorm. The
that has been collected. The researcher protagonist, David as husband, Steff as wife,
identifies which one is classified as the data and Billy as the child are affected by the
and non-data. It is needed to make storm. They are blinded by the dark and they
appropriate data related to the topic. (3) only can listen and look at the lighting. The
Classifying. The researcher classifies the situation breaks their concern that they do not
quotations relevant to the topic related. The even think about other things. Billy‘s
researcher has done the grouping to the bedtime represents the daily activity they
collected quotations into some sections that always do, but as they reject this situation, it
provide support in analyzing the study. implies that the disaster has given them
anxiety about their safety. Their daily activity
In analyzing the data of this study, the is nothing important compared to the fear of
researcher used several steps based on the the disaster (King, 1985:40).
structuralism theory by Levi-Strauss
(Bressler, 1998: 96-100). The writer chooses Steff shows a sign of fear when she feels
the transcription of the novel that matches frightened and worried about their condition.
with the issue(s) and making the binary On the other hand, David tries to comfort her
opposition of it to answer the related by telling it will be alright (King, 1985:4).
question. Then, the researcher dismantles the His action is the resemblance of hope. He
meaning of the related binary oppositions to puts himself as the source of his family‘s
make the interpretation of all the findings hope by trying to calm them.
related to the issue(s).
In a bad condition, a kid does not know what
might do or not, that sometimes it puts him in
danger. David knows that kid has big

October 2019
curiosity in things even when it is not in the concerning everything that can harm them,
right time. Rather than scaring him, David which become too much and it even makes
tries to show that everything is alright, as her more afraid than she should be. This
long as he listens to him. He hopes that it will attitude leads her to a feeling that makes her
make him less worries about what has worse. In the end, David‘s hope leads them
happened to them, and it will be better rather to a better situation. It shows that hope gains
than fearing what has happened. However, dominance over the fear as reflected in
Steff reacts contrarily with David. She is not David‘s approach to make his family feel
as calm as him in dealing with the problem. save is working.
It portrays that she is paranoid. She acts like
everything will become a threat to his family Mass-Panic situation at the Supermarket
(King, 1985: 6). The next sequence of event happens at
supermarket. With electricity and phone line
Despite the bad thing happens to them, David down, David, Billy, and his neighbor,
always tries to find a way to make the Norton, go to the supermarket in town to get
situation better (King, 1985: 9). He believes some supplies and see if phone line or radio
that putting hope can make a significant works. All of sudden the mist starts to cover
effect, although it seems like something the area, some people go out to take a look,
simple and naïve. David‘s hope brings and some just do not want to give up to their
calmness in his family, especially Billy who queue line. At the same time, Mrs. Carmody
does not seem afraid at all. Steff indeed is so yells something that makes people scared and
afraid and paranoid about everything, but by irritated, ‖Don‘t go out there! It‘s death! I
the time being, she knows that David is right. feel that it‘s death out there!‖ (King, 1985:
Even though David himself has to lie about 25).
the situation, he does not mind it as long as
they have hope (King, 1985: 15). From what Mrs Carmody says, it describes a
fear that influences the people feeling. Using
David and Steff give a different response to the word ‗death‘ all of sudden without
deal with the chaotic situation. David with knowing what happens is a strong move to
hope, while Steff with fear. Hope from David spread the fear. Her line is supported by a
is described as an act to stay positive in man entered the supermarket with his nose
everything. As seen when he is worried but bleeding and telling there is something out
he chooses to remain calm and ask his family there (King, 1985: 26).
to do something nicely. From that attitude, he
keeps his family stays out of danger in the In a terrible situation, there is still a little
right way without scaring them that leads light. It does not change much but it makes
them to feel better and lead them that having people feeling a little bit relax. That light is a
hope is better than fear. On the other hand, little joke told by Bud Brown, the worker
Steff who is consumed by fear always from the supermarket (King, 1985: 26).
thinking negatively. She is too afraid that Brown tries to enlighten the atmosphere. By
something bad will happen to them, and then giving a joke that makes everyone laugh and
becomes stress and paranoid. She is smile, it gives the people hope that they are

October 2019
okay, even though they still have the same calm Billy, is looking for something to cover
problem, fear. up him who just lays down solidly out. He
goes to the storage area, where the generator
Norton asks all people to just stay inside of the market is. He decides to turn off the
waiting and see the situation to decide what generator and the emergency lights fade out
to do next. It implies hope that they can still leaving the room in darkness. After the
survive if stay together, work as a team, and generator is down, he starts hearing a sound
figure out what to do next. At least it makes from outside (King, 1985:31). He hears a
them relieved about what to do in this sound from the outside that makes him
situation. However, not everybody agrees afraid. He states that he regressed magically
with what Norton suggests. A woman says to four years of age hitting the doors straight-
that her children are in home and they are her arm and burst through into the market. it
priority (King, 1985: 29). The decision she shows that David is struggling to control
makes is an interpretation of fear. She is himself. It implies that he loses himself
afraid that her children are in danger, and it is because he is in completely in. Regressed to
described when she has to go home to check four years old is the representation of how he
herself. cannot handle the feeling inside of him, and
also how he cannot move his leg as soon as
People who have hope within them remain he wants to also the representation of how
calm despite bad things happen, as shown big the fear that makes him panic and doubt.
when they stay in the line queue when the
mist/ fog coming. This leads to someone tries There are four people standing in front of the
to enlighten the situation to drag people out storage door, they are Ollie, Myron, Jim, and
of their panic/ fear state by giving a joke to Norm. They are surprised as they see David
laugh at. Because of stay calm, they can coming from that door with fear in his face.
think clearly and have the best solution to the After explains what happens, they all decide
people in the market, which stays in the to go to the storage area and check the
market until they figure out what happened. generator. David tries to stop them to go near
Opposite to hope, fear makes people panic, the loading door. From the fear he feels like
confused, and scared, as shown when Mrs the effect of the sound from the mist, he tries
Carmody said the death thing. It makes them to warn them that it may be a bad idea since
unable to think clearly which do not help they do not know what is outside (King,
them at all. Fear just worsen their condition 1985: 33).
as they become more affected to be scared of
things, as shown when Mrs Carmody repeats Norm is going to fix the generator because
about the death from the outside of the that is the only thing he can do in this
market. They become silent and feeling situation (King, 1985: 35). When the town is
powerless. covered by an unknown mist and makes
chaos, this mechanical thing is the only thing
The incident in the storage area he can fix. It is hope that makes him believe
The next event happens in the storage area to do it. If it is fixed, he hopes that it makes
inside the market. David, who is trying to them less confused, and feels useful. That is

October 2019
why, he and the other two guys, Jim and On the other hand, Myron, Jim, and Norm
Myron, insist to fix it. He goes outside look the broken generator as a hope that at
through the loading door, and suddenly a least it is the problem they can understand,
tentacle comes over the far lip of the concrete and fix it will make them felt better. As a
loading platform and grabs Norm. David is result, they have the bravery to take action.
the closest to him, even though he is When the tentacles suddenly grab Norm, they
shocked, he grabs Norm and tries to save him are all shocked and stoned. Only David who
as he can (King, 1985: 36). is brave enough that lead him to take an
action as he hopes to save Norm. Oppose
David tries to save Norm by himself while from before, Jim and Myron who are brave
the other three guys just watching without enough to deal with the generator, they are
doing anything. The other three guys are in too afraid to even move. David is so angry
fear as same as David‘s when he first hears that they do not even try to help. As he
the sound outside. They are too shocked cannot bring back Norm, he unleashes his
about something beyond imagination anger to Myron and beat him like he does not
happens in front of their eyes. David is so care. Myron just takes all the blame and
disappointed and angry because he and regrets his decision and feels really sorry to
others cannot save Norm. He unleashes his David as he got beaten so bad.
anger to Myron and Jim who agrees to send
him out before. He brutally just punches The first night of the attack
Myron and blames everything to those two After the incident that happens to people who
(King, 1985:39). It shows that his hope has go outside, people inside the market have
failed him, his hope is to save Norm has been left frightened and shocked. David is
become nothing, despite trying hard as he having conversation with Mrs. Turman about
can. the fate of his wife and her husband (King,
1985: 61). She has lost her faith. She does
Being one of the reasons why Norm death not have hope about the safety of her
makes Myron and Jim feel guilty. The husband. She is consumed with the negativity
situation is described how Myron and Jim that she just accepts the worse possible fate.
regret it (King, 1985: 39). They acknowledge However, David does not think the same way
that it is their fault and all they can do just as her. He still has hope in his heart. He
sorry. Myron tries to say how sorry they are believes his wife is okay, even though he
but got beaten by David. On top of that, he only has a little hope about it.
does not defend himself, he just accepts it
just like he knows he deserves it and it can be The day keeps getting darker and turns into
paid off by this. night. Darkness is not the only one the night
brings at that time. There is a creature
The unexpected incident happens in the identified as a bug, but bigger and terrifying.
storage area make David occupied by Fear. It They land on the window glass and people
makes him lose control of himself and that begin to freak out. Some people are fearing
leads him cannot do something as shown for their lives and crying. Before even know
when he tries to move from the storage area. what that is about, they are already running

October 2019
to avoid the window glass (King, 1985: 62). problem/ threat. They are reflected when the
It represents how fear really affects them. It bug creature lands on the window. On the
makes them a coward. But some people have other hand, people who consumed by fear
the bravery to see what happens as they run reflected the coward. All they do the whole
toward the front. It represents how people‘s attacked is run away, cry, scream and moan.
curiosity can resolve their fear. This curiosity As a result, in the end, they do nothing.
leads them to the bravery which makes them
go toward the dangerous and try to help. The expedition to the Pharmacy
This event explains about their journey to the
The fear brings them into chaos. From the pharmacy to find a way out. There is an
silence that reflects a terrifying situation, argument between a father who seeks for a
turns into a noisy sound of fear. People way to out with a son who is afraid of losing
express their fear by howled, screamed, and his parents. Billy does not want his father left
cried. They just express their feeling without him after he cannot see his mother either.
trying to how to overcome it (King, 1985: However, as a father, David does all the best
65). Different with others, David and Mrs. he can to make them safe from the mist. He
Reppler tries to kill the creature. In a is ready to sacrifice himself just to make his
terrifying situation, they still think about son safe. So, he has to build faith in himself
other people. It shows how much hope and to make Billy has it too. It represents how he
bravery they have to face the fear. The action is full of hope as seen the way he encourages
they do is the representation of hope that his son to believe in him. However, Mrs.
leads them into bravery. As seen from that, Turman does not have the same page as
they are brave enough to face the creature in David. She does not agree on how he builds
order to help others. hope in his son, because she thinks that
something bad will happen.
In that chaotic situation, people start to
become pessimistic. It is shown how fear There is a clash when David‘s group try to go
succeeds to consume their feeling. The fear is to pharmacy. Some people are afraid it will
portrayed by Mrs Turman who lose the faith bring the creatures inside, especially the
about her husband. She just accepts the argument from Mrs. Carmody who always
worse fate possible for him, which is death. spread the fear to make people join her cult.
Meanwhile, David refuses to let the fear Even though, David‘s group is doing this to
consumes him. He still has hope about his look for a chance and medicine for injured
wife. He believes that his wife has a good people, some of them does not care. They
fate. He believes that she will be okay until only care about themselves. In the end,
he comes for her. It reflects that hope has led David‘s still go out as planned before (King,
people to believe a good fate, while fear just 1985: 80).
has made people thinking about worse fate.
The next things that affected by hope and Dan Miller is in the lead, Ollie came second,
fear are bravery and coward. Hope makes David is the last with Mrs Reppler is in front
people brave to face the problem/ threat, of him. The pharmacy has been a place for
while fear makes people coward to face the slaughtered. The body they have found is in

October 2019
shocking condition with the blood all over in David states that his mind is broken and torn
his shirt and a missing head. Despite the for experiencing this chaos. However, he also
place is completely messed up, they keep states that he can keep his sanity in a hard
going inside. Apparently, after seeing the situation because of Billy. It can be
hideous scene in the Pharmacy, Ollie loses implemented that fear has consumed David
his hope. It is reflected as he becomes a as he starts losing himself, and mind tore. It
pessimist and confesses to David about it. is reflected as he makes some sound like
The fear that has been spread through the laughing, crying, screaming that he does not
condition of the place has become a concern even know what he does. That action refers
to all the people. The feeling they will to how fear leads him to insanity. On the
succeed in escaping has been decreased as hand, he also prevents himself to totally lose
they all feel the fear (King, 1985: 82). his sanity. By the time he is feeling fear, he
also remembers what makes him keep
Not different from Ollie, David also loses his hoping. He keeps thinking about Billy as he
hope after he steps in the pharmacy. He is in tries to regain his sanity. His action is
doubt when he is about to go inside. implemented as hope that leads him to keep
However, there is something that triggers his sanity ((King, 1985: 84).
him to keep trying. It is his promise to Billy.
Billy is the reason why David always tries so The final confrontation
hard for anything. It can be inferred that Billy After David and his group fails to look for a
is the source of his hope. The relationship way out through the pharmacy. David and his
between father and son are stronger than the group are still in a mourning condition
fear that tries to consume him. As a result, he because they fail and lose some people.
gains back his hope and continues the Thou, they have another problem that occurs
expedition (King, 1985: 82). in the market. It is Mrs Carmody. She gains a
lot of follower for her misguided belief about
Just a moment after they step in into the God. All they try to do is defending
pharmacy, David realizes what has been themselves either it is right or wrong.
attacking those dead people. It is a spider.
The room is full of spiderwebs with a However, Cornell still has not given up yet.
hanging body like a fly. David asks them to He shows his will to get out and survive
get out as soon as possible, but it is too late. because the market is no longer safe. Not
The spiders begin to attack them. They because of monster, but because of Mrs.
desperately try to survive, but some got Carmody‘s cult. She starts taking control
injured. especially Buddy Eagleton. His leg over the majority of people and he is afraid if
is trapped with spiderwebs that burn his she starts sacrificing people like she says in
jeans. Ollie and David save him and carry the beginning of the disaster (King, 1985:86-
him. They keep moving to the front door 87).
avoiding the devil-like spiders from hell
(King, 1985: 84). Hattie is desperately hoping to see the sun
again and will do anything to see it. Not so
different with people who see Mrs Carmody

October 2019
as the Messiah, she also looks something to messiah. They completely lose their only
believe in. The difference is only in hope and purpose. They just wait and stuck inside the
fear. People who join Mrs Carmody are market without taking the chances to try.
driven by their fear that they do not care
about the approach they will use. Meanwhile, The Extent of Hope and Fear That
Hattie who has been with David‘s group Change the Society
since the beginning, see him as a savior The novel portrays a normal society life as it
because the approach he uses is rational and should be. People befriend with their
human. That is why she always has hope in neighbour, help each other, create a system,
his efforts. David also always thinks and live with a religion. This chapter
everything carefully, always calm others, and explains how hope and fear have created a
never force people to follow him (King, disturbance in the society‘s fundamental
1985: 90). which makes it does not function as it should
be. When the fundamental is broken, people
Apparently, their will to go out and survive is start to abandon values that keep society as
not easy. Mrs. Carmody knows and she one.
believes that David and his people make God
angry because of their efforts. She believes Society’s Belief
that they are the reason why the monster At the start of the disaster, people still
keeps coming. As a redemption of their sin believe with hope, even though they have to
and to stop the mist, she asks for human deal with problems. They believe that if they
sacrifice. She asks Billy as sacrifice. David keep hoping, God will save them because
and his group try so hard to defend Billy until God is full of miracle and always save
Ollie interfere and shoots Mrs. Carmody people. The fundamental of society in God is
(King, 1985: 93). that he always shows a miracle to those who
do good things in his way. That is the reason
Ollie does not have any choices left as the why people always try to do good things.
people already out of their mind and chose However, their belief starts changing when
the wrong path. His action is considered as a Mrs Carmody starts spreading fear about the
hero from David‘s group. However, his punishment of God. Nobody tries to even
action is considered evil by most people in listen to her, because in society‘s point of
the market even though he does the right view, she is so wrong. She is just a minority
thing. People lose their moral and cannot see who breaks how society runs. This
the definition of right or wrong. They just perspective slowly changes as the time the
want to do what they want. disaster keep happening. People start to listen
and consider what she says. Words after
In the end, David and his people who words have been said by her is strength her
represent hope have succeeded to go out belief. People start losing hope and join her.
from the market and start their new journey The fundamental of society has changed
to find a place where the mist is gone. following the majority of people change their
Meanwhile, Mrs Carmody‘s people who belief. Right now, people who believe God is
represent fear have lost their leader and their full of miracle and forgiveness become the

October 2019
minority. It shows that the society‘s belief good choices in another event. Even though
has changed from kindness God to Evil God. they are different, they connect with each
other. The binary opposition shows that they
Society’s Morals create structures of the story. It shows that
As seen by how the story goes, the beginning both have a significant role in changing
of the disaster is not a problem for society. someone life, even change the fundamental
They still manage to use morals in social of society
activities. They value human, not only
themselves but also others. They work out CONCLUSION
each other, to do something that benefits to According to the finding and discussion in
them. However, their morals are this study, the researcher pulls out some
degenerating when the disaster keeps points as conclusions. Here are the points the
happening. For example, Norton who loses researcher has drawn as follows:
his morals and starts valuing himself. He
does not care about others anymore as he People have different perception in dealing
changes from leader to someone who tries with the problem. They respond to problem
hard to prove something. The society also based on their hope and fear. In this story,
becomes immoral as most of the people join they have to deal with the disaster that
Mrs Carmody. She breaks the morals value happens in the town. Hope represents when
and acts like a God who controls humanity. people respond to it in a good way, however,
She does not value human life others than there are also some occasions that hope is not
hers. So, society also changes where the bringing them something good. The same
morals people become the wrong one case is applied to fear as well. Fear represents
because of the justification of the immoral when people do not have courage to take
people. As shown when Mrs Carmody wants action and just give up without trying.
to kill Billy, and then Ollie kills her first. If it However, there are also some occasions
works like a normal society where morals when fear is the right choice to respond.
become the guidelines, Ollie is the hero and Even though it can be justified like that, but
Mrs Carmody is blamed. But this society has mostly the case with hope ends up well,
experienced a degenerating moral where they while the case with fear ends up worse.
justify the wrong thing as right and the other People with hope think calmly and have a
way around. faith that they are going to be okay. That
makes every action they take is logical and
The way The Mist novel describes the beneficial to all people.
condition of society shows that the difference
between people is hope and fear. The story Furthermore, hope and fear also change
tells a disaster that split people up and tearing society. It has been changed through belief
the team to create their own society. Mostly, and moral. In religion aspect, fear has
their action is based on hope and fear in changed the way people think about God.
dealing with something. They manage to God who has been the symbol of good is
survive in their own way. In one event, hope interpreted in a bad way. The disaster, the
creates a better solution, and fear becomes death, and the monster are said to be God‘s

October 2019
will. It shows that the fundamental of belief and Practice 2nd edition. New Jersey:
is changed from blessing life to cursing life. Prentice Hall.
Moreover, society‘s moral is also affected by Cohen-Chen, S. (2014). The Differential
hope and fear. In the normal working society, Effects of Hope and Fear on
the morals of people are helping each other, Information Processing in Intractable
valuing the life of others, and doing what Conflict. United Kingdom: The
makes them considered as a human being. As University of Sheffield.
the disaster keep happening to them, the Furedi, F. (2007). The only thing we have to
majority of people start to set aside their fear is the ‗culture of fear‘ itself.
morals and think about their own safety. The Frankfuredi.com
society that should keep the harmony Ohman, A., and Mineka, S. (2001). Fears,
between people has changed to become a tool phobias, and preparedness: toward
to gain safety by any means. Mrs. Carmody and evolved module of fear and fear
starts gathering people to join her and learning. Psychol. Rev. 108, 483–
follows her cult. She promises that the 522.
disaster will be gone if they can provide a Smithson, I. L. C., Source, I. S., Council, N.,
human sacrifice. People do not object to it, & Url, E. S. (2015). Structuralism as
instead, they agree to do it. It shows that a Method of Literary Criticism, 37(2),
society‘s moral has degenerated that they 145–159. Nation Council of Teachers
justify the wrong thing as right, and of English.
otherwise because they only think about their Snyder, C. R., & Feldman, D. B. (2000).
safety. Hope for the many: An empowering
social agenda. In C. R. Snyder (Ed.),
REFERENCES Handbook of hope: Theory, measures,
Bressler, C.E. (1998). Literary Criticism. and applications (pp. 402–415). San
New Jersey: Houghton College. Diego, CA: Academic Press.
Bressler, Charles E. (1998). Literary Scotland: Edinburgh University Press.
Criticism: An Introduction to Theory

October 2019
TEACHERS‟ PERCEPTION ON THE IMPLEMENTATION OF

ENGLISH WEEK IN PRIMARY SCHOOL
Rosalinda Mintre
Department of English
Graduate School of Widya Mandala Catholic University
Surabaya, Indonesia
loisrosalinda06@gmail.com
Abstract
Nowadays, English is used in almost all aspects of life. This concerns XZ school, a
private school in Surabaya, Indonesia, to implement English Week program in order to
provide more English exposure for the students. This descriptive-qualitative study,
therefore, would like to find out the teachers' perception on the effectiveness of the
implementation of English Week in the academic year of 2017/2018 in enhancing their
students' efforts in communicating in English. In order to answer the major research
question "What is the teachers' perception on the Implementation of English Week
Program in XZ Primary School in the academic year of 2017/2018?", the writer
interviewed twelve teachers consisting of 6 homeroom leaders and 6 English teachers.
The result of the interview analysis indicates that teachers, both homeroom leaders and
English teachers, have positive responses towards the Implementation of English Week
Program in XZ Primary School in the academic year of 2017/2018. The research findings
are elaborated as follows: (1) This is an excellent program which helps motivate students
to communicate in English; (2) This program indirectly urges the teachers, both English
and non-English speakers, to put some efforts to speak English with their colleagues and
students; (3) Conducted consistently and regularly, this program makes the students
willingly practice using English; (4) the program in general is relevant and practical for
the students; and (5) this program helps students to develop their fluency and confidence
in using English in various forms of communication.
Keywords : Language Policy, Input, Output Hypothesis
INTRODUCTION students' needs in English with various

English, being one of the essential activities – extracurricular activities, English-
international languages, has been used in related subjects, and English language policy.
almost all aspects: education, commerce,
entertainment, information technology, In XZ Primary School, an established
science, health, and medicine. The trend multilingual private primary school in
shows that English nowadays, to some Surabaya, English is one of the languages
extent, is becoming a second language in big emphasized. As a result, the frequency of
cities in Indonesia; it, therefore, has a more communicating in English is part of the
critical role in Indonesia. With this emerging teachers' concern in this school. The school
phenomenon, some Indonesian private endeavors to include English in the the
schools try their best to accommodate their school‘s culture by conducting a program

October 2019
called English Week. English Week is a two- Week Program in XZ Primary School in the
week program which requires students to academic year of 2017/2018?"
communicate in English outside their classes. The primary question is then broken down
Requiring students to use English at school into four minor questions as follows:
during the English Week program is
expected to make students accustomed to 1. What is the teachers' opinion on the
speaking English to their peers and students' use of English to communicate
teachers. This program is conducted every outside the class during English Week?
month. There are two objectives of the 2. What is the teachers' opinion on the
English Week program: (1) to encourage students' use of English to communicate
students to use English outside the outside the class daily after the English
classroom, and (2) to provide opportunities Week Program?
for the students to apply what they have 3. What is the English teachers' opinion on
learned in their English classes. The teachers their students' efforts to communicate in
will give stickers to the students who actively English?
communicate in English all the time. These 4. What needs to be improved in the
stickers can be exchanged with gifts English Week Program in the next
displayed on the cupboard placed in a spot academic year?
where students often pass by. The gifts,
which are popular items among students such Input and Output Hypothesis
as cute stationery, UNO, and board games, People convey meaning and obtain
attract students to obtain more stickers. The information through interaction. Krashen, as
students are quite motivated to get more cited by VanPatten & William (2015),
stickers since the number of stickers obtained believes that comprehensible input is input
determines the quantity and quality of the that contains language slightly beyond the
gifts. current level of a learner‘s internalized
language. Further, input could refer to the
Interested in knowing the effectiveness of the language exposure that a learner has (Gass &
implementation of the policy of English Mackey, 2014). In the middle of an
Week, the writer conducted the present study interaction, learners might receive
to find out the XZ teachers' perceptions on information about the correctness and
the implementation of the policy of English incorrectness of their utterances, which is
Week at XZ School in the academic year of very important in learning a language (Gass
2017/2018. This study, therefore, would like & Mackey, 2014). Learners improve and
to find out the teachers' perception on the progress along with the 'natural order' when
effectiveness of the implementation of they receive second language input.
English Week in the academic year
2017/2018 in enhancing their students' Next, the process of giving information is
efforts in communicating in English. called output. Swain (1995), in her Output
Further, this study aims at answering the Hypothesis theory, claims that the act of
research question: "What is the teachers' producing language (speaking or writing)
perception on the Implementation of English constitutes, under certain circumstances, part

October 2019
of the process of second language learning. language backgrounds of the father and the
Swain (in Gass & Mackey, 2014) further mother, choosing a language or perhaps
claims that language production forces languages which are spoken daily is highly
learners to move from comprehension needed, especially for showing the identity of
(semantic use of language) to syntactic use of the family‖. It is even more complicated
language. when it comes to extended families (Wei,
2014).
Moreover, comprehensible input and
comprehensible output help a language Wei (2014: 194) also claims that ―the school
learner to acquire the language better. that the children attend also has significant
Teopilus (2010) argues that without influence on the children‘s language
comprehensible output, the internalized input preference and language practice as well as
or intake, that has become the acquired the parents‘ language use. In XZ school
knowledge, will be dormant knowledge. which emphasizes on three main languages,
Dorman knowledge will slowly fade out if it English, Chinese and Indonesian, acquisition
is not used, and finally, it will become dead planning is highly needed. Acquisition
knowledge, and the learner cannot use it or planning is a language learning process
retrieve it anymore. Teopilus (2010) further especially in education which a national,
states that it is the duties of teachers to state or local institution aims to influence
promote comprehensible input by providing (Wei, 2014).
their learners with much exposure to the
target language and opportunities for them to Language planning and language policy
use the internalized input to experiment with regulate ―not only which language is
the target language to foster comprehensible permitted in which domain but also with how
output. a specific language should be used (Wei,
2014)‖. The English Week program, one
Input and Output hypothesis is relevant to language policy established in XZ School,
this study since one of the aims of the gives the students a lot of opportunity to
English Week program is to apply what the obtain comprehensible input and to produce
students have learned in their English classes comprehensible output.
outside the classroom. Students are expected
to keep using English all the time. RESEARCH METHOD
This is a descriptive-qualitative study seeking
Language Policy for teachers‘ perception towards the
English Week program is one of the implementation of the English Week
examples of a language policy established in program. The participants of the study were
XZ school. Actually, domains of language 12 teachers, comprising 6 homeroom leaders
planning or language policy are needed in and 6 English teachers in XZ school in
every aspect in our lives, including in the Surabaya. Homeroom leaders were chosen as
smallest part of a community which is a the representatives of the homerooms from
nuclear family. Wei (2014: 193) clearly each level.
states that ―in a nuclear family with different

October 2019
The study used a semi-structured interview. the rewards, and they kept speaking in
In this semi-structured interview, the English to get the rewards. On the contrary,
interviewer set five open-ended questions Grade 6 homeroom leader still noticed that
with follow-up questions to get further some students needed to be reminded to
response from the interviewees. The speak English. The students communicated
interviewer recorded the interview with a in English only when their teachers were
voice recorder. around.
The research data, in the form of interview Interestingly, all of the English teachers
transcripts, were then analyzed in the admitted that most of their students
following steps: summarizing the interview communicated in English during the English
result and categorizing them. The results of week. However, Grade 1 English teacher
the analysis were used to answer the research acknowledged the fact that weak students,
questions and formulate the conclusion. the ones who were not really good in
English, preferred to speak Indonesian or
FINDINGS AND DISCUSSION Chinese. On the other hand, Grade 2, 4 and 6
With regard to the six open-ended interview English teachers realized that rewards played
questions, the findings are elaborated in these the most prominent role in fostering the habit
five main points: (1) Students‘ Efforts to use of speaking English. However, Grade 2
English outside the Classroom during English teacher pointed out that her students
English Week Program, (2) Students‘ Efforts began to misuse this policy by speaking
to Use English outside the English Week English only when she was nearby. Grade 4
Program, (3) The Effect of English Week English teacher realized that her students
towards Students‘ Willingness to were struggling at first, but it turned to be
Communicate in English, (4) Improvements fruitful in the second semester since most of
in the English Week Program, and (5) The her students kept speaking in English during
General Impression of the English Week the English week. Compared to all of the
Program. responses above, Grade 5 English teacher
realized that students got used to speaking in
(1) Students‘ Efforts to Use English outside English.
the Classroom during English Week
Program (2) Students‘ Efforts to Use English
This study discovered that students mostly outside the English Week Program
used English during their casual All homeroom leaders, except Grade 6
conversations at school during the English homeroom leader, admitted that English was
week Program. Grade 1 to Grade 5 used more by the students. Similarly, all
homeroom leaders admitted that their English teachers agreed that most of their
students kept communicating in English students spoke English outside the English
outside the classroom during the English week.
week program. Grade 1 homeroom leader
diligently implemented the reward system in
her class; her students were fully aware of

October 2019
(3) The Effect of English Week towards compete in collecting the stickers. On the
Students‘ Willingness to Communicate in other hand, Grade 6 English teacher highly
English emphasized his encouragement to his
Grade 1 to 4 homeroom leaders believed that students to keep speaking English.
English Week Program encouraged their Nevertheless, he also noted that some
students to communicate in English. The students were still speaking in Indonesian.
weak students put a lot of efforts in speaking
English while the rest did not since they were (4) Improvements in the English Week
accustomed to speaking English at home. Program
Grade 1 homeroom leader thought that it
The English teachers had diverse opinions would be better to find other activities in the
towards the effectiveness of the program. English week to encourage weak students to
Grade 1 English teacher concerned about put their efforts in communicating in English,
students‘ extrinsic motivation in speaking such as reading a story book and then asking
English. She hoped that students would the student to retell the story in front of the
gradually be intrinsically motivated to speak class. Grade 5 homeroom leader, having the
English. Grade 2 English teacher did not same point of view as Grade 1 homeroom
think the English Week program encouraged leader, thought that reading activities could
all of her students. Based on her daily be inserted during the English lesson to
observation, she noticed that only some increase their students‘ reading skill.
students were motivated in speaking English
and the rest were not. She realized that the Unlike Grade 1 and 5 homeroom leaders,
weak students needed more encouragement Grade 2 homeroom leader suggested giving
to speak English. Grade 3 English teacher more attractive prizes so that students would
spotted her students‘ less efforts in be more motivated. On the other hand, Grade
communicating in English. She frequently 3, 4 and 6 homeroom leaders emphasized the
figured out that students simply translated importance of teachers‘ monitoring the
their ideas from Indonesian into English, students‘ efforts.
often resulting strange phrases or sentences
in English. Thus, she concluded that students The English teachers had various opinions to
did not focus on their accuracy in improve the English week program. Grade 1
communicating in English. English teacher suggested using better
monitoring system, and using the time to
Grade 4 English teacher described her announce the best English speakers.
students‘ efforts in communicating in English
using code mixing. Grade 5 and 6 English Grade 3 English teacher opined that the
teachers asserted that there were other factors English week regulations need to be firmly
beside the English Week program which formulated. Besides, she also proposed that
made the students communicate in English. the monitoring system should be well-
Grade 5 English teacher realized that her regulated.
students felt comfortable in using English
although they were quite interested to

October 2019
(5) The General Impression of the English c. Teachers should make learning more
Week Program enjoyable and more fun for the students.
Grade 1 to 4 homeroom leaders believed that
this program was already good; nevertheless, Generally, all English teachers agreed that
there were some additional notes towards the English Week was a good program which
implementation of this program. Grade 1 would be better with some improvements.
homeroom leader highlighted on the
importance of teachers‘ encouragement to Grade 1 English teacher realized that role-
their students in speaking English. modeling was important since children would
copy and imitate what they saw. Besides, she
Both grade 3 and 4 homeroom leaders saw the importance of working harder to
admitted that this program indirectly urged monitor the students such as five minutes
the teachers, both English and non-English walking around to check the students‘
speakers, to put some efforts to speak speaking English so that students would feel
English with their colleagues and students. that they were always monitored.
However, grade 4 homeroom leader was
concerned with the policy of giving stickers. Grade 2 English teacher suggested changing
She suggested that this policy be well- the rewards since they were not really
formulated so that there would not be any attractive for upper levels.
misuse of this policy.
Grade 3 English teacher uttered her
Grade 5 and 6 homeroom leaders were not satisfaction towards this program. She
satisfied with this program. Grade 5 believed that this program brought
homeroom leader was concerned more with excitement towards students.
the classroom environment which could give
a big influence towards the students‘ Grade 4 English teacher realized there were
language use. She added that the more their some things needed to be improved and
environment forced them to speak English, added in this program so that it would work
the more it influenced the students‘ English better than before. Meanwhile, grade 5 and 6
use. On the other hand, Grade 6 homeroom English teacher noted some superiorities of
leader believed that this program was this program.
successfully implemented in the lower levels,
but she admitted it did not work well in the Discussion
upper levels since the students did not get English Week can encourage students to use
any stickers due to their lack of using English outside the classroom, and at the
English. She suggested these three points to same time can give them lots of opportunities
be added in this program: to put into practice what they have learned.
a. Monitoring is the key to trigger them use As a result, the students can learn from one
English. another about the language outside the class
b. Encouragement is more important than through informal conversations. By regularly
rewards. doing this, the students‘ English proficiency
will be improving.

October 2019
In the findings, it is true that some teachers This study was conducted at the time when
asserted that their students did not use students no longer came to school and waited
grammatically correct English in their for the time to get their report card; as a
informal communication, and they just used result, the writer could not observe and
simple English neglecting the grammars. interview the students. Thus, this study
They were frequently found to speak English focused on only one single point of view, that
with countless grammatical mistakes. In is the teachers‘ point of view. This study
language learning, making mistakes or errors would be better if students‘ perception
is part of the learning process. Students, towards the implementation of the English
however, will learn from one another or from Week was also recorded.
the feedback received when they interact
with adults such as their seniors or their REFERENCES
teachers; this process of receiving feedback Bahous, R., Bacha, N. N., & Nabhani, M.
will be part of the input to modify their (2011). Multilingual educational
English to be better, and produce better trends and practices in Lebanon: A
English as their output. case study. Springer, 737–749.
Cannon, J. S., Jacknowitz, A., & Painter, G.
CONCLUSION (2011). The Effect of Attending Full-
In general, the result of the data analysis Day Kindergarten on English Learner
shows that teachers, both homeroom leaders Students. Journal of Policy Analysis
and English teachers, have positive responses and Management, 287–309.
towards the implementation of the English Gass, S. M., & Mackey, A. (2014). Input,
Week Program in XZ Primary School in the Interaction, and Output in Second
academic year of 2017/2018. The answer to Language Acquisition. In B.
the major question is elaborated as follows: VanPatten, & J. Williams, Theories in
a. This is a good program which helps second language acquisition: An
students to be motivated in using English introduction (pp. 175-195).
as their means of communication. Routledge.
b. This program indirectly urges the Kemp, S. (2017). Language planning and
teachers, both English and non-English policy in a school site: a diachronic
speakers, to put some efforts on speaking analysis. Innovation in Language
English with their colleagues and Learning and Teaching, 1-14.
students. Teopilus, S. (2010). Promoting Input and
c. This program is conducted consistently Fostering Output to Enhance
and regularly, so it makes the students Children's Foreign Language
practice the language. Development in Primary School
d. The program in general is relevant and Settings. International Conference on
practical for the students. Early Childhood and Youth
e. This program helps students to develop Development, Widya Mandala
their fluency and confidence in using Surabaya Catholic University in
English in various forms of collaboration with Vancouver Island
communication. University, Canada. Surabaya.

October 2019
VanPatten, B., & William, J. (2015). Wei, L. (2014). Language Planning and
Theories in Second Language Language Policy. In L. Wei, Applied
Acquisition: An Introduction. New Linguistics (pp. 191-210). West
York: Routledge. Sussex, UK: John Wiley & Sons, Ltd.

October 2019
ERROR ANALYSIS OF THE WRITTEN PRODUCTION OF THE

UNDERGRADUATES OF ENGLISH LITERATURE: A STUDY AT THE
PRIVATE UNIVERSITIES IN BANGLADESH
Shahnaz Parvin
Department of English Language and Literature
Premier University
Chattogram, Bangladesh
e-mail: sp_ctg@yahoo.com
Abstract
In the tertiary level English literature classes learners have to attend written exams. The
learners need to incorporate the critical and analytical discussions of particular literary
texts in English. The teacher has to assess the English literature exam papers from both
language (Form) and literature (Content) points of view. It is essential for the tertiary
level English literature learners to have knowledge of possible errors in writing English.
The aim of the paper is to develop awareness of both teachers and learners about the
Error Analysis to ensure error-free writing of English literature study that will help the
undergraduates not only in having standard grades in the exams but also the nation will
get competent undergraduates of English literature classes. The qualitative research
methodology has been followed to collect data adequately by supplying questionnaire and
checking written scripts of the undergraduates in this study.
Keywords: English Literature Study, Error Analysis, Undergraduates.
INTRODUCTION errors and their linguistic classification. The

A proverb says ―To err is human‖, that is goals of traditional Error Analysis were
equally applicable to the second or foreign pedagogic-errors provided information which
language acquisition. Similarly, in the written could be used to sequence items for teaching
production of the undergraduates of the or to devise remedial lessons. (Ellis, 1995)
English literature study, ‗Error‘ is an The term ‗Error Taxonomy‘ has stood for the
inevitable state of affairs. Throughout the categories of errors. Larsen-Freeman, et al
world, English as a second or foreign have mentioned Richards (1971) in the
language research area, Error Analysis has discussion of EA. The categories and their
been widely discussed since the late nineties. definitions are as follows:
The term Error Analysis for second/foreign
language acquisition has reflected 1. Interlingual Errors
the notion of analysing the errors to have the 2. Intralingual Errors
revised corrected language. According to 3. Simplification or Redundancy Errors
Rod Ellis: 4. Communication-based
Error Analysis consisted of little more than 5. Induced Errors
impressionistic collections of ‗common‘

October 2019
At present, due to the establishment of so been different category learners who have
many private universities in Bangladesh, a got admission in the undergraduate level.
number of students pursue higher studies in Among this variety of the level, either a
English literature, and to attain higher studies number of undergraduates have been dropped
in English literature, proficiency in the out, or they achieve a poor score in the
English language is obviously expected. But written exams of the English literature study.
Relating to the scenario of the No doubt, it can never be the expectation of
undergraduates of English literature study at the university authority.
the private universities in Bangladesh, now a
day the question arises is: How much To overcome the backdrop of the
successful are those universities regarding undergraduates of the English literature study
the written production in English literature in their writing production, it is essential for
classes? It is time to give due attention to the the tertiary level English literature learners to
context of tertiary-level English literature have knowledge about common types of
classes in Bangladesh to have error-free errors in writing English. The awareness of
written English. both teachers and learners about the Error
Analysis may help them to ensure error-free
Background of the Study writing of English literature study, they will
As a matter of fact, in every sector of be benefitted not only in the standard grade
profession efficiency in the English language and position in the exams but also the nation
has been given special attention. But in most will get competent undergraduates of English
of the cases, the private university teachers literature.
have to take the challenges of developing the
proficiency of the undergraduates in the RESEARCH QUESTIONS
tertiary level. The undergraduates have The following research questions will try to
committed a few common errors as the specify the issues of the research topic:
survey for the research has identified. The a. What are the common types of
undergraduates have a major problem in the language errors done by the undergraduates
correct English language writing. Because of of English literature in the written production
grammatical errors, the undergraduates of the at the private universities in Bangladesh?
English literature study have not got a b. What are the causes of language
standard score. Again, the tertiary level study errors in the written production of the
has required a depth study of the subject, i.e. undergraduates of English literature at the
for the English literature undergraduates it is private universities in Bangladesh?
the literature that would have got the priority
to understand. Moreover, after having twelve Purposes and Benefits of the Study
years of experience in English language In the study on an error analysis of the
study, at the tertiary level, it has been written production of the undergraduates of
expected that the undergraduates have English literature the purposes and benefits
knowledge of correct English language of the study can be written in the following
writing. As a matter of fact, in the private ways:
universities in most of the time, there have

October 2019
The study may motivate the teachers and

undergraduates of the English literature study The sample of the study has been from the
to apply error analysis to develop awareness seven medium standard private universities
for identifying types and causes of errors and of Bangladesh (Dhaka-2, Chittagong-3, and
to take necessary steps and produce correct Khulna-2). For the reliability and validity of
English language in their English literature the data collection, the endeavour has chosen
courses. The following aspects of this study probability sampling as it has been using
may be beneficial to both teachers and unbiased simple random sampling of the
learners of the Department of English undergraduates of the English literature
Language and Literature: study.
a. Error Analysis may help both There have been 300 students from the
teachers and learners to be aware undergraduate levels of the English literature
of the types and causes of errors study. The sample framing has been done by
in the university level English selecting 50 undergraduates from each of the
literature study. private university. Approximately 6/7
b. The undergraduates may produce English literature students of the
correct and standard written undergraduate level have been taken from
productions of the English each semester. (1st- 8th Semesters).
literature study.
Instrumentation
METHODOLOGY Almost 300 students of the above-mentioned
The research methodology has been pulsating number of universities have fulfilled
to authenticate the data collection and questionnaires (10 questions) of both open
analysis for the study. and close-ended questions. To get valid and
reliable data the study has collected 60 exam
Research Design scripts from the six private universities of
For the study, the empirical research design Bangladesh. The written skill of the English
has been followed due to the nature of the literature study undergraduates has been
study. To investigate the research questions investigated from those scripts. Thus, the
the research has followed qualitative research questionnaire and the test of the written skill
methodology to describe the types and causes have helped to find the necessary data for the
of common errors in the English written research work.
production of the English literature
undergraduates. As a qualitative data Data Analysis Techniques and Procedures
collection design, the study was initiated at The respondents have received a brief
the fairly lengthy and deep involvement in introduction to the research and its objectives
the natural setting of the private universities to hand over their responses within seven
of Bangladesh where the Department of days. The respondents have been assured
English in every university has got plenty of regarding the ethical issue of confidentiality.
students. These populations willingly have The respondents have not been biased or
participated in the data collection procedures. forced by the researcher to respond to the

October 2019
data collection procedures. Moreover, the study in the private universities of

data analysis is authentic and has been done Bangladesh.
according to the collected data from the Analysis of the Undergraduates‟ data
respondents. As qualitative research the based on the questionnaire
study has followed the following Data The following data analysis has revealed the
collection methods: types and causes of errors and other factors
related to the learning of English language
(i) Questionnaire fill up by the and literature:
students and
(ii) Exam scripts review. Analysis Findings 1: Importance of
English Grammar
FINDING AND DISCUSSION The noteworthy linguist Noam Chomsky
The data have been analysed and the graphs (1969) has delivered a theory declaring of
have been made by an excel worksheet. This ‗language acquisition as the rule formation‘
chapter has been organized into two (Freeman and Long, 1994). Since language
segments. The study has highlighted error acquisition is a rule formation factor, it has
types, causes of the errors, and participants‘ been essential to have adequate knowledge of
suggestions regarding overcoming the grammatical structures. The data have shown
common errors in the written production of the following facts of the concept of Error
the undergraduates of the English literature Analysis among the teachers and the
undergraduates of the English literature:
Importance of knowing English Grammar
5% 8%
2%
Strongly Agree
40% Agree
Neutral
45%
Disagree
Strongly Disagree
Pie Chart 1: Importance of knowing English grammar
The chart shows among the 300 students of English grammar in the English literature
the English department 45% agree regarding study.
the importance of English grammar in the
English literature scripts. It has shown the
highest number of undergraduates agree that
there is an importance of knowing correct

October 2019
Analysis Findings 2: Teachers predict grammar errors in the literature class
Pie chart 2: Teachers predict grammar errors in the classroom
As grammar knowledge is important, 40% of the English literature undergraduates can

the undergraduates have assured that teachers easily identify their error areas and correct
do not inform and predict about the grammar those.
errors in the English literature classes so that
Analysis Finding 3: Teachers have developed awareness among the undergraduates

about the error analysis
Pie Chart 3: Teachers aware the undergraduates about the error analysis
Almost 46% of the undergraduates have English literature classes mostly focus on the
disagreed that in the English literature classes analysis of literature, not any awareness is
the teachers have not developed the made for the English language directly.
awareness of error analysis. It shows that

October 2019
Analysis Findings 4: Learners learned all basic grammar rules in the Secondary and
Higher Secondary Level
Learnt all basic grammar rules in the secondary and

Higher Secondary level
Strongly Agree
14% 20%
11% Agree
18% Neutral
37%
Disagree
Strongly Disagree
Pie Chart 4: Learnt all basic grammar rules in the secondary and higher secondary
level.
The undergraduates of the English literature agree that they have learned all the basic
study have come to the department with their grammar rules while getting admission to the
twelve years‘ experience of English language department. As a result, the remaining
learning. They have been supposed to learn students have not been adaptable to the
and know all the basic rules of English identification of the English language errors
grammar during the time. But only 37% of in the written scripts.
the undergraduates of English literature study
Analysis Findings 5: Teachers have provided special attention to the grammatically

weak students
Teachers have provided special attention to the

grammatically weak students
8%
13% 29% Strongly Agree
6% Agree
Neutral
44%
Disagree
Strongly Disagree
Pie Chart 5: Teachers provide special attention to the weak students

The above pie chart has shown almost 44% attention from the teachers in their English
of the undergraduates have declared that literature classes.
grammatically weaker students get special

October 2019
Analysis Findings 6: Students get immediate grammar correction in the English

literature classes
Pie Chart 6: Students get an immediate correction of the errors
The interesting part is that though almost in the English literature classes. According to
44% of the undergraduates agree that the fact, literature class has given more
grammatically weaker learners get attention emphasis on English literature content
from the teachers, 43% of the undergraduates discussion, not language correction.
disagree with the fact that they get an
immediate correction of the language errors
Analysis Findings 7: Erroneous English language should be corrected in the literature

classes:
Pie Chart 7: Erroneous English language should be corrected in the literature class
To get the error correction of the English language in the English literature classes almost
33% of the undergraduates have supported that erroneous English language should be
corrected in the English literature classes.

October 2019
Analysis Findings 8: Feedback of the written exam scripts
Pie Chart 8: Feedback of the written exam scripts
The percentage (49%) of the undergraduates regarding their grammatical errors in the
have shown that sometimes they have English literature exams.
received feedback on the written scripts
Analysis Findings 9: Types of Errors
Pie Chart 9: Types of Errors

The percentage of the common grammatical Analysis Findings 10: Causes of Errors
errors has identified that mostly the According to the Error Taxonomy
undergraduates do error in the subject-verb According to Error Taxonomy the causes of
agreement which has been 22% and the the errors in language acquisition have been
lowest one is article error in the written script these:
which has been 7%. However, the i. Mother-tongue Interference (Interlingual
undergraduates have identified the common Error)
errors like Subject-Verb Agreement (22%), ii. Faulty or Partial English language
Spelling and Tense (14% of the learning (Intralingual Error)
undergraduates for both these types), iii. Self-content in English language learning
Preposition (13%), Pluralization (11%), (Fossilization)
Punctuation (11%), Capitalization (8%), and (Larsen-Freeman, 1994).
Article (7%). The following table has shown the
percentage of the causes of the errors in
doing common errors in the written
production of the English literature
undergraduates:

October 2019
Pie Chart 10: Causes of Errors
Most of the participants (31%) in the data Data collection from the exam scripts for
collection procedures have viewed in common grammatical errors of the
Intralingual errors, that means because of undergraduates:
faulty or partial learning they have
overgeneralized the grammatical structures The study has collected 200 final term
and produce wrong English sentences in the written exam scripts of the undergraduates of
written scripts of the English literature the English literature study to identify
analysis. These undergraduates have no idea common errors of the learners. The data has
about the concept of the Error Taxonomy. In been collected taking permission from the
the interview session when they have been teachers and to maintain the ethical issue the
explained different kinds of causes for the identity of the examinees has not been
errors, they could identify the similarities of disclosed. The common errors in the scripts
their experiences. are as follows:
Errors in Pluralization and Subject-Verb

Agreement
The following image of the exam script
has shown the errors in pluralization and
subject-verb agreement.

October 2019
Image 1: Errors in Pluralization and Subject-Verb Agreement
Errors in Tense sequence and Spelling: sentence in the past tense but ended it in the
The following image has shown three present form. Again he has indicated a plural
common errors in the single sentence such as (two poems) but the determiner is singular
pluralization, tense sequence and spelling (this)
mistakes. The examinee has begun the
Image 2: Errors in Pluralization, Tense sequence and Spelling:
Errors in article and spelling wonderful‘, only ‗wonderful‘) and spelling

The examinee has multiple errors in a single error.
sentence like missing the article (instead of ‗a

October 2019
Image 3: Errors in article and spelling
Error in Capitalization
The name of the historical event should be capitalized. But the examinee has written it in
small letters.
Image 4: Error in Capitalization
The collected data has shown that the in the English literature study is a dream of
examinees of the English literature study the teachers of the Department of English. In
have done multiple errors in a single order to help the undergraduates of them to
sentence. The kinds of errors the know about the types and causes of common
undergraduates have admitted in the errors in their written production of the
questionnaire part have been reflected in the English literature study, this academic
survey of the written exam scripts of the venture has been taken. This study has found
undergraduates in the Department of English. the most common types of grammar errors
done by the undergraduates are: Spelling,
CONCLUSION Article, Subject-Verb Agreement, Tense,
Having all-encompassing undergraduates Capitalization, Preposition, Pluralization, and
regarding the usage of the English language Punctuations. If the tertiary level teachers

October 2019
have guided and developed awareness among correct written production of the
them in the initial semesters, the percentage undergraduates in the Department of English
of the errors may be reduced and the Literature at the private universities in
undergraduates will be able to produce Bangladesh.
correct English writing of the English
literature study. As for the causes of the REFERENCES
errors, from the identified factors of Error Cook, Vivian. (1996). Second Language
Taxonomy (Larsen-Freenman, 1994) most of Learning and Language Teaching.
the undergraduates have been suffering from London. Arnold.
Interlanguage error-cause that is either they Ellis, Rod. (2001). The Study of Second
have overgeneralized the prior grammar Language Acquisition. Oxford.
knowledge or their partial or faulty English Oxford University Press.
grammar learning has induced them to Corder, S. P. 1981. Error Analysis and
commit errors. As the error is part of Interlanguage . Oxford University
learning, Lightbown and Spada (2000) have Press.
argued that when an error has occurred Corder, S.P. 1993. Introducing Applied
frequently, it has been useful for teachers to Linguistics. Penguin Books.
bring the problem to the students‘ attention. Harmondsworth, Middlesex, England.
Considering that observation, it can be said Ellis, Rod. (1995). Understanding Second
the identified types and causes of errors Language Acquisition. Oxford.
might help the teachers and undergraduates Oxford University Press.
of the English Department to overcome their Larsen-Freeman, Diane and M.H. Long.
existing common errors in English language (1994). An Introduction to Second
writing in the private universities of Language Acquisition Research.
Bangladesh. The language development London. Longman.
study is a never-ending process, even then,
the study has the hope of contributing to the

October 2019
DEVELOPING WRITING SKILLS THROUGH LITERATURE IN

UNDERGRAUATE ENGLISH CLASSES AT A BANGLADESHI
UNIVERSITY
Shantanu Das
Lecturer, Department of English Language and Literature
Premier University
Chattogram, Bangladesh
shantanu.dell.puc@gmail.com
Abstract
This paper aims to examine how literary texts from an English Literary Reading course
can be used in an Advanced English Grammar course to develop the writing skills of
undergraduate students of English Language and Literature at a private university in
Bangladesh. The focus is to teach and learn advanced English grammar in the contexts of
the literary texts (short stories written in English) from the English Literary Reading
course and to develop the writing skills required to answer literary questions in that
particular course. This pilot study will thus analyse a strategy of developing a productive
skill (writing) through a receptive one (reading). Qualitative methodology has been used
to collect and analyse the data. The data have been collected through questionnaires and
scripts checking of fifty students of the first semester of BA (Hons) in English Language
and Literature who have taken both the courses. The findings suggest that the contexts of
the familiar literary texts from the reading course generates a more engaging teaching-
learning environment in the grammar classes. Also, it leads the students to make fewer
mistakes in their answers to questions in the reading course. The recommendation of
setting two companion courses of grammar and literary reading in the same semester to
facilitate language learning is also added at the end of the paper.
Keywords: Writing Skill, Reading Skill, Grammar, Literature.
INTRODUCTION expressed in the words of literature, non-

Studying literature written in any language native English speakers who aspire to get a
needs a certain level of language proficiency degree in English Literature have to achieve
as it not only expresses general a good command on both the receptive skills
conversational situations from daily lives but (reading and listening) and the productive
also depicts life from different perspectives skills (writing and speaking) of the language.
in a language which is often rhetorically rich. So, they can analyse and express their own
To define Literature, William J. Long stated interpretations on the literary texts from
that literature ―has always two aspects, one different ages without any struggle. As Collie
of simple enjoyment and appreciation, the and Slater stated, ―… a considerable effort is
other of analysis and exact description‖ required on the part of the reader who is
(Long, 2012, p. 1). With the purpose of tackling the text in a foreign language‖
grasping the aesthetic beauty of life as (Collie and Slater, 2009, p. 5). However, the

October 2019
‗considerable effort‘ sometimes falls short the total marks which ultimately results in a
when it comes to writing analytical answers low CGPA (Cumulated Grade Point
to questions in literature papers by students Average) for the students.
who are in the first semester of the
undergraduate programme in the English The traditional method of teaching-learning
departments. grammar in familiar situations only offers
scopes of using the language in day to day
Background of the Problem conversation. Since analysing literary texts
In order to prepare the students, who get demands a little advanced level of language
admitted in BA (Hons) in English competence, the students face two problems:
programme, to cope with the level of a) Studying literature written in their
language they will see in the texts, the second language,and
Department of English Language and b) Achieving an advanced language
Literature (DELL), Premier University, proficiency required to critically
Chattogram, Bangladesh has designed the appreciate literature.
syllabus of the first and the second semesters One important issue is that majority of the
in this particular programme with some students who get admitted in this programme
effective language courses in addition to the are from National Curriculum Board of
literature courses. Besides teaching-learning Education of Bangladesh (NCB) where they
literature, these courses focus on both the do not study English literature as a major
receptive and the productive skills of course but in fragments (that too in
language, thus making the students capable simplified language, not in the original
both of critically analysing the texts from language) for only a small part of the whole
English literature and of using English paper. That‘s why the English Literary
language in different spheres of life. Two of Reading course in the first semester appears
the courses from the first semester are to them as a completely unfamiliar context.
English Literary Reading and Advanced Larsen-Freeman pointed out, ―… while some
English Grammar. In the English Literary learners may be capable of learning a
Reading course, the students develop a language completely on their own, this is not
receptive skill (reading) by studying a true of many learners, especially if their time
collection of short stories, fables, and short or exposure is limited to the classroom, as is
non-fictional prose. In the Advanced English the case when English is taught as a foreign
Grammar course, the students develop a language‖ (Larsen-Freeman, 2014, p. 262).
productive skill (writing) by studying Similarly, not being exposed to an English
English grammar at an advanced level. In speaking region and to a moderate number of
spite of having a grammar course in the same texts from English literature in the secondary
semester, the students often fail to produce and the higher secondary levels in NBC, the
correct English in the written tests of the students find it difficult to cope with the kind
literature course. Though the contents of their of language fit for literature in the tertiary
answers may be correct, the lack of accuracy level. Given that this paper intends to work
in terms of grammatical structure in the on how that can be changed.
language costs them at least fifty percent of

October 2019
RESEARCH QUESTIONS METHODOLOGY

The research questions of this study The research methodology adopted for this
are as follows: study is described below focusing on the
i) What kind of materials can be design of the study, the subject of the
developed using the short stories from research, data collection procedures,
a literature course in the first semester instrumentation, and data analysis
to teach-learn English grammar in the techniques.
same semester in the undergraduate
programme of English Literature? Research Design
ii) How can teaching-learning English The research has been designed with an
grammar in the familiar contexts of empirical approach. To find answers to the
the short stories helps the students research questions, the qualitative
reduce grammatical mistakes in the methodology is followed. The subject of the
scripts of the literature course? research are fifty students (both male and
female, 19- to 20-year old) of the first
Purpose and Benefits of the Research semester of BA (Hons) in English
The purpose of this research can be programme in the Department of English
stated as follows: Language and Literature (DELL), Premier
i) To teach-learn English grammar in University, Chattogram, Bangladesh, who
the contexts of the short stories from have been observed and surveyed for the
the English Literary Reading course research. The research has been conducted in
of the first semester of BA (Hons) in three parts:
English Language and Literature
(DELL), Premier University. a)Classroom Activities: The students have
ii) To reduce grammatical mistakes in been monitored for three hours each week in
the scripts of the learners of the first the whole session (March-August 2019).
semester of BA (Hons) in English These three hours consisted of classroom
Language and Literature (DELL), activities like demonstration, solving the
Premier University. worksheet, taking class tests and giving
This empirical study may benefit both the feedback to the students. Parts of the
students of the first semester of the worksheet and the class test questions are
programme and the language teachers in the modelled to produce some controlled writing
department in understanding the importance on grammatical elements like subject-verb
of integrating literary contexts in the agreement and tense. The students are given
teaching-learning process of English passages about the short stories which
grammar. This may also benefit the students contains mistakes—usually the ones they
in developing their writing skills at the have made earlier in their midterm scripts in
beginner phase of the tertiary level of the literature course—either in the
studying literature. conjugation of verbs or in the sequence of
tense. After discussing the grammatical rules,
they are asked to rewrite the passage in the
correct form of subject-verb agreement and

October 2019
tense. The answers are reviewed in pairs Della have ever thought of anything
which has provided the students a scope of like this before. Majority of the
self-assessment. After that, a corrective readers of this story is shocked to see
feedback is also provided by the teacher. The such an ending of the story.
short stories used from English Literary
Reading course are ―The Woman on b) Survey Questionnaire: At the end of the
Platform No. 8‖ by Ruskin Bond, ―The Ugly semester the students took a survey about the
Duckling‖ by Hans Christian Andersen and experience of learning English grammar in
―The Gift of the Magi‖ by O. Henry. A the familiar contexts of short stories from
sample task is included here. their literature course.
c) Observing the Scripts: The midterm and
Sample Task on Subject-Verb final term scripts are reviewed to see if there
Agreement is any significant change in the conjugation
 Read the following passage of O. of verb and the sequence of tense in the
Henry‘s short story ―The Gift of the answers.
Magi‖. Rewrite it in the appropriate
form of subject-verb agreement. Data Collection Procedure
 The story, ―The Gift of the Magi‖ by In order to collect authentic and unbiased
O. Henry, tell of a young married data, the midterm and final term scripts of the
couple, Jim and Della. The couple target population have been collected from
have very little money and live in a the course instructor of the English Literary
modest apartment. On the Christmas Reading with proper consent from both the
Eve, Della find only $1.87 to put teachers and the students. The scripts have
toward Jim's Christmas present. She been reviewed after the publication of the
want to buy Jim a platinum chain for results of the respective examinations in
his pocket watch which cost $21.00. order to keep the academic procedures in the
Twenty one dollars are a lot of money department uninterrupted. Before conducting
for Della. Della decide to sell her the survey, the target population has been
long, beautiful hairs for $20.00, just informed about it and they have consented to
enough to buy the platinum chain. participate in it. The data in the questionnaire
Selling her lustrous, long hairs are a are provided anonymously to keep the data
tough decision for her. However, she collection unbiased. The survey was
have to sacrifice her hairs as there are conducted in the Department of English
no other option for her. As the Language and Literature (DELL), Premier
scissors is being used on her hairs, University, Chattogram, Bangladesh.
she must have been very strong to
endure the process. When she finally Instruments
give the chain to her husband, Jim, he The instruments used for this research are:
cannot believes his eyes. He have a) Questionnaire: A questionnaire of fifteen
sold the watch to buy a set of combs questions has been set to collect the students‘
for the very hairs that has been cut off opinions to see if those answer the research
to get this chain. Neither Jim nor questions or not.

October 2019
b) Midterm and Final term scripts of the Findings from the Questionnaire
subject of the research: The sections of the The data retrieved from the questionnaire
exam scripts that contained answers to show that none of the participants studied
questions on the short stories ―The Gift of the any course on English literature in their
Magi‖ and ―The Woman on Platform 8‖ are secondary and higher secondary level of
observed to see how the classroom activities education. As a matter of fact, the English
using the contexts of the short stories helped Literary Reading course in the tertiary level
the students reduce their mistakes. is their first literature course ever. In the
questionnaire, there were eight statements on
Data Analysis Technique using short stories in the grammar lessons on
The data collected from the survey which the students either agreed or disagreed
questionnaire have been analysed using or remained neutral. The following
Microsoft Excel Worksheet. Findings of the discussion is on how they have responded to
research have been discussed in the paper it and what results can be sought from that.
using pie chart of the survey results and Likert scale has been used to measure these
images of the exam scripts. responses from the survey.
FINDING AND DISCUSSION a) Finding 1: The language of literature is

The findings are discussed in two sections. usually difficult for these students.
The first one is based on the questionnaire Figure 1 shows out of the fifty students 11%
and the second one is on the scripts. The strongly agreed and 38% agreed that the
discussion in each section will present language of literature is usually difficult for
analysis on how the findings answer the them. The language of literature is often
research questions of this empirical study and ornamented with different rhetorical devices;
how those can be integrated to the existing authors convey messages to the readers
body of knowledge in the similar field of figuratively which add to the stylistic
practices of language teaching. enrichment of the whole text.
The language of literature is usually difficult for me.
5 1
4 4% 11%
1
23%
2
2
3
38%
3 4
24%
5
Figure 1: Pie chart of the responses to the first statement

October 2019
b) Finding 2: Students find the number of have to keep in mind a lot of grammatical
grammar rules to be huge. rules. This is definitely true for any language
In figure 2, it is seen that more than 80% of in the world. The students find it
the participants agreed to the point that they overwhelming.
There are lots of rules of English grammar to

remember in my grammar course.
5
3 4 1 1
5% 7%
6% 28%
2
3
2 4
54%
5
Figure 2: Pie chart of the responses to the second statement
c) Finding 3: Students find it difficult to participants did not study any literature
write analytical answer to questions on course in their secondary and higher
the English Literary Reading course. secondary levels which span for a period of
Figure 3 shows how the participants have twelve years at least. This is not so surprising
responded to the statement on answering that more than 50% of the students found it
analytical questions in literature course. As difficult to write analytical answers because
mentioned earlier in this chapter, these they never wrote any such answers before.
It is difficult for me to write analytical answers in my

literature course.
5
4 1
6%
16% 19% 1
2
3
11% 3
4
2
48% 5
Figure 3: Pie chart of the responses to the third statement

October 2019
d) Finding 4: Students enjoy learning survey shows that 85% of the participants
grammar in the context of short stories enjoy learning grammar in the familiar
from the English Literary Reading context of the short stories from the literature
course. course according to figure 4. Only 8% said
Short stories have always been an interesting that they do not enjoy it.
tool for teaching-learning language. The
I enjoy learning grammar in the context of short

stories.
4 5
3
8% 0%
7% 1 1
36%
2
3
2 4
49% 5
Figure 4: Pie chart of the responses to the fourth statement
e) Finding 5: Familiarity of the context in familiar to the students which eventually help
the grammar lesson helps the students them complete the task easily. Figure 5
complete their task easily. shows 77% of the students agreed to that.
The worksheet prepared on the short stories
from English Literary Reading course were
I can complete the task in my grammar worksheet

easily when they are about the short stories I read in
my literature course.
4 5
0% 1
3 13%
25% 1
10%
2
3
4
2 5
52%
Figure 5: Pie chart of the responses to the fifth statement

October 2019
f) Finding 6: Learning grammar in the This finding directly answers the

familiar context of the short stories research questions. Around 90% of the
helps the students reduce their mistakes students agreed that the classroom activities
in the scripts of the literature course. help them reduce their mistakes in the
literature scripts.
Learrning grammar in the context of short stories
helps me to reduce my mistakes in the scripts of my
literature course.
3 4 5
7% 1% 3%
1
1 2
44%
3
4
5
2
45%
Figure 6: Pie chart of the responses to the sixth statement
Finding 7: Learning grammar in the that they made in their midterm scripts in the
familiar context of the short stories literature course, they became confident in
increases the students‟ confidence in writing passages on the same short stories.
producing correct English in the literature Figure 7 shows 87% of the students
scripts. developed a sense of confidence in writing
As the students corrected the passages on the correct sentences in the literature scripts.
short stories which contained same mistakes
Learning grammar in the context of short stories

increases my confidence in writing correct sentences
in the scripts of my literature course.
3 4 5
1%
3% 9% 1
1
42% 2
3
2
4
45%
5
Figure 7: Pie chart of the responses to the seventh statement

October 2019
g) Finding 8: Students think grammar Figure 8 shows 80% of the students agreed
lessons should be designed and that grammar lessons should be designed and
practised in the familiar context of practised in the familiar context of literature.
literature.
I think grammar lessons should be designed and

practised in the familiar context of literature.
4 5
3 8% 1% 1
11% 31% 1
2
3
4
2
5
49%
Figure 8: Pie chart of the responses to the eighth statement
Findings from the Scripts protect the privacy of the students, the names
This section of the paper will analyse data are not revealed. Figure 9 and 10 show
collected from the midterm and final term images of midterm scripts where we can see
scripts of the participants. As found in the mistakes in the sequence of tense and
survey results, the students said that they subject-verb agreement. Figure 11 and 12
now make fewer mistakes in the exam show images of the final term scripts with
scripts. Out of the fifty students, images of fewer mistakes.
four scripts are being shown here. In order to
Figure 9: Image of a midterm script shows incorrect use of subject-verb agreement.

October 2019
Figure 10: Image of midterm script shows incorrect sequence of tense.
Figure 11: Fewer mistakes in the final term script.

October 2019
Figure 12: Fewer mistakes in the final term script.
DISCUSSION AND used in this research can solve that problem

RECOMMENDATION as the students will learn grammar in the
This section contains a thorough discussion context of stories that they already have read
on the findings and how can the findings be in their literature course. That‘s why neither
integrated into the field of language teaching the teacher nor the students need to spend
using literature. Using literature to teach extra time in getting familiar with the
language is a technique which has been context. The second step is the right selection
practised in ESL and/or EFL classes over the of the text. Both Collie and Slater
last few decades. In this passage of time, (1987/2009) and McRae (1997) emphasized
teaching language through literature has gone on the importance of text selection. In
through appreciations and debates. Linguists teaching language through literature in the
like Lazar (1993/2002), Collie and Slater tertiary level, selecting and developing
(1987/2009), and Brumfit and Carter (1986) materials for the students needs certain
emphasized on the use of literary texts in the attention as they are all adult learners. The
language classroom because of the richness worksheet that have been used for the
of the language in literature. Among the classroom activities are specially designed
researchers from the twenty first century, too, understanding the need of the students. Lazar
the same approach is observed. Martino and suggested language teachers ―to develop an
Sabato stated that literary texts can work as approach appropriate and relevant to their
―a language booster‖ (Martino and Sabato, students‖ (Lazar, 1993/2002, p.1). Another
2014, Chapter 1, p. 7). However, Lazar point is that despite studying English in their
(1990) pointed out to the hesitance in both secondary and higher secondary levels, the
teachers and students regarding the use of students in this research showed lack of
literature in language classes due to lack of confidence in using English. Jeremy
pre-reading of the texts. The technique that is

October 2019
Harmer‘s opinion (2001) can be referred undergraduate programmes of English

here: literature in Bangladeshi universities.
As teachers of adults we should
recognize the need to minimize the The recommendation is first to introduce
bad effects of past learning companion courses—literature and
experiences. We can diminish the fear language—in the syllabus at the beginner
of failure by offering activities which level of undergraduate programmes of
are achievable, paying special English literature. This allows more scopes
attention to the level of challenge of learning by incorporating ideas from one
presented by exercise. We need to course to the other which generates a more
listen to students‘ concerns too and, engaging teaching-learning environment in
in many cases, modify what we do to the classroom. Modified approaches of
suit their learning tastes. (Harmer, teaching language should be used in the
2001, p. 41) secondary and higher secondary levels of
education in Bangladesh so that students can
Keeping these ideas in mind, the materials be well-prepared for the tertiary level.
from literature used in the class for this
research have been modified and customized CONCLUSION
accordingly so that the students do not find it There are debates among teachers whether
difficult and can make a progress both in literature should be used in language
marks and in confidence. As a matter of fact, teaching or not largely because of its
the objectives of both the courses are language being different and complex
fulfilled. In this connection, Dr. Mohit Ul sometimes. As a matter of fact, there is still a
Alam‘s গল্পে গল্পে ইংরেজী শেখা [Learning wide scope of researches in terms of
English Through Stories] (1996/2007) can be designing materials in the context of any
cited from the works done in this field in literary texts. This study which has been
Bangladesh. His is a work of creative writing done with the purpose of helping the students
where he wrote stories about an English of the first semester of BA (Hons) in English
teacher from a school and five of his Language and Literature in Premier
students. Though the stories are written in University is an attempt to promote
Bengali, the characters often engage developing modified materials in the contexts
themselves in conversations in English in of literature. As part of the research, the
different settings. Such materials give the students practised grammar in the context of
readers a feeling of reading stories, not the short stories they have read in a literature
grammar books, thus making the process of course in the same semester so that they can
language learning more engaging and get something familiar to develop the
interesting. In recent years, more discussions grammatical skills and can produce correct
and researches are being carried out on English in the written exam. The findings
teaching language through literature in the show a significant development in terms of
context of Bangladesh. However, there are tense and subject-verb agreement in the final
still scopes of further research in the term scripts. There are many other
grammatical rules along with subject-verb

October 2019
agreement and tense. The research focused Martino, E. D., & Sabato, B. D. (2014).
only on these two elements considering the Studying Language through
limited timeframe of the semester. The Literature: An Old Perspective
results of this empirical study reflect one Revisited and Something More.
cycle of the experiment. The Newcastle upon Tyne: Cambridge
recommendations made at the end, if Scholars Publishing.
implemented and observed for some more McRae, J. (1997). Literature with a Small ‗l‘.
cycles, can bring a noticeable outcome. Hong Kong: Macmillan Publishers
Limited.
REFERENCES
Alam, M. U. (2007). গল্পে গল্পে ইংরেজী
শেখা [Learning English Through
Stories]. Dhaka: Mawla
Brothers. (Original work published
1996)
Brumfit, C. J., & Carter, R. A. (1986).
Literature and Language Teaching.
Oxford: Oxford University
Press.
Collie, J., & Slater, S. (2009). Literature in
the Language Classroom. New Delhi:
Cambridge University Press.
(Original work published 1987)
Harmer, J. (2003). The Practice of English
Language Teaching. Malaysia:
Longman.
Larsen-Freeman, D. (2014). Teaching
Grammar. In M. Celce-Murcia, D. M.
Brinton & M. A. Snow (Eds.),
Teaching English as a Second or
Foreign Language, 256-270. Boston:
National Geographic Learning.
Lazar, G. (1990). Using novels in the
language-learning classroom. ELT
Journal, 44 (3), 204- 214.
Lazar, G. (2002). Literature and Language
Teaching. Cambridge: Cambridge
University Press.
Long, W. J. (2012). English Literature.
Dhaka: Friends‘ Book Corner.
(Original work published
1909)

October 2019
EXAMINING PRE-SERVICE TEACHERS‟ USE OF TECHNOLOGY:

IMPLICATIONS FOR CURRICULUM DEVELOPMENT
Sri Wahyuni
Semarang, Indonesia
sriwahyunifbs@mail.unnes.ac.id.com
Abstract
Technology has been exploited in English educational context to support teachers and
learners‘ instructional activities. In accordance with this, a great number of researches
have been carried out to explore teachers‘ technology use, its models, impacts, supporting
factors, and barriers. However, a few is conducted to evaluate technology use and how it
implies to revisit the existing curriculum of English education in higher education. The
paper, therefore, is an attempt to fill the gap. It intends to examine pre-service teachers‘
use of technology and its implications for curriculum development. The present study
involves 35 pre-service teachers taking part in a two-month internship program in the
coordinating schools. To achieve the study aims, the research questions addressed are (1)
What types of technology do the pre-service teachers use to facilitate instructional
activities?; (2) How does technology support the pre-service teachers‘ instructional
activities?; and (3) How does pre-service teachers‘ technology use imply English
education curriculum development? The study adopted a qualitative descriptive approach
with a survey method and the research data were gained through administering a
questionnaire. The data were analyzed by means of the data reduction and coding,
interpretation, presentation, and reporting. The findings showed that the participants
already adopted various types of technology – devices, multimedia, learning platform,
social media, and other. Their choice and use of technology seemed to be affected by the
institutional characteristics – technology devices provided by the cooperating schools.
Besides, it could be influenced by personal characteristics – the pre-service teachers‘
technology competence and their positive attitude towards technology use in promoting
students‘ learning, enthusiasm, motivation, participation, and engagement. It implied that
to prepare the student teachers to better perform in their teaching practicum they should
be equipped with more practices on various technology use for instructional purposes.
Keywords: pre-service teachers, technology, teaching practicum, curriculum

development
INTRODUCTION technology competence in addition to content

The 21st century education is characterized and pedagogical knowledge. To answer this
by use of technology in instructional demand, one of the ways is to integrate
contexts. Therefore, teachers are expected to technology learning into curriculum. As
transform themselves to be technologically stated by DiBella, Williams, and Glover
literate. It implies that they have to be able to (2015) that technology adoption into college
use technology to facilitate classroom courses appears to better prepare pre-service
activities. In line with this, teacher education teachers for future teaching practicum.
should prepare future teachers with However, the study by Cakir, Yukselturk,

October 2019
Top (2015) showed that when comparing the implies English education curriculum
attitude towards technology use, the in- development.
service teachers felt more positive about
educational technology than those of the pre- As mentioned previously, the study focuses
service teachers. Similarly, Batane & on exploring pre-service teachers‘ use of
Ngwako (2017) found that most of the pre- technology during their teaching practicum.
service teachers during their teaching Richards and Schmidt (2002:416) define pre-
practicum did not use technology in the service teachers as students taking part in
instructional activities even though they have pre-service training as a part of the
sufficient technology knowledge and skill. In curriculum program which student teachers
addition, Moyenga & Usta (2019) revealed have to accomplish before they receive their
that the pre-service teachers‘ technology teacher certificate.
skills were considered so moderate in
operating basic computer and using They complete supervised field-based
productivity software as well as to teaching experiences with the support and
communicate electronically. Meanwhile, mentorship of university faculty and K-12
studies by Schmid & Hegelheimer (2014) cooperating teachers (Wallace, 1991 in
and Song (2018) uncovered that teaching Ragawanti, 2015). Teaching practicum or
practice provided pre-service teachers with teaching internship aims at providing
experiences in using technology which helps opportunities to the pre-service teachers to
promoting their technology skill for build up and advance her/his professional
instructional activities. It can be inferred that practice in the context of a real classroom,
field practice could contribute to student usually under some kinds of guidance or
teachers‘ improvement of technology supervision. Technology is ―the subset of
competence. Therefore, student teachers need electronic technologies encompassing
to be provided with more practices on hardware and software used by individuals
technology use in college classes to enhance for educational, social and/or entertainment
their confident and positive attitude towards purposes in the formal and informal context
technology adoption so that it would better of their everyday lives‖ (Wan Ng, 2015:4).
prepare them for future teaching practicum
and teachers. Meanwhile, technology use in this study
refers to pre-service teachers‘ technology use
From the aforementioned previous studies, it of both hardware and software applications,
can be inferred that pre-service teachers‘ use the Internet connection, offline and online
of technology and its implication towards learning resources used during their teaching
curriculum development is still under practicum for EFL instructional purposes. In
research especially in Indonesian context. addition, Pillai states that ―curriculum
Therefore, the present study is intended to includes a set of subjects, content, a program
explain (1) types of technology used by pre- of studies, a set of materials, a sequence of
service teachers in teaching practicum; (2) courses, a set of performance objectives,
how technology supports pre-service means of assessment, instructional strategies
teachers‘ instructional activities; and (3) how and school activities that influence present
pre-service teachers‘ use of technology
October 2019
and future academic, social, emotional, and computer, and smart board. The detailed use
physical growth of students.‖ can be seen in Chart 1. The student teachers
used the devices such as laptop as a tool to
METHODOLOGY search for teaching materials and media,
The present study adopted a descriptive design lesson plan, save and process data,
qualitative approach with a survey method. It and connected to the LCD used to present
involved 35 pre-service teachers majoring in teaching materials. Cell phones were used as
English education. They participated in a tool to search for instructional materials,
teaching practicum in junior and senior high read texts, design mobile learning-based
schools in Central Java and foreign countries. quizzes and present quizzes.
They consisted of 27 (71.1%) females and 8
(22.9%) males. They were distributed into
public and private schools as follows: 47% in
public junior high school, 14.7% in public
senior high school, 8.8% in private junior
high school, 20.5% in private senior high
school, and 8.8% in international school
(Vietnam and Malaysia). A questionnaire
was employed to obtain the research data.
The four-point Likert scale questionnaire Chart 1 The Pre-service Teachers‘ Use of
contained questions such as types of devices, Devices
multimedia, social media, learning
applications, and other types of technology The second category of technology used was
used by the student teacher. Besides, it was multimedia. Six mostly adopted multimedia
also used to explore how the pre-service were power points, video, pictures, audio,
teachers used those technology and factors images, and songs. They functioned as a
affecting their choice and use of technology. medium which helped the participants deliver
Finally, the research data were analyzed by the materials. It is presented in Chart 2.
means of data reduction and coding,
interpretation, presentation and reporting.
The Pre-service Teachers'
FINDING AND DISCUSSION Use of Multimedia
As explained previously, the present study 30
focused on examining the pre-service 20
10
teachers‘ use of technology and its 0
implication to the curriculum development.
The questionnaire result showed that the pre-
service teachers‘ use of technology could be
categorized into devices, multimedia, Chart 2 The Pre-service Teachers‘ Use of
learning applications, social media, and Multimedia
others. In terms of devices, arranged from the
mostly to the least used there were LCD
projector, laptop, speaker, cell phones,
October 2019
The third category of technology used was

learning applications which consisted of The Pre-service Teachers' Use
Kahoot, Google Classroom, Edmodo, of Social Media
Quizziz, and Socrative. The most popular
50
learning application among the student 0
teachers was Kahoot. This assessment
application was used to design and launch
Chart 4 The Pre-service Teachers‘ Use of
quizzes. Other types of assessment tools were
Social Media
Quizziz and Socrative but not yet as popular
as Kahoot. Meanwhile, the teachers also
Lastly, technology used by the student
used Google Classroom and Edmodo as the
teachers was included in the other type. It
learning platform to facilitate the
contained the Internet and laboratories
instructional activities. It can be seen in
namely language lab, computer lab, and
Chart 3.
multimedia lab used as a classroom to
substitute the regular class. Almost all
The Pre-service Teachers' Use participants made use of the Internet for
of Learning Apps various purposes. Laboratories seemed rarely
used for teaching and learning activities
20 nowadays because most classes are equipped
0
with either built-in LCDs or portable ones. It
is presented in Chart 5.
Chart 3 The Pre-service Teachers‘ Use of
Learning Apps The Pre-service Teachers' Use
of Other Technology
The fourth category of technology used was
50
social media. The mostly popular used social 0
media among the student teachers was
WhatsApp, YouTube, Email, and Instagram.
As almost everyone was on WhatsApp, it
was very practical to use WA to exchange Chart 5 The pre-service Teachers‘ use of
information and to communicate in an other technology
academic context. YouTube as a video
channel was also mostly accessed to search To summarize, the technology found to be
for learning materials and media. Email was adopted by the pre-service teachers was to
used as a medium for sharing files and facilitate teacher-student interaction and
submitting assignment. The detailed student-student interaction as well as
information can be seen in Chart 4. communication in the classroom. In addition,
some types of technology were integrated
into the assessment stage both to facilitate the
pre-service teachers designing and delivering
assessment. When using Socrative, they
could also receive the assessment report

October 2019
containing students‘ score and analysis of the The findings (questions 3 and 4) implied
items. This was very useful to help them that personal characteristics seemed to
figure out the validity of the test. influence the student teachers in
The participants‘ choice and use of adopting technology in the classrooms.
technology could be influenced by some They appeared to be confident using
factors. The following section presents the technology for they had good technology
questionnaire results related to the factors competence.
which might influence the pre-service 5. 32.4%, 38.2% and 23.5% of the
teachers using technology for instructional participants strongly agreed, agreed, and
purposes. moderately agreed with the statement ―I
1. 29.4% and 47.1% of the participants use technology in English instructions
strongly agreed and agreed with the because the students have sufficient
statement ―I use technology in English technology facilities (laptop, smart
instructions because the institution phone, internet access)‖.
(school) provides sufficient technology The finding (question 5) indicated that
facilities‖. students‘ personal devices might not
2. 17.6%, 50%, and 26.5% of the become a consideration for the
participants strongly agreed, agreed, and participants in adopting technology.
moderately agreed with the statement ―I 6. 67.6% and 29.4% of the participants
use technology in English instructions strongly agreed and agreed with the
because the supervising teachers has statement ―I use technology in English
good technology competence‖. instructions in order to give more
Based on the findings (questions 1 and variations‖.
2) in terms of the institutional factors, 7. 64.7% and 26.5% of the participants
the availability of technology devices strongly agreed and agreed with the
appeared to influence the student statement ―I use technology in English
teachers more in using technology instructions because the students are
compared to the modelling of the more enthusiastic and active attending
supervising teachers. It can be inferred classes‖.
that they would adopt technology in their 8. 64.7% and 29.4% of the participants
classes if the institution provided the strongly agreed and agreed with the
technology devices such as LCD statement ―I use technology in English
projector in the classrooms. instructions to increase students'
3. 35.3% and 55.9% of the participants motivation and engagement‖.
strongly agreed and agreed with the The findings (questions 6, 7, 8) implied
statement ―I use technology in English that students receiving technology
instruction because I have good benefits in the classrooms seemed to be
technology competence‖. the most factor to consider by the pre-
4. 41.2% and 52.9% of the participants service teachers in integrating
strongly agreed and agreed with the technology into the instructional
statement ―I use technology in English practices. It can be inferred that they felt
instructions to apply my technology positive about using technology to
competence‖. facilitate students‘ learning and expected
October 2019
that it would enhance students‘ competence. It provides students with both

enthusiasm, participation, motivation, theories and practices of technology use in
and engagement. English as a foreign language teaching. It
9. 61.8% and 29.4% of the participants seems that the student teachers can take the
strongly agreed and agreed with the benefits of it after taking this course. It is
statement ―I use technology in English shown by the questionnaire results. It
instructions in order that I can deliver uncovered the students felt that they obtained
teaching learning materials more sufficient technology knowledge for English
effectively‖. instructions after attending ICT in Language
10. I32.4% and 52.9% of the participants Learning course. Besides, teaching and
strongly agreed and agreed with the learning materials presented in the course in
statement ―I use technology to deliver ICT also support the student teachers'
assessment more effectively‖. mastery of technology competence.
The findings (questions 9 and 10) However, student teachers expected more
implied that the participants intended to practices and modelling of technology use
use technology to help them deliver which represents situated context. This is in
teaching learning materials and line with the previous findings showing that
assessment more effectively. the pre-service teachers adopted basic
multimedia such as power points, images,
From the explanation above it can be inferred audio and video. With very advanced and
that the pre-service teachers‘ choice and use progressive development of educational
of technology might be affected by technology student teachers were supposed to
institutional characteristics such as the adopt more various technology. One
schools‘ technology facilities, internet student‘s voice is as follows:
access, and supervising teachers‘ technology
use. Besides, it could be triggered by Student teachers‘ voice: ―The teachers
personal characteristics namely the pre- (teacher educators) should be the role models
service teachers‘ ICT competence and their of the technology use so that the students will
positive attitude towards technology benefits. not be confused when they should use it in
As shown in the findings that they tended to their future teaching‖.
use technology more to facilitate students‘
learning which were expected to enhance In line with DiBella & Williams (2014) to
students‘ enthusiasm, participation, prepare student teachers for better future
motivation, and engagement. In addition, teaching practices is by modelling and
technology adoption was also meant to creating technology-rich learning
facilitate themselves to carry out instructional environments.
activities and assessment more effectively.
Therefore, in order to prepare the student
In the context of the teacher education as the teachers to acquire much better technology
researcher‘s home institution, the English competence, they are supposed to be
Education study program offers an ICT in equipped with more various technology use.
Language Learning course. It equips student ICT in Language Learning course can be one
teachers with sufficient technological of the solutions. However, they need to be
October 2019
given more opportunities in technology Cakir, Yukselturk, Top (2015). Pre-service

practices and it can be integrated into other and in-service teachers‘ perceptions
courses both skill and content. Finally, some about using Web 2.0 in education.
recommendations addressed are (1) Participatory Educational Research
Revisiting graduate learning outcomes, (PER). Vol. 2(2), pp. 70-83.
course learning outcomes and course DiBella. K. S., Williams, K. G., Glover, L. C.
descriptions of the content courses namely (2015). Improving pre-service
ICT in Language Learning, Theories & teachers‘ readiness to integrate
Principles in TESOL, Principles in technology with cross-curricular
Assessment, ELT across Curriculum, etc.; (2) adaptations. Journal of Education and
Integrating technology into content courses; Human Development. Vol. 4, No.
(3) Suggesting more practices on technology 2(1), pp. 84-97.
use than concepts; (4) Suggesting intensive Moyenga, M. & Usta, E. (2019). Burkina
workshops on ICT for pre-service teachers Faso Secondary School pre-service
before their placement in the cooperating teachers technology skills.
schools; and (5) Suggesting collaborative Pedagogical Research, 4(1),
workshops involving pre-service and in- pp.em0028.
service teachers on ICT. https://doi.org/10.29333/pr/5734.
Pillai. S.S. Curriculum Development.
CONCLUSIONS https://www.unom.ac.in/asc/Pdf/CUR
To conclude, teaching practicum provides RICULUM%20DESIGN%20AND%
descriptions of what, how and why the pre- 20DEVELOPMENT-1.pdf
service teachers selected and adopted certain Ragawanti, D.T. (2015). Cultivating Pre-
technology. This potential to be a reflective service teachers‘ classroom
practice tool for the teacher education to management skills through teaching
better prepare student teachers for their practicum: A reflective practice.
future carrier. One of them is to revisit the TEFLIN Journal. Vol 26(1). 117-128.
curriculum program which later can be Schmid, E. C. & Hegelheimer, V. (2014).
translated into classroom practices. Collaborative research projects in the
technology-enhanced language
REFERENCES classroom: Pre-service and in-service
Batane, T. & Ngwakto, A. (2017). teachers exchange knowledge about
Technology use by pre-service technology. European Association for
teachers during teaching practice: Are Computer Assisted Language
new teachers embracing technology Learning. Vol. 26(3), pp. 315-332.
right away in their first teaching Song, L. (2018). Improving pre-service
experience?. Australasian Journal of teachers‘ self-sfficacy on technology
Educational Technology. 33(1), pp. integration through service learning.
48-61. Canadian Journal of Action
Research. Vol. 119, No. 1, pp. 22-32.

October 2019
PROBLEMS IN TOURISM TRANSLATION: CASES OF TOURISM

PROMOTION MEDIA IN MADURA
Sriyono
Faculty of Social and Cultural Sciences
Universitas Trunojoyo Madura (UTM)
Indonesia
sriyono@trunojoyo.ac.id
Abstract
Tourism has been an interesting area since many travellers around the worlds spent their
leisure time in tourism places. Accordingly, the need of multi languages by means of
translation is unavoidable. However, good translation that gain adequacy between
Source Language and Target Language is a need. To achieve it, translation problems
often appear to promote and persuade visitors in order visit and enjoy the tourism places.
The problems may be caused by linguistics or non linguistics matters. Therefore, this
article tries to explore the problems that appear in translating tourism text. Linguistics
unit, as the consequence, may influence the lexical choices between Source Language and
its translation in Target Language. In addition, problems in cultural term are also
challenges in determining appropriate equivalent and effect of tourism translation.
Linguistics and cultural factors may create a different interpretation that influence
readers (visitors) perception on the tourism object promoted. Therefore, issue and
challenges of tourism translation can be an area to map the problems that appear in
translating tourism texts.
Keywords:translation, tourism, linguistic, media promotion.
INTRODUCTION answers to generate travellers to visit Madura

This is a preliminary article to discuss for their tourism purposed.
translation problems dealing with media
promotion for tourism in Madura. Madura is Tourism text is challenges for the creator of
well known as ―Salt Island‖ in Indonesia. tourism texts to construct a persuasive
The island has exciting tourism destinations language in order to influence the readers
and deserves either national or international (visitors) to visit the places promoted. This
visitors to enjoy the sights of Madura, but requires language construction in order to
information in multilingual that can be easily create an impressive tourism promotion. A
accessed by tourists is not provided language of tourism should have perfect
massively. Therefore, media promotion for message including its words in which it can
tourism in Madura is essential either to influence how people think, feel and act,
introduce or to promote the magnificent (Sulaiman and Wilson, 2019:19). As the
tourism destinations in Madura. To achieve consequence, constructing tourism language
the purposes, translation is one of the in Indonesia should consider those effects.

October 2019
This is purposed to create a persuasive In addition, translation as one of tools to

language in promoting the destination bridge the communication between different
proposed. Accordingly, translating tourism is language and culture has difficulties dealing
not merely transferring the lexical choices with communicative and persuasive effects.
and grammatical forms in Source Text (ST) To achieve those effects, linguistics and
into Target Text (TT), this also involves how culture are potential to be source of problems
effect of tourism preserves simultaneously in translating tourism texts. This means that
the visitors to enjoy the sense of tourism. linguistics is supposed to be used as the
methods and tools of translation (Robinson,
Now days, in public area of tourism object, 2003:12). Therefore, translating linguistics
Tourism Information Centre (TIC) should be unit in tourism texts leads to problems in
provided in two or more languages. determining the equivalence as well as the
Constructing tourism language should purposes of translation.
consider the pattern of specialized language
in tourism. Besides, creating tourism text is In terms of translating tourism, many
assumed that communication purposes to scholars have conducted several researches
persuade the travellers in visiting and dealing with tourism translation. Yan and
enjoying the tourism objects can be achieved. Naikang (2011) conducted a research dealing
Accordingly, one of solutions to provide with skopos theory in translation with tourist
information in multi language is translation. material translation. They identified the
In term of tourism translation, language of problem of linguistics including spelling
tourism has specialized in stylistic, error, diction, syntax choices and also
pragmatics and also lexical features (Gandin, problems of clause complex. In addition,
2013: 326).. As the requirements in Munoz (2012) identified some errors in
translating documents of tourism texts, translating tourism texts. The research also
multiple understanding should be studied how level of linguistics was
acknowledged by the translators. Sulaiman identified from grammar and spelling to lexis
and Wilton (2019:2)states ― dynamics of and semantic. However, this article discusses
tourism promotion within a monolingual another possibility problem regarding
context, we then move to discuss tourism translation of tourism texts in promotion
promotion within an interlingual context media in Madura. As studies conducted by
where translation seems to be the most Yan and Naikang (2011) and Munoz (2012),
sought after, yet most criticized solution.‖. It one of the problems in translating tourism
can be claimed that translation for tourism was linguistics matters. Therefore, this article
involves interlingual context in which this is discusses problems in translating texts in
the most essential matters in delivering media promotion with functional linguistics
message among different language and perspective. In functional perspective,
culture. Consequently, tourism language is informative or information texts is proposed
required to represent communicative function with the system of exchange information.
as tourism texts should contain linguistics The system of information can be delivered
properties having persuasive effects as the with the clause as exchange (Halliday,
purposes of promotion (Gandin, 2013: 326). 1985:69; Halliday and Matthiessen,

October 2019
2004:107; Wiratno, 2018:77). Therefore, this Translation cannot be separated with

article discuses some linguistics features of linguistics. However, linguistics matter in
declarative and imperative clause as translating the tourism discourse should be
functional perspective. integrated with the construction of
persuasion. Tourism language is not only
METHODOLOGY merely construction of making discourse
This is a preliminary research dealing with describing an object of tourism, but it also
the problems in translating texts of tourism in creates how persuade the visitors to come
Madura. This research is a qualitative and visit as long as possible in object
descriptive research. The source of data in promoted. The ability of translator to transfer
this research were media promotion in the effect of persuasion result in the level of
website, leaflet or booklet dealing with communicative purposed. However, most of
tourism promotion in Madura in Indonesian tourism texts translated are poor standard
version as the Source Text and English (Sulaiman, 2016:53). Therefore, a translator
version as Target Text. The data were some of tourism text shall know how the form of
words or grammatical matters indicating persuasion and how the linguistics pattern
problems in translating the texts. While the can be achieved in translating the texts in
data were analyzed with functional promoting tourism. Sulaiman (2016: 22)
perspective in which the possible problems claims that the texts in tourism have three
can be identified with the clause model in functions, namely operative, informative and
informing or giving command to the readers expressive to achieve their purpose. In
or travellers. addition, in translating the document, a
translator in translating tourism text should
FINDING AND DISCUSSION identify the features of the texts in order to
Problems of Linguistics features and its know what possibility adequate equivalence.
translation Accordingly, the clause system and its
Promotion text media in Madura tend to be function which indicate the exchange of
informative by giving information and also meaning (Halliday, 1985; Wiratno, 2018:76)
can be identified with its feature and its
demanding information. Clauses in
translation in media promotion for tourism.
promotion media in Madura tend to clauses
complex in form informative and imperative. a. Declarative Features in Source
Language and its translation
This can be indicated with several statements
The problem in translating of informative
of the texts found in the promotion media texts can be identified with several linguistics
both in ST and TT. In addition, clauses in features, some of them are indicated with the
texts in form indicative declarative clauses
term of tourism text and its translation have
and its translation. The features of
many characteristics that construct the level informative texts are indicated with the form
of persuasion for visitors or travellers. of predicate in which those are linking verb
or process of being. However, in SL the
indicative declarative clause tends to use

October 2019
inappropriate lexical choices. One of the

examples is in the following:
1. ST: ―Sumenep terdaftar di ujung TT

timur Pulau Madura. Dibutuhkan lebih dari Sumenep is in the
empat jam untuk mencapai Sumenep listed eastern
dengan bus atau taksi dari Tanjung Perak end of
Surabaya.‖ Madura
Island
TT: ―Sumenep is listed in the eastern end of S F P Residue
Madura Island. It takes more than four hours Mood
to reach Sumenep by bus or taxi from Grammatically there is no difference between
Surabaya's Tanjung Perak harbour.‖ the system in ST and in TT in example (2).
(Source: As the consequence, information package in
https://www.eastjava.com/tourism/sumenep/) tourism media promotion does not insist the
The declarative clause (1) is realized with readers or travellers to know much or rather
verbs, such as terdaftar, in ST and the it makes confused, since place (Sumenep)
language tend to show the statement or should be informed as a location not a list or
information proposed by the writer or a catalogue. This shows that translating
speaker. However, the use of verb is less informative features possibly create a
appropriate, terdaftar instead of terletak. As problem in media promotion of tourism. This
the consequence, the verb ―terdaftar‖ in ST indicates that the form of sentence in
is translated into ―is listed” in TT. Dealing forming tourism texts are not constructed
with the information, the form of sentences is well in either in ST or in TT as its translation.
declarative which indicate that sentence is Besides, different structure of Mood system
giving the information. This, in addition, in as in the example (3) is as follows.
does not deliver the message to inform
correctly the location (Sumenep as regency) 3. ST
in TL, since lexically ―is listed” has different Dibutuhkan lebih dari empat
meaning from ―is located”. As the jam untuk
functional perspective, Mood element in ST mencapai
is determined with Subject (Sumenep) and Sumenep ...
F P Residue
Verb (terdaftar). The following is the Mood
distribution of Mood system.
2. ST TT
Sumen terdaftar di ujung It takes more than four
ep timur hours to reach
Pulau Sumenep ....
Madura S F P Residue
S* F* P* R* Mood
Mood
*S : Subject
*F : Finite

October 2019
*P : Predicator 4. ST: ―Cutup kunjungi pariwisata

*R : Residue Sumenep, salah satu distrik yang menarik di
The declarative sentence as in the case (3), Pulau Madura. Lihat kompetisi unik
Mood system has difference between the ST Karapan Sapi, pantai fantastis, dan seni
and in TT. There is no Subject in ST and it is tradisional yang menarik.‖
realized with It in TT. Besides, the clause TT: “Just visit Sumenep tourism, one of
has also difference in voice, from passive interesting district in Madura Island. See the
(Dibutuhkan) in ST and active (takes ) in unique Bull Race competition, fantastic
TT. However, there is a different perception beaches, and the interesting traditional art‖
both from the writer and the reader to the (Source:
Subject. In ST, the Subject is not considered https://www.eastjava.com/tourism/sumenep/)
as essential matter in constructing declarative
clause, while in TT the translator supposes Based on the example (4), the statement
that Subject element is important and it can Cukup kunjungi pariwisata Sumenep,
be related to the theme of clause salah satu distrik yang menarik di Pulau
(Matthiessen, 2004: 118). Accordingly, to Madura...is one of statements showing the
inform to the readers (visitors), the subject is way the writer in demanding readers or
considered as one important elements to travellers to visit the tourism destination in
deliver an appropriate informative effects in Madura. The statement is also translated with
translating tourism texts. the way to convince the tourist visitors to
visit Madura, Just visit Sumenep
b. Imperative Features in Source tourism....This shows that translator tries to
Language and its translation deliver an equivalent of meaning. Besides,
Imperative is a form of persuasion to invite the writer also persuade the readers with
the readers to visit the destination in tourism form of noun phrase, salah satu distrik yang
promotion. Imperative can be identified with menarik and its translation one of
some linguistics features indicating interesting district in Madura Island.
command since the form of the clause However, the way to express of persuasion in
represent giving and demanding information the data does not use appropriate lexical
and also goods or services (Martin, choices. This is indicated with the word
1992:32). These features may persuade the Lihat instead of Saksikan in ST, so the
readers or visitors to enjoy the place translation tends to literal, see in TT.
promoted. Accordingly, persuasive can be Therefore, the writer and the translator tend
realized in form of imperative features that to neglect how the words can influence the
appears in the tourism text. Persuasive visitors. This may lead to challenges for
language is one of indicators to show that the translator to translate the adequate translation
visitors are persuaded by the writer to visit in order to achieve persuasive effects.
Madura. In following example is one of the Accordingly, the translation of imperative or
ways of writer in showing the way to command by giving instruction is potential as
persuade the writers: one of problems in translating tourism
documents.

October 2019
c. Lexical Choice in Source Language twilight. However, the term of nuansa

and its translation dramatis is not merely as usual situation, as
Sulaiman and Wilson (2019:19) stated that in it appears in the context of tourism. Both the
constructing message in tourism promotion, phrase in ST and TT use attitudinal lexis in
the texts producers should consider how a which the readers will assume an opinion,
word in perfect way in order people can (Santosa, 1996). It apparently has message
think, feel and act as they hope for visiting about the beautiful situation in tourism
the place. In terms of tourism the text, the object enjoyed that may influence the choice
language used also has its own of attitudinal lexis. This has attitudinal
characteristics. Based on the system of the lexical since nuansa dramatis is described a
clauses which were derived from the data, it situation in which the tourists have their
can be found that the language units in the perception on nuansa dramatis.
text have special characteristics and functions Accordingly, the nuansa dramatis as a
realized in congruently and incongruently, phrase of technical term in ST is rendered as
(Wiratno, 2018:157). Lexical words realized in the context of tourism in which the
in promotion media indicate that many words translation should be adequate in TT to
are produced in form of incongruent as form represent the situation. The difference of
technicality. The problems of the lexical language system in text media promotion
matter also influence the abstraction for the may influence the meaning informed in text
visitors to know the terms of tourism that produced. The use of congruency that is
influence the meaning and terms in media proposed by Halliday and Matthiessen
promotion. Lexical choices in the promotion (2004:63) relates to nominalization as the
media has some incongruent indicating the source problems in translating lexical choices
density of the tourism message delivered. in tourism promotion media. As the
The following are the technicality and its consequence, lexical choices in tourism
translation found in the texts media possibly create ideational metaphor
which influence the tourism technicality used
5. ST: ―........selama matahari terbenam either congruent or incongruent.
untuk melihat nuansa dramatis senja..........‖
TT : .‖....during the sunset to see a CONCLUSION
dramatic nuance of the twilight...‖ Based on the discussion above, it can be
concluded that translating tourism documents
(Source: should consider the way of the writer or
https://www.eastjava.com/tourism/sumenep/) commissioner in constructing the language
used in tourism media. In addition,
In cluase (5), translating lexical matters is not translating tourism media promotion should
merely translating the word in ST into the also consider the media used in translating
TT. This lexical unit also represents the form the documents. Problems in translating
of technicality of the words. The phrase tourism is not merely about the problems of
nuansa dramatis in ST is a phrase that cannot transferring the message but also how the
be translated word for words since this has effect the promotion can be achieved, but it is
equivalent in TT, a dramatic nuance of the

October 2019
also caused by the linguistics features and Robinson,, Douglas. 2003: Performative
lexical choices in Source Language. Linguistics: Speaking and Translating
Doing Things with Words. London:
REFERENCES Routledge
Gandin,Stefania .2013. ―Translating the Santosa, Riyadi. 1996. Bahasa dalam Konsep
Language of Tourism. A Corpus ased Semiotika Sosial (Draft 1). Surakarta:
Study on theTranslational Tourism UNS
English Corpus (T- Sulaiman M. Zain (2016) ―The
TourEC)‖.Procedia - Social and misunderstood concept of translation
Behavioral Sciences 95,5th intourism promotion‖. The
International Conference on Corpus International Journal for Translation
Linguistics , 325 – 335. Interpreting Research. 8 (1) 53-68.
Halliday. M.A.K. 1985a. An Introduction to --------------------- and Wilson, Rita (2019).
Functional Grammar. Translation and Tourism Strategies
--------------------- and Matthiessen, Christian
for Effective Cross-Cultural.
M.I.M 2004. Introduction to
Functional Grammar. Great Britain: Promotion. Singapore : Springer
Arnold Nature Pte Ltd.
Martin, J.R. 1992. English Text System and
Wiratno, Tri. 2018.Pengantar Ringkas
Structure. Amsterdam. John
Linguistik Sistemik Fungsional.
Benjamin Publishing.
Yogyakarta: Pustaka Pelajar.
Munoz, Duron Isabel. 2012. ―Analysing
Yan Ma and Naikang Song. 2011. The
common mistakes in translations of
Skopos Theory and Tourist Material
tourist texts (Spanish, English and
Translation: With an Analysis of Mt.
German)‖ On Omázein 26 (2): 335-
Lushan Translation‖ Cross-cultural
349.
communication, 7 (1) 53-61.
https://www.eastjava.com/tourism/sumenep/)

October 2019
FROM MANUALS TO VIRTUAL ASSISTANCE: ASSESSING

LANGUAGE ASSESSMENT CLASS OF ENGLISH EDUCATION
DEPARTMENT STUDENTS
Taranindya Zulhi Amalia

Tarbiyah Faculty
IAIN Kudus
Kudus, Central Java, Indonesia
ms.starzu@iainkudus.ac.id
Abstract
Before facing their students in the future, teacher candidates in English Education
Department learn how to assess English language correctly. This research aims to describe
how the English Education Department students are assessed in English Language
Evaluation Class, to know types of assessment composed by them, and to analyze the
challenges as well as their solutions are in assessing their English Language Assessment
class.This study is a descriptive and qualitative research. While the techniques of data
collection are observation, semi structured interview, note taking, and documentation. The
findings show that the English Education Department students are assessed by two ways.
After conveying basic concept of language assessment, the students are divided into
groups. Manually, they collect some types of assessments. Subsequently, they are divided
into pairs and make language skills, grammar, and vocabulary assessments by analyzing
English curriculum previously. As final individual assessment, every student composes
assessments virtually by using google form. Accordingly, the items of assessment are
multiple choice and short answer. The form of monotonous questions challenges them to be
more creative in producing the items based on the certain curriculum. They are able to
compare between the local and international one.
Keywords: language assistance, English language assessment
INTRODUCTION & educational assessment, which should be

1. Background of the Problem improved systematically & regularly.
The implementation processes need to stand
in line with planning, application, and As a part of system, it must be prepared well
evaluation. The evaluation in the term of by the teachers. Consequently, university
assessment in educational background is a students in education department need to
part of national education system. Act of the learn more about the last process of education
Republic of Indonesia, No.20 Year 2003 on implementation. These teacher candidates
National Education System Article 35 (1) know more through language testing and
mentions: ―National education standards evaluation subject specifically on language
consist of the standard of the content, process, assessment. By taking this subject, the
graduate outcomes, educational personnel, students learn how to assess English language
facilities & equipment, management, funding,

October 2019
correctly before facing their students in the While the benefits of the research are:
future. a. Theoretically, this study could increase
This research focuses on tests as alterative the knowledge on language assessments
assessment in from theories to practice in and their types stating rom the principles.
language assessment class at English b. Practically, students of English education
education department of IAIN Kudus. The department, teachers, and researchers
aim of the subject is enable students with from academic background could apply
basic knowledge of standardized language the language assessment into classroom
testing and to make assessments of English manual practices even virtual ones.
language learning. There are some materials
as follows; basic concepts in test Language Assessment
development, language assessment, types of Brown (2003:4) states that assessment is an
assessment, and alternatives of assessment. ongoing process affecting a much wider
This is going to focus on the last one, scope. The instructor subconsciously judges
alternatives of assessment. the quality of the student when a student
responds to a question, makes a suggestion, or
2. Research Questions tries out a new word or structure.
This study consists of three research questions Moreover he (2003:13) argues two forms of
as follows: assessments from previous researchers
a. How are the English Education Armstrong (1994) and Bailey (1998) that
Department students assessed in English refer them into traditional and alternative
Language Evaluation Class? assessment:
b. What are the types of assessment
composed by the English Education
Department students in English Language
Evaluation Class?
c. How are the challenges as well as their
solutions in assessing their English
Language Assessment class?
3. Purposes and Benefits of the Research.

The purposes of the research are:
a. to describe how the English Education
Department students are assessed in
English Language Evaluation Class
b. to know types of assessment composed
by the English Education Department
students
c. to analyze the challenges as well as their
solutions are in assessing their English
Language Assessment class.

October 2019
Table 1. Traditional and Alternative creativeness by the helps of information

Assessment (Brown, 2003:13) communication and technology (ICT).
Traditional Alternative
Assessment Assessment Currently internet and ICT handle some
One-shot, Continuous long-
programs by the assistance of a programmer,
standardized exams term assessment
timed, Untimed, free- including in teaching and learning. Yusbido
Timed, multiple response format (2010:3) says the internet is one of the critical
choice format Contextualized media that can be used to gain information
Decontextualized communicative
sources and educational experiences,
test items tasks
Scores suffice for Individualized especially in the teaching and learning
feedback feedback and process. In proportion with him, Samsuli
Norm-referenced washback (2012:205) recently mentions that the
scores Criterion-
Focus on the ―right‖ referenced scores
applying of learning and instruction
answer Open-ended, tools like the net and knowledge and
Summative creative answers technology is increasing apace. Those as
Oriented to product Formative second hands of educators to do the lists of
Non-interactive Oriented to
performance process
needs in their classroom.
Fosters extrinsic Interactive
motivation performance Creating assessments is one of teachers‘ tasks
Fosters intrinsic in educational system and standard. Act of the
motivation
Republic of Indonesia Number 20 Year 2003
on National Education System Article 58
Formerly, Brown (2001:403) constructs
states that:
assessment like so:
(1) Evaluation of learners‘ achievement
Assessment Constructs
conducted by educators shall be made to
Informal Formal
monitor the process, progress, and to
Formative Summative
improve learners‘ learning outcomes
Process Product
continually,
(2) Evaluation of learners‘ achievement, of
However, he (2003:13) concludes that some
institutions, and of educational programs
assessments could be categorized between or
shall be conducted by independent bodies
mixed both of the approaches. In line with
regularly, comprehensively,
this argument, the writer explores that
transparently, and systematically in order
nowadays manual assessments from different
to assess the achievements of national
types at the past are possible combined with
education standards.
virtual ones. The right answers in traditional
way in multiple choice form is blended with
Today the teachers face industrial
creativity in free response form by adding
revolution followed by ICT use. Those
some clues in establishing the original
who are eager of doing the tasks (creating
inspiration. Hence, the test takers are guided
assessments) by the assistance of ICT
through some alternative choices in the
increase more opportunities of their
students as test-takers. There are websites

October 2019
and programs which help the teachers to assessments. The writer observed English
assess specific subject, such as English Education Department students starting from
language competencies. Furthermore, the the beginning of semester. The first meeting
writer investigates the teacher candidates in was for having course contract and made a
making some assessments in the language. deal with the semester lesson plans. After all,
there were specific learning units as follows;
METHODOLOGY
This study is a descriptive and qualitative 1. Basic Concepts in Test Development
research. The subjects of the research of 2. Listening Assessment
the research are the lecturer of assessment 3. Speaking Assessment
in language testing and evaluation subject 4. Reading Assessment
and students of English education 5. Writing Assessment
department. While the techniques of data 6. Testing Vocabulary
collection are: 7. Dictation
1. Observation 8. True/False
The writer applies participant observation 9. Questions & Answers
where she actively does the research. So 10. Multiple Choices
she observe the teaching learning processes 11. Match
in assessment class. 12. Synonyms/Antonyms
2. Semi structured interview 13. Alternatives in Assessment
Second technique is semi-structured
interview. The writer applies some Second meeting and the rest were set
questions for her data resources while adds individually, in pairs, and in group. Every
some synchronized ones. meetings a number of students presented one
3. Note taking type of assessment. They were assessed as
Field notes are aimed to complete the final follows:
report of the research. Theses can facilitate 1. After conveying basic concept of
other future researchers in understanding language assessment, the students are
the details in its processes. divided into groups.
4. Documentations. 2. Manually, they collect some types of
There are some documentations applied in assessments.
the research. In teaching learning process, 3. Subsequently, they are divided into pairs
the documents are the lesson plan, manual and make language skills, grammar, and
and virtual assessments, and teaching vocabulary assessments by analyzing
materials. While there are additional English curriculum previously.
documents dealing with English language 4. As final individual assessment, every
assessments and English education student composes assessments virtually
department. by using google form (multiple choice
and/ short answer).
Firstly, this study focused on language testing Likewise, the writer think google form is
and evaluation, especially refered to language practical to experience students making an

October 2019
assessment in virtual practice. In line with the The last disadvantage of time consuming for
idea, Nguyen, et.al (2018:5) suggest that creating multiple choice could be the most
google forms can be used in a number of reasonable motive why it is undesirable for
ways to improve the advantages of the teachers to make it as assessments. Yet, by
classroom environment, such as surveying using virtual assistance, they are serviced
students outside the classroom to learn about more helpful in setting multiple choice items.
them as individuals, engaging them in the Additionally, the steps of designing multiple
classroom by gathering feedback at the choice assessment consist of:
moment and capturing their own thoughts 1. Find the curriculum of a specific level
after a lesson. 2. Design items for measuring the
objectives
In selecting items for virtual familiarity, the 3. Design a stem as well as options simply
observation and notetaking prove that and correctly
multiple choice is still being the most 4. Try the items dealing with their
preferred items that is also practical in acceptance, discard, or revision
scoring. Butler (2017) states that multiple-
choice assessments are probably the most In this era, a number of teachers give virtual
popular form of assessment in education, and learning experiences to their students. It is
a great deal of work has been dedicated to widely held by the term ‗e-learning‘. There
identifying best practices for evaluating are some special intentions why the teachers
learning using them. prefer electronic/virtual learning. Harmer
(2007:13-14) concludes two of them by
In contrast Weimer (2018) classifies some saying:
benefits and lacks of multiple-choice
questions. The benefits are: Firstly, students can attend lessons when
- Quick and easy to score, by hand or they want most of them, rather than
digitally when lessons are scheduled. Secondly,
- Can be designed to test a wide range of they can rely on good hardware and
higher-order thinking skills software and efficient and reliable
- Can cover a lot of content areas on a internet connections from anywhere in
single review and still be answered in a the world.
classroom.
While several drawbacks of multiple choice Yet, teachers could also select doing blended
questions (Weimer (2018)) are: learning since they combine between real and
- Provide inexperienced students with the virtual learning. They are better intense in
ability to guess, and with correct guesses, teaching-learning and have some assessment
they get credit for things they don't know virtually. One of them is through a ‗google
- Expose students to misinformation that form‘.
can affect subsequent content thought Designing items such as multiple choice items
- Take time and build skills (especially through a Google Form steps the activities
good questions) like so:

October 2019
Find Curriculum Make Balanced Items
https://docs.g
oogle.com
Browse tips Read & Reread more
Figure 1. Items Design via Google Form
1. Use google account (gmail)

2. Open google drive, my drive, more, google form
3. Fill in the title and others (instructions, name, level, questions, answers, time
By formulating the data from the students‘ curriculum. They loved to add some audios
first practice in group and pairs, the writer for listening comprehension and videos as
collected some documents of the last well
assignments in making virtual assessment
through google form by sending the links.
Thus, it just needed to click them through
internet connection.
Figure 2. Links of Students‘ Virtual

Assessment
This type of assignment produced

creativeness of students as teacher
candidates. As generation Z, they love to
study and work with internet. They were
eagerly to make language skill assessments Figure 3. Language Assessment Based on
through google form based on English English Curriculum

October 2019
According to figure 3, the students let test- By the implementations of google forms in
takers filling in the biodata before a test. constructing the assessments, the writer drew
Google forms guided them easily attach some a line three challenges. They were students‘
additional figures, audios, and videos. In line first experience in assessment creations, time
with the study, Nguyen, et.al (2018:76-77) allotment shortcomings, and poor internet
state that Google Forms quizzes can be connections. To solve them, they did peer
automatically graded and a summary of all teaching and reviewing. While to set the time
responses can be viewed instantly under the allotment, they did discussions in some
"responses" tab in Google Forms, instructors meetings after learning the theories. Finally,
can easily detect which questions have been the internet network were solved by using Wi-
most missed and decide which concepts Fi/quota to reach better connections.
students should consider.
CONCLUSIONS
Conversely, any types of test as a part of Creating assessments for generation Z is
assessing students still require some technical challenging and motivating. The form of
phases. Brown (2001:411-415) advices some monotonous questions dares the students at
practical construction testing steps: education department as teacher candidates
- Testing for clear, unambiguous goals. to be more creative in producing the items
- Draw sample specifications from your based on the certain curriculum. They are
goals. able to compare between the local and
- Propose your test. Study the test. international on one.
- Final editing and test form. Always checking the available appropriate
- Washback jobs. curriculum helps teachers avoid from
producing not quite right items. Secondly,
After doing the steps in practice, the writer they have to design the items for the
analyzed that the English Education objective measurements. Next step is
Department students created multiple choice simply and correctly layout a stem as well
and short answers as the types of assessment as options. Lastly, they need to
composed by the students in English try the items they are accepting, discarding
Language Evaluation Class Types. As the or revising.
teacher candidates, they composed them in
listening, speaking, reading, and writing. REFERENCES
Some added vocabulary and grammar as Act of the Republic of Indonesia, No.20 Year
components of language. Harmer (2007:323) 2003 on National Education System
argues that multiple-choice questions have Article 35 (1), (58).
been considered suitable assessment method Beckman, Leslie Opp, Sarah K. (2006).
for evaluating the grammar and vocabulary Shaping the Way We Teach English
skills of students for many years. Successful Practices around the World,
Additionally, Beckman and Sarah (2006:105) Washington: http://www.uoregon.edu
mention that peer feedback will be an Brown, H. Douglas. (2001). Teaching by
alternative assessment which is one of Principles: An Interactive Approach to
assessment variety.

October 2019
Language Pedagogy. New Jersey: bilinguals. The Proceedings of the

Prentice Hall Regents. Interdisciplinary STEM Teaching and
Brown, H. Douglas. (2003). Language Learning Conference, 10 (2), 75-76.
Assessment: Principles and Classroom Samsuli, Muhammad (2012). Teaching
Practices. San Francisco: Longman English in a Virtual Classroom. In
Group Limited. Cahyono, B. Y. (Ed.), Teaching English
Butler, A. C. (2017). Multiple Choice in by Using Internet Resources, 3. Malang:
Education: Are the Best Practices for State University of Malang Press.
Assessment Also Good for Learning? Semester Lesson Plan at Language Testing
Journal of Applied Research in Memory and Evaluation of IAIN Kudus.
and Cognition, Weimer, Maryellen. (2018). Advantages and
https://doi.org/10.1016/j.jarmac.2- Disadvantages of Different Types of Test
18.07.002 Questions.
Harmer, Jeremy. (2007). The Practice of https://www.facultyfocus.com/articles/ed
rd
ucational-assessment/advantages-and-
English Language Teaching (3 Ed).
disadvantages-of-different-types-of-test-
Essex: Pearson Education Limited.
questions/
Harmer, Jeremy. (2007). How to Teach
Yusbido, Siswo (2012). Using an Online
English. Harlow: Pearson Education
Dictionary to Teach English. In Cahyono,
Limited.
B. Y. (Ed.), Teaching English by Using
Nguyen, Ha., et.al. (2018). Using Google
Internet Resources, 3. Malang: State
Forms to Inform Teaching Practices.
University of Malang Press.
Bernardo, ABI (2002). Language And
Mathematical Problem Solving Among

October 2019
SABYAN GAMBUS‟ „YA MAULANA‟ SONG LYRIC AND ITS

MEANING IN THE PRODUCTION STRATEGY IN OBTAINING
LEGITIMATION AS INDONESIA RELIGIOUS MUSIC
Umilia Rokhani
Music Studies, Faculty of Performing Art
Institut Seni Indonesia Yogyakarta
Yogyakarta, Indonesia
umilia_erha@yahoo.co.id
Abstract
Sabyan Gambus is a new religious music band in Indonesia that achieved high
appreciation. It was awarded in Anugerah Music Indonesia Award 2018. Youtube
application helped this band to gain popularity. Through this digital mode of
‗distribution‘, the band embraced even wider fans. It means that technology advancement
has supported the improvement of this genre. Sabyan Gambus successfuly increased its
production because, one among the others, the lyric factor. Lyrics became a strategy
agent in obtaining people‘s legitimation. To discern the meaning of lyrics of a song as a
language use employing certain rules like a poem, Riffaterre theory was employed.
Bourdieu theory played a role in the scrutinization of the practices carried out in the
legitimation establishment. Behaviorsm method was applied to describe the lyrics
production behaviors conducted by the agents that resulted in the control power over
external aspects. The analysis of Sabyan Gambus‘ song lyrics could provide a
simultaneous framework to calculate the prospect of the people‘s acceptance that in turn
could be used as a guidance in the process of mapping the possibilities available in the
competition in gaining the people‘s legitimation. These possibilities enabled the
audiences to give values that could be used as a strength in influencing the relation
between power and other external factors. To be concluded, an analysis of both the
internal and external factors of the production were needed to find out the legitimation
achievement gained by Sabyan Gambus‘ song lyrics.
Keywords: Sabyan Gambus, Lyric Analysis, Ya Maulana, Legitimatio
INTRODUCTION phases of human life, such as marriage, birth,

The grow of religious music cannot be and circumcision (Sutrisno, 2011; Udu et al.,
separated from the history of Islam 2017; Sugiartha, 2018). The history of music
dissemination (Syiar) as a medium of developments in the Islamic world was
preaching. The aesthetic function of music pioneered by Al-Farabi, a Middle Eastern
that is able to absorb and cultivate flavor is philosopher and composer, who wrote the
used as a strong reason to make music as a book Al-Musiqaal-Kabir (The great book of
medium of preaching. Besides as Da'wah music) containing music theory. In this case,
music, religious music is also included in Al-Farabi was the inventor of the musical
religious ceremonies and traditional notation (Sasongko, 2017). The spread of
ceremonies related to the growth of the Islam in Nusantara by using the media

October 2019
propaganda, especially music, also albums such as Ungu (Sujatmiko & El Ishaq,
performed by the Wali Songo, one of them 2015).
through the work of Sufism in the modern
world known as literary works. In this case, The development of religious music is also
how to read the work using the tone influenced by the digitalisation era. Cultural
(www.republika.co.id, 2016; Junaidi, 2013). change as a dynamic process of cultural life
is influenced by external factors and internal
Popular religious music has evolved in factors that include: (1) colonisation, (2)
Indonesia since the 1970's through the globalization, (3) advances in
existence of several musical groups, such as communication, (4) transportation and
Koes Plus, Bimbo, and Nasida Ria. Koes infrastructure, and (5) military expansion
Plus has several religious albums, while (Saearani, Simatupang, Soedarsono, &
Bimbo has some enduring religious songs to Kusmayati, 2014). The globalization and
date especially on the celebrations of the ease in communicating factor became the
great days of Muslims. Meanwhile, Nasida dominant factor in the cultural change
Ria is the oldest group of Kasidah formed in regarding religious music developments as
1975 using a tambourine instrument as the did the phenomenon of Sabyan Gambus
main instrument at the beginning of its music Group which began their career
appearance (Safutra, 2018). through the use of YouTube to introduce
Sabyan Gambus. Visitors of Sabyan Channel
The presence of religious music singers from official YouTube account had reached
abroad in Indonesia also fostered a love of 1,871,743 people in 2018 while Official
society against this genre of music after Sabyan Gambus reaches 181,598 subscribers.
previously there had been Nasheed groups This group was phenomenal group because it
such as Raihan, Brothers, Hijazz, Rabbani, was able to put religious music parallel to
and Saujana. These Nasheed groups sang in popular music reviewed from the music
Malay. This affected the emergence of genre and agent strategy in achieving the
Nasheed groups in Indonesia such as Snada, legitimacy of society.
Justice Voice, The Fikr, and Edcoustic (Ulfa,
2018). Penampilan grup-grup tersebut This indirect message (Riffaterre, 1978:2) is
membawa ciri khas yang berbeda-beda caused by three things: first, the replacement
karena sebagian ditampilkan dengan garap of meaning (displacing of meaning) that can
akustik dan sebagian lain dengan accapela. be raised through the metaphor or
The appearance of the groups carried a metonymy; Second, the distorting of
unique characteristic as they are partly meaning that can be raised through
displayed with acoustic lines and others with ambiguity, contradiction, or nonsense; and
Accapella. In addition to the Nasheed groups, creation of meaning that can be raised
solo singers appeared as such as Maher Zain. through homologues, enjambement, or
The existence of religious music further typography. Tanda puitis yang dimunculkan
competed with popular songs because some dalam lirik tersebut berupa kata atau frasa
Indonesian bands that also released religious dalam kaitan dengan signifikansi lirik. The
poetic sign raised in the lyrics can be used to

October 2019
observe idiolektic factors or class factors that based on the resulting expression. The
can be used to see the poetic quality as well competency aspect of this speaker does not
as the linguistic characteristics of the agent. necessarily produce the equivalent quality of
In this case, the poetic sign of the lyrics will the market (Bourdieu, 1991).
find the legitimacy of its satisfaction when it
comes to recognition from its readers or METHODOLOGY
listeners (Riffaterre, 1978). Social constructivism was used to analize the
legitimation problem while behaviourism
The legitimacy of the existence of a work as method was applied to look at the agents‘
the achievement of power is regarded as a working behaviour. Data were collected by
right that can be possessed by a person or conducting literary research on Sabyan
group, such as commodities which in turn Gambus such as journals, magazine, articles
will be transferred or exiled through several about religious music and Indonesian
acts of submission or contract. In this case, industry. Besides, obvervation on
there is a correlation between strength and discography of Sabyan Gambus‘ songs, Ya
commodity, as well as strength and wealth. Maulana, was organised. It was done by
Economic functionality is raised for power transcripting the lyric to look at the effect on
achievement, especially in an effort to legitimation achievement.
maintain the continuous production and
domination of class relationships formed and FINDING AND DISCUSSION
developed specifically in the form of The history of Indonesian music.
production power that may be given Indonesian music has grown since 1900 with
(Foucoult, 1980). In terms of production the inclusion of import of fonographs
works, expressions are a form of speech from through the trading business of Chinese
practice that can be understood as a product entrepreneurs. The distribution of the
that has a relationship between linguistic fonographs triggered the increasing
habitus and linguistic markets. Linguistic production of music in the archipelago with
habitus is an acquired disposition in the the emergence of several record labels owned
process of learning expression in a particular by Chinese businessmen such as Tio Tek
context (family, group of friends, school). Hong. The circulation of the fonographs
This will bring out the peculiarities of marked the circulation of foreign music as
expression. The facts show that different well as driving the growth of musical
groups and classes have accents, intonations, performances in several venues of the show
and different expressions at the language by performing songs from the Fonographs. In
level, from socially structured habitus 1904, Tio Tek Hong was no longer a retailer
characters. Expressions through speech on a of single phonographs. Tan Tik Hing and
specific market context with specific market Ouw Tek Hong also became a retailer of
properties provide a product's expression Fonographs. Tio Tek Hong developed a
with a specific value. In certain linguistic business in the field of music by making
markets, some products are priced higher plaatgramafoon. In addition to reproduce
than other products. In this case, the music through live performances, there were
competency of the speakers will be known production independently supported by the

October 2019
existence of eight record label companies in of Indonesian music productivity. During the
the range from 1903 to 1917, namely: Japanese occupation, jazz music disappeared.
Gramaphone Company, Odeon, Beka, Japan prohibited the entry and growth of
Columbia Ghraphophone Company, American music in Indonesia. Japan
Parlophone, Anker, Lyrophone, star Sapoe. conducted propaganda by limiting only the
The record label companies produced songs development of regional songs and
dominated by Malay-language songs. In the Keroncong songs. Therefore, in the period of
range of 1911 to 1912, various types of songs 1945, the production of Indonesian music
had been produced, such as: Stambul, could be divided into four categories,
Keroncong, Gambus, Kasidah, Indian music, namely: The march song as a shuffle of the
swing, Malay rhythm. Some music groups spirit of Struggle, the song that showed the
successfully entered the footage, among love of the homeland and sung with a slow
others: in keroncong genre, there were Orkest tempo; the romance song that represented the
Kerontjong Park, Orkest Moeridskoe, feelings of the soldiers and loved ones who
Kerontjong Sanggoeriang, Kerontjong Aer had to sacrifice for struggle; and the satire's
Laoet, Kerontjong Deca Park; kasidah genre, songs that were the milestone of social
there were Kasidah Sika Mas, Orkest criticism-themed songs on the development
Gamboes Metsir, Kasida Rakbie Mas, of the next Indonesian music. In this sense,
Gamboes Boea Kana, Gamboes Turkey. music has significance that can only be
Thus, the development of religious music in understood by considering the social and
Nusantara has begun since the beginning of cultural context of the related music,
the development of music in Nusantara. conversely, the production of music in the
community is influenced by its surrounding
In 1920, rapid development was culture (Barnard, 2012; Lewis, 2012;
demonstrated by popular music genres. This Widdess, 2012; Cross, 2012; Mustafa, 2015)
development is supported by the participation In the era of the Old Order, construction of
of radio existence that aired the genre. Jazz Indonesian music was colored with the rule
music also began to aired even though the of the cold war between the Eastern and
music genre can only be enjoyed by certain Western worlds. The speech read by the
community. Furthermore, in the 1930 's, president of INDONESIA, Ir. Sukarno, in
there were three types of orchestra, namely: celebration of the anniversary of the RI year
Harmonium, Gambus, and Melayu. In the 1959 entitled "Rediscovery of our
music of Gambus, the name of Sheikh Albar, revolution" confirmed the protection of
the father of musician Ahmad Albar, was the Indonesian culture from the influence of
famous Gambus musician. Sheikh Albar with foreign cultures. It is reconfirmed through the
Orkes Gambus Al Wathon produced various Radio of Indonesian Republic (RRI)
albums, one of which was "Zakhratoel program, the Development of the Indonesia's
Hoesoen" which was released in 1937. Universe Planning, which confirmed that the
music and song were part of the community's
After the early development period of the mental development. Therefore, the access of
archipelago's music, the dominance of the community in enjoying the work of music
colonial Power also determined the direction had to be arranged and more emphasis on the

October 2019
work of the national cultural character entertainment in the moment of worship

(Mulyadi, 2009: 1-11). Therefore, Western month or religious day.
music was restricted in Indonesia because it The influx of foreign musicians such as
could spoil the Eastern culture of Indonesia. Maher Zain conjured up religious music
This is in accordance with the Presidential presence outside of religious great day
Decree No. 11 of 1963 which prohibited the moments. This production was done to
circulation of Western music, especially rock address the need for spiritual values on a
music from the United States and England. daily basis and not just at certain times. This
On the other hand, people who had been able further inspired the emergence of religious
to absorb Western music culture, both from music singers and religious music groups as
the import of music and film, were quite fond Opick, Jefri Al Buchori, and Sabyan
of the spectacle and entertainment. This Gambus. Opick and Jefri Al Buchori did the
made it a polemic growth in Indonesia. production of religious songs along with his
Clothing that imitated Western singers was syiar in the meantime Sabyan Gambus
considered unaligned with Indonesian remained in religious music by taking an
culture. A punishment given to singers or indie production line and distribution through
music groups that still played Western music social media.
could be a prison sentence, such as Bharata
Band, Abadi Soesman, dan Koes Bersaudara. Analisis Lirik “Ya Maulana” Sabyan
This political situation causes the songs of Gambus. The lyrics of the song "Ya
the region or the songs that were identified as Maulana" consist of five verses. Here is the
a value of Indonesia that could be played lyrics of "Ya Maulana".
despite a variety of different genres, such as Ya Maulana
"Bengawan Solo" played with jazz genre. Didadari di da dam
The turning point of this situation occurred Didadari di da dam
when the Indonesian Communist Party Didadari di da dam
rebelled. Indonesian Army needed to Di dam..
synergize with the community to overthrow Dengan kasih-Mu Ya Robbi (with Your love
this movement. One of the policies Ya Robbi)
undertaken was to reopen the opportunity of Berkahi hidup ini (Bless this life)
Western music performances in Indonesia. Dengan cintaMu Ya Robbi (with Your love
Indonesian soldiers created a Kamera Ria Ya Robbi)
event that aired regularly in Indonesian Damaikan mati ini (Peace this die)
government television. Saat salahku melangkah (when my sin step
in)
Islamic religious music emerged and Gelap hati penuh dosa (the dark of hard full
flourished in the 1970s and developed in the of sin)
1990s with the rise of Nasheed that was Beriku jalan berarah (guide my way)
influenced by foreign religious musicians Temui-Mu di surga (to see You in heaven)
popular in Indonesia, such as Raihan. Some Terima sembah sujudku (Accept my worship)
bands in Indonesia began to release religious Terima doaku (Accept my prayer)
songs. It is done to fulfill the need of Terima sembah sujudku (Accept my worship)

October 2019
Ijinkan ku bertaubat (allow me to repent) domination of the use of vowel i. This vowel
Maulana Ya Maulana gives a light and cheerful impression. It is
Ya Sami‘du‘ana reaffirmed that God's love will relieve human
Maulana Ya Maulana life.
Ya Sami‘du‘ana
The third verse raises key words in the form
The first verse is an introduction to the song of false, dark, sin, path, direction, and
"Ya Maulana" which is a form of nonsense. heaven. The word 'wrong' means to stray
The word ' di da di da dam ' is essentially the from the supposed one; erroneously.
words of a hum that has no meaning in the Fundamentally, humans cannot escape the
dictionary. The use of these words of hum confusion, error, and mistakes of choosing on
should be done because the syllables in his the wayward path of the Lord's rule. The
eight-time musical introdutions make a fairly mistake will cause darkness in human life,
lengthy introduction. In anticipation of the both in the world and in the hereafter. The
audience's boredom, the introduction was word 'dark' in the song's lyrics meant a dark.
divided into two of the first four, a melody The word 'wrong' carries an effect on the
played with an electric piano instrument and word 'dark'. The darkness and the gloom of
the next four bars followed by a hum with life resulting from the many sins made by
nonsense words. The senity was also done to mankind. The word 'sin' means to violate
prepare and bridge between the instrumental God's law or religion. Kata ‗salah‘ – ‗dosa‘ –
introduction and the first verse. ‗gelap‘. The word 'wrong' – 'Sin' – 'dark' has
a causality relationship. This became a
The second verse of the song "Ya Maulana" consequence of the life-selected path of man
will be determined by the potential words himself. The word 'way' in this verse means
meaning blessing, love, peace and death. that it is traversed or used to go in.
The word ' love ' means affection. The word Understanding the meaning of traversal
is synonymous with the word ' love ' which means indicating the position of origin and
corresponds to the dictionary meaning 'dear position to be addressed. This is in line with
true'. Both words present the word 'blessing' the next keyword 'directional' meaning there
and 'peace'. The word 'blessing' means the is direction; Aims. The purpose of the human
gift of God that brings good to human life. life in the song's lyrics is to meet his God. In
While the word 'peace' means quiet, calm. In this lyrics, God can be found in heaven. The
the second verse, it is clearly depicted that word 'heaven' means the meaning of the
there is a very great affection from God as a afterlife that is happy for the human spirit to
grace and gift that will have a good effect on dwell in it (in eternity). Therefore, the thing
human life. The last keyword on this first that is affirmed in the second verse of the
verse is the word 'dead' meaning no more lyrics is the ultimate purpose of human life,
living. The meaning of 'no more life', in this the everlasting life of the hereafter. To go to
case, can be interpreted that the love of God the happy afterlife is required the Lord's
is everlasting, not confined to earthly life, but guidance to man because of human
to life after death itself. Rhyme on this imperfections that always err and err.
second verse are a – a – a – a with

October 2019
The fourth verse raises the key words of His love, blessings, and love for life in the
gratitude, prostration, prayer, and repentance. world. However, Sabyan chose death diction
The word thank means welcome, getting for wanting to point out that there was a life
something. The word prostration means to after everlasting death and was deemed more
kneel down and lay the forehead on the floor important to be lifted from a temporal life of
(for example, when doing prayer). The word just a moment.
prayer means petition (hope, demand, praise)
to God. The word repent means to return to Death has been drawn as something
God or the true religion. The application of frightening so that people think of death itself
this fourth verse is equipped with the fifth rather than provision that needs to be
verse of the words ―Maulana Ya Maulana/Ya prepared after death. The thinking
sami'du ' ana/Maulana Ya Maulana/Ya constructions built over this phase are built
sami'du ' ana‖ meaning O our Lord, O our upside down through lyrics. "Ya Maulana"
Lord. O Hear our prayers. has the existence of a life after death that
must be thought so it is important to build
Production strategy through the conversion in order for God to forgive all the
performance of "Ya Maulana" in sins of mankind. Religious music shows its
legitimacy achievement. "Ya Maulana" is a function as a media amplifier (reinforcement)
religious song with lyrics that represent the in the Syiar to encourage behavioral change.
communication of a servant to his lord. In addition, music is also an entryway of
Lyrics on Islamic religious songs contain thought and relief over the burden of
various messages of teachings Aqidah and humanity (Basyariyah) (Sujatmiko & El
worship to Allah SWT (Choiriyah, 2015; Ishaq, 2015).
Prihatno, 2016). Communication built from
the song "Ya Maulana" is based on the Sabyan Gambus's strategy to aim community
realization of the weak human nature that interest is to fulfill the community's pleasure
always err. This I feel the greatness and love and needs. Sabyan rejoined the songs with a
of the Lord will forgive all faults and show pop music genre style, resulting in a different
the way of righteousness so that life after and memorable feel. The foothold of this
death will be peaceful for him. Here is the strategy was done by Sabyan Gambus
lyrics. regarding diction in song lyrics.
...
Dengan kasih-Mu Ya Robbi (with Your love In the context of the song lyrics, the
Ya Robbi) existence of lyrics cannot be removed from
Berkahi hidup ini (Bless this life) music accompaniment. "Ya Maulana" uses
Dengan cintaMu Ya Robbi (with Your love chords in a major tone that brings out the
Ya Robbi) impression of light, cheerful, and joyful
Damaikan mati ini (Peace this die) tones. This suggests that death is not a
... frightening thing while believing in the
The word ' die ' is the key to the meaning of meaning of servitude. In addition, the
this work because it becomes a matter of the concept of the music game also does not use
expectation and habits of man who expects tambourines and Gambus in accordance with

October 2019
the pattern that appeared on the music of songs is "Ya Maulana". "Ya Maulana"
Kasidah but replaced with modern presents the concept of servitude to God
instruments capable of giving a popular through the awareness of life after death that
pattern to the songs played, such as violin, is full of peace and the concept of
keyboards, and percussion. This shows the eliminating fear in the face of the death itself.
birth of a moderate and globalised Islamic Sabyan Gambus's music becomes religious
culture and society in Indonesia. The music that brings value changes by being
presence of popular culture of Islam not only driven through playtime that is not limited by
conform to democracy, but also actively the moment. Sabyan Gambus Music is
localizes popular culture globally (Akmaliah, screened and enjoys by listeners in the
2014). rhythm of the people's daily life, not only in
the range of moments of religious
Since its inception and development, Sabyan celebrations. This shows that there is a
Gambus is using an indie line with the shifting position on the religious music genre
distribution of works through Instagram and in the midst of various other Indonesian
YouTube channels. The use of YouTube as music genres. Religious music gets a position
an initial distribution at the time of the as part of a popular culture that is constantly
supporters opens the opportunity for anyone in demand and needs.
to enjoy the works of Sabyan Gambus freely.
Sabyan Gambus also draws closer to music REFERENCES
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book "Sabyan: The phenomenal story of the pop singer fatin sidqiah and Islamic
millennial son of Gambus" published by pop culture in post-Suharto Indonesia.
Rans Publisher and the film production Al-Jami‘ah, 52(2), 351–373.
"Sabyan: Pick Up Dream" which was https://doi.org/10.14421/ajis.2014.522
released and aired in 2019. Sabyan Gambus .351-373
also draws closer to music lovers through the Barnard, P. J. (2012). What Do We Mean by
production of the novel book "Sabyan: The the Meanings of Music ? Empirical
phenomenal story of the millennial son of Musicology Review, 7(1), 69–80.
Gambus" published by Rans Publisher and Bourdieu, P. (1991). Language & Symbolic
the film production "Sabyan: Pick Up Power. Cambridge: Polity Press.
Dream" which was released and aired in Choiriyah, A. (2015). Materi Dakwah dalam
2019 Lirik Lagu ―Izinkan Aku Reguk
Cintamu‖ Karya Ebiet G. Ade.
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Sabyan Gambus as an Indonesian religious Cross, I. (2012). Musics, Cultures and
music group has a popular music character Meanings: Music as Communication.
that is easily accepted by the community. Empirical Musicology Review, 7(1),
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has a deep meaning to be a fascination that is Foucoult, M. (1980). Power/Knowledge:
able to boast and legitimize Sabyan Gambus Selected Interviews and Other
as a group of music with big fans. One of the Writings 1972-1977. (C. Gordon,

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Press. Sasongko, A. (2017, July). Pemikiran dan
Junaidi, A. A. (2013). Janengan Sebagai Seni Kontribusi Al Farabi.
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Jurnal Penelitian Sosial Keagamaan, and Music to Balinese Hinduism.
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https://doi.org/10.21580/ws.2013.21.2 Sujatmiko, B., & El Ishaq, R. (2015). Pesan
.254 Dakwah Dalam Lagu ―Bila Tiba.‖
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Culture. Empirical Musicology Kesenian Setrek di Magelang.
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Mulyadi, M. (2009). Industri Musik 12(1), 14–30.
Indonesia: Suatu Sejarah. Bekasi: Udu, H., Kusuma, I. N. W., Suarka, I. N., &
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Kasidah Indonesia yang Terus

October 2019
READING LOG: CRITICAL THINKING IN WRITING

UNDERGRADUATE THESIS
Widya Ratna Kusumaningrum, Agnira Rekha

Department of English Education
Universitas Tidar
Magelang, Indonesia
kusumaningrum@untidar.ac.id
Abstract
In an undergraduate study, university students, including ESL students, are demanded to write a
thesis. During the process, students experience one major issue on how they develop and construct
their previous study as their literature review critically. The study aimed to explore the use of
reading log (RL) as the learning tools to improve their critical thinking skills in writing the
previous study part. This study was investigated under the quasi-experimental research design with
non-equivalent group design (NEGD) with the dependent analysis of variance (ANOVA). The
study compared two university students with the same academic qualification within the age range
of 21-22 years old (N=60): (1) an intact group with the reading log treatment (RLIG), and (2) a
control group without any specific treatment (NRLCG). The study presented the participants‘
quantitative data to respond to the score difference between the pretest and posttest. The findings
showed that the integration of the reading log is better to elicit and sharpen students‘ critical
thinking skills than without any specific treatment. The RLEG outperformed the NRLCG, in
which The RLIG had better construction of the previous study part with more profound analysis
than the NRLCG. Thus, it perceived that reading log implied developing students‘ critical thinking
skills.
Keywords: critical thinking skills, reading log, undergraduate thesis
INTRODUCTION higher education learning outcomes are

The rapid development in education associated to the higher-order thinking skills
challenges all parties at the tertiary education such as questioning and conflicting
level to equip their students to have better evaluations, self-regulation, critical thinking
education. Teaching and learning activities in about complex issues, and maximum
universities focused on equipping students to exertion of intellectual and practical skills in
think critically in response to the global universities (Choy & Cheah, 2009; Walker &
community generally. To develop their Finney, 1999). These critical thinking skills
competence, students must be more than just would require extra works for university
understanding and absorbing knowledge teachers due to the minimum practice of
from textbooks but students need to learn to critical thinking skills in secondary education
build skills in assessing and evaluating (Smith and Szymanski, 2013). As Smith and
information, as well as in discussion by Szymanski argue (2013) many students leave
giving strong and right reasons. It means that

October 2019
high school without learning how to develop in reading journal articles used as the
deep and higher-order thinking skills. references in their final thesis.
As the global concern, critical thinking has During this time, the process of reading
been the most recent issue since the last journal articles and using them as the
decades in some countries such as the United references is merely summarizing or taking
States, the United Kingdom, and Australia the ideas of certain articles and used them
(Ku, 2009). These countries try to encourage directly. This is not entirely wrong, but the
the student‘s critical thinking and put the fact is among the summaries do not have
responsibility to university parties to develop direct relevance to the article. This means
critical thinking skills to face the global that students only involve low order thinking
challenge in the 21st century. Hossoubah and ignoring high order thinking skill.
(2007) associates critical thinking skills as Hence, this matter is contrary to the higher
the ability to give reasons and evaluate education teaching purpose that wants to
qualities in a systematic and organized way. encourage students‘ critical thinking skills.
Facione opposes that critical thinking to the
illogical and irrational thinking, which has This study will use the reading log as an
six skills such as interpretation, analysis, evaluation tool for critical thinking skills.
evaluation, inference, explanation, and self- Reading logs are sometimes referred to as
regulation (2007; 2015). reading journals, response journals, or diary
reading (Lyutaya, 2011). Reading log
Further discussed, this study focuses on contains the components of critical thinking
interpretation and inference. Facione defines skills that have been mentioned. The use of
interpretation as the ability to comprehend reading logs as a reflective evaluation tool is
and express the meaning or significance of a to see how individual students view journal
wide variety of material. While, the inference articles different text difficulty. Not to
is associated with identifying and securing mention, reading log could be an effective
elements needed to draw a reasonable and attractive way for inviting students to
conclusion, to form conjectures and read and write (Lee, 2012). Based on the
hypotheses, as well as to consider relevant rationale above, this study proposes a
information and reduce the consequences research question, as follows.
flowing from various materials (2007).
―How effective is the reading log as a
The high demand and urgency to sharpen reflective evaluation tool to measure the
students‘ critical thinking skills require students‘ critical thinking skills of
university teachers provide suitable teaching interpretation and inference in understanding
techniques and prepare an evaluation tool to journal articles and using them as
measure the depth level of their critical references?‖
thinking. This is important to prevent
imbalances between the teaching process and
the evaluation tools used. This study focuses
on evaluating students‘ critical thinking skills

October 2019
METHOD Procedure
Research Design To investigate the effect of reading log as a
This study uses a quasi-experimental reflective evaluation tool for critical thinking
approach with a non-equivalent group design skills in reviewing scientific journal articles,
(NEGD) model. This research emphasizes both RLIG and NRLCG were given the same
the effect of reading log as a reflective pretest. They were asked to choose the
evaluation tool for critical thinking skills in related article to be used as the references
studying scientific journal articles. In this and write their review or response towards
NEGD, we involved two groups of the intact the articles. For the posttest, the NRLCG as
group with reading log intervention (RLIG) the control group had the same procedure of
and the control group with conventional the pretest with the conventional teaching
teaching procedure (NRLCG). method, i.e. responding to the prompts which
do not directly address the qualities
Participants associated with critical thinking. While, the
The study compared two groups of university RLIG as the intact group was given the
students with the same cognitive level reading log intervention. The adopted
(N=60) within the age range of 21-22 years reading log had some critical thinking
old: (1) The reading log intact group (RLIG) qualities as proposed by Facione (2015).
(N=30), and (2) a non-reading log control Based on Facione‘s core critical thinking
group (NRLCG) (N=30). The participants skills, interpretation sub-skills cover
were sitting in two different class groups and categorizing, decoding significance, and
were purposively selected from the 120 clarifying meanings, as well as the inference
participants. This study was carried out in sub-skills, include query evidence, conjecture
late April to late June 2019. alternatives, draw a logically valid or
justified conclusion. Thus the developed
Instruments reading log consists of (1) manuscript
Under the non-equivalent group design citation, (2) brief synopsis, (3) key research
(NEGD) with pretest-posttest design, this questions and the reasons of the researcher(s)
study measures the individual critical conducting the study, (4) theoretical
thinking skills on interpretation and inference perspective and research paradigm, (5)
skills. To support the data, the instruments setting, (6) participants, (7) methods, (8)
were used such as observations and test. The significant findings or conclusion, and (9)
observation technique was used to see the critiques, inferences, and ideas. The overall
behaviour and attitude changes during the pretest and posttest scores were statistically
reading log process. The test instruments compared to see the performance difference.
were the data comparison of pretest and
posttest of both groups. To estimate and Data Analysis
investigate the individual critical thinking The techniques of data analysis used were
skills of interpretation and inference, the both descriptive statistics and parametric
study adopts Facione‘s core critical thinking inferential statistics. The descriptive statistics
skills (2015). were to confirm the equality level of both
intact and control groups and to see the

October 2019
normality of the data. The average scores of interpretation and inference in review
pretest and posttest from both groups were scientific journal articles.
compared and analyzed by considering the
skewness and kurtosis values to the tables. FINDING AND DISCUSSION
After the normality was statistically Descriptive Statistics
identified, this study ran the parametric The average pretest and posttest scores from
inferential statistics by using the dependent two groups were investigated under
analysis of variance (ANOVA) to see the descriptive statistics. The scores were
effect of reading log as a reflective compared from the pretest and posttest using
evaluation tool for critical thinking skills of Facione‘s core critical thinking skills, which
were mentioned before.
Table 1. The descriptive statistics for the participants‟ pretest and posttest
Group Test N Lower Upper Mean SD Skew ZSkew Kurt ZKurt
RLIG Pretest 30 61 78 68.60 4.34 0.46 0.51 0.06 0.07
Posttest 30 63 82 71.13 4.53 0.08 0.92 0.82 0.09
NRLCG Pretest 30 60 76 68.57 3.35 1.08 0.11 0.09 1.21
Posttest 30 62 77 68.97 3.32 0.22 0.40 0.35 0.25
Table 1 showed the descriptive statistics kurtosis was between the range of 0.09-0.82
investigating the normal distribution of the with the kurtosis value (Zkurt) of pretest and
pretest and posttest data for both groups. posttest for the RLIG could be drawn into
Both RLIG and NRLCG were considered 0.07-0.09, and 0.25-1.21 for the NRLCG
equal as shown from the mean pretest score respectively. It can be assumed that the data
with 68.60 and 68.57, respectively. The had the histogram shape with rather flat on
normal distribution was probed by using top or had the platykurtic shape. However,
skewness and kurtosis values. From the the raw data were still considered normal to
skewness range of 0.08-1.08, the skewness be used.
value (Zskew) of pretest and posttest for the
RLIG could be drawn into 0.51-0.92, and Inferential Statistics
0.11-0.40 for the NRLCG respectively. The To understand the effect of reading log as a
Zskew indicated the normal distribution, reflective evaluation tool for critical thinking
unskewed. Kurtosis was done for skills in reviewing scientific journal articles,
understanding the density of the score this study used the dependent analysis of
distribution. From the table above, the variance(ANOVA).
Table 2. Summary of Analysis of Variance (ANOVA) for RLIG

Sources SS df MS F P-value F crit
Between Groups 96.27 1 96.27 4.54 0.04 4.01
Within Groups 1228.67 58 21.18
Total 1324.93 59 22.46

October 2019
Table 2 showed that the F-value (4.54) was reading log has a great effect on the students‘
higher than F-crit 4.01 (α=0.05) with P-value critical thinking skills in reviewing scientific
less than the α (0.05). It clarified that the journal articles.
Table 3. Summary of Analysis of Variance (ANOVA) for NRLCG

Sources SS df MS F P-value F crit
Between Groups 2.40 1 2.40 0.22 0.64 4.01
Within Groups 644.33 58 11.11
Total 646.73 59 10.96
Table 3 indicated the ANOVA results for interpretation and inference. The interpretation,
NRLCG of the conventional method. As which covers categorizing, decoding
shown from the table, the F-value was 0.22 significance, and clarifying meanings, was
less than the F-crit 4.01 with (α=0.05) and P- interpreted from the prompts such as manuscript
value (0.64) higher than the α (0.05). It citation, brief synopsis, key research
confirmed that conventional teaching did not questions and the reasons of the researcher(s)
have impacts to stimulate students‘ critical conducting the study, theoretical perspective
thinking skills in reviewing scientific journal and research paradigm, setting, participants,
articles. and methods, while for the inference was
concluded from some prompts such as
The interpretation and inference sub-skills significant findings or conclusion, and
To see the direct effect on reading on the critiques, inferences, and ideas. The details
students‘ critical thinking skills of interpretation on interpretation and inference are depicted
and inference, we identified and separated the below.
questions based on the two main categories of
Table 4. Summary of critical thinking skills

category Task The pretest-posttest average score changes
RLIG NRLCG
interpretation  manuscript citation 1.90 0.30
 brief synopsis
 key research questions
and the reasons of the
researcher(s)
conducting the study
 theoretical perspective
and research paradigm
 setting
 participants
 methods
Inference  significant findings or 0.63 0.10
conclusion
 critiques, inferences,
and ideas
Table 4 depicted how reading log helps dramatic change for RLIG for both
students to sharpen two critical thinking interpretation and inference with a big
skills. As the table showed there was a change of 1.90 from 51.45 to 53.35 for

October 2019
interpretation and 0.63 from 17.15 to 17.78 REFERENCES

for inference. Table 4 also displayed an Asmara, R., Kusumaningrum, W.R.,
insignificant increase for NRLCG in two Wulansari, A., Munirah, M.,
critical thinking skills of interpretation and Hersulastuti, H. (2018, December).
inference with 0.30 and 0.10, respectively. Measuring the Effect of A Flipped
Based on the data above, the RLIG Classroom Model on Critical
outperformed the NRLCG in both critical Thinking Skills. Paper presented at
thinking skills. It may be that reading log as the 2nd Workshop on Language,
the teaching tool has a significant impact to Literature and Society for Education,
hone critical thinking. Students learn how to Surakarta, Indonesia. Abstract
categorize, decode significance, clarify retrieved from
meanings and draw logically valid or https://eudl.eu/doi/10.4108/eai.21-12-
justified conclusion while answering the 2018.2282743
prompts on reading log. On the other hand, Choy, S., & Cheah, P. (2009). Teacher
the conventional teaching method did not perceptions of critical thinking among
focus on the eliciting critical thinking skills students and its influence on higher
and the teaching activity predominantly education. International Journal of
emphasized on summarizing the articles Teaching and Learning in Higher
without being challenged for making any Education, 20(2), 198–206.
inferences from their readings. Facione, P.A., Facione, N.C., Talking
Critical Thinking, Change: The
CONCLUSIONS Magazine of Higher Education,
Focusing on the investigation of the effect of March-April, 2007.
reading log on to elicit and measure two Facione, P. (2015). Critical Thinking: What
critical thinking skills, this study It Is and Why It Counts. Insight
implemented quasi-experimental research Assessment: np.
with non-equivalent group design (NEGD) Hossoubah, Z. (2007). Developing Creative
and dependent analysis of variance and Critical Thinking Skills
(ANOVA). The findings concluded that (terjemahan). Bandung: Yayasan
reading log as the teaching tool has a Nuansa Cendia.
significant impact to hone critical thinking as Ku, KYL. (2009). Assessing students‘
seen from the pretest-posttest changes. Based critical thinking performance: Urging
on the data above, the RLIG outperformed for measurements using multiple
the NRLCG in both critical thinking skills. It response format. Thinking Skills and
perceived that the results have implications Creativity, 4, 70-76.
for L2 teaching, particularly for nurturing the Lee, H.-C. (2013). The reading response e-
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Lyutaya, T. (2011). Reading Logs: Educational Leadership Preparation,

Integrating extensive reading with 8(2), 15–24.
writing tasks. English Teaching Walker, P., & Finney, N. (1999). Skill
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Smith, V. G., & Szymanski, A. (2013). Higher Education. Teaching in
Critical thinking: More than test Higher Education, 4(4), 531–547.
scores. International Journal of doi:10.1080/1356251990040409

October 2019
POLITENESS IN INTERLANGUAGE PRAGMATICS OF

REQUEST PERFORMED BY EFL LEARNERS
Wisma Wijayanti1, Agus Wijayanto2, and Sri Marmanto3

1&3 English Education Department, Universitas Sebelas Maret
2 English Education Department, FKIP-UMS
Surakarta, Central Java, Indonesia
wismawijaya23@gmail.com
Abstract
Without understanding the aspects of requestives, it would be difficult to make speech act
production of request in the right way. It could be offensive and trigger the face
threatening act (FTA) to the hearer if it is not conveyed politely. This study investigates
Indonesian EFL learners‘s production of politeness in request speech act. It also examines
the relationship between the use of politeness in requests and the social variables, such as
power and social distance. The data were elicited from 10 Indonesian EFL learners
through Discourse Completion Task (DCT). The result shows that not all types of request
strategies proposed by Trosborg (1995) are employed by the EFL learners. Regarding to
politeness, they apply all types of Brown and Levinson‘ politeness strategies (1987) in
expressing requests, such as bald on record, positive politeness, negative politeness, and
off record. The most dominant politeness strategy used by the EFL learners is negative
politeness while the least one is off record. Social variables, such as power and social
distance influence the way in which they express politeness expressions. The study of
politeness in interlanguage pragmatics could provide positive knowledge of the learners‘
understanding of pragmatic competence and the application of politeness theories in
classroom interaction, especially in EFL classroom interaction.
Keywords: politeness, interlanguage pragmatics, request, EFL learners, DCT
INTRODUCTION comprehensively, politeness aspects within

Politeness is an essential aspect in pragmatic competence could not be ignored
interlanguage pragmatics study. It is in learning the foreign language. This is
interpreted as an interpersonal relation because without understanding pragmatic
system used to reduce friction in interaction knowledge including politeness theory, it
(Yule, 1996). In other words, politeness is will cause misunderstanding even failures in
performed to build harmonious relationship communication.
among the people who engage in certain Many linguists have proposed theory of
interaction. Hence, politeness is necessary to politeness, the most influential ones are
be implemented in communication, Brown and Levinson (1987) with their Face
especially by the learners who are studying Saving Strategy. They develop a concept of
English as a foreign language. As the goal of politeness based on Geoffman‘s face theory
the learners in learning a foreign language is as a foundation to explain polite human
to be able to communicate fluently and interaction. Brown and Levinson (1987)

October 2019
examine politeness in the context of face- Thuruvan and Yunus (2017); Sukarno
management and divide speech act into two (2018); and IMRJ Widanta et al (2018). They
forms; that are face threatening acts (FTA) focused on the production of request speech
and face saving acts (FSA). A face act in various kinds of contexts.
threatening act (FTA) happens when a
speaker says something that represents a Johns and Felix-Brasdefer (2015) examined
threat to another individual‘s expectations linguistic politeness and pragmatics variation
regarding self-image. It is called as a face in the production of request among
saving act (FSA) if it is given the possibility Senegalese speakers of French. Tongwanchai
that some action might be interpreted as a (2015) analyzed pragmatic competence in
threat to another‘s face, but the speaker can requests of Thai learners of Spanish by
say something to minimize the possible comparing pragmatic competence performed
threat (Brown and Levinson, 1987). In by Thai learners of Spanish and Spanish
communication, the speaker should avoid native speakers. Hashemian and Farhang-Ju
speech acts that can threaten the hearer‘s (2017) investigated Iranian and Spanish
face, because it can make the hearer feel intermediate nonnative English learners‘
uncomfortable. request strategies to their faculty. Thuruvan
and Yunus (2017) identified the types of
Request is one of speech acts that is request strategies employed by the
commonly considered FTA. Request is participants in making request and the factors
categorized as a directive speech act that influencing their choice of strategies.
aims to get something done by the hearer in Khandani (2017) looked into the perception
certain circumstances (Searle, 1969). Thus, of requestive by Persian native speakers to
request can be offensive and trigger the face determine the socially appropriate request
threatening act (FTA) to the hearer if it is not patterns in Persian. IMRJ Widanta et al
conveyed properly. In foreign language (2018) delved into request modification
learning, appropriate behavior in expressing produced by Indonesian English speakers.
request is required in order not to embarrass Last, Sukarno (2018) explored politeness
the other interlocutor. Blum-Kulka (1991) strategies, linguistic markers, and social
outlined that a good indicator of cultural contexts commonly used to deliver requests
literacy of language users can be seen from in Javanese.
the use of appropriate and polished style of
request. The short review above indicates that many
studies of requests have been conducted
In recent years, request has been one of the under interlanguage pragmatics field,
most widely examined speech act in both of however, still few that focus on politeness in
interlanguage and cross-cultural pragmatic request expressions performed by Indonesian
fields (Vilar & Martinez-Flor, 2004). EFL learners. The present study observes
Previous studies on the similar topic were how Indonesian EFL learners produce speech
conducted by Johns and Felix-Brasdefer act of request with politeness strategies and
(2015); Tongwanchai (2015); Hashemian and looks at how social variables affect the use of
Farhang-Ju (2017); Khandani (2017); the politeness. It is conducted in the different

October 2019
context performed by the different All situations below take place in the
participants in which the DCT situations in classroom interaction, so you act as a
this article are designed in accordance with teacher and the students who come
the situations that happen in a classroom from different background, such as
setting by considering the aspects of social different age and occupation. You are
variables, such as power and social distance. required to imagine if you are in the
The research questions are formulated as following situations then what will you
follows: (1) What types of request and say.
politeness strategies are performed by EFL
learners? (2) What is the relationship Situation 1 (requesting to a higher
between the use of politeness in request and power – close distance relationship)
the collocutors‘ social power and distance? ―You are a student. In the class, you
have recognized your teacher well
METHOD since you were at the first semester.
Instrument of the research When your teacher are explaining
The researcher used Discourse Completion about an important topic, you couldn‘t
Task (DCT) to obtain the data for this study. comprehend it, because it is too
Discourse Completion Task is a common difficult for you. What will you say if
procedure in interlanguage pragmatic you want to ask your teacher to explain
research, especially in investigating the more about the topic?‖
speech acts production. Kasper (2000)
affirms that a Discourse Completion Task is Participants of the research
the most prominent way of pragmalinguistic The participants of the research were 10
and linguistic data elicitation. Further, it is Indonesian university students consisting of
believed that this kind of data elicitation can 5 male and 5 female students who were
be used to gain many data in short time. selected randomly. They were non English
DCT scenarios used in this research were department students studying in a university
adapted from Shoshana Blum-Kulka (1987). in Yogyakarta, Indonesia. They learn English
The DCT involved 6 situations in which each as a foreign language. The participants of the
situation considered the aspects of power and research were required to respond each DCT
social distance. The power referred to the in the written form. Through the DCTs, they
social status of the requesters over the were given a short description of the situation
requestees. It comprised three levels, such as involving setting, familiarity, and power
high, equal, and low power. The second relation between the participants. Then, they
variable was social distance relating to the were asked to imagine and put themselves in
degree of familiarity or intimacy between the each DCT situation. They gave responses to
interlocutors. It was divided into two levels, the DCTs according to the context of
such as close distance relationship and not situation.
close distance relationship. The examples of
DCT in this research are as follows: FINDING AND DISCUSSION
This section discusses the findings of the
research. It comprises the answers of

October 2019
research questions that consists of types of (3) If you‘re not busy, I hope you can
politeness strategies used by EFL learners in help me to explain more about the
producing request expressions and the topic you have explained in the
relationship between politeness in perfoming class, because I don‘t understand.
request and social variables, such as power (4) Excuse me, would you explain more
and social distance. The data of this research about the topic, because I don‘t
were analyzed based on politeness theory understand enough.
proposed by Brown and Levinson‘s (1987) (5) I don‘t mean to interrupt you Mr.
and the theory of request strategies suggested Bryan, but may I have more
by Trosborg (1995). explanation regarding today‘s
course? Because I haven‘t
Situation 1 understood a single thing from the
―You are a student. In the class, you have beginning of your class.
recognized your teacher well since you Situation 2
were at the first semester. When your ―You have an important story that your
teacher is explaining about an important close friend must know about it. You will
topic, you couldn‘t comprehend it, come to him/her after the class. What
because it is too difficult for you. What will you say to your close friend if you
will you say if you want to ask your want to ask him/her to have a seat
teacher to explain more about the topic together and have a small talk with
being discussed in the class in which you you?‖
don‘t understand enough about that
topic?‖ The second situation happens when the
speaker (the student) has an equal power and
The first situation represents the speaker in close relationship with the hearer (the other
lower power than the hearer and their student). This situation tells the speaker (the
relationship is close. The situation tells the student) to ask the hearer (the other student)
speaker (the student) to request the hearer have a seat together and have a small talk.
(the teacher) explain more about the topic The result reveals that there are eight
being discussed in the class in which the negative politeness strategies, one bald on
speaker does not understand enough about record, and one positive politeness uttered by
that topic. The result of DCT shows that all the learners in making request. The examples
EFL learners apply negative politeness of politeness expressions in situation 2 are as
strategy when they perform their request in follows:
this situation, for instances: (1)Jean, can you sit beside me? I have
(1) I‘m sorry, I didn‘t really understand gossip that I need to tell you.
about the discussion. Would you (Negative Politeness)
mind to explain it once again? (2)Hi my bro, good morning! May I sit
(2) It‘s difficult to understand the topic. beside you? Because I want to talk
Can you explain more about the to you. (Positive Politeness)
topic, sir?

October 2019
(3)Rob, please sit next to me. I need to about pronunciation. (Bald on

tell you the hottest news about your record)
crush Britney. (Bald on record) (3)Would you do me a favor to clean
(4)Can you have a seat beside of me the blackboard please? (Negative
because I want to discuss something Politeness)
important? (Negative Politeness) (4)Can you help me to clean the
(5)If you want please take a seat beside board? (Negative Politeness)
of me because there are some (5)Please clean the blackboard
information that we need to discuss. because I can‘t write in there. (Bald
(Negative Politeness) on record)
Situation 4
Situation 3 ―You are a student. You have a new
―You are a teacher. You are teaching at teacher in your class. Your teacher said
the class where you have known your that he will give an exam in your class in
students very well. When you want to order to know the ability of the students
write something on the blackboard, you in your class. Unfortunately, you are not
find the blackboard dirty. What will you ready for the exam because of something
say if you want to ask your student to difficult. What will you say if you want to
clean the blackboard, because the ask your new teacher to help you get
blackboard is full of notes and you need ready for the exam tomorrow?‖
to write down the materials on it?‖
Situation 4 is designed for the hearer (the
The third situation is intended to the hearer in teacher) who has higher power than the
lower power and close distance relationship. speaker (the student) in distant relationship.
This situation tells the speaker (the teacher) The situation tells the speaker (the student) to
to ask the hearer (the student) clean the ask for help the hearer (the new teacher) to
blackboard, because the blackboard is full of get ready for the exam. The result shows that
notes and the speaker (the teacher) needs to there are nine negative politeness and one off
write down the materials on it. The result of record strategy applied by EFL learners in
DCT indicates that there are two learners performing request in situation 4, such as:
who employ bald on record strategy, one (1)Sorry, I‘ll have an exam soon, but I
learner who expresses positive politeness, haven‘t understood the topic well.
and seven learners who convey negative Do you understand about it? (Off
politeness strategy. The utterances can be record)
seen below: (2)Actually, I have an exam tomorrow,
(1)Guys... the blackboard is full of but I don‘t really understand the
notes. I want you to clean the lesson. Could you please help me?
blackboard, please. (Positive (Negative Politeness)
Politeness) (3)Sorry for disturbing you, can you
(2)Timmy, please be a good student help me to explain about the last
and clean the mess on the board. lesson because I don‘t understand
Because I‘m gonna teach all of you

October 2019
and I‘m not ready for exam. (4)Her handwriting looks like a train
(Negative Politeness) rick, Dave can you help me to read
(4)Excuse me, are you busy right now? it for me?
Can you help me with my lesson, (5)Intan, can you read loud the
because I must get ready for exam? teacher‘s notes on me?
(Negative Politeness)
(5)Excuse me, Sir, can you help me to Situation 6
teach this topic? Because it‘s ―You didn‘t attend the yesterday class.
difficult to understand. (Negative And today, you come to the class earlier,
Politeness) because you want to copy your friend‘s
notes. At the class, there is only one
Situation 5 friend whom you are not close with,
―You are a student. When your teacher is because he is your junior who joins into
writing down the materials on the your class. What will you say if you want
blackboard, you couldn‘t see that notes to ask him to lend you some lecture
clearly. You need your friend (you are notes?‖
not close with him/her, because he/she
came from the different class on previous Situation 6 is intended to the speaker (the
semester) beside you to read aloud the student) who has distant relationship and
teacher‘s notes on the blackboard for higher power than the hearer. This situation
you, because you can‘t read the notes explains the speaker (the student) to ask the
clearly. It is difficult to read. What will hearer (the other student) to lend some
you say?‖ lecture notes for the speaker. The result
points out that there is only one politeness
The fifth situation occurs when the speaker strategy used by the learners in expressing
has equal power with the hearer in a distant request; that is negative politeness strategy.
relationship. In this situation, the speaker (the Some examples of negative politeness
student) is required to ask the hearer (the expression performed in situation 6 can be
other student) to read aloud the teacher‘s seen below:
notes on the blackboard, because in this
context, the speaker can‘t read the notes (1)Morning Adam, can I borrow your
clearly. The result reports that all EFL lecture notes, please? Cos yesterday
learners convey negative politeness strategy I didn‘t come to the class.
when they perform the request expression in (2)Marco, may I borrow your notes? I
situation 5, for instances: couldn‘t attend the class yesterday,
(1)Can you please read loud the notes because I have to drive my mom to
on the blackboard because I can‘t the hospital.
read it clearly? (3)Hi, are you busy? Can you lend me
(2)Excuse me, would you read the your notes from the last meeting?
notes on the blackboard for me? (4)Sorry, I didn‘t attend yesterday‘s
(3)Hi... I can‘t read the teacher notes. class. Can you lend me your notes?
May you read it for me?

October 2019
(5)Would you mind lending me your request expressions combined by the use of
notes? I missed the class due to my politeness strategies performed by EFL
cat gave birth yesterday. learners and the second table contains the
frequency of politeness strategies in six
To sum up the result of the research, the different situations related to social variables.
researcher classified the data into two tables; The frequency of the use of politeness
the first table relates to the frequency of strategies in request is presented in table 1.
Table 1. Frequency of politeness strategies in request
Request Strategies Politeness Strategies Total

Bald on Positive Negative Off
Record Politeness Politeness Record
Imperatives 3 - - - 3
Performatives - - - - -
Obligation - - - - -
Desires/needs - 1 1 - 2
Wishes - - 3 - 3
Suggestory Formulae - - - - -
Permission - 1 7 - 8
Willingness - - 11 - 11
Ability - - 32 - 32
Hint - - - 1 1
Total 3 2 54 1 60
Table 1 shows that there were totally 60 data There were 54 data of requests utterances
containing politeness expressions performed involved into negative politeness strategy. It
by EFL learners in making request. It was the most dominant politeness strategy
indicates that all politeness strategies used by EFL learners in performing requests.
proposed by Brown and Levinson (1987) This could be because negative politeness
were applied by the learners when strategy could be used to indicate the
performing request. The EFL learners in this existence of social distance between the
research frequently used negative politeness speaker and the hearer. According to Brown
as their strategy to make their production of and Levinson‘s theory of politeness (1987),
request politer whereas they infrequently there are 10 strategies of politeness that
conveyed off-record strategy. However, not belong to negative politeness, such as: be
all types of request proposed by Trosborg conventionally indirect, question – hedge, be
(1995) were employed by the participants of pessimistic, minimize the imposition, give
the research; only 7 types of request deference, apologize, impersonalize S and H,
strategies were used by the learners including state the FTA as a general rule, nominalize,
imperative, desire, wishes, permission, and go on record as incurring a debt or as not
willingness, ability, and hint. indebting H. The uses of politeness strategies
within negative politeness can be seen from
Negative Politeness the examples:

October 2019
(1) Excuse me, can you explain more (3) ―Hi, are you busy? Can you lend
about the topic please? (be me your notes from the last
conventionally indirect) meeting?‖ (Ability)
(2) Pardon me Mr. Penowski, I don‘t (4) ―Hi, do you have time? May I sit
mean to be rude, but would you mind here? I have some problem and I
to explain your course more? I found want to discuss it with you‖.
my self confused about it. (apologize) (Permission)
(3) Excuse me, would you explain more (5) ―Hi, I want you to talk with me for
about the topic, because I don‘t a while. Can I sit here?‖ (Desire)
understand enough. (be pessimistic)
(4) Farah, can I talk with you? (question Bald on Record
– hedge) Only 3 data of the study that involved bald
(5) If you want please to take a seat on record strategy. It was often used by the
beside of me because there are some learners in expressing request in imperative.
information that we need to discuss. The use of imperative form indicates the
(minimize the imposition) characteristic of bald on record that leads to
Most EFL learners in the study applied direct strategy. Based on the politeness
negative politeness strategy in performing theory proposed by Brown and Levinson
some types of request, such as request for (1987), the main reason for bald on record
desires, wishes, permission, willingness, and usage may be stated simply in general,
ability. These kinds of request were whenever the speaker wants to do FTA with
characterized by the use of can/could as the maximum efficiency more than he wants to
ability statement, will/would as the satisfy the hearer‘s face, especially when the
willingness statement, may as the permission speaker is in emergency situations.
expression, and want/need as the desire The participants of the research used bald on
expression. The most dominant request record strategy to express their request in two
strategy that involved negative politeness situations. The first situation occurred when
was request for ability. There were 32 they conversed with someone who had
expressions of request in the form of ability equal power and close relationship. The
question. Some examples below show the use second situation happened when they talked
of negative politeness in request for ability, to someone with close relationship and
willingness, permission, wishes, and desire. lower power. The examples of utterances
(1) ―If you are not busy, I hope you containing bald on record strategy in request
can help me to explain more about can be seen below:
the topic you have explained in the (1) ―Rob, please sit next to me! I need to
class, because I don‘t understand tell you the hottest news about your
enough‖. (Wish) crush Britney‖.
(2) ―I‘m sorry, I didn‘t really (2) ―Timmy, please be a good student
understand about the discussion. and clean the mess on the board!‖
Would you mind to explain it once (3) ―Please clean the black board
again?‖ (Willingness) because I can‘t write in there!‖

October 2019
In the first example, the speaker and the The types of request which were used
hearer had equal power and close together with positive politeness strategy was
relationship. Meanwhile, the second and third request for permission and request for desire.
example, the requests were addressed to the Each type of request expression was
hearer with lower power and close social conveyed in two different situations, namely
distance. The data indicate that the speakers the situation in which the hearer had lower
who had equal power and higher power in power and close social distance; and the
close relationship had an authority to perform situation in which the hearer had equal power
the request by using bald on record strategy and close social distance. In the first
in direct way. However, since bald on record example, the speaker and the hearer had the
strategy is direct, it risks to threaten the same power and close social relationship.
hearer‘s face, so that it can make the hearers Meanwhile, in the second example, the
feel uncomfortable in complying the hearer‘s power was lower than the speaker‘s
speaker‘s request. and their relationship was close. Example 1
was a request for permission in which it was
Positive Politeness characterized by the use of the expression of
Positive politeness strategies were rarely permission ―may I sit beside you?...‖.
used by EFL learners in performing request. Meanwhile, example 2 was a request for
According to Brown and Levinson (1987), desire employed with positive politeness
there are 15 strategies within positive strategy. The words ―I want you....‖
politeness, such as: notice – attend to H, indicated the speaker‘s desire for the hearer
exaggerate, intensify interest to H, use in to do something for the speaker‘s beneficial.
group identity markers, seek agreement, According Brown and Levinson (1987),
avoid disagreement, assert common ground, positive politeness strategy is used to reduce
joke, presuppose S‘s knowledge and concern the imposition to the hearer‘s face. It is also
for H‘s wants, offer – promise, be optimistic, used to indicate the closeness, intimacy, and
include both S and H in the activity, give good relationship between the speaker and
reasons, assert reciprocity, and give gifts to the hearer. Hence, this strategy can produce
H. However, there are only two politeness the request politer rather than bald on record
expressions that belong to the use of in-group strategy.
identity markers. It includes the usages of
address forms, such as ―my bro‖ and ―guys‖. Off Record
The two examples of postive politeness The last strategy performed by the EFL
strategy can be seen below: learners was off record strategy. Off record is
(1) ―Hi my bro, good morning! May I sit the most indirect strategy among the four
beside you? Because I want to talk to strategies proposed by Brown and Levinson
you‖. (1987). Since off record belongs to indirect
(2) ―Guys... the blackboard is full of strategy, it implies the speaker‘s request. In
notes. I want you to clean the this study, off record was the least strategy
blackboard, please‖. used by the learners in expressing requests.
The reason why the learners rarely employ
off record strategy might be because this kind

October 2019
of strategy produces politeness expressions proposed by Brown and Levinson (1987)

which are often difficult to understand and namely bald on record, positive politeness,
interprete by interlocutors. If the speaker negative politeness, and off record. Most
says something by implying the message, and EFL learners applied negative politeness
the interlocutor couldn‘t comprehend the strategy along the situations where the
message, it will lead to misunderstanding situation happened such as when the speaker
even failure in communication. had lower, equal, or higher power than the
Only one request applied by the learners used hearer regardless the relationship among the
off-record strategy; that is, strong hint. The speaker and the hearer.
example of off record strategy in strong hint
request is in the italic sentence. ―I‘ll have an Negative politeness was the most dominant
exam soon, but I haven‘t understood the politeness strategy used by the learners in all
topic well. Do you understand about it?‖. It situations, because negative politeness
is employed by the student (the speaker) to probably was the easiest strategy to produce
the teacher (the interlocutor) in which the polite and understandable utterances. By
speaker in this situation has lower power than means of negative politeness strategy, the
the hearer in the distant relationship. The hearer could comprehend the speaker‘s
sentence above shows that the speaker intention without misunderstanding. Further,
delivers the request indirectly by saying ―Do negative politeness strategy could be used to
you understand about it?‖. The real meaning indicate the existence of social distance
of this question is that the speaker wants to between the speaker and the hearer, so that it
request the hearer to explain more about the could make the interlocutor comfortable in
topic of examination. accomplishing the speaker‘s request without
threatening the hearers‘ face. Therefore, this
Table 2 describes that EFL learners in this strategy could increase the probability of the
research applied all politeness strategies hearer to perform the speakers‘ request.
Table 2. Frequency of politeness strategies in each situation

Politeness Situations Total
Strategies Sit. 1 Sit. 2 Sit. 3 Sit. 4 Sit. 5 Sit. 6
Higher Equal Lower Higher Equal Lower
power – power – power – power – power – power –
close close close not close not close not close
Bald on Record - 1 2 - - - 3
Positive - 1 1 - - - 2
Politeness
Negative 10 8 7 9 10 10 54
Politeness
Off Record - - - 1 - - 1
Total 10 10 10 10 10 10 60
All politeness strategies proposed by Brown not employed all types of request strategies.
and Levinson can be used to express all types They only used some of request strategies,
of request strategies proposed by Trosborg such as request for permission, willingness,
(1995). However, in fact, EFL learners did ability, wishes, and desire that belong to

October 2019
conventionally indirect; strong hint that a direct way to deliver the request in some
belongs to indirect request, and imperative occasion, despite the power possessed by the
that belongs to direct request. hearer was higher than that of the speaker.
All in all, in line with Wijayanto, Laila,
EFL learners employed those types of Prasetyarini, and Susiati, (2013), the EFL
requests in line with the functions of each learners‘ strategies were much influenced by
politeness strategy. Bald on record was status level and social distance.
applied to express the request in the type of
imperative. Positive politeness was used to
deliver request for desires. Negative CONCLUSIONS
politeness was conveyed to perform request The present study concluded that EFL
for permission, willingness, ability, and learners apply all politeness strategies
wishes. Off record was employed in namely bald on record, positive politeness,
expressing hint request. The most dominant negative politeness, and off record. Negative
request strategy used by EFL learners was politeness is the most frequently strategy
conventionally indirect strategies (56 data), used by the learners to deliver their requests.
followed by direct strategies (3 data), and Moreover, most EFL learners employ
indirect strategy (one datum). Meanwhile, the negative politeness strategy along the social
most dominant politeness strategy applied by situations, such as when the speaker is in
EFL learners was negative politeness (54 lower, equal, or higher power than the hearer
data), followed by bald on record (3 data), regardless the relationship among the speaker
positive politeness (2 data), and off record and the hearer. Power and social distance
(one datum). The most frequently influence the way in which the speakers
combination strategy used by EFL learners convey politeness expressions. However,
was negative politeness combined with sometimes, the situations of every
request for ability. conversation also determine the application
of politeness.
In relation to the power and social distance,
speakers with higher, equal, or lower power In relation to pragmatic competence, it can
than the hearer could express politeness be concluded that Indonesian EFL learners in
expressions directly and indirectly either it this study are still influenced by the social
was intended to the hearer in close and cultural norms of L1 when constructing
relationship or distant relationship. Further, the target language‘s pragmatic. In some
collocutors with a higher power did not occurrences, they often transfer their L1 to
always utter the request directly, but L2, so the meanings resulted in L2 seem like
sometimes, they also used an indirect way to what Indonesian native speakers usually say.
employ the request, although their power Thus, it produces improper meaning in L2.
was higher than the hearer. On the other This study provides a better understanding of
hand, speakers who had lower power than the pragmatic competences regarding to
hearer did not merely use the indirect way politeness realization in request speech act
when they talked to the hearers with the for the learners who are studying English as
higher power. However, they also employed foreign language. In addition to social

October 2019
contexts, the use of politeness strategies in Hashernian, M., & Farhang-Ju, M. (2017). A
request might be different in the use of pragmatic study of speech act by
language in the other country. Consequently, Iranian and Spanish nonnative
EFL learners, especially in Indonesia, should English learners. Journal of Research
be aware of it. Teaching L2 politeness to in Applied Linguistics, 8, 14-20.
EFL learners could minimize aggressive I M R J Widanta et al. (2018). Interlanguage
interaction and provide better ability for the request modification: A case in
learners to acquire communicative vocational college. Journal of
competence in order to establish smoothness, Physics: Conf. Ser. 953 012095.
harmonious, and effective communication. Johns, A., & Felix-Brasdefer, J. C. (2015).
Future research on interlanguage pragmatics Linguistic politeness and pragmatic
of request could possibly look at the aspects variation in request production in
of impoliteness. It is necessary to get the Dakar and French. Journal of
deeper understanding on politeness in Politeness Research, 11(1), 131-164.
interlanguage pragmatic of request. Khandani, E. K. (2017). Requestive speech
acts realization patterns: Observation
REFERENCES from Persian. RALs Journal.
Blum-Kulka, S. (1987). Indirectness and Kasper, G., & Dahl, M. (1991). Research
politeness in requests: Same or methods in interlanguage pragmatics.
different? Journal of Pragmatics II , Studies in Second Language
131-146. Acquisition, 13, pp 215-247.
Blum-Kulka, Shoshana & Olshtain, Elite. Kasper, G. (1992). Pragmatic transfer:
(1984). Requests and apologies: A Second language research, 8(3), 203-
cross-cultural study of speech act 231.
realization patterns (CCSAR). Kasper, G., & Blum-Kulka, S. (1993).
Applied Linguistics Journal, 196-213. Interlanguage pragmatics. New
Blum-Kulka, S. (1991). Interlanguage York: Oxford University Press.
Pragmatics: The Case of Requests. In Kasper, G. (2000). Data collection in
R. Phillipson, E. Kellerman, L. pragmatics research. In H. Spencer-
Salinker, M., Sharwood-Smith, M. & Oatey (Ed.), Culturally speaking (pp.
Swain, M. (eds.). Foreign/Second 316–341). London, New York:
Language Pedagogy Research. Continuum.
Clevedon and Philadelphia: Searle, J. R. (1969). Speech acts: An essay in
Multilingual Matters, 255–272. the philosophy of language.
Brown, Penelope & Levinson, Stephen C. Cambridge: Cambridge University
(1987). Politeness: Some universals Press.
in language use. Cambridge: Sukarno. (2018). Politeness strategies,
Cambridge University Press. linguistic markers, and social context
Goffman, E. (1967). Interaction ritual; in delivering request in Javanese.
essays on face-to-face behavior. Indonesian Journal of Applied
Garden City, N.Y: Doubleday. Linguistics, 7 (3), 659-667.

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Thomas, J. (1995). Meaning in Interaction: and apologies. New York: Mouton de

an Introduction to Pragmatics. Gruyter.
London: Longman. Vilar Beltran, Elina & Martinez-Flor, Alicia.
Thuruvan, P., & Yunus, M. M. (2017). The (2004). Analyzing English native
speech act of request in the ESL speakers‘ use of request modification
classroom. 3L: The Southeast Asian devices during a role-play activity.
Journal of English Language Studies, International Journal , 199-205.
23 (4), 212-221. Wijayanto, Agus., Laila, Malikatul.,
Tongwachai, F. (2015). Pragmatic Prasetyarini, Aryati., & Susiati,
competence of request of Thai Susiati. (2013). Politeness in
learners of Spanish. Pertanika interlanguage pragmatics of
Journal of Social Science and complaint by Indonesian learners
Humanities, 23, 131-141. of English. English Language
Trosborg, Anna. (1995). Interlanguage Teaching, 6(10), 188-201.
pragmatics of request, complaints, Yule, G. (1996). Pragmatics. Oxford: Oxford
University Press.

October 2019
CONSTRAINTS IN IMPLEMENTING FORMATIVE

ASSESSMENTS: TEACHERS‟ VOICE TOWARD THE
PRINCIPLE OF ASSESSMENT FOR LEARNING
Wiyaka, Entika Fani Prastikawati and AB Prabowo Kusumo Adi

Universitas PGRI Semarang
Semarang, Indonesia.
entikafani@upgris.ac.id
Abstract
Learning assessments can serve two purposes, formative and summative. The first is
commonly associated to assessment for learning while the latter is aggregated as
assessment of learning. However, formative assessment has often played second fiddle to
summative assessment. While there have been several studies which proved the
significant effect of formative assessments to increase student achievement in learning,
not many teachers do practice formative assessments due some reason. This study aims to
discover English teachers‘ experiences regarding formative assessment so as to identify
key problems and challenges they face in implementing. This research employed
qualitative design in which deep exploration of the phenomenon was conducted. The
study revealed that teachers‘ main constraints lay on, insufficient knowledge of formative
assessments, time management, and the absence of formal guidance from the authority.
Keywords: Constraints, Formative Assessment, Assessment For Learning
INTRODUCTION Teachers must assess their students to find

In teaching and learning process, classroom out the feedback on students‘ understanding
assessment plays an important role as one of on the material given on that time. As stated
the crucial obligation for the teachers. It is by Singh (2017) that teachers assess student
regarded as inseparable aspect in getting the learning to obtain feedback about students‘
progress of teaching and learning to students. understanding of the knowledge, skills and
An assessment in learning is also considered content taught and thus, to be able to identify
as a tool for gathering useful information their students‘ weaknesses and strengths. The
about teaching and learning through an literature on classroom assessment has shown
orderly process of inquiry based on a set that the content domain in which
purpose that effectively informs practice and lecturers/teachers are required to develop the
decisions (Hasim & Tunku Mohtar, 2013). assessment skill would encourage educators
Ordinary teachers spend up to one-half of the to focus on the process as well as the
classroom time assessing and evaluating products of learning, and to move away from
students‘ learning (Wyatt-Smith & a reliance on single-test scores towards
Cumming, 2010). assessment that seeks to capture a variety of
abilities and outcomes (Sambell, McDowell,

October 2019
& Brown, 1997). It means that the formative assessment provides information
assessments done by the teacher is expected about the learning process that teachers can
to give the record on how well the students use for instructional decisions and students
absorb the knowledge that the teacher is can use in improving their performance,
trying to transfer. which motivates students. To add, Boston
(2012) states that formative assessment helps
Schools in Indonesia or where else in the students believe that everyone can learn and
world commonly carry out educational achieve positive results in their studies.
assessments in terms of summative tests and Formative assessment has also features that
examinations. The aim of summative affect students on psychological and
assessment is to measure what students have emotional levels giving them opportunity to
learnt at the end of a unit, to promote avoid unwillingness and discouragement in
students, to ensure that they have met the learning (Akhmedina, 2017). In other words,
required standards on the way to earning formative assessment which has been defined
certification for school completion or to enter as assessment for learning can give many
certain occupations, or even as a method to benefits for students‘ learning improvement.
select students for entry in further education In formative assessments, students will not
((OECD/CERI, 2005). This then leads the just focus on the grade or score they will
teacher to accept the principle ―testing for achieve. In formative assessment, students
learning‖ as their teaching assessment. will take responsibility on their own learning.
Hasim (2018) also says that Conventionally, As stated by Popham (2014) mentions that
largely perhaps for logistical reasons, there formative assessment is a planned process in
has been an emphasis on a posteriori which assessment-elicited evidence of
assessment of students learning by such students‘ status is used by teachers to adjust
means as tests and examinations. their ongoing instructional procedures or by
students to adjust their learning tactics. It
Apart from the practice of testing in means that the students will have a chance to
educational assessment, during the teaching plan what they want to do according to their
teachers need to ascertain that their students teacher‘s instructions and recommendations.
have really understood the given materials. Regarding the benefit and importance of
The type of assessments that functions to formative assessments, teachers should
gather evidence of students learning and consider implementing this kind of
providing feedback to students and adjusting assessment regularly to get the best result of
instructional strategies to enhance students‘ learning. In fact, based on the
achievement is formative assessment survey gained by the writer, it is found that
(MacMillan, 2014). Formative assessment teachers face some difficulties in
(hence in this article abbreviated as FA) can implementing formative assessments in their
be used to improve learning, to generate classroom. This condition then leads the
insights on educational issues, to promote writer to investigate what the main reasons
continuous evaluation and to strengthen why the teachers do not implement formative
programs and organizations (Mathison, assessment in their classroom.
2010). According to William (2011),

October 2019
METHODOLOGY The figure 1 below showed that

This study applied a survey and qualitative basically teachers had good
research. According to Merriam (2009), the understanding on FA. 17 teachers
qualitative method offers greater (68%) had mentioned that they
opportunities for conducting exploratory and really understood FA well. Thus, 4
descriptive research that uses the context and teachers (16%) said that they
setting to search for a deeper understanding understood FA and the rest 4
of the person being studied. This means that teachers (16%) also mentioned that
qualitative study brings an opportunity to they did not understand FA.
gain the data deeper through certain ways.
All participants were 25 English teachers of Figure 1
Junior High Schools in Semarang, Indonesia.
Questionnaires and in depth-interview were 70%
given to the participants to get the main data 60% Teachers'
about constraints in implementing formative Understanding on
50% FA
assessments in their classroom. 40%
30%
FINDING AND DISCUSSION 20%
The result of this study was divided into two 10%
main data. They were about teachers‘ 0%
understanding on formative assessments
(including their perception and how often
they implemented formative assessments)
and their constraints in implementing
formative assessments in the classroom.
1. Teachers‘ Perception on Formative Figure 1
Assessments. Teachers‟ Understanding on FA
Questionnaires were given to gain the
data about teachers‘ perception on The data of figure 1 had proved that
formative assessment. According to the teachers actually had known about
result of questionnaires, the teachers formative assessments. This data was
actually had positive attitude towards the supported by their statement in interview
implementation. It was proven from their as stated below:
understanding which is good. On the Teacher 3: Ya, I have known about
other hand, even they said that they had formative assessment well
understood well on formative since I was post graduate
assessment, they mentioned that they student. It is interesting
rarely implemented formative actually.
assessment. Teacher 6: Sure, I understand FA. It is
a. Teachers‘ Understanding on an assessment that can help
Formative assessment (FA) us as teacher to renew the

October 2019
teaching and learning their students. To add, they also

process. mentioned that formative assessment can
Teacher11: Yes, I understand completely give feedback to them on the
on formative assessment. improvement of their students learning.
Teacher16:Of course, I understand
formative assessment. I also
implement it in my c. Frequencies in Implementing
classroom. I am good in Formative Assessment.
implementing formative the previous data had shown us that
assessment. teachers had understood well on
formative assessments, meanwhile
b. Teachers‘ Perception on Formative they mentioned that they mostly did
Assessment not implement formative
The next data was about the assessment.
teachers‘ perception on formative
assessment which can be seen on the Figure 3
figure 2 below.
80%
70%
Figure 2
60%
50%
90% 40%
80% 30%
70% 20% frequencies in
implementing FA
60%
10%
50% Teachers'
perception on FA 0%
40%
30%
20%
10%
0%
Figure 3
Frequencies in Implementing FA in the
Classroom
Figure 2
Teachers‟ Perception on Formative The data above showed that most
Assessment teachers rarely implement FA (76%)
even they had understood well on FA.
Figure 2 above proved that teachers Then 16% of the teachers said that they
actually had positive attitude toward always implemented FA in their English
formative assessment. They believed that classroom. Meanwhile, there were 8% of
formative assessment can give benefit to the teachers said that they never

October 2019
implemented FA as far as they taught 2. Constraints Faced by the Teachers in

English in the classroom. This data of Implementing Formative Assessment in
figure 3 was also proved by the result of English Classroom
interview as stated below. The teachers were also asked about the
constraints that they face in
Teacher 2 : I rarely use formative implementing formative assessments.
assessment in my class. There were three reasons considered as
I don‘t want to be busy their obstacles such as their insufficient
in preparing the class knowledge of formative assessments,
by using FA. time management, and lack of guidelines
Teacher 13: I seldom implement FA in of formative assessment.
my English class. I
don‘t really understand Figure 4
it.
Teacher 14: I am afraid in using FA in
the class. I understand 60%
it actually. I have read 50%
some references but 40% Constraints in
don‘t know why I am implementing FA
30%
afraid I make mistake
20%
so I rarely implement
FA. Once I 10%
implemented FA, but it 0%
was guided by my
colleague who is good
in implementing FA.
Teacher 21: (laughing) he..he.. I am
so sy that I never
implement FA in the Figure 4
class. I am lack of idea Teachers‟ Constraints in
of that. Implementing FA
Teacher 22: Ya, I rarely implement
it. It needs preparation The figure 4 above told us that the main
right? I have so many reason of why teachers rarely implement
other schedule so I FA was their insufficient knowledge of
almost implement it. FA (56% of the teachers). Even they had
But actually I ever said that they understood well but they
implemented last thought they needed more knowledge on
semester. it. Many teachers rely a lot on
summative assessment in the classroom
with little emphases on formative
assessment. This is thought to result

October 2019
from teacher beliefs which are consistent CONCLUSIONS

with principles of scientific Referring to the results of this study, it can be
measurement; they believe that summed up that basically teachers have good
assessment should be uniform in order to understanding on FA. Besides, they also have
ensure fairness. For this reason they see positive attitude toward formative
assessment as official and divorced from assessments though most of them were
the process of teaching and learning. proved not having implemented it in their
With large classrooms, new or classroom.
inexperienced teachers are more
concerned with classroom management Constraints in implementing the FA were
issues than trying out strategies that will identified in three factors. The first is on the
help students learn. insufficient knowledge of FA. Then followed
The second constraint was about time by the time management factor, and the
management of the teachers. With large absence of formal guidance of FA. The
classrooms, new or inexperienced success of implementing the FA depends
teachers are more concerned with solely on the teachers‘ willing to move from
classroom management issues than the comfort zone while the ministry of
trying out strategies that will help education or other agencies should facilitate
students learn. 6 teachers (24%) from 25 teachers with training on FA and provide
teachers mentioned that they had to fixed and clear guidelines for FA.
finish all materials on time. Thus, they
have other obligations to do as teachers. REFERENCES
The condition led them to keep Akhmedina, Assel.(2017). Challenges of
conveying the material without thinking Implementing Formative Assessment
the students‘ learning process. at Nazarbayev Intellectual School. A
Moreover, they said that formative Thesis. Nazarbayev University
assessment was time-consuming so they Graduate School of Education.
thought they would waste the time of Hasim, Z. & Tunku Mohtar, T.M. (2013).
teaching and learning. Understanding assessment and its
The last constraint was about the development. Issues in Education, 37,
absence of clear guidelines on formative pp. 259-274. Kuala Lumpur: UM
assessment. One of the constraints is due Press.
to the absence of formal training. Hasim, Zuwati, et.al. (2018). Eliciting
Training is usually for summative teachers‘ understanding and their
assessment, in particular that for final reported practices on school-based
exam. Not much reference is exposed to formative assessment:
then relating to the implementation of. 5 Methodological challenges.
teachers (20%) agreed with this reason. INDONESIAN JOURNAL OF
APPLIED LINGUISTICS Vol. 8 No.
1, pp. 158-166.
MacMillan, J. (2014). Classroom
Assessment: Principles and Practice

October 2019
for Effective Standards-Based UK, Harlow: Pearson Education

Instruction (6th ed.). USA, NJ: Limited.
Pearson Education, Inc. Singh, Charanjit Kaur Swaran, et.al. 2017.
Mathison, S. (2010). The purpose of An Observation of Classroom
educational evaluation. In P. Assessment Practices among
Peterson, E. Baker, & B. McGraw Lecturers in Selected Malaysian
(Eds.), International Higher Learning Institutions.
Encyclopedia of Education (3rd ed). (pp. Malaysian Journal of Learning and
792-797). Oxford: Elsevier. Instruction: Vol. 14 No. 1, pp: 23-61.
Merriam, S. B. (2009). Qualitative research: Wiliam, D. (2011). Embedded formative
A guide to design and assessment. Indiana: Solution Tree
implementation. San Francisco, CA: Press.
Jossey-Bass. Wyatt-Smith, C., & Cumming, J. (Eds.).
OECD/CERI. (2005). E-learning in tertiary (2010). Educational Assessment in
education. Where do we stand? Paris: the 21st Century: Connecting Theory
OECD. and Practice. New York, NY:
Popham, J. (2014). Classroom Assessment. Springer
What teachers need to know (7th ed.).

October 2019
AN INVESTIGATION OF LANGUAGE LEARNING STRATEGIES

USED BY GOOD LANGUAGE LEARNERS IN SPEAKING SKILL
A Case in Indonesian Context
Wulan Septikawati, Diah Kristina and Joko Nurkamto

Graduate Program of English Education Department
Sebelas Maret University
Surakarta, Indonesia
wulanseptik@gmail.com
Abstract
In learning language, especially in speaking class, 9 there will be a variety of
performance among the learners. Some learners are more effective at learning than others.
Pilot studies revealed that effective learners, called successful/ good learners, use a wide
range of language learning strategies. This study investigated language learning strategies
used by good EFL learners. It further aimed at finding learning strategies employed by
good EFL learners, describing how the learners apply those strategies, and identifying
factors that influence them in selecting their strategies. The researcher conducted a case
study in a private school in Surakarta. To collect the data, the Strategy Inventory for
Language Learning (SILL; Oxford, 1990) was administered to good EFL learners.
Moreover, the researcher also used dept interview, observation, and document analysis to
collect the data in the research. Then, the collected data were analyzed by using Miles
and Huberman model consisting of three steps, i.e. data reduction, data display, and
conclusion drawing and verification. The finding showed the participants employed
various strategies in their language learning such as cognitive, metacognitive, social,
memory, compensation, and affective strategies. They also used technologies to enhance
their strategies in language learning, for instance, games and social media. Besides, the
learners selected those strategies based on two main factors; they are internal and
external factor. The findings have significant implication for teacher planning to boost the
use of language learning strategies among EFL learners, especially in speaking skill.
Keywords: Language Learning Strategies (Lls), Good Efl Learners, Speaking Skill
INTRODUCTION Oral communication is considered to be the

Two main problems have triggered the central part of daily life that is taken for
researchers to conduct this study. First, the granted (Thornbury, 2005, p.1). Nowadays,
researchers found that oral communication in the ability to communicate in a foreign
a foreign language has been a big challenge language has become a global need. Oral
for some Indonesian students. The second proficiency in English is needed in several
one, the awareness of using various language fields such as in tourism, trade and
learning strategies are considerately low for commerce, job interviewing, education, and
both students and teachers. many others. It is increasingly needed and
considered to be a crucial aspect of life.

October 2019
In Indonesia, improving a speaking skill is Since the developments in cognitive

regarded as a big challenge for some people. psychology gave influence to the studies of
This challenge naturally comes into school language learning strategies (William &
life, whereas speaking skill has been included Burden, 1997), a lot of researches of
as a mandatory skill to be learned. Some language learning strategies have been
students find it a nightmare to speak in conducted, particularly in the 1960s. The
English. The researcher finds that students‘ researches emerged from a concern for
preference to use a single and monotonous identifying the characteristics of successful
strategy for all task given is high. They learners. They were concentrating on good
reported that in an oral task, for instance, language learners to improve second
they use memorizing transcript, then language learning (see Naiman et al., 1978;
performing without knowing the meaning. Rubin, 1975). Research in language learning
As mentioned by O‘ Malley and Chamot strategies is still ongoing and differs relative
(1990), it is not surprising that Asian students to learner's factor such as learner‘s level
are found to perform better in memorizing proficiency (see Nisbet et al., 2005; Chand,
vocabulary. Unfortunately, it can't be a 2013; Gestanti, 2015; Uslu et al., 2015) and
guarantee to the students to achieve the goal gender (Dunne & Martin, 2006; Kayaoglu,
of being a successful communicator. 2012). Moreover, language learning strategy
has been linked in the process of learners to
In 1960 there was a gradual but significant get language achievement, even research
shift from teacher-centred to learner-centred showed that learning strategy could predict
approach in education (Nunan, 1990). The 20% of achievement (Uslu et al., 2015). It is
consequence of this, there was an increasing considered an important issue to research on.
awareness of resource for language learning
strategies. Linked with the previous The focus of the current study is on language
problematic phenomena, some students admit learning strategy. Oxford (2002, p.362)
that they have no idea about any learning defines language learning strategy as specific
strategy they use. Furthermore, several behaviours or thought processes that students
teachers don‘t consider language learning use to enhance their second language
strategies can be taught in the classroom. It learning. Furthermore, it is the conscious
seems that the awareness of language thought and action that learners take to
learning strategies in Indonesian is still low. achieve a learning goal. It is vitally important
Over the inhibition of learning explaining since it can help learners to be more active
before, some students are considered as and self-directed. Self-direction becomes
successful learners in their school. It is found vital for students since it helps students to
that they are familiar with several strategies develop communicative competence and to
in learning a language. It is in accordance learn independently without the assistance of
with Brown (2003) who states that one of the their teacher since the teachers cannot
factors contributing to the success of foreign accompany their students all the time
language learning is the role of the learner in (Chamot, 2008, p.14; 1990, p.10).
the process that is recognizing and using
good language learning strategies.

October 2019
From the phenomena above, the researcher multiple sources of data. In analyzing the
conducted research concerning language research, the researcher will use Flow Model
learning strategy in speaking skill. This or sometimes called an interactive model
research further investigates the most proposed by Miles and Huberman (1984).
frequent language learning strategies in and This model covers three steps, i.e. data
out of the classroom employed by the reduction, data display, and verification or
students categorized as good language data conclusion.
learners. Moreover, it discovers how the
students apply the strategies and factors that 1. Language Learning Strategies Used by
influence them in selecting those strategies. Good EFL Learners in Speaking.
Hopefully, this research can give benefits to
students as the subject who have to aware of The first problem statement of this study
their learning strategies. They also can learn attempts to explore what LLS are used by
from their friends, the successful ones, better Good ESL learners. SILL Questionnaire was
strategies to learn the language. Additionally, administered to find the strategy used. Last
the finding may give significant implication but not least, interview was conducted to
for teacher planning to boost the use of LLS clarify ta collected through the previous
in speaking. instrustrategies are metacognitive, followed
by affective, memory, compensation, and
METHODOLOGY social strategies.
The design of the study is case study
research. The subjects of the research were 5
good EFL learners, selected by purposive
sampling. They are successful learners that
often join English competitions such as
speech competition, debate competition, and
news anchor competition. To collect the data,
the researcher used triangulation that covers
observations, interviews, questionnaires, and
document analysis. Dealing with the purpose Figure 1. Score of SILL Questionnaire
of the study, the questionnaire used are
adapted from Strategy Inventory of Language Figure 1 shows how often the participants
Learning (SILL) proposed by Oxford use language learning strategies. The first
(1990)., data analysis techniques, and learning strategies mostly used by
procedure of the research. In this research, participants in speaking are cognitive
the researcher used two techniques to test the strategies with average score that is 3,9. It is
trustworthiness. They are triangulation and the highest score among all strategies. The
member checking. In triangulation, data were second learning strategies mostly used by
collected through multiple techniques in the participants in speaking are metacognitive
research. The techniques are observations, strategies with average score that is 3,7. The
interviews, questionnaires, and document third strategies used by participants are
study. Besides, the researcher also uses affective and memory strategies since those

October 2019
strategies had the same average score that is the result of interview and observation,
3,3. The next strategies used by the researchers found out that direct strategies
participants are compensation strategies with used by participant are explained as follows.
average score 3,2. The last strategies used by a. Memory strategies
the participants in speaking are social The use of memory strategies are
strategies with average score 3,1. It is the checked by questionnaire and
lowest average score among all. clarified by observation and
interview. Students 1 and 2 said that
Table 1. LLS Used by Good EFL Learners they often review English material at
in Speaking home so they will nor forget the
material easily. From observation, it
No. Participants Strategy used Average Frequency description can be found out that before
used level performing (speaking) they always
Mem Cog Com Meta Aff Soc make sure they already prepared well.
1. Student 1       3,2 moderate Sometimes used They memorize the text before
2. Student 2       3,6 high Usually used presenting. They admitted that the
3. Student 3       3,5 high Usually used strategies can help them to speak
fluently. Related to memory
4. Student 4       3,7 high Usually used
strategies, student 3 said that he
5. Student 5       3,3 moderate Sometimes used
usually use new English words in
sentences, so he can remember it.
From table 1 it can be seen that all participant

Table 2. Application of Memory Strategies
used more than one strategy in speaking.
Used by Good EFL Learners in Speaking
They appy both direct and indirect strategies.
Direct strategies used are memory, cognirive,
and compensation strategies. While indirect Memory
strategies used are metacognitive, affective,
and social strategies. Three of the • They use new English
participants used the learning strategies in words in sentences, so
high level, means they usually use the they can remember it
strategies. Two of participants apply the • They review school
learning strategies in moderate level, means material at home
they sometimes use the strategies.
2. Application of LLS by Good ESL

b. Cognitive Strategies
Learners in Speaking
Cognitive strategies are the most used
strategies that are used by participant.
Further action taken by researchers was
Related to cognitive strategies, the
conducting and observation . This was
participants apply the strategies by
aimed to clarify and acquire complete
watching movie and TV serials in
information about the strategies used. From
English. They also practice a lot the

October 2019
sound of English words. Student 2 d. Metacognitive strategies

and 3 practice with their friends in Metacognitive strategies are
English club. Student 1, 4, and 5 identified indirect strategies
always seek opportunities to practice employed by the participants in
speaking with English teachers or learning speaking. In speaking class it
native speakers. is found that they pay attention when
someone is speaking in English.
Table 3. Application of Cognitive Some of them also set goal in
Strategies Used by Good EFL Learners in learning speaking to improve their
Speaking learning.
Cognitive Table 4. Application of Metacognitive

Strategies Used by Good EFL Learners in
Speaking
• They watch movies, and TV
show in English
Metacognitive
• They practice the sound of
English
• They set goals
c. Compensation strategies • They pay attention when

someone is speaking in
Compensation strategies are used to English
overcome their limitation in speaking.
Student 1 and 4 would make up new
words if they do not know the right
ones in English. While student 3
seemes avoid the difficult topic. He e. Affective strategies
chosed topic that he loves about, so Affective strategies are second
he anthusiastically talk about it and indirect strategies identified here.
help him to speak fluently. All the They refer to students‘ emotions,
participant also use gesture and mime attitudes, motivation, and values. It is
if they can not think of certain found that the participant try to
difficult words in English. control themselves when perform
their speaking. They often say
Compensation positive statements to conquer their
fear. Some of them said that
• They make up new words if they do confidence and taking risk are the key
not know the right ones in English to be successful in speaking.
• They use gesture and mimes
• They avoid difficult topic. The

choose topic that they like to talk
about

October 2019
Table 5. Application of Affective 3. Factors Affecting Good EFL Learners

Strategies Used by Good EFL Learners in in Using LLS for Speaking
Speaking
Motivation • Several of them
want to study
Affective abroad, so it
motivates them
• These students
• They take risks in practicing think that English
English speaking is important
language to
• They say positive statement to learn.
themselves
Previous Experience • Previous school
• International
Youth ativity
• English
Competitions
f. Social strategies
The last strategies included in indirect Family • Family support
them to join
strategies are social strategies.Related competition
to social strategies, the participants • Family help them
to practice
realize that they need others to assisst
the in learning speaking. Some of Learning Environment • English
them always ask for correction in Activities
Community
learning speaking. Practicing with • Cooperative
other students, teachers, and native friends and
speakers. Student 3 said that online teacher
game have facilitated him to interact

with other gamers, who are native The research findings resemble that good
speakers. EFL learners use a wide range and various
language learning strategies to improve their
Table 6. Application of Social Strategies learning, especially in speaking. It is
Used by Good EFL Learners in supported by research conducted by Uslu et
Speaking al.(2015) and Gufron (2018) stated that
learning strategies are useful and helpful in
Social learning English as a foreign language.
Learning strategies also bring the students to
reach good achievement in improving their
• They practice English with friends,
teachers and native speakers.
speaking skill.
• They ask for correction Good language learning strategies should be

recognized and used by EFL students. One
of the factors contributing the success of
foreign language learning is the role of the
learners in the process that is recognizing
and using good language learning strategies

October 2019
(Brown, 2001, p.59). Besides, good language Byrne, D. (1997). Teaching oral English.
learning strategies shoud be recognized by Harlow England: Longman Group.
EFL teachers. By recognizing those Chand, Z., A. (2013). Language learning
strategies, teachers can introduce their strategy used and its impact on
students about the strategies, then encourage proficiency in academic writing of
them to use them effectively. tertiary students. Social and
Behavioral Sciences, 118, 511-521.
CONCLUSIONS doi: 10.1016/j.sbspro.2014.02.070
Referring to the research findings on Fauziati, E. (2015). Teaching English as a
learning strategies used by good EFL foreign language: principle and
learners in speaking English, the practice. Surakarta: Era Pustaka
conclusion are as follows: Utama.
1. Good EFL learners use various Gerami, M., H., & Gareh Baighlou, S., M.
strategies in Speaking Skill. They (2011). Language learning strategy
select those strategies that fit them used by successful and unsuccessful
the most. Iranian EFL students. Social and
2. Good ELF learners use the Behavioral Science, 29, 1567-1576.
strategies in their pre- learning, doi: 10.1016/j.sbspro.2011.11.399
during leraning, and post learning. Griffiths, C. (2008). Lessons from good
3. There are two main factors that language learners. New York, NY:
encourage them to use those Cambridge University Press.
strategies. Internal factors include Griffiths, C. (2008). Lessons from good
motivation and previous language learners. New York, NY:
experience. External factors cover Cambridge University Press.
family and learning environment. Guba, E. B., & Lincol, Y. S. (1994).
It is vitally important for students Competing paradigsm in qualitative
to select positive environment to research. In N. K. Denzin & Y. S.
support and facilitate them in Lincoln (Eds.), Handbook of
learning. qualitative research (p. 105-117).
Thousand Oaks, CA: Sage
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Brindley, S. (1995). Teaching English. strategies used by EFL fluent
London: Routledge. speaker: a case in Indonesian context.
Brown, H. D. 2001. Teaching by principle: IJET, 6(2), 184-202.
an interactive approach to language Harris, V. (1979). Modern language learning
pedagogy. New York: Pearson strategies. London: Routledge
Education. Haryanto, A., Mulyani, S., & Syarifuddin, D.
Brown, H.D. (2003). Teaching by principle: (2014). GLLs revisited: language
an interactive approach to language learning strategies employed by good
pedagogy. Second Edition. New Indonesian EFL learners. Journal of
York: Longman Inc. Education and Practice, 5(37), 146-
161.

October 2019
Hedge, T. (2003). Teaching and learning in O‘ Malley, J. M., & Chamot, A., U. (1990).
the language classroom. London: Learning strategies in second
Oxford University Press. language acquasition. New York, NY:
Hughes, R. (1989). Teaching and O‘ Malley, J. M., Chamot, A., Stewner-
researching speaking. London: Manzanares, G., Kupper, L., &
Pearson Education Russo, R. (1985). Learning strategies
Maftoon, P., & Seyyedrezaei, S. H. (2012). used by beginning and intermediate
Good language learner: a case study ESL students. Language Learning,
of writing strategies. Theory and 35(1), 21-46.
Practice in Language Studies, 2(8), Oxford, Rebecca. (2002). Language learning
1597-1602. doi: styles and strategies n celce Murica,
10.4304/tpls.2.8.1597-1602 Marianne (Ed). (2002). Teaching
Mahalingam, K., & Yunus, M. M. (2016). English as a Second Foreign
Good language learner and their Language. Boston, MA: Heinle and
strategy: an insight. Generating Heinle Thompson Learning: 359-366
Knowledge through Research. Panzachi Heredia, D., A., R., & Luchini, P.,
Proceeding of ICECRS, 25-27 L. (2015). On becoming a good
October, 1, 359-366. English language learner. HOW,
Miles, M.B., & Huberman, M.A. (1984). 22(1), 26-44.
Qualitative data analysis. London: Rubin, J. (1975). What the ‗good langauge
Sage Publication. learner‘ can teach us. TESOL
Naiman, N., Frochlic, M., Stern, H. H., & Quartely, 9(1), 41-51.
Todesco, A. (1978). The good Thompson, L. (1991). Foreign accents
language learner. Toronto, Ontario, revisited: the English pronunciation.
Canada: Ontario Institute for Studies Langauge Learning, 4 (1), 177-204.
in Education. Thornbury, S. (2005). How to teach
Nazri, N. M. (2016). Through the lens of speaking. Essex: Pearson Education
good language learners: what are their Limited.
strategies?. Advances in Language Ur, P. (1996). A course in language teaching,
and Literary Studies, 7(1), 195-202. practice, amd theory. Great Britain:
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Nisbet, D. L., Tindall, E., R., & Arroyo, A. Uslu, M., E., Sahin, E., & Odemis, I., S.
(2005). Language learning strategies (2016). The effect of language
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language teaching. Great Britain: Psychology for language teachers.
Cambridge University Press. Cambridge: Cambridge University
Press.

October 2019
Watching Video Tutorial As Teaching Strategy To Improve Speaking Skill

For EFL learner: A case study of 5th grade students of elementary school
Yayah Nurhidayah, Nunu Nurdiana

Faculty of Teacher Training and Education, Universitas Majalengka
ayahidayah30@gmail.com
Abstract
This is a descriptive case study investigating a teaching strategy to improve EFL
students' speaking skill. The research subject was students of 5th-A grade of SDIT
Insan Kamil, Majalengka. In this study, I investigated how watching tutorial video and
presenting oral tutorial help students to improve their speaking skill. The students are
invited to watch some videos tutorial, so identified these vocabularies and also the
expressions. After that, the students are presented another tutorial in English made by
them in front of classroom. The findings confirm that these activities triggers students
to convey their ideas and feeling, motivated self - confident and improved their
speaking skill. The result suggests that video tutorial could be a potentially useful
teaching strategy for EFL learner.
Keywords:Video Tutorial, Oral Presentation, Speaking skill and TEYL
INTRODUCTION vocabulariesbut only few of them who are

A language is considered as a system of able to use it appropriately. It is widely
communicating with other people using known that speaking is a productive skill that
sounds, symbols and words in expressing needs input before it is produced. Lack of
meaning, idea or thought. This language can knowledge about the context, however, can
be used in many forms, primarily through lead the students to misuse the input they
oral and written communications as well as received earlier Cameron (2001) proposes a
using expressions through body language. thought provoking question in relation to the
Without language, people cannot make idea of teaching a foreign language to young
conversation and understand with each learners. She asks: "What is different about
other.English is one of the international teaching a foreign language to children, in
languages that is important to be mastered in contrast to teaching adults or adolescents?"
globalization era. It is widely known that (2001: 1). When I read this question, I
there are four skills that one has to master in immediately thought that teaching a foreign
order to communicate in English. Those language to young learners could be
skills are reading, writing, listening and interesting and easy since young learners are
speaking. curious about learning; while teaching a
foreign language to adolescents could be a bit
Kayi(2006:1). Thus, the students might have more serious and tough. My discussion with
a good pronunciation and numerous English teachers to young learners, however,

October 2019
have convinced me that teaching English to the students get problem to use speak the
young learners is not that easy, though target language.
interesting. Teaching English to young
learners needs good teaching skills, Nunan and Carter (2001:21) argue, one of the
creativity, thorough preparation, and measurements in successful English speaking
patience. We must have all these attributes in ability is to carry out conversation in English
order to make young learners keep language itself. So that, the main objective to
motivated. teach speaking is to increase the students‟
ability to speak in the target language.
Teaching English to young learners then can Because of that reason, this study emphasizes
be beneficial or detrimental to learners. If we on teaching technique to improve young
can facilitate learning, enabling learners to learners‟ speaking skill. Therefore, teaching
bring to language learning their curiosity and media, in this case video learning are
eagerness to make sense of the world, we selected base on same criteria such as
may help them tackle even the most language factor, video content, and video
demanding tasks with enthusiasm and production.
willingness (Cameron, 2001). However, if
we fail to provide them with pleasant METHOD
learning situations we may drag young This type of research is a classroom action
learners into feeling of hatred toward the research based on Lesson Study. This
language. The following section will discuss research using qualitative descriptive
some possible risks and benefits of teaching approach. Classroom action research defined
English to young learners. I assume that an as one of the problem-solving strategies that
ability to manage EYL teaching can help a utilize concreteactions and capacity building
teacher minimize the risks and maximize the processes in detecting and resolving
benefits.The young learners' needs as problems. This research was conducted in
outlined by Harmer (1991) are consistent two cycles through four stages: action plan,
with what Piaget (cited in Krogh, 1994)and implement, observe, and reflection. The
Vygotsky (cited in Cameron, 2001) suggest, subjects of this study were students of 5th
that young learners need to be involved in an grade Students. Data collected by using
active exploration to the environment they docummentation, score list and observation
enter, either in school environment or family checklist. Data analysis can be done in the
circle. following way: (1) Classify data by grouping,
selecting, focusing, and simplifying data
The researcher tells the students to learn according to its type from the beginning of
words which are not contextual. The teacher data collection to the preparation of reports;
finds it difficult to teach vocabulary. This is (2) Presentation of data that has been selected
caused by the method applied by the teacher and will be presented in the form of simple
still seems traditional. She often instructs the information. The information in question is a
students to memorize words without looking description of the learning process and the
at the context. It makes the students get results obtained from the combination of
difficulty to remember the words longer and

October 2019
observation and interview data; (3) greater independence and more chance to
Conclusion. discuss with their friends either in their group
or others. This fact convinced the researcher
Research findings that the implementation of video in learning
Implementation of video tutorialin Improving process can stimulate the students to be
students speaking active and cooperative person. Using video
In this study, the researcher did 2 cycles. In tutorial could improve students‟ speaking
the first cycle consisted of two meetings. skill because these medium is interesting.
Each meeting was allocated 90 minutes Through video tutorial, the students got fun
including pre activity, middle activity, and and enjoyable learning. In addition, the
post activity. During teaching learning students were motivated in this way
process, The researcher did to observe the
situation during in the class. In this cycle the CONCLUSION
English teacher applied the video tutorial in The finding of this study shows that using
the post activity. After giving the treatment video tutorialcan improve students‘ speaking
the researcher did the post improvement. the mastery and it can be effective strategy in
students‘ average of firs cycle were 69,79% . teaching English. It helped students to
It meant that the first criteria of success had memorize vocabulary easier, made them
not been achieved so that the researcher enjoy and motivated them in teaching
needed to do the second cycle.The teacher learning process. It also created competition
needed a new teaching strategy to improve and cooperation in teaching learning process.
students‘ speaking skill. In this study, the
researcher did two cycles. In the first cycle After discussing the findings of the research,
consisted of two meetings. Each meeting was the researcher gave suggestions below:
allocated 9 0 minutes including pre activity,
middle activity, and post activity.In this cycle The students must be motivated to improve
the researcher modified the time to make the their knowledge on speaking ability
action more effective. The researcher applied appropriately. Since the researcher obtained
video tutorial. The result showed that the that there were some students who had low
students‘ average in second cycle were 83, motivation, less self-confidence, and interest
66%. All the data above showed that all in attending the class from meeting to
criteria of improvement were fulfilled. It meeting. Therefore, further research should
meant that implementation of video tutorial be carried out to investigate effective way to
were able to improve students‘ speaking. enable low motivation and interest to
improve their speaking ability.
The researcher asked the students to identify
the difficult words in order to help students REFERENCES
to understand the materials. This procedure Kayi, L. (2006). The nature of language in
could encourage the students to be use. Bandung. Tritustra
independent learners. In fact, by applying Cameron, L.,2001. Teaching Languages to
watching video tutorial, the students tended Young Learners. Cambridge University
to participate actively, and they also had Press, United Kingdom.

October 2019
Harmer, J. 1991. The Practice of English Krashen, S. 1982. Principles and Practice in
Language Teaching. Longman. London Second Language Acquisition. Oxford:
and New York. Pergamon.

October 2019
FACTORS INFLUENCING MANGA TRANSLATION IN MALAYSIA
Yean Fun Chow

Hasuria Che Omar
Translation and Interpreting Studies Section
Universiti Sains Malaysia
Pulau Pinang, Malaysia
chowyf21@gmail.com, hasuria@usm.my
Abstract
Manga translation is getting a lot of attention in translation studies in recent years.
Despite researches with different focuses, the relationship between manga translation and
the translators in the translation process remains unduly neglected. By bringing this issue
to light, this study aims to explore factors affecting the translation procedures adopted by
manga translators in Malaysia. This study involves three freelance manga translators as
respondents. The data was collected through interviews, and the conventional qualitative
analysis of content was adopted to inductively derive factors which affect manga
translation in Malaysia. In addition, content analysis was conducted to identify excerpts
from a random sampling of manga to support the discussion of the findings. The findings
revealed that the government policy, the policy of the publishing companies in Malaysia,
target readers, the translator‘s interpretation and language and space constraints are
factors underpinning manga translation phenomena in Malaysia. An in-depth
understanding of these factors may assist future manga translators to solve translation
problems, hence produce target texts that are appropriate to the target social and cultural
context.
Keywords: manga translation; factors; policy; translator‘s interpretation
INTRODUCTION Chan. Factors influencing humour translation

Manga has global readership but manga were discussed briefly based on some
translation has not been addressed adequately elements of humour that could not be
(Jungst, 2004; O‘Hagan, 2007; Rampat, transferred fully into target texts. Those
2010). The reason boils down to the lack of factors are language barrier, the existence of
knowledge in the Japanese language and the cultural values in the source culture which
fact that the translation studies community are non-existent in the target culture, and
are still not acknowledging manga as media cultural values that are considered taboo in
content or a culture-rich field (O‘Hagan, the Malaysian context. However, the
2007). In the Malaysian context, the only interview method was not incorporated in
study on manga translation from Japanese to Hanim Hafiza‘s (2014) study which also
Malay was carried out by Hanim Hafiza dealt with factors influencing manga
(2014). In her study, she examined humour translation in Malaysia. Thus, it is legitimate
translation in a few volumes of Crayon Shin for this study to explore factors influencing

October 2019
manga translation in Malaysia via direct comprised of Detektif Conan 19, Detektif
contact with manga translators. Conan 83, Budak Getah 81 Pergi berjumpa
METHODOLOGY dengan Tuan (master) Nekomamushi, Budak
This study adopted the interview method to Getah 50 Ketibaan sekali lagi, Namamu…01
collect responses from manga translators on and Dragon Ball Mutiara Naga 43 jumpa
the topic under study. The respondents of this lagi mutiara naga.
study were gathered through the method of The identified data are important to
snowball sampling, which involved three support the respondents‘ assertions and to
manga translators. Two of the three present the findings clearly. It is significant
translators are part-time manga translators, to note that although the respondents did not
while another translator is a full-time manga translate some of the manga being studied,
translator. The selected respondents have the translation procedures mentioned by the
translated at least two volumes of manga and respondents and which was found from the
they are active in manga translation at the Malay translations has helped prove the fact
time of this data collection. Two respondents that the procedures are being practised in the
possess a degree from Japan, while another industry. Thus, the data collected is valid to
respondent learned the Japanese language support the discussion.
during his undergraduate study. All
respondents were interviewed individually FINDING AND DISCUSSION
with a set of open-ended questions as Through a content analysis of all data
interview guides. The questions are about the collected from interviews, factors affecting
translator‘s general background, academic the translation procedures adopted by manga
background, translation methods/procedures, translators in Malaysia were extracted. To
and the publishing process. The interview facilitate the description of the findings, data
was recorded with the participants‘ consent. from respondents‘ feedback were discussed
The collected information is then coded with under several factors that were identified.
NVivo 12 software using conventional Excerpts from the content analysis were used
qualitative analysis of content. This analysis in the discussion to describe clearly the
was carried out to derive categories of factors influence of the factors and the translation
automatically from raw data. procedures adopted in manga. The source
This study involved a random sampling text is marked as (a), while the target text is
of six manga source texts in Japanese marked as (b).
language and the respective target texts in
Malay. The sampling aims to identify Government Policy
translation procedures mentioned by the In Malaysia, publishers who publish, print,
respondents. The source texts are名探偵コナ sell or distribute reading materials should
ン19, 名探偵コナン83, ワンピース巻五十 obtain publishing permit from The Ministry
―再び辿りつく‖, ワンピース巻ハ十一 ― of Home Affairs. In order to get the permit,
they should comply with two publication
ネコマムシの旦那に会いに行こう‖，君
guidelines released by the ministry, namely
の名は 01，andドラゴンボール巻43 バイ
―Mockup Guidelines for Publication Permit
バイドラゴンワールド.The target texts Application under the Printing Presses and

October 2019
Publications Act 1984 [ACT 301]‖ (Garis statement given by one of the respondents:
Panduan Mockup bagi Permohonan Permit ―Those [words] with religious sensitivity are
Penerbitan di bawah Akta Mesin Cetak dan not allowed.‖ For example, in Japanese, the
Penerbitan 1984 [AKTA 301]) and phrase ‗神様 kamisama‘ (god) is used in
―Publication Guidelines under the Printing many situations but we cannot use the word
Presses and Publications Act 1984 [ACT ‗Tuhan‘, we use ‗Dewa‘ (Translation)‖. The
301]‖ (Garis Panduan Penerbitan di bawah data below support this statement.
Akta Mesin Cetak dan Penerbitan 1984
[AKTA 301]). Mockup Guidelines for the (a)
Publication Permit Application under the
Printing Presses and Publications Act 1984
[ACT 301] provides explanations regarding
mockup features or examples of layouts,
colours, types, patterns and contents that
depict the actual publication to be published,
while The Publication Guidelines under the
Printing Presses and Publications Act 1984
[ACT 301] provides explanations regarding
prohibited images and written contents.
(b)
Prohibited images include images of naked
men or women, naked bodies with sensitive
parts covered, men or women in suggestive
poses, images of women wearing skimpy
outfits, revealing body shapes or sensitive
parts and so on. In terms of written messages,
contents that may cause religious
sensitivities, and prejudice to a particular
culture and race, contrary to the national
policy, and one which threatens national Figure 1. (a) ドラゴンボール巻43 ―バイバ
security and public order are prohibited. イドラゴンワールド‖ (1995, 125) © Akira
Publication relating to a religion other than TORIYAMA by Shueisha Inc.; (b) Dragon
Islam is prohibited from using special Ball Mutiara Naga 43 Jumpa Lagi Mutiara
Islamic terms such as ‗Allah‘, ‗Baitullah‘ Naga (1998, 125) © Akira TORIYAMA by
(the House of Allah), ‗Solat‘ (the prayer) and Comics House Sdn. Bhd.
‗Kaabah‘ (the Kaaba) (Bahagian Kawalan shin
ST: [神] [龍]
r yū
Penerbitan dan Teks Al-Quran, 2017, 6-7).

Gloss: [God] [dragon]
TT: Dewa Naga
All respondents assert that they translate
Back Translation (BT): [Deity] [dragon]
manga per the guidelines. According to the
respondents, words that can cause sensitivity
There are a few wish-granting dragons in
to the multi-religious society are not used in
Dragon Ball and they are generally being
translations and this can be proven by a

October 2019
shin r y ū shin
referred to as ‗神龍‘. ‗神‘ refers to ‗god‘
r yū
while ‗龍‘ refers to ‗dragon‘ literally. In the
shin r y ū
target text 1(b), ‗神龍‘ is translated as ‗Dewa
Naga‘ (deity dragon), instead of ‗Tuhan
Naga‘ (god dragon). It seems likely that the
substitution was used to avoid contradictions
to the concept of one God in Islam.
According to the respondents further, images

in manga are handled by the art department Figure 2. (a) ワンピース巻ハ十一―ネコマ
based on the publication guidelines. As stated ムシの旦那に会いに行こう‖(2016, 39) ©
in the guideline, images of women wearing Eiichiro ODA by Shueisha Inc.; (b) Budak
skimpy outfits and showing the shape of their Getah 81 Pergi Berjumpa dengan Tuan
body or sensitive parts are not permitted. (master) Nekomamushi (2016, 39) © Eiichiro
Findings of the content analysis showed that ODA by Comics House Sdn. Bhd.
images depicting a woman‘s cleavage and
images of women wearing bras are (a) (b)
manipulated. However, different translation
procedures have been applied to handle this
similar type of prohibited images. See Figure
2 and 3 below.
(a)
Figure 3. (a) 名探偵コナン 83 (2014, 22) ©

Gosho AOYAMA by Shogakukan Inc.; (b)
Detektif Conan 83 (2017, 22) © Gosho
AOYAMA by Penerbit Tora Aman.
Figure 2(a) shows a character wearing a

nurse costume with her cleavage clearly
(b) visible. Figure 3(a) shows a female character
checking the wound at the back of another
female character. The character‘s bra is
clearly seen. In target text 2(b), the
character‘s cleavage is deleted, thus
reduction of image occurred. In contrast, in
Figure 3(b), the edge of the bra is deleted and
extra images are added to change the bra into

October 2019
a singlet. Thus, detraction and addition are (a) (b)

made to modify the image representations.
Figure 2(b) and 3(b) show a similar type of
image depicting women‘s body or outfit
being handled with different translation
methods to reduce the sensitivity. This also
indicates that the publishers adopt various
creative methods to deal with images which
are regarded as prohibited images, although
ways of handling the prohibited images are
not mentioned clearly in the publishing Figure 4. (a) 君の名は01 (2016, 137) ©
guideline. The discussion above shows that Makoto SHINKAI & Ranmaru KOTONE by
the government policy does influence manga Kadokawa Corporation; (b) NAMAMU…01
translation directly through the guidelines (2016, 137) © Makoto SHINKAI &
provided. The compulsion of obtaining a Ranmaru KOTONE by Kadokawa Gempak
publishing permit serves as the precautionary Starz Sdn. Bhd.
measures implemented by the government to d e k a k e r u y ō
ST: [でかける] [よー]
ensure harmony amongst the community.
Gloss: [Going out] [(at sentence-end)
The Policy of Publishing Companies indicates certainty, emphasis]
According to the respondents, manga TT: DAH NAK. KELUAR. NI.
translators also need to follow the publishers‘ BT: [Already] [want] [out] [now]
house style. Some publishers provide a
manual as a guideline for manga translators. Figure 4(a) shows a female character‘s facial
The manual does not only list out the house expression. The character is uttering a
style but the prohibited elements that sentence which is conveyed through three
translators need to observe. Besides, some separated speech bubbles. Bold typefaces are
translation recommendations are also used. The separated speech bubbles imply the
provided in the manual to assist the character‘s speaking style. She uttered the
translator‘s choice of words. The manual is d e k a
sentence part by part, which is ‗でか‘
comprehensive and it covers various aspects k e r u y ō
including grammar, abbreviation, followed by ‗ける‘ and finally ends with ‗よ
punctuation, methods to translate words that ー‘. The short gaps between each bubble
are considered sensitive, and other minor signify a short pause in between
aspects pertaining to the translation. One of phrases/words. A bold typeface indicates
the publisher‘s house style that can be loud voice or emphasis. In target text 4(b) the
identified from the content analysis is the use speaking style is formulated in a similar
of the bold typeface for abbreviations in pattern by providing the target texts part by
Malay, such as tak, nak, ni, tak apa, and part in the speech bubbles. The loud voice or
takde in one of the publisher‘s translated emphasis is conveyed by capitalizing the
manga. Figure 4(b) demonstrates this target text. However, we can see that the
publisher‘s house style. words ‗DAH‘, ‗NAK‘, ‗NI‘ are in bold

October 2019
typeface. The feedback by a respondent to translating manga that has huge fans, and
shows that the use of the bold typeface is to they are very much concerned about all
tell readers that those words are non-standard messages that were being translated into the
words so that readers are aware of it and not target language. Fans also prefer to have
use them in formal writing. Thus, the bold more detailed translation. Manga readers
typeface has no relation to the voice quality usually give their feedback via social media
and it does not represent an emphasis. This such as Facebook, and Twitter. The
special style of using the bold typeface for feedbacks are normally taken seriously and
contraction was only identified in one in turn, translators become more cautious
publisher‘s publication, and this usage is not when translating to avoid any mistakes that
stated in the guideline. Hence, this style can could affect the quality of a translation.
be considered as a house style, and it
nevertheless influences the translation. Translator‘s Interpretation
The analysis shows that a translator‘s
Target Reader interpretation and evaluation influence the
All respondents assert that target readers‘ choice of words and expression. A
understanding are always taken into respondent explained that the study
consideration in the process of translating experience in Japan has helped him to
manga. This is clearly elaborated by a interpret and translate messages more
respondent when she explained this, accurately, especially in the translation of
―When I first joined, I did not culture specific elements and conversations
understand much. I thought all readers that take place between characters. Figure 5
who read manga are familiar with the and 6 demonstrate the importance of a
Japanese language. Then, my editor told translator‘s interpretation in conveying the
me that I should assume readers who intended message into the target language.
read manga are people who cannot
understand the Japanese language at all, (a)
so I should not retain the original words.
Unless I have no other choice or the
words can be understood by all. Words
like sushi, kimono cannot be substituted
by other words, so we can use directly.
Thus, I cannot use the Japanese language
simply because I think the readers can
understand. In fact, Malaysians do not
necessarily understand so I have to
translate into Malay somehow
(Translation).‖.
(b)
This finding shows that translators are
trained to prioritize readers‘ needs and
understanding. In addition, a respondent
explains that more attention should be given

October 2019
Figure 6. (a) ワンピース巻五十―再び辿り

つく‖ (2008, 195) © Eiichiro ODA by
Shueisha Inc.; (b) Budak Getah 50 Ketibaan
Figure 5. (a) ドラゴンボール巻43 ―バイバ Sekali Lagi (2008, 195) © Eiichiro ODA by
イドラゴンワールド‖ (1995, 124) © Akira Comics House Sdn. Bhd.
TORIYAMA by Shueisha Inc.; (b) Dragon
Ball Mutiara Naga 43 Jumpa Lagi Mutiara ST: [え〰〰！？]
Naga (1998, 124) © Akira TORIYAMA by Gloss: [Eh〰〰!? (to show surprise,
Comics House Sdn. Bhd. disappointment and accusing)]
e
ST: [え…！？] TT: Mana boleh?
Gloss: [Eh...!? (to show surprise and BT: [How can you do this?]
speechless)]
TT: Apa? Figure 5(a) and 6(a) indicate the use of
e
BT: [What?] the interjection ‗え‘ in the conversation. In
Figure 6(a), Bezita, who is injured tells Mr.
(a) Satan that Son Goku has insufficient energy
ge nk it a ma
to employ the ‗元気玉‘ attack. Mr. Satan is
e
surprised and says ―え…！？‖. The
e
interjection ‗え‘ is followed by an ellipsis
mark (three dots) to indicate silent emotion to
show surprise and the fact that he is
speechless.
Figure 6(a) shows Camy, Luffy,
Naomi, Sanji and other characters in a
conversation. Camy tells Luffy that she
would treat him to a takoyaki next time they
meet as she has to rescue her friend who is in
trouble immediately. Luffy who is craving
e
for a takoyaki replies ―え〰〰！？‖. The
e
interjection ‗え‘ in Figure 6(a) is followed by
(b)
wave dashes to indicate a long vowel with a

October 2019
range in pitch to show surprise, According to the respondent, the

disappointment and an accusing tone. common way used to solve the language and
e
Although a similar interjection ‗え‘ is used in the space constraint is to omit the affix ‗me-‘
or use the root word so that the target text
both panels of 5(a) and 6(a), they convey a
becomes shorter and can be inserted into the
subtle difference in these two panels. From
limited space in the speech balloon. This
the target texts ―Apa?‖ (―What?‖) and ―Mana
finding is in line with the data identified in
boleh?‖ (―How can you do this?‖), we can
the study, as demonstrated in Figure 7 below:
see that these texts messages are translated
more explicitly into Malay based on the
translator‘s interpretations of the contextual
meanings. To recognise the fine distinction
between the two languages (source and
(a)
target) not only requires in depth knowledge
of the Japanese language, but also a deep
understanding of native speakers manner of
speaking. Hence, the ability to interpret the
meaning accurately (the interpretation of the
translator) will truly influence the messages
conveyed in the target texts.
Language and Space Constraints

Japanese writing system consists of two
syllabaries, namely hiragana and katakana,
as well as kanji, which are Chinese
characters. All respondents unanimously said
that the major constraint for them to translate
from Japanese into Malay is the difference (b)
between the two languages, especially when
translating meanings conveyed by kanji into
Malay. The explanation below demonstrates
the constraint faced by the translator when a
respondent explained this:
―Sometimes when I translate one
Japanese word into Malay, it [the target
text] will become a sentence. I want to
make the translation short as the
dialogue itself is long too. However, in
order to ensure people [readers]
understand, I need to explain using 2, 3,
or 4 words in Malay for one Japanese
word only (Translation).‖.

October 2019
Figure 7. (a) 名探偵コナン 19 (1998, 16) © a translator‘s decision is also affected by the
Gosho AOYAMA by Shogakukan Inc.; (b) language and space constraint.
Detektif Conan 19 (2001, 16) © Gosho
AOYAMA by Penerbit Tora Aman. CONCLUSIONS
n ē c
d o u s h i t e o h a n o
This study has examined the factors
ST 1: [どうして] [お姉ちゃん] [を] […]
influencing manga translation in Malaysia.
Gloss 1: [Why] [sister (affectionate reference
The findings show that (a) government
to an elder lady)] [(postpositional particle)
policy, (b) the policy of publishing
indicates direct object of action] […]
companies, (c) target reader, (d) translator‘s
TT 1: Kenapa kau......
interpretation, and (e) language and space
BT: [Why] [you] [……]
t asu k e t e k u r e n a k a t t a n o constraints are the factors underpinning
ST 2: [助けてくれなかった] [の] [？] manga translation in Malaysia. The
Gloss 2: [Did not rescue] [(women‘s discussion of this paper has also
language at sentence-end, rising tone) demonstrated that translators have adopted
indicates question] [?] different translation procedures in managing
TT 2: Tak selamatkan kakak aku? various obstacles in transferring the source
BT: [Did not] [rescue] [sister] [my] [?] text into the target text. The findings also
illustrate that creativity plays a significant
The image of Haibara‘s sister in this panel is role to ensure messages are transferred well
a flashback of Haibara when she is talking to and at the same time retain the maximum
Conan. There are two speech bubbles in this reading pleasures among the target readers.
panel. Each panel contains half of a sentence.
In the translation, we can see ‗selamatkan‘ is REFERENCES
used rather than ‗menyelamatkan‘. The word Bahagian Kawalan Penerbitan dan Teks Al-
‗selamatkan' is formed by the root verb Quran. (2017). Garis panduan
‗selamat‘ (rescue) and the suffix ‗-kan‘, penerbitan di bawah Akta Mesin
which was added to form a transitive verb. Cetak dan Penerbitan 1984 [AKTA
The use of a shorter version of a verb seems 301]. Putrajaya: Kementerian Dalam
to solve the constraints of space as mentioned Negeri.
by the respondent. This finding also implies Hanim Hafiza Mohd Hanif. (2014). Satu
that translators are aware that they could not analisis terjemahan humor dalam
adhere to the Malay grammatical rules buku komik crayon Shin Chan.
strictly as they have to manage the space Unpublished master‘s thesis,
constraint in manga. Universiti Sains Malaysia, Penang,
Besides that, the meaning component of Malaysia.
‗kakak‘ (sister) that was transferred from the Jüngst, H. E. (2004). Japanese comics in
first speech bubble in the source text to the Germany. Perspectives: Studies in
second speech bubble in the target text shows Translatology. 12(2), 83-105.
that different sentence structures in the doi:10.1080/0907676X.2004.9961493
Japanese and Malay language can cause the O‘Hagan, M. (2007). Manga, anime and
restructuring of the sentence components. video games: Globalizing Japanese
The discussion of Figure 7 clearly shows that cultural production. Perspectives:

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Studies in Translatology. 14(4), 242- Oda, E. (2008). ワンピース巻五十 ―再び辿

247. りつく‖. Tokyo: Shueisha Inc.
doi:10.1080/09076760708669041 Oda, E. (2016). Budak Getah 81 Pergi
Rampant, J. (2010). The manga polysystem: berjumpa dengan Tuan (master)
What fans want, fans get. In. T. Nekomamushi. Selangor: Comics
Johnson-woods (Ed.), Manga: An House Sdn. Bhd.
anthology of global and cultural Oda, E. (2016). ワンピース巻ハ十一 ―ネコ
perspectives (hlm. 221-232). New
マムシの旦那に会いに行こう‖.
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NAMAMU…01 (uepinmon, Trans.).
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Aoyama, G. (1998). 名探偵コナン19. 01. Tokyo: Kadokawa Corporation.
Tokyo: Shogakukan Inc. Toriyama, A. (1995). ドラゴンボール巻43
Aoyama, G. (2001). Detektif Conan 19.
バイバイドラゴンワールド.
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Aoyama, G. (2014). 名探偵コナン83.
Toriyama, A. (1998). Dragon Ball Mutiara
Tokyo: Shogakukan Inc.
Naga 43 jumpa lagi mutiara naga.
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Selangor: Comics House Sdn. Bhd.
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sekali lagi. Selangor: Comics House
Sdn. Bhd.

October 2019
EXPLORING FLIPPED LEARNING MODEL TO PROMOTE

LEARNER AUTONOMY IN HIGHER EDUCATION
Yunani Atmanegara, Rahma Dianti

Tridinanti University: English Education Study Program
Faculty of Teacher Training and Education
Palembang, Indonesia
yunaniatmanegara@univ-tridinanti.ac.id
Abstract
Providing an autonomous environment support in higher education promotes independent
learning. Students are encouraged to take part and take control on their own learning.
Flipped learning model offers autonomous support since this model highlights two stages
of learning processes; knowledge acquisition and knowledge construction. This study
explored the use of flipped learning model to cultivate learner autonomy in tertiary level
and notified the benefits and challenges of its implementation. In conducting this study,
sixteen students were involved. The data were gathered by using learner autonomy
questionnaire, observation towards students‘ learning participation inside and outside
classroom, and interview to obtain students‘ perception. The results were analyzed using
descriptive data analysis. The findings of this study showed that flipped learning model
demands students to be more responsible and independent toward their learning.
Meanwhile, students‘ learning participation could be improved since most of them
became more self-motivated to express their arguments confidently. They tried to deal
with the assignments with sincere effort. However, students still encountered some
challenges to take part in flipped learning model. Selecting valid and reliable sources
became the most challenging matter.
Keywords: Flipped Learning Model, Learner Autonomy, Higher Education
INTRODUCTION support of learner autonomy for English

Language learning is a lifelong learning learning: (1) enhancing learners‘ motivation
process. It is a crystal clear that the process and leading to more effective learning, (2)
of language learning demands the learners to providing learners with more opportunities
be autonomous in learning a language. Little for English communication in a non-native
(2007, p.15) states that the essence of learner environment, (3) meeting to the individual
autonomy is the ability to take charge of needs of learners at all level, and (4) giving a
one‘s learning. In other words, learners long-term effect.
should be the active agents who direct their
own learning process. However, building learner autonomy in
higher education is very challenging since
Promoting learner autonomy brings big most of students at tertiary level did not
impacts to English language learners. Jiao consider about its importance to their
(2005) gives four substantial reasons in learning success. This condition demands

October 2019
teachers to give more attention in cultivating implementation Flipped Learning Model in

learners‘ autonomy by implementing English language learning to promote learner
autonomy supporting model. The teacher‘s autonomy in higher education, and 2)
decision to employ certain teaching identify students‘ perception about the
techniques can help students develop skills to benefits and challenges of Flipped Learning
learn, assess and control their own learning implementation.
(Ustunlouglu, 2009). Therefore, it is
necessary to provide an autonomous In addition, there are some benefits offered
environment support. Barfield and Brown by conducting this study. First, this study
(2001) affirm that it is essential for the provides a useful framework in implementing
teachers to create a learning condition that Flipped Learning Model to promote learning
stimulates students to behave autonomously autonomy. Second, the result of this study is
in the classroom. expected to contribute a new insight and
reference for the educators, especially for
Farivar and Rahimi (2015) found that English language teachers and lecturers,
Computer Assisted Language Learning about the use of blended learning as an
(CALL) was useful in developing autonomy alternative to modify English language
of EFL learners. Meanwhile, students need to learning atmosphere. Then, the result of this
learn language both in and out of the study can increase the educators‘ awareness
classroom to develop their language skills. about some positive contributions of ICT-
Flipped learning model is one of teaching integrated classroom, so that they are starting
approaches that provides a platform for to integrate ICT tools as alternative
successful language leaning and results in the pedagogical tools for their classroom.
significant development of learner autonomy Finally, this study is expected to raise the
(Han, 2015). In addition, the benefits of tertiary students‘ awareness about the
using Flipped Learning Model are improving importance of being an autonomous learner
academic performance, promoting student- to support their learning achievement.
teacher interaction, and providing real time
feedback to the students (O'Flaherty & METHODOLOGY
Philips, 2015; Bergmann & Sams, 2012; A descriptive study was applied in
Greenberg, Medlock & Stephens, 2011). conducting this study. Sixteen tertiary
This model has two learning stages, students of English education study program
Knowledge Acquisition and Knowledge were involved as the participants of the
Construction. Bishop and Verleger (2013) study, taken from the fourth semester.
point out that in a flipped learning model, the Triangulation method was employed in
learning process begins at home. In other obtaining the data since this study used three
words, students must learn a course before different data collection techniques to the
they come to the class. participants: questionnaire, observation, and
interview. Patton (1999) confirms that
As response to that condition, this study triangulation method is used to check the
highlighted the investigation under the consistency of findings that is got by
following objectives: 1) to explore the different methods of data collection.

October 2019
A Learner Autonomy Questionnaire (LAQ) This study was conducted on the basis of
was given before Flipped Learning Model students‘ condition who did not consider
implementation. This questionnaire consisted about the importance of learning autonomy
of 40 items, adapted from Gholami (2016). to their learning success. Hence, Flipped
During the implementation of Flipped Learning Model was implemented as
Learning Model, the learning participation autonomy supporting model. This study
both inside and outside classroom were administered three kinds of instrumentations
observed by using observation sheets. The distributed before, during, and after Flipped
participation outside the classroom was Learning Model implementation.
observed from students‘ worksheet,
emphasizing on measuring time completion, Before Flipped Learning Model
sources, and content of students‘ worksheets. Implementation
While, observation for inside classroom In the beginning of the study, LAQ was
activities focused on learning participation, distributed to the participants to investigate
performance and behavior of the participants their prior condition of learning autonomy.
to monitor the learners‘ autonomy progress. Based on LAQ results, it was found that the
Finally, to obtain students‘ perception about minimum score was 45, while the maximum
benefits and challenges of Flipped Learning score was 68. The mean score of LAQ was
Model implementation, interview was 57.13 with standard deviation was 9.018.
administered. The interview investigated the Table 1 presents the result of LAQ.
benefits and challenges of Flipped Learning
Model under the following indicators: time Table 1. Result of Learner Autonomy
management, learning sources, learning Questionnaire
participation, performance, and behavior. N Min Max Sum Mean Std. Dev
After that, the obtained data were
16 45 68 914 57.13 9.018
descriptively analyzed to interpret the result
The result of LAQ indicated that the
and answer the research questions of the
participants were not autonomous learners
study. Figure 1 portrays the research
since their learning autonomy level was still
procedures conducted in this study.
in poor category. Meanwhile, academic
atmosphere in higher education obligates
them to be autonomous learners.
During Flipped Learning Model

Implementation
To promote learner‘s autonomy, Flipped
Learning Model was implemented to the
participants for 12 meetings. This model
consisted of two learning modes, knowledge
acquisition stage and knowledge construction
Figure 1. Research Procedures
stage.

October 2019
Knowledge acquisition stage was a learning learning activities. Figure 3 portrays the
mode occurred outside the classroom. Before procedures of knowledge construction stage.
the participants had a face-to-face session in
the classroom, they did pre-learning activities
to trigger their prior knowledge before they
had class discussion. In this stage, a set of the
following learning activities was done: 1) the
participants were given worksheet posted in Figure 3. Inside Classroom Activities
Edmodo dealing with certain topic, 2) the
participants selected some sources by their While implementing this model, students‘
own to support them in completing the learning participation both inside and outside
worksheet, and 3) the participants completed classroom was observed. Based on the
the worksheet, then posted it back to Edmodo observation phases, it could be seen that the
before the given time. Figure 2 displays the two stages of Flipped Learning Model could
procedures of knowledge acquisition stage. initiate the students‘ independency and
responsibility towards their own learning.
1) The Result of Inside Class Observation

Inside classroom observation was conducted
three times to obtain the information about
learners‘ autonomy progress while
implementing Flipped Learning Model. This
Figure 2. Outside Classroom Activities
observation explored learners‘ participation,
performance, and behavior during face-to-
Knowledge construction stage was carried
face session.
out inside the classroom. This stage provided
the participants a space for class discussion
a. Learners‘ Participation
in order to construct their knowledge dealing
The implementation of Flipped Learning
with the topic given. They constructed their
Model could improve students‘ learning
understanding of the given topic on the basis
participation in the classroom. Based on the
of their prior knowledge they acquired from
observation, it was revealed that most of
knowledge acquisition stage. A set of
students (93.8%) participated enthusiastically
learning activities done in this stage was as
during peer discussion. However, they were
follows: 1) learning materials were posted
still encouraged by the lecturer‘s direction to
before the class, 2) the participants
participate in the discussion. It indicated that
previewed and related the materials with the
the learners had raised their awareness to
prior information from the knowledge
participate actively during class discussion
acquisition stage, 3) the participants did peer
though the lecturer‘s control was necessarily
discussion to analyze and evaluate their
on demand during the discussion.
answer, and 4) the participants assessed their
works assisted by the lecturer to reflect the
b. Learners‘ Performance
knowledge they have constructed from the

October 2019
Since students already got prior knowledge

about the topic from knowledge acquisition
stage, most of them became more self-
motivated to express their arguments b. Learning Sources
confidently. Students tried to complete the The result of observation revealed that
assignments by providing the evidence to students preferred selecting online to offline
support their arguments. Unfortunately, they sources in completing the worksheet. Mostly,
still got problems in analyzing and evaluating the participants (81.3%) selected websites as
the evidence. Therefore, they still could not supporting sources in completing the
synthesize and summarize the ideas from the worksheet. In addition, the participants used
supporting evidence they used. journal article (62.5%), YouTube (50%),
Wikipedia (50%), reference book (31.3%),
c. Learners‘ Behavior and Encyclopedia (12.5%) as their
Students tried to deal with the assignments supplementary sources to help them complete
with sincere effort and became more the worksheet. It showed that the
responsible for their learning. This condition participants had tried to find the learning
revealed that they were starting to be sources by themselves.
autonomous learners. However, they were
still easily distracted due to the use of ICT c. Content
devices during the learning process. Regarding to the content of the participants‘
answers, the participants provided limited
2) The Result of Outside Class Observation answers for the guided questions given since
During the implementation of Flipped they mostly used only one source to support
Learning model, the learner‘s autonomy their answers. This condition made the
outside the classroom was measured from content of the participants‘ answer not so
students‘ worksheets focusing on three valid. However, in responding the questions,
indicators: time completion, sources students tried to restate or reflect their mind
selection, and content. and understanding by their own ideas. In
other words, they did not fully copy the
a. Time Completion answer from the source.
Students were given one week to complete
the worksheet and submitted it back to Based on the above findings, it could be
Edmodo. Based on the observation, it was interpreted that Flipped Learning Model
found that 81.3% of the participants could could trigger the participants‘ intrinsic
complete the assignment before the class, motivation to control and to be more
6.3% exceeded the due time, 6.3% responsible toward their own learning. It is in
undefined. It indicated that the line with Deci et. al. (1991) who claims that
implementation of Flipped Learning Model the students who are highly motivated and
could encourage the participants to deal with autonomous in school may elicit more
the assignments with sincere efforts and to be autonomy support from their teachers.
more responsible in managing their time to
be punctual in submitting the worksheet.

October 2019
After Flipped Learning Model Regarding with learning performance and

Implementation learning behavior, students became more
Interview was administered after self-motivated to express argument, ideas,
implementing Flipped Learning Model to and thoughts confidently since they have got
investigate the learner‘s perception about the prior information from the outside class
benefits and challenges of Flipped Learning worksheet and students tried to deal with the
Model. The following indicators were assignments with sincere effort since they did
measured through interview: time pre-reading activity to deal with the
management, learning sources, and learning assignment.
participation, learning performance, and
learning behavior. Challenges of Flipped Learning
Implementation
Benefits of Using Flipped Learning Model Based on the results of interview, it was
The implementation of Flipped Learning found that there were some challenges faced
model contributed some benefits for the by the participants during the implementation
participants. First, dealing with time of Flipped Learning Model. First, 37.5% of
management, most of students (81.3%) the students still got problems to complete
agreed that the implementation of Flipped the assignment because of their lack of time
Learning Model motivated them to complete management. Second, most of students
the worksheet before the due time. It (62.5%) still got problems to select valid and
indicated that Flipped Learning Model could reliable learning sources to fit the learning
help the students manage their time well topic given. Third, students still needed
during the task completion. teacher‘s assistance to participate in the
classroom. Thus, this condition led to poor
Second, in completing the tasks, students interaction during peer discussion. Fourth,
could find online supporting learning sources students still lacked decision making skill to
that were fit for the guided questions given synthesize and summarize ideas and group
from the worksheet. Websites (81.3%) thinking. Lastly, students were easily
became the most frequently used sources by distracted in completing the worksheet
the participants. It meant that the because of lack of environmental support
implementation of Flipped Learning Model such as laptop, internet connection, learning
encouraged the participants to take their own reference, and learning atmosphere.
control in selecting and using the appropriate
learning sources to deal with the worksheets. CONCLUSIONS
Third, the implementation of Flipped Flipped learning model provides a
Learning Model could trigger the learner‘s framework for promoting and developing
participation for both outside and inside class learner autonomy since this model offers two
activities. For outside class participation, learning stages; knowledge acquisition and
students could raise their awareness to knowledge construction. However,
complete the worksheet by their own will. cultivating learner autonomy takes time. It
For inside class participation, they actively should be trained continuously to build
participated during peer discussion. students‘ learning initiative for their future

October 2019
success. Autonomy supportive teachers are autonomy. Procedia-Social and

needed to raise students‘ intrinsic motivation Behavioral Sciences, 192, 644-649
and responsibility to be independent learners. Gholami, H. (2016). Self-assessment and
learner autonomy. Theories and
Acknowledgement Practice in Language Studies, 6(1),
The authors would like to thank the Ministry 46-51
of Research, Technology, and Higher Han, Y.J. (2015). Successfully flipping the
Education for funding this research in the ESL classroom for learner autonomy.
scheme of national competitive research New York State TESOL Journal, 2(1),
―Penelitian Dosen Pemula‖ SIMLITABMAS 98-109
2018/2019. Jiao. L. (2005). Promoting EFL learner
autonomy. Journal of Sino-US
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Reconstructing autonomy in language autonomy: Some Fundamental
education: Inquiry and innovation. Considerations Revisited. Innovation
Basingstoke: Palgrave Macmillan. in Language Learning and Teaching,
Bergmann, J. & Sams, A. (2012). Flip your 1(1), 14-29
classroom: Reach every student in Greenberg, B., Medlock, L., & Stephens, D.
every class every day. International (2011). Blend my learning: Lessons
Society for Technology in education, learned from a blended learning pilot
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flipped classrom: A survey of the 1/12/06/white-paper/
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Psychologist, 26(3-4), 325-346 responsibility for their learning?
Farivar, A. & Rahimi, A. (2015). The impact Journal of Theory and practice in
of CALL on Iranian EFL learners‘ Education, 5(2), 148-169

October 2019
LINGUISTIC LANDSCAPE IN INDONESIA:

A CASE STUDY OF SEMARANG
Zulfa Sakhiyya
English Department
Semarang, Indonesia
zulfa.sakhiyya@mail.unnes.ac.id
Abstract
This paper focuses on the relationship between linguistic landscape and the
sociolinguistic context in Semarang by asking a specific question: linguistic landscaping
by whom? Such a question cultivates language policies and practices, both in macro
(government) and micro level (individual, private enterprises). The data collection
focused on Semarang as the capital city of Central Java province. The data has been
derived from signs or written messages on public display, including office signs,
billboards, shop signs, advertisements, traffic signs, topographic information or area
maps, emergency guidance and political poster campaigns, and of course, graffiti. In the
aggregate, they constitute the linguistic landscape of a place. According to the space they
belong, the corpus data is divided into two: public (government) and private (non-
government). Throughout the paper, I will show that while national language policies in
Indonesia in the last two centuries have been succeeded in unifying the archipelago‘s
linguistic heterogeneity, thus homogenising the multilingual society; however a growing
number of middle class who perceives English as an important international language in
recent years has yielded a new trend of linguistic diversification. This shift can be seen
from the changes of the linguistic landscape displayed in Indonesian urban cities.
Keywords: linguistic landscape, top-down, bottom-up, public, private, Semarang, Bahasa

Indonesia, English, Javanese.
INTRODUCTION
This paper focuses on the relationship It enables us to distinguish between public
between linguistic landscape and the spaces where official and non-official signs
sociolinguistic context in the capital city of are displayed. According to Landry and
Central Java province of Indonesia, that is Bourhis (1997), government signs refer to the
Semarang, by asking a specific question: official signs used by government displayed
linguistic landscaping by whom? Such a in public spaces such as government
question cultivates language policies and buildings, road signs, street names, and
practices, both in macro (government) and inscriptions; whereas non-official or private
micro level (individual, private enterprises). signs refer to commercial signs and

October 2019
advertisements on business institutions and buildings where public life takes place. In
shops, and billboards. The distinction other words, linguistic landscape represents
between public and private signs can further the ―symbolic construction of the public
distinguish the top-down and bottom-up space‖ (Ben-Rafael, 2009)
forces in linguistic landscaping (Backhaus,
2007). All government-related or official Cenoz and Gorter (2006) argue that the
signs can be classified as top-down signs, relationship between linguistic landscape and
whereas those displayed by private sociolinguistic context is not linear and
enterprises. monodirectional. The bidirectional
relationship is evident in the way the
Throughout the paper, I would argue that linguistic landscape carries with it
while national language policies in Indonesia informational and symbolic function on the
in the last two centuries have been succeeded one hand. But it also influences the
in unifying the archipelago‘s linguistic perception about certain languages, affects
heterogeneity, thus homogenising the linguistic behaviour, and constructs the
multilingual society; however a growing overall sociolinguistic context on the other
number of middle class who perceives hand. Ben-Rafael et. al (2006 in (Shohamy,
English as an important international 2015, p. 153)) makes the point that linguistic
language in recent years (Tanu, 2014) has landscape is ―not random and arbitrary, but
yielded a new trend of linguistic rather systematic and consistent‖.
diversification. This shift can be seen from According to the space they belong, the
the changes of the linguistic landscape corpus data is divided into two: public
displayed in Indonesian urban cities. (government) and private (non-government).
The public or government landscape is
To that end, this paper is going to explore characterised as a top-down linguistic
this issue by firstly unpacking the concept of landscape items because they are issued by
linguistic landscape. The second section national and public bureaucracies. Contrary
explains about the methodology employed. to the top-down, bottom up items are markers
The third section elaborates the points where which are issued by individual social actors,
linguistic landscape has been shifting. such as companies, private enterprises, shop
owners. The items are like names of shops,
LINGUISTIC LANDSCAPE signs on businesses and personal
Linguistic landscape is ―linguistic objects announcements.
that mark the public space‖ (Ben-rafael,
Shohamy, Amara, & Trumper-Hect, 2006, p. METHODOLOGY
7). It functions not only as an informational The data for this paper has been derived from
marker but also as a symbolic marker which signs or written messages on public display
has the potentials to communicate a degree of around the main roads and streets of
power and status of linguistic communities in Semarang. Data had been collected from
a given territory. Linguistic landscape indeed 2018 up to 2019. The data includes office
constructs and constitutes the surrounding signs, billboards, shop signs, advertisements,
scene, including streets, corners, parks, and traffic signs, topographic information or area

October 2019
maps, emergency guidance and political regulated by national laws, i.e. Law number
poster campaigns, and of course, graffiti. In 24 year 2009 on national flag, language,
the aggregate, they constitute the linguistic symbol and anthem. This particular law
landscape of Semarang as the capital city of ensures the use of Bahasa Indonesia in public
Central Java, Indonesia. Data were then spaces, especially that of government offices.
thematically categorised and analysed based For example, verse 30 reads that ―Bahasa
on the emerging patterns, i.e. top-down and Indonesia is compulsory used in public
bottom-up items. These data were then administrative services in government offices
triangulated with interview data and and institutions‖ (Indonesia, 2009, p. 14).
document analysis (language policy This line is further explained in verse 33 that
documents). Five interviews were also taken reads ―Bahasa Indonesia is compulsory used
to passers-by to triangulate the argument. in formal communication in government and
private offices‖ (Indonesia, 2009, p. 15).
RESULT AND DISCUSSION
This section discusses the themes that The following pictures illustrate the
emerged from the empirical data. Firstly, it implementation of the language regulation on
begins with the top-down items or the public display by government authorities.
government related corpus. Secondly, I
contrast those findings with the bottom-up
items or the private sector‘s corpus. Thirdly,
theoretical implications will be discussed to
expand the discussion of this chapter.
Top-down category
The top-down linguistic landscape items
include those markers issued by national and
regional bureaucracies, such as buildings
Picture 1. Biology Laboratory
belong to public institutions, signs on public
space, public announcement and street
names.
The patterns that emerge within this top-

down category are the use of Javanese
traditional script (aksara Jawa) and the use
of correct and proper national language
(Bahasa Indonesia yang baik dan benar).
Picture 2. Police department office
The use of traditional local language
demonstrates the efforts to maintain local While those two pictures (picture 1 and 2)
culture and languages, as explicitly regulated illustrate the use of correct and proper
in the government regulation. The use of national language, data also demonstrates the
Bahasa Indonesia in public spaces has been use of regional language, in this case

October 2019
Javanese. Javanese script is taught at primary

and secondary schools around Central Java
regions with an aim to maintain the language
and culture.
The following are some examples of the use

of Javanese script in the government
buildings and signage. Picture 3 is the slogan
of the Central Java Governor‘s office located
in Pemuda Street. The slogan is written in
Javanese script, but when translated into Picture 5. Semarang airport
English, it says: Let‘s build Central Java. In short, the patterns emerge from the data is
that the languages used predominantly in the
public landscape of government buildings
and signage are national language, local
language and English.
Bottom-up category
While top-down category projects consistent
use of three languages, bottom-up category
presents a more fluid linguistic phenomenon.
Picture 3. Central Java Governor‘s office Language used by private sectors and
(Let‘s build Central Java) individuals in the forms of signage in the
public display is not merely informative, but
Another picture is from the naming of the most importantly persuasive and sometimes
faculty of languages and arts of a public provocative. Companies, for example, use
university in Semarang. As it suggests public space to commercialise their products
language, culture and arts, the faculty uses and to attract more customers.
Javanese script to name itself.
The following picture best illustrates this
point where a Thai tea stall uses Thai script
to present that their products are authentic
and original from Thailand, despite the fact
that costumers might not be able to decode
the Thai script.
Picture 4. Faculty of languages and arts in

Javanese script
English also appears in public spaces,

especially those in area where foreigners
usually come. This includes airport, train
station, and immigration offices.

October 2019
Picture 6. Thai tea stall in Semarang Construction of the Public Space :

The Case of Israel. International
The main reason behind the fluidity of Journal of Multilingualism, 3(1), 7–
bottom-up category is actually on the market. 30.
As private sectors carefully read their market, Cenoz, J., & Gorter, D. (2006). Linguistic
so they adjust their branding and marketing Landscape and Minority Languages.
strategy through language to achieve their In D. Gorter (Ed.), Linguistic
goals. This is in contrast with the top-down Landscape: A new approach to
category which is regulated by law. multilingualism (pp. 67–80). Great
Britain: Multilingual Matters Ltd.
Linguistic landscape of Semarang
The discussion above demonstrates that Indonesia, G. of. Law No. 24 year 2009 on
while national language policies in Indonesia National Flag, Language, Symbol and
in the last two centuries have been succeeded Anthem (2009). Jakarta, Indonesia.
in unifying the archipelago‘s linguistic Landry, R., & Bourhis, R. . (1997).
heterogeneity, thus homogenising the Linguistic landscape and
multilingual society; however a growing ethnolinguistic vitality. Journal of
number of middle class who perceives Language and Social Psychology,
English as an important international 16(1), 23–49.
language in recent years has yielded a new Shohamy, E. (2015). LL research as
trend of linguistic diversification. This shift expanding language and language
can be seen from the changes of the linguistic policy. Linguistic Landscape, 1(1),
landscape displayed in Indonesian urban 152–171.
cities. https://doi.org/10.1075/ll.1.1-2.09sho
Tanu, D. (2014). Becoming ―international‖:
CONCLUSION the cultural reproduction of the local
This study has argued of the importance of elite at an international school in
linguistic landscape as a means of studying Indonesia. South East Asia Research,
linguistic aspects of social reality. Linguistic 22(4), 579–596.
landscape has a great potential to see the shift https://doi.org/10.5367/sear.2014.023
and dynamics of linguistic phenomenon from 6
what is displayed in public spaces. Semarang
is one vibrant city to explore, yet other places
in Indonesia need to be investigated.
REFERENCES
Backhaus, P. (2007). Linguistic Landscapes:
A comparative study of urban
multilingualism in Tokyo. UK:
Multilingual Matters Ltd.
Ben-rafael, E., Shohamy, E., Amara, M. H.,
& Trumper-Hect, N. (2006).
Linguistic Landscape as Symbolic

The 8 ELTLT International Conference 2019
th
The 8th ENGLISH LANGUAGE TEACHING, LITERATURE, AND TRANSLATION

“The Current Issues and Challenges of English Language Teaching,
Literature, and Translation in the Disruption Era”
Semarang, September 14-15, 2019


Universitas Negeri Semarang ELTLT
2019

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The 8 ELTLT International Conference 2019

The 8th ENGLISH LANGUAGE TEACHING, LITERATURE, AND TRANSLATION

Faculty of Languages & Arts

UNIVERSITAS NEGERI SEMARANG

ii ISSN 2580-1937 (Print); 2580-7528 (Online)

The 8th English Language Teaching, Literature, and Translation

Faculty of Languages & Arts

ISSN 2580-1937 (Print); 2580-7528 (Online) iii

The 8th ELTLT CONFERENCE PROCEEDINGS

This publication is in copyright. Subject to statutory exception and to the provisions

First published in December 2019

Editors: Siti Wachidah, M.A., Ph.D (State University of Jakarta)

Layout: Thomas Sugeng H

Library of cataloguing in Publication Data:

iv ISSN 2580-1937 (Print); 2580-7528 (Online)

ISSN 2580-1937 (Print); 2580-7528 (Online) v

vi ISSN 2580-1937 (Print); 2580-7528 (Online)

Welcome to the 8th ELTLT 2019.

Dr. Rahayu Puji Haryanti, M.Hum.

ISSN 2580-1937 (Print); 2580-7528 (Online) vii

viii ISSN 2580-1937 (Print); 2580-7528 (Online)

Welcome from the Dean of Languages and Arts Faculty

To be chosen as presenters for the parallel presentation in this conference is a considerable

Semarang, September 2019

Dr. Sri Rejeki Urip, M.Hum.

ISSN 2580-1937 (Print); 2580-7528 (Online) ix

x ISSN 2580-1937 (Print); 2580-7528 (Online)

Welcome from the Head of English Language and

Be a part of it and we look forward to welcoming you to 8th ELTLT in 2019.

ISSN 2580-1937 (Print); 2580-7528 (Online) xi

xii ISSN 2580-1937 (Print); 2580-7528 (Online)

Preface ................................................................................................................................... vii

ADAPTING TO OR CHANGING OUR STUDENTS?

ENGLISH SENTENCE PATTERN PROBLEMS AS REFLECTED IN

THE IMPLEMENTATION OF DISCLAIM IN ELT ARTICLES TO PROPOSE

TRANSLATING TRADITIONAL CULTURAL EXPRESSIONS: ANALYSIS OF

THE IMPLEMENTATION OF LINGUISTICS FOR CURING STUTTERING

THE REALIZATION OF THEME AND THEMATIC PROGRESSION IN NON-

MAN MADE LANGUAGE IN SUNDANESE PROVERB: LINGUA AND

VOWEL AND CONSONANT IN INDONESIAN CHILD SONG RHYTHM

THE EFFECTIVENESS OF A HYBRID COURSE ON THE STUDENTS‟

ISSN 2580-1937 (Print); 2580-7528 (Online) xiii

READING BIODIVERSITY IN HOWARD NEMEROV AND WILLIAM STANLEY

IMPLEMENTING CREATIVE PROBLEM- BASED LEARNING MODEL IN

INSERTS USED BY ARIANA GRANDE OF INTERVIEW IN

DIGITAL CHILDREN LITERATURE: USING MOOCs FOR EXPLORING

USING THE JAKARTA POST ARTICLE AS MEDIA TO INCREASE

EXPRESSION OF PAIN OF REBUFFED LOVE IN MARQUEZ‟S LOVE IN

RARE ORCHIDS RARER

INTERACTIVE DIGITAL CONTENT OF PRIMARY CLASS FIVE ENGLISH FOR

UTILIZING VLOG TO PROMOTE STUDENTS‟ ENGLISH AND DIGITAL

SEX DISCOURSE IN SUHAILI‟S HARGA PERAWAN NOL RUPIAH

THE INFLUENCE OF BANYUMESE DIALECT ON ENGLISH VOICED

A STUDY OF KARTINI‟S SCHOOL CONCEPTS

xiv ISSN 2580-1937 (Print); 2580-7528 (Online)

STYLE IN TRANSLATING MADURESE CULTURAL TEXTS

CHALLENGES OF TEACHING ENGLISH WITH ITS FOUR LANGUAGE

REVEALING THE EFL TEACHER‟S PLANNING OF THEIR

CROSS CULTURAL UNDERSTANDING: STUDENTS‟ VOICE