Proceedings

Saturday, 12 May 2018

Sanata Dharma University,
Yogyakarta, Indonesia

Contributors:
Stephen J. Hall, Ila Rosyada, Noor Vatha Nabilla, Fidelis Elleny Averina, Alexander Ray, Dyah Ayu Larasati,
Risa Dwi Anggraini, Qotrun Nada, Salsabilla Sheillany, Rosi Rosdiani, Nuur Aziizah, Okta Lesagia, Dian
Rizka Silvia, Euodia Inge Gavenila, Yohanes Arsadiak P. H., Akbar Rahmada Maulana, Intan Syifa
Permataputri, Francisca Elvine Vicky Diananda, Sinta Hayuningtyas, Caecilia Elsanetta Kurnia Dewi,
Fatma Nur Lisa, Adi Yusuf, Liem Natasya Janet Setianto, Benita Saraswati, Yoannes Yuka Krisdianata,
Christabella Clarissa, Izzul Islami, Dini Lestari, Ai Wiwin, Tirza Tubalawony, Kirana Septiani Wanodya
Saputra, Vinsensious Galuh Kusuma, Galang Kesatria Tama, Danin Christianto, Afri Tamara Nurmadani,
Rosiana Azhar, Trikaloka Handayani Putri, Diva Safira, Kristian Florensio Wijaya, Kadek Yuni Antari,
Lawrence Sa Benning, Oktari Firda Hibatullah, Sayida Ralia Mawalia Zulkifli, Queen Fiqi Ardillah, Aisha
Ganesh Ratnasari, Ardiana Sari, Intan Wulandari, Apin Pratama

Editors:
Voni Novita – Devita Putri Saraswati – Margaretha Christiatri Wulandari – Irene Anggita Dennaya
Nugraheni Widianingtyas – Agatha Carniela Nugraheni – Emmy Meuthia Octivani
Melania Rambu Day – Dionesia Carmelita M S Ola Tapo – Monica Della Andarupraja

Sanata Dharma University Press

Proceedings

Copyright © 2018 English Language Education Study Program, Sanata Dharma University, Yogyakarta

EDITIORIAL BOARD: REVIEWERS:

Barli Bram, Ph.D Professor Stephen J. Hall, Sunway University, Malaysia
Dr Raqib Chowdhury, Monash University, Australia
EDITORS: Dr Willy A Renandya, National Institute of Education, Singapore
Voni Novita
Devita Putri Saraswati
Margaretha Christiatri Wulandari COMMITTEE:
Irene Anggita Dennaya Steering Committee: Yohana Veniranda Ph.D., Lhaksmita Anandari S.Pd.,Ed.M., Barli Bram
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Committee of Undergraduate Conference

SANATA DHARMA UNIVERSITY PRESS English Language Education Study Program 2018
1st Floor, Library Building USD Sanata Dharma University English Language Education Study Program
Jl. Affandi (Gejayan) Mrican, Jl. Affandi, Catur Tunggal Depok, Sanata Dharma University
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Phone: (0274) 513301, 515253; Website: Sleman, Yogyakarta
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ii
 PREFACE

The organizing committees are pleased to present the proceedings of the 6th Undergraduate
Conference on ELT, Linguistics and Literature (UC) 2018. The conference was organized on
12 May 2018 by the Undergraduate Program of English Language Education of Sanata Dharma
University. The proceedings consist of a compilation of around 29 papers research papers
where the authors connect the use of language in terms of ELT, Linguistics and Literature
with the modern era.

More than 250 people from various universities around Indonesia participated in this
conference. Among them, we had two plenary speakers:

 Professor Stephen James Hall, of Sunway University, Malaysia

 Veronica Triprihatmini S.Pd.,M.Hum.,M.A., of Sanata Dharma University, Yogyakarta

The committee of the Sixth Undergraduate Conference 2018 would like to express our sincere
gratitude to all the speakers, presenters and participants for their contribution. In particular, we
also thank our generous sponsors for the support. We have done our best to make sure the
proceedings and the conference would grant the most beneficial and resourceful to all presenters
and participants.

Editors

iii
 TABLE OF CONTENTS

PREFACE iii

TABLE OF CONTENTS iv

BEYOND TEACHER TRANSMISSION AND GOOGLING INFORMATION TO MORE 1

CREATIVE LANGUAGE LEARNING
Professor Stephen J. Hall

A STYLISTIC ANALYSIS OF MILLION YEARS AGO SONG BY ADELE 10

Ila Rosyada and Noor Vatha Nabilla

CODE SWITCHING IN ‘SUNSHINE BECOMES YOU’ MOVIE 19

Fidelis Elleny Averina and Alexander Ray

COMBINING INSTAGRAM AND FLASH FICTION TO PROMOTE ENGAGEMENT, 29

CONSISTENCY, AND CREATIVITY
Dyah Ayu Larasati

DEVELOPING READING ATTITUDES THROUGH EXTENSIVE READING IN EFL 40

CONTEXT
Risa Dwi Anggraini

EFL STUDENTS’ PERCEPTIONS IN USING INSTAGRAM TO IMPROVE DESCRIPTIVE 52

WRITING SKILLS
Qotrun Nada and Salsabilla Sheillany

EXPLORING PRESERVICE EFL TEACHERS’ PERCEPTIONS INLENS OF 61

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
Rosi Rosdiani

ILLOCUTIONARY ACTS IN PATHWAY TO ENGLISH: SCIENCES AND LINGUISTICS 73

PROGRAMME’S ELT TEXTBOOK FOR GRADE X STUDENTS
Nuur Aziizah, Okta Lesagia and Dian Rizka Silvia

INVESTIGATING FACTORS AFFECTING CODE SWITCHING IN BLACK PANTHER 83

MOVIE AS A RESULT OF AFROFUTURISM IN FILMS
Euodia Inge Gavenila and Yohanes Arsadiak P. H.

KILL HER! FORENSIC LINGUISTIC ANALYSIS IN REVEALING THE LANGUAGE OF 92

TERROR
Akbar Rahmada Maulana and Intan Syifa Permataputri

LANGUAGE CHOICE OF LECTURERS AND A STUDENT IN WHATSAPP MESSENGER 101

Francisca Elvine Vicky Diananda and Sinta Hayuningtyas

iv
LEARNING GRAMMAR THROUGH ONLINE CHATTING 107
Caecilia Elsanetta Kurnia Dewi

MODIFYING EMONO (ENGLISH MONOPOLY) AS MEDIA FOR TEACHING SPEAKING IN 117

DESCRIPTIVE TEXT AT JUNIOR HIGH SCHOOL
Fatma Nur Lisa and Adi Yusuf

PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING MANAGEMENT 128

CLASSES: STUDENTS’ PERCEPTIONS
Liem Natasya Janet Setianto

ROLE-PLAY TO IMPROVE SPEAKING ABILITY OF TOURISM POLICE OFFICERS 139

Benita Saraswati

SAMSUNG, VIVO, AND OPPO SMARTPHONES ADVERTISEMENT VIDEOS: AN 146

ANALYSIS OF THE TYPES ON ENGLISH-INDONESIAN CODE-SWITCHING
Yoannes Yuka Krisdianata and Christabella Clarissa

STRATEGIES FOR LEARNING ENGLISH USING ONLINE PROGRAM ENGLISH 155

DISCOVERIES
Izzul Islami, Dini Lestari and Ai Wiwin

STUDENT TRANSLATORS’ ATTITUDE TOWARDS GOOGLE TRANSLATE FOR SPECIFIC 165

TERMS
Tirza Tubalawony, Kirana Septiani Wanodya Saputra

STUDENTS’ BELIEFS IN USING IMPROMPTU SPEECH TO IMPROVE SPEAKING SKILLS 173

Vinsensious Galuh Kusuma

STUDENTS’ OVERVIEW TOWARDS PEER-CORRECTION ACTIVITY ON STUDENTS- 180

MADE ADVERTISEMENT UPLOADED IN INSTAGRAM
Galang Kesatria Tama

STYLISTIC ANALYSIS OF LANGUAGE STYLES IN WHATSAPP MESSENGER MESSAGES 188

Danin Christianto and Afri Tamara Nurmadani

TEACHER’S STRATEGIES TO OVERCOME STUDENTS’ MISBEHAVIOR IN FREEDOM 201

WRITERS MOVIE
Rosiana Azhar and Trikaloka Handayani Putri

THE EFFECT OF STUDYING IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM 209

TO STUDENTS’ DESIRE OF BECOMING A TEACHER
Diva Safira

THE ROLE OF EXTENSIVE READING STRATEGY IN IMPROVING ENGLISH LANGUAGE 216

EDUCATION STUDENTS’ VOCABULARY KNOWLEDGE IN VOCABULARY CLASS
Kristian Florensio Wijaya

THE ROLE OF THE SPY TEAM TO OPTIMIZE ENGLISH FLUENCY DEVELOPMENT IN 229
SAMPOERNA ACADEMY
Kadek Yuni Antari and Lawrence Sa Benning

THE ROSY-BIRD AS LEARNING MEDIA: ROLE OF STORYBIRD IN EFL LEARNERS’ 236

READING MOTIVATION
Oktari Firda Hibatullah, Sayida Ralia Mawalia Zulkifli, Queen Fiqi Ardillah, and Aisha
Ganesh Ratnasari

v
USING DIGITAL STORYTELLING IN AN EFL WRITING CLASS: THE PERSPECTIVE OF A 246
WRITING TEACHER
Ardiana Sari and Intan Wulandari

WHATSAPP MESSENGER BEYOND AN EFL CLASSROOM VIEWED FROM STUDENTS’ 254

PERSPECTIVE
Apin Pratama

vi
 BEYOND TEACHER TRANSMISSION AND GOOGLING INFORMATION TO
MORE CREATIVE LANGUAGE LEARNING
Stephen J Hall
stephenh@sunway.edu.my
Sunway University

Abstract
As information is readily available online, students can Google and Google Translate
perhaps challenging a teacher’s classroom role and language awareness. The safety of
being a transmitter of knowledge and instructor may be threatened and classrooms could
become fossilized as the instant nature of information grows. This conceptual paper will
argue that we facilitate modern language learning by stimulating questioning. Tasks may
need to include appropriate online searching and a creative inquiry approach to using
language and understanding images. This suggests reworking teacher dominance into a
facilitator’s role.
Digital natives and the Facebook/Instagram/Snapchat generation may want a culture of
learning which embraces information flows, while providing tools for English language
learning and use in the modern era. Suggestions for engaging learners with contemporary
techniques will be shared, even for classrooms in which there is not readily available
connectivity. Interactive tasks are part of this paper.
------------------------------------------------------------------------------------------------------------

BACKGROUND
Many have access to an enormous range of information as trillions of bytes
present themselves to learners through social media and the less ephemeral platform of
web sites. Such digital access may threaten the position of teachers as all-knowing
transmitters of analogue print- based knowledge (Roberts, 2003). This suggests an
educational need to include information processing skills for the vast array of information
and disinformation which is present online. It could be argued that classrooms may
become fossilised if they are not sites acknowledging the needs of those who were in
earlier decades termed ‘digital natives’ (Prensky, 2001). This paper will suggest that
going beyond Googling could include raising learners’ awareness of processing online
information, developing visual literacy and focussing on synthesising skills. The question
of defining digital literacy is a useful starting point.
Merchant (2007) argues for a broader definition beyond the skills directly evoked
by competencies in being able to use digital platforms. He suggests that ‘digital literacy
could…be seen as the study of written or symbolic representation that is mediated by new
technology. Its prime concern would be the production and consumption of the verbal and
symbolic aspect of screen based texts’ (Merchant, ibid, p.121). He notes that a
proliferation of binary ‘us and them’ definitions may not have enhanced our
understanding’. In earlier phases of digital literacy growth, Prensky (2009) described the
digital world as a cleavage between ‘digital natives’ and ‘incoming immigrants’, yet now
the cleavage is more between older users’ choice of platforms such as Facebook and the
synchronous users of visually- driven platforms such as Instagram and U tube. The huge

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proliferation of websites and the extent of global Internet penetration make this
dichotomy of digital natives contestable just by statistics of the wide range of users and
the scale of Internet penetration. In January 2018 there were 1,805,260,010 websites
(https//news.netcraft.com) so websites still remain an expanding part of the digital
landscape, which this paper will explore.
A complex continuum of users and usage is developing exponentially as many
users of digital media blend multiple modes of making meaning. Even defining the
making of meaning in new media has been suggested as a new form of literacy. There are
many implications for educationalists as digital input expands and it is to this growth that
we now turn with the primary focus on websites.

SEEKING INFORMATION
Learners in all disciples are faced with readily available information on many
social media platforms. However, the plethora of information may not be researched or
critiqued by users or students with a full awareness of how information is represented or
mispresented. Most substantive information, beyond dominant social interaction is not to
be found within popular short text platforms, a situation which has been well described
since the wave of SMS texts. Text types of any substantial length and content are often
found on websites which by their nature are less transitory and are imbued with a sense of
the web sites owner’s commitment to their online presence. A website requires a financial
commitment, registration and is less fleeting than Instagram or Snapchat. Websites are
still an important and expanding part of digital literacy and yet in education we seem to
neglect the structure of websites and literacy skills, both linguistic and visual, which are
needed for information retrieval. We turn firstly to the searching skills based on words.
Information retrieval and seeking relevant facts requires a literacy which can be
developed through a searching grammar. One can work with a grammar and vocabulary
of searching, assuming one uses a search engine such as the dominant platform of
Google, which has incidentally entered the Oxford dictionary as a verb (Heffernan,
2017). Effective searching requires understanding how general the search topic is and so
the vocabulary of online searching will link to word classes and how specific a particular
topic is. Searching online can be useful as framework for teaching the general or specific
nature of vocabulary items. Clearly ‘komodo dragon’ is a specific descriptive jump from
‘Indonesian strange animal’. As with this example, we can build search skills by taking a
topic at a general level, (strange animal or reptile) brainstorming words and then grouping
in classifications before looking at levels of classification down to our particular interest
(for example, the Komodo ‘dragon; dangerous local carnivores and so on’).
Classification is, of course, the process which Google and Facebook work with as
they mine our data. This defining by what the search engine thinks we want and our
search can be channelled by how frequently one searches in a particular area of interest.
Most search engines such as Google mine the data and will produce what they think you
need based on the past search history. The events of early 2018 make it clear the data
mining by both Facebook and Google can target online users’ interests and channel their
behaviours to profit-generating areas tailored to the users’ areas of concern .and more
dangerously, the providers’ interests (Naughton, 2018). Netiziens may be channelled to
searching more and more in narrowing areas of interest as they process more about
shrinking domains of knowledge with choices determined by embedded algorithms.
There is a conceptual framework being created by our searching which could mean we

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search repeatedly in narrowing areas of knowledge. Many users may not be aware of this
dynamic of data mining but, it does suggest a need for thinking creatively and generating
vocabulary in a free thinking, open manner. However, it is clear that specificity of
searches speeds up the online experience.
Being specific with the correct vocabulary can make searching more efficient; as
with quotes for the exact phrase, being site specific as in “Google site: Sunway
University” and using the term “define”. This writer has found very few schools or
universities who focus on the importance of using the simple search grammar and
highlighting the importance of specific vocabulary choice. This grammar of searching is
explained clearly online, (https://www.lifehack.org/articles/technology/20-tips-use-
google-search-efficiently.html.) and elsewhere. The choice of keywords and the well-
structured question are an important starting point.
A technique which this writer has found useful is to begin with a simple question
or keyword which is the basis or main topic of the online search. This is often very
general when working with English as an Additional Language learners and may require
modelling of different types of questions, as well as brainstorming related vocabulary.
When developing critical online searching we may need to work with the cultural
dynamics in which questioning may be seen as questioning a person, rather than pursuing
ideas. Posing questions may in itself not be part of classroom dynamics in some learning
cultures such as that of Malaysia with which this writer is most familiar (Hall, 2015).
However, the information learners are able to gain both online and off line as they build
language skills will depend on developing a sense of curiosity and a desire for inquiry.
With this in mind, a teacher can model and facilitate other related questions about the
topic in the class. As this process is occurring, the teacher. as a facilitator of learning can
add questions, thereby modelling the role of the teacher as a questioning, ,ongoing learner
rather than a transmitter of knowledge (Freeman, 2002).
Information retrieval online is clearly related to how questions are formed, but
often learners just want the quick method of typing in a key word. As a facilitator of
learning our role should also include an openness to accept learner- generated questions
which may seem like outliers such as “Did the Komodo dragons swim from Java?”
Following discussion of a topic there may be many sub topics for which learners can
identify a key noun, phrase or specific questions. Before searching, learners may want to
enhance their vocabulary through noting how their newly acquired words may have
different meanings in the first language, beginning an understanding of how language and
concepts are intertwined.
Fellow educators, I interrupt this plenary in the transmission of information
mode, as I have stated that seeking information through questioning is important. It
would be wrong of me to suggest that as teachers we should facilitate learning without
doing the same. We will now do a reflective task. This task is based on the reality of
classrooms in that we all face challenges, such as getting learners to question and
stimulating talk, as well as motivational differences. If your phone has mobile data plan,
please turn it on. I often teach with a phones on and phones off signal so this is mine.
Reflecting on our own classroom we will start with a classroom challenge
Please do the first two stages individually, then the next steps in a pair.

Reflective Task 1:

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 • Reflect on a classroom challenge
• Write or type six related words- just words
• Add the questioning word- wh question
• Assess on-line answers and sources
• Choose one web site– why
• Analyse why this is a useful source of information
• Share with a partner
The choice of a web site which you just looked at may not just involve the
language and information, as a sense of the authenticity of the site may relate to how it
appears. While searching online most people are looking at the visuals of a website as
well as reading. Considerable design thinking goes into making sure that a reader stays on
a page and follows calls to action which a website designer has incorporated. It could be
argued that for many the appeal of a website and its authenticity lie as much in the visual
appeal, as in the written data. Preliminary research by this writer suggests that tertiary
level learners make many of their decisions about the authenticity of a website due to its
layout and visual arrangement. This suggests that visual literacy is an important part of
searching and understanding the authenticity and usefulness of online resources. It is to
the concept of visual literacy that we now turn.

Seeking online information and seeing the surface lures

For many netizens, the appeal of Internet resources lies in ease of access, the
speed of retrieval and quick readability. Web site designers are well aware of these
factors but often learners may not be aware of the structures which are very carefully
designed to generate income, gain clicks to other sites and channel searches by Search
Engine Optimisation. Visual literacy and raising learners’ awareness of this may then
assist in a more critical approach to resources. Merchant notes ‘that context is of central
importance in any practice of literacy and the multi-modal nature of many screen-based
texts highlights the importance of combining our reading of visual and other modes with
digital writing as we make meaning ((2007, p.120). Making meaning therefore requires
varied reading and writing approaches because of the way both visual and written
messages are presented in digital media. However, some reading skills do cut across any
so called “digital native” (Prensky, 2001) differences if one sees that text processing is
linked to visual scanning and applicable to varied on screen and print delivery modes. It
could be useful to highlight the skills of skimming, scanning and retention of detail when
reading in different modalities. In other words, the skills for print reading are transferable
to seeing how a page structures your responses and how we at different times skim, scan
and look for detail.
Reflective task 2:
 Go to a favourite web site
 Note what you first look at
 What do you notice after the first point of attention?
 What colours fonts and images appeal?
 What does the web site want you to do- the call to action?
 How does the web site create believability?
 Who made the website and why did they create it?
 Where do you go to online after this site and why?

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 The tried and tested approaches of skimming, scanning and seeking out detail
could be equally applied to images and the overall design of a web page. One notes that
eye movement research suggests that visual scanning is not an act of from top to bottom
eye movement. On-screen reading also involves perceiving the role of different size fonts,
varied colours and the placement of images and text within a screen. Many factors are at
work including colour, elements within page positioning and how designers position
elements based on eye movement (e-copywrinig-cz-
3jaworowiczbasiak122012stronysocialmedia-12-638). While this area is complex and
beyond the scope of this paper, it is worth considering visual literacy as an element which
may make for more critical use of online resources.
Visual literacy has been defined as by Eshet-Alkali (2004) as synchronic literacy
in which readers link text, images, sound and motion in multimedia simulations. Her
research in a study of the ‘living books’ genre found that young learners perceived words
as pictures by using digital, aural and visual stimuli in synchronicity. Images can play an
important part in stimulating learners beyond the well- known areas of early learning with
links between stories, online resources, U Tube and videos as innovators such as Keddie
demonstrate and share online (2009, 2017). As educationalists, I would argue that just as
we assist learners in unpacking text we have little choice but to broaden their literacy and
unpacking of meaning to visuals.
We could foster more critical use of online resources if learners understand the
reasons designers use multi-modalities- in much the same way that writers choose written
constructions to convey their message. Conveying messages through writing is however
of equal importance to our learners as is unpacking meaning online. The next section
addresses writing and the importance of going beyond Googling by analysing, then
synthesising information.

SYNTHESISING INFORMATION
With an abundance of online information, web page designers and users of other
social media platforms are always aspiring to hit a unique engagement point that will
cause the posting or story to go viral. More often than not, such an online sensation is the
synthesis of elements which are not usually related, suggesting that the ability to
synthesise in a creative manner is a useful skill to acquire in the Internet-savvy world.
This section of the paper will therefore describe some approaches for educators working
with the development of productive digital literacy. The first step is to ascertain that we
are working with reality, rather than ‘fake news.’
One of the skills which seems neglected in the world of online information is
authenticating sources. While the academic world may have a strongly entrenched system
of referencing sources, the web offers openness and the posting of nearly, but not all,
words or images. There appears to little integration of systematic approaches to
authentication of online sources within education. One can of course refer to sites such as
Snopes, Open Secret.org and Fact Check.org. to check the authenticity of content itself.
However, it is also useful to assess who owns a site, where the URL originates from and
what is the real purpose of the site as in its call to action. Often the site may have
embedded sensational headlines or links, some of which can be ‘click bait’. Preliminary
research with Malaysian tertiary students reveals that few are aware of how a website
may be really generating income from the embedded advertisements or content provided

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by content farms which are “click bait’ headlines or embedded URLS luring you to
another marketing site. Clickbait has been described as
A form of web content that employs writing formulas and linguistic
techniques in headlines to trick readers into clicking links, but does not deliver on
promises. Media scholars and pundits consistently show clickbait content in a bad
light, but the industry based on this type of content has been rapidly growing and
reaching more and more people across the world. Taboola, one of the key providers
of clickbait content, claims to have doubled its monthly reach from 500 million
unique users to 1 billion in a single year from March 2015. The growth of clickbait
industry appears to have clear impact on the media ecosystem.
(Rony et al, 2017)
Checking authenticity is an important step before synthesising the information
found online but it is not limited to written information. Checking the authenticity of
images is a skill which still seems to be regarded as the area of Information
Technologists. Yet with the widespread use of ‘Fake News’ (Mihailidis & Viotta,, 2017;
Corner, 2017) means the checking the authenticity of both written and visual information
is essential, as well as at times a politically astute choice.
As information is multi-modal and moving across many web-based, cloud- based
and social media platforms rapidly, and at times virally, images have become as
important as words. This is especially so with the rise of often inventive Photoshopping,
memes creation and the use of aps such as What’s Ap to share images. One can reverse
image search using a Chrome application of search on Google image. The steps for this
can be found online. Other software is available for other platforms. Searching the
authenticity of images is relatively easy for websites which many regard as one of the
more stable online platforms. The authenticity and original source of an image is also
important, if we are going to instil the importance of intellectual property, copyright and
ascribing sources into our educational processes. For learners to produce in amongst the
abundance of online information one needs to be able to be impactful and this requires
creative synthesis.

A Synthesising information task

To synthesise or create ideas often requires merging elements from different
sources. The reading and writing tasks of compare and contrast texts are a useful
framework to begin with. I would like to suggest a pair work task which provides for pair
work which can generate vocabulary across a class and provide a foundation for
synthesis.
Reflective Task 3
 Choose a topic of interest to both in the pair.
 List any related words by brainstorming or semantic mapping
 Write a question both would like answered
 Search for it using Search Grammar
 Find two web sites which provide the answers.
 They need not be the first on the top of the list of the search engine.
 The top of list positioning can be bought.
 Then for each search, answer these:

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  Where does the site come from?
 Why do you like the site?
 Is it up to date?
 Does it give enough detail?
 If not research and find a better source.
 Do pair and share in the class explaining your choice to others

A synthesis extension is to design a landing page (the first page) of a website using
information from both chosen websites using one’s own words.
In synthesising for digital literacy as with writing comparison tasks varied
sources of information or ideas are important. In both assessing and producing text,
accuracy and authenticity are fundamental and can aided by online and in text checkers.
Even the grammar check of Word is useful. Clearly vocabulary plays a central role in
developing summarising skills so as to avoid the cut and paste approach. To reduce this to
a formulation I suggest some web site evaluation and production factors which can
contribute to both online and off line text awareness
Authenticity: reality checking as described earlier
Bonding and buy in: how is the reader engaged with a ‘hook’ but not false ‘click
bait’.
Currency: being up to date. Is the date of the writing and images clear or
traceable?
Depth of ideas and details: does the content deliver what the headline promises
In reality, the major online area of interest for today’s learners is not websites but
the reproduction and production of one’s own self. In the audience today of the two
hundred or so of you, only five are not on Facebook, whereas very few of you have
websites. As academic and teachers we may search and use Websites, but clearly for
ourselves as educators and our students a huge part of digital literacy is not seeking
information or synthesising information. It is sharing information, often about ourselves.
The next part of the paper addresses sharing information in the world of data mining.
SHARING INFORMATION
Sharing information often in the form of visuals is an increasingly important part
of how netizens define themselves. The sense of establishing one’s identity online is often
dominant in platforms such as Facebook, Instagram, Snapchat, Reddit and other ‘in the
moment’; sharing platforms, rather than in the less fleeting platform of websites. Yet
whether it is a website, blog, sharing, landscape shot, a selfie or a wefie, we all leave a
‘digital footprint’ of one kind or another shaped by platform used. (Lewis, 2015).
Parkinson et al (2017,1) describe a variety of terms “for one’s online persona such as
‘digital footstep, finger print, shadow, profile, mosaic, persona, virtual self or
doppelganger,” The researchers argue that legislation such as that recently passed in
Europe is a small step to protecting the privacy of what they adroitly termed ‘The
Digitally Extended Self”. For many the digital footprint remains a widely used image
describing the recently demonstrated phenomenon of how one’s own line presence is
shared and trackable.

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 It could be argued that how we craft our digital footprint or digitally extended
self and how aware we are of traces left by our online activity is an important part of
educating learners about digital production and sharing. As Frier (2017) reported ‘
Facebook Inc. said that data on as many as 87 million people, most of them in the U.S.,
may have been improperly shared with research firm Cambridge Analytica’. One’s own
line presence clearly involves issues of privacy and how a self-image or digitally
extended self may become the property of corporations. What we share online creates a
record of one’s identity which has become a source of information for many who wish to
generate income or research peoples’ thinking (Golder, 2014). The way we portray
ourselves online may be motivated by the desire to be socially acceptable by peers and
‘liked’ repeatedly. Nevertheless, our online interactions provide profitable data for
extensive data mining. As was recently made very clear, data mining is very extensive.
Preliminary research by this writer suggests that some Malaysian University level
students who are studying Information Technology are not aware of how data can be
mined. They were not mindful of how easy it is for future employers to search the online
identity of prospective job candidates. When asked how they saw themselves the students
were able to describe physical or socially positive attributes, but they were less
forthcoming on how they may be seen by those outside their peer group. Getting students
to reflect on their online professional identity as part of a possible digital portfolio created
many questions about how digital images could be removed. The answer which has been
so thoroughly been revealed by recent Facebook data breaches is that it is nearly
impossible. This suggests a strong need to educate our learners on being conscious and
aware of what words and images they are posting. In conclusion, a conscious awareness
of the production of digital written data shared online is just as important an area of going
beyond Google, as is effective searching.

CONCLUSION
This paper has argued the case for raising awareness of skilled questioning and
reflection for all we do with the huge amount of information online. I have suggested that
as we search skilfully and create online that research and productive skills should be
based on awareness and creativity. Clearly learners’ vocabulary levels and the facilitation
of how we question are central to using online resources and to developing critical and
creative citizens. As facilitators of learning, there is much we can model though asking
questions and presenting varied ways of inquiry so as to go beyond the transmission
mode to the path of inquiry and creative use of digital literacy. The top of the Google
search is not always the right answer and we do live in a world of fake news. If this
presentation has been unusual with its interactive tasks it is because I find that many of us
learn more by engaging and doing rather than by listening.

REFERENCES
Corner, J. (2017) Fake news, post-truth and media–political change. Media, culture and
society 39(7),1100-1107.
Eshet-Alkalai, Y. (2004), Digital Literacy: A conceptual Framework for Survival Skills in
the Digital Era. Journal of Educational Multimedia and Hypermedia 13(1), 93-
106.
Freeman D. (2002). The hidden side of the work: teacher knowledge and learning to
teach. Language Teaching 35(1) 1–13.

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Frier, S, (2017) Facebook just doubled the number expose din data breach. Retrieved
from http://time.com/money/5228277/facebook-cambridge-analytica-data-
breach-numbers/
Golder S.A and Macy M.W, (2014) Digital footprints: Opportunities and challenges for
online social research. Annual Review of Sociology 40, 129–152.
Hall, S.J. (2015). Gaining acceptance of task-based teaching during Malaysian in service
teacher training. In H.Reinders. & M.Thomas, (Eds.) Task Based Language
Teaching in Asia; Challenges, Opportunities and Future Directions. London:
Bloomsbury Academic. pp. 156-169.
Heffernan, V. 2017 Just Google it. The Short History of a New Verb. Retrieved from
https://www.wired.com/story/just-google-it-a-short-history-of-a-newfound-verb/
Keddie, J. (2009). Images. Oxford, Oxford University Press
Keddie, J. (2017) Videotelling. http://videotelling.com/videotelling-the-book/ . ISBN
EPUB: 978-0-9955078-1-4 | ISBN MOBI: 978-0-9955078-2-1
Lewis, K. (2015). Three fallacies of digital footprints. Big Data and Society 1-4. DOI:
10.1177/20539517156024962
Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3) 118-128.
Mihailidis, P. & Viotta, S. (2017) Spreadable spectacle in digital culture: civic
expression, fake news and the role of media literacies in ‘post fact’ society.
American Behavioral Scientist 61, 441–454.
Naughton, J. (2017) How Facebook got into a mess – and why it can’t get out of it.
https://www.theguardian.com/technology/2018/apr/07/facebookgot-into-mess-
cant-get-out-of-it-mark-zuckerberg-surveillance-capitalism. Retrieved April 28
2018.
Parkinson, B., Millard, D.E., O’Hara K. & Giordano. R. (2017) The digitally extended
self: A lexicological analysis of personal data. Journal of Information Science 1-
18.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon.9(,5) MCB
University Press.
Prensky, Marc (2009) "H. Sapiens Digital: From Digital Immigrants and Digital Natives
to Digital Wisdom," Innovate: Journal of Online Education: 5(3) Article 1.
Available at: http://nsuworks.nova.edu/innovate/vol5/iss3/1
Rony, M.M.U., Hassan, N, & Yousuf, N. (2017). Diving deep into clickbaits: Who use
them to what extents in which topics with what effects? Retrieved from
arXiv:1703.09400v1 [cs.SI] 28 Mar 2017.
Webster, G. (2003). Teaching using the Web: Conceptions and approaches from a
phenomenographic perspective. Instructional Science 31(2) 127-130.

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 A STYLISTIC ANALYSIS OF MILLION YEARS AGO SONG
BY ADELE
Ila Rosyada1, Noor Vatha Nabilla2
ilarosyad@gmail.com1, tatta.nabilla@gmail.com2
State Islamic University of Maulana Malik Ibrahim Malang

Abstract

Literary work is usually analyzed by the researchers to find out its meaning. This research
aims to analyze the song of Adele “Million Years Ago” using analytical research to find
out different stylistic devices contained in the song such as phonological, graph logical,
grammatical, lexical, and semantic aspects. This research is helpful to uncover the
meaning of the song by using stylistic analysis. Furthermore, style deals with the use of
language in context, given by a certain person, to give a certain purpose (Leech & Short,
1981). Therefore, this research also assists to analyze the style of the songwriter. The tone
and the mood of the song are also provided in this research. The researchers have
revealed the message, themes, and the style by looking at the different stylistic devices
found in the song.

Keywords: song, style, stylistic analysis, stylistics devices, meaning, themes

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Many people have a thought that literature and linguistics are two different things
(Diller, 1998). Literature is studied by literary scholar which is about analyzing literary
discourse. While linguistics is studied by linguist scholar which the study is about
structural aspects of language. People might think how if these two different things are
combined; analyzing the style of literary works in the perspective of linguistics point of
view. According to (Leech & Short, 2007), “There is a strong tradition of thought which
restricts style to those choices which are choices of manner rather than matter, of
expression rather than content”. In this era, most of the scholars have agreed with the idea
that actually literature and linguistics are complementary to each other. Anyone who
wants to have deep understanding towards literary text, he or she also should understand
about the language used as the medium of literary works. In other words, everybody
should consider literature as a way of how language is used while examining language
(Asgher, Amjad, & Parven, 2016). Therefore, stylistics is often used by language scholars
to analyze the underlie meaning of literary works using linguistics devices. The relation
can be seen in the following pictures (Leech & Short, 2007):

Literary Appreciation
Seeking Seeking

aesthetic linguistic

function evidence
Linguistic Description

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 Picture 1. Relation chart
Many scholars use literary works such as a novel, poem, and drama text to be
analyzed by using literary stylistics. In this present research, the researchers also use the
area of literary stylistics to analyze the song ‘Million Years Ago’ by Adele from the
stylistic perspective. The aim of this research is to find out the stylistic devices so that it
will reveal what style used in this song.

B. REVIEW OF RELATED LITERATURE

1. Stylistics
Stylistic is derived from the word ‘style’. The word ‘style’ itself yields from the
Latin word that means ‘style’ (Ali, Bhatti, & Shah, 2016). Stylistics is the study of style
which analyzes the style of the person or the style of the writer. Different person or writer
may have a different style in their writing. Leech (2014) argues that style is the way how
something is written, spoken, or performed. Stylistics also deals with the analysis of
literary works using linguistic aspects.
According to Short (1996), stylistics is the study of approaching to analyze literary
works using linguistic analysis. If we look on the tradition, stylistics only focuses on
analyzing the literary works. However, Short and Leech (1981) emphasize that stylistics
is the study of written or spoken text and can be applied in literary or non-literary works.
It is not only centered in formal form of the text but also pointed the exegesis of the text
whether it is literary or non-literary works (Wales, 2014). A style is learned to explain
something in non-literary works. While, in literary works, it is to explain the relationship
between language and artistic function.
There are seven language levels to analyze using stylistic analysis (Simpson, 2004).
The levels of language are as follows:
a. Phonetic/Phonological Level: In this level, it is the study of the characteristics and the
purpose of sounds in a literary work and is related to the study of the sound system of any
given language. It should be differentiated between the set of possible human sounds, that
become the constitution of the area of the right phonetics, and the set of system sound
used in human language, that become the constitution of the area of phonology.
Phonology is related with classifying the sounds of language and with saying how the
part of particular language used is utilized. Also, it deals with the recognized rules of the
pronunciation. The phonological devices consist of consonance, assonance, rhyme
elements, alliteration, etc.
b. Graph Logical Level: In this level, it encompasses the systematical of writing in a
language and the formal rules of using correct spelling, structure, capitalization, the
systematic formation, and punctuation in the sentence.
c. Morphological Level: It deals with the way words are constructed. The term
morphology refers to the analysis of minimal forms in language. It comprised of sounds
and which are used to construct words which have either a grammatical or a lexical
function.
d. Grammatical Level: This is the level of sentences. It encompasses the syntactical and
morphological aspects and discusses the internal formation or structure and the function
of sequence sentence. It identifies the clauses, phrases, words, nouns, verbs, etc. It is
related to the meanings of words in combination with each other to form phrases or
sentences. Specifically, it involves differences in meaning of a phrases or sentences by
the changes of the word order, the addition or subtraction of words in sentences, or
changes in the form of sentences. Furthermore, it also deals with the linkages of different
sentence types and with the analysis of ambiguous sentences.

11 | P a g e
e. Lexical Level: In this level, the mode is observed in which different words and phrases
tend to construct kind of linguistic contexts on the semantic level in positions of stylistics.
f. Semantic Level: It deals with the meaning of words and sentences. It might be thought
that semantics is covered by the areas of morphology and syntax, but it is quickly seen
that this level needs to be studied by its own to have an appropriate perspective on
meaning in language. However, there still exists the lexical, grammatical, sentence and
utterance meaning in every other level of language.
g. Pragmatic/Discourse Analysis Level: It deals with how words and sentences are used
in a daily situation and the meaning of language in context. The focus here is the use of
language in particular situations. The meaning of sentences is not needed to be the same
in an abstract form and in practical use. The area of pragmatics depends strongly for its
analyses on the idea of speech act which is concerned with the actual performance of
language.
2. Previous Study
The previous stylistic analysis done by Asgher, Amjad, and Parven (2016) was
about ‘Stylistic Analysis of ROAR, a Song by Katy Perry’. In this research, the
researchers have found six phonological aspects (rhyme, alliteration, consonance,
assonance, aphaeresis, and onomatopoeia). While, the lexical and semantic aspects
(which deals with wording and meaning) were represented in the finding of four
figurative devices (anaphora, metaphor, hyperbole, and simile). It was also found the
feministic aspects as the themes, tone, and mood.
Another kind of previous analysis is ‘Stylistics Analysis of Holly Thursday I by
William Blake’ by Mahmood and Jamil (2015). The researchers used the poem as the
object for analysis. The researchers had found two graph logical aspects (explaining the
use of capitalization and punctuation), one phonological aspect (rhyme), semantic aspects
were represented in the figurative devices (symbol, metaphor, and simile). Khan and
Jabeen (2015) also had done stylistic analysis using poem with the title ‘To Autumn, by
John Keats’. In the analysis, researchers had found the graph logical aspects, 2
phonological aspects (rhyme and alliteration), grammatical aspect (scheme), lexical
aspect (antithesis and diction) and semantic aspects (tropes, symbol, metaphor, simile,
and personification), imagery (visual and audial imagery), tone and atmosphere.
Stylistic analysis of prose by Khan and Khan (2015), using the prose which the title
is ‘Black Beauty by Anna Swell’. Khan and Khan (2015) analyze the prose as the poetic
prose. Since the researchers focused on phonological and graph logical only, it had found
three phonological aspects (sound repetition, sound elision, and elongation of sounds) and
graph logical aspects (punctuation, capitalization, spellings, hyphenation, and the use of
bracket and dash). While, the stylistic analysis by Liu (2010) that used the prose ‘The
Great Gatsby’ focused on lexical and grammatical categories such as analyze the
adjectives, phrases, and sentences.
From the previous studies that have been mentioned by the researchers above, the
researchers decide to use the song of Adele ‘Million Years Ago’ as the present study. The
researchers assume that previous researches mostly use poems and proses to be analyzed.
In this present research, it is expected that it can enrich the variation of stylistic analysis
using the song as the object to be analyzed.

C. METHODOLOGY
Stylistic is the study of style which tries to uncover the aspects in literary works,
explicitly or implicitly, and to explain the relation between language and the artistic
function in literary works (Leech & Short, 2007). Although the object of stylistics is
literary works, it includes in one of the major areas in linguistics. Moreover, stylistics has

12 | P a g e
some subfield in it such as literary stylistics, cognitive stylistics, pragmatics stylistics, and
etc. (Asgher, Amjad, & Parven, 2016).
To conduct the study, the researchers started analyzing the data by identifying and
classifying its stylistic devices. Stylistics analysis will be used as the method for
analyzing the song of Adele ‘Million Year Ago’. This study had uncovered the
phonological level, grammatical level, lexical level, and semantic level. In addition, the
theme, tone, and mood were provided for the sake of the completeness of the analysis.

D. FINDINGS AND DISCUSSION

1. Phonological Level
a. Consonance
Leech calls consonance a “pararhyme”. Consonance is defined as the identical
consonant in the last word in a line or known as “end-alliteration” (1969, as cited in
Asgher, Amjad, & Parven, 2016).
b. Assonance
Bright defines assonance or a “medial rhyme” is the identical vowels in a line which
refers to a vowel repetition. Sometimes it is also referred to as “slant rhymes”, along with
consonance(2013, as cited in Asgher, Amjad, & Parven, 2016).
Consonance Assonance
[Verse 1]
I only wanted to have fun
Learning to fly, learning to run
I let my heart decide the way /t/ /aɪ/
When I was young
Deep down I must have always known /n/
That this would be inevitable /ɪ/
To earn my stripes I'd have to pay /aɪ/
And bear my soul

[Chorus 1]
I know I'm not the only one /əʊ/ /ɪ/
Who regrets the things they've done /s/
Sometimes I just feel it's only me /aɪ/ /ɪ/
Who can't stand the reflection that they see /ɪ/ /e/
I wish I could live a little more /ɪ/
Look up to the sky, not just the floor /ʌ/
I feel like my life is flashing by /aɪ/
And all I can do is watch and cry /aɪ/ /ɒ/
I miss the air, I miss my friends /ɪ/
I miss my mother, I miss it when /aɪ/ /ɪ/
Life was a party to be thrown /ɪ/
But that was a million years ago /ə/

[Verse 2]
When I walk around all of the streets
Where I grew up and found my feet /aɪ/
They can't look me in the eye /ɪ/
It's like they're scared of me /ɪ/
I try to think of things to say /ŋ/ /aɪ/ /ɪ/
Like a joke or a memory /k/
But they don't recognize me now
In the light of day

[Chorus 2]

13 | P a g e
 I know I'm not the only one /ɪ/ /əʊ/
Who regrets the things they've done /s/
Sometimes I just feel it's only me /aɪ/ /ɪ/
Who never became who they thought they’d be /uː/ /e/ /ɪ/
I wish I could live a little more /ɪ/
Look up to the sky, not just the floor /ʌ/
I feel like my life is flashing by /aɪ/
And all I can do is watch and cry /aɪ/
I miss the air, I miss my friends
I miss my mother, I miss it when /aɪ/
Life was a party to be thrown /ɪ/
But that was a million years ago /ə/
A million years ago /ə/

c. Rhyme
A rhyme is when the sound of two or more words sound similar or same. In the
other word, rhyme is regarded as a phonetic parallelism in verse (Wales, 2001). It helps
the literary work become interesting and creates a pattern.
d. External Rhyme
Rhyming of the last final words of lines.
- “I try to think of things to say
Like a joke or a memory”
- “I know I’m not the only one
Who regrets the things they’ve done”
e. Internal Rhyme
Rhyming of two or more words of the same line.
-“I miss the air, I miss my friends”
- “I feel like my life is flashing by”
f. Eye Rhyme
Rhyming on words in which spelled identically but pronounced differently.
- “I try to think of things to say
Like a joke or a memory”
- “They can’t look me in the eye
It’s like they’re scared of me”
- “I miss my mother, I miss it when
Life was a party to be thrown”
g. Slant Rhymes
Rhyming in which two or more words share just a vowel sound or consonant
sound. Sometimes it also called imperfect, partial, near, oblique, off, forced, etc.
- “I miss the air, I miss my friends”
- “I feel like my life is flashing by”
- “It's like they're scared of me”
- “Deep down I must have always known”
h. Perfect Rhymes
Rhyming in which the ending sounds are identic. Sometimes also called full or
exact rhyme. These rhymes can be classified based on its number of stressed syllables:
single (masculine), double (feminine), and triple (dactylic).
- “I only wanted to have fun
Learning to fly, learning to run
- “I know I’m not the only one
Who regrets the things they’ve done”

14 | P a g e
 - “Sometimes I just feel it’s only me
Who can’t stand the reflection that they see”
- “I wish I could live a little more”
Look up to the sky, not just the floor”
- “I feel like my life is flashing by
And all I can do is watch and cry”
- “When I walk around all of the streets
Where I grew up and found my feet”
i. Rhyme Scheme
A rhyme scheme is the ordered pattern of end rhymes or the end sound of words in
a poem or verse. The use of rhyme scheme is to create a sound patterning and suggest
units of sense such as delivering ideas impressively.
“AABCADBE-AAFFGGBBAAAH-IIBFBFJB-AAFFGGBBAAAHH”
This rhyme scheme has no fixed pattern to the rhyming which is usually called as
“irregular rhyme”.
j. Alliteration
Known as head rhyme in which two or more words have matching initial
consonants.
[Verse 1]
I only wanted to have fun
Learning to fly, learning to run
I let my heart decide the way
When I was young /w/
Deep down I must have always known /d/
That this would be inevitable /t/
To earn my stripes I'd have to pay
And bear my soul

[Chorus 1]
I know I'm not the only one
Who regrets the things they've done /ð/
Sometimes I just feel it's only me
Who can't stand the reflection that they see /ð/
I wish I could live a little more /l/
Look up to the sky, not just the floor
I feel like my life is flashing by /f/ /l/
And all I can do is watch and cry /k/
I miss the air, I miss my friends /m/
I miss my mother, I miss it when /m/
Life was a party to be thrown
But that was a million years ago /ə/

[Verse 2]
When I walk around all of the streets /w/
Where I grew up and found my feet
They can't look me in the eye
It's like they're scared of me
I try to think of things to say /t/ /θ/
Like a joke or a memory
But they don't recognize me now
In the light of day

[Chorus 2]
I know I'm not the only one

15 | P a g e
 Who regrets the things they've done /ð/
Sometimes I just feel it's only me
Who never became who they thought they’d be
I wish I could live a little more /l/
Look up to the sky, not just the floor
I feel like my life is flashing by /f/ /l/
And all I can do is watch and cry /k/
I miss the air, I miss my friends /m/
I miss my mother, I miss it when /m/
Life was a party to be thrown
But that was a million years ago /ə/
A million years ago /ə/

2. Graph Logical Level

In this level, the analyses covers the systematical of the writing including the
correct spelling, structure, capitalization, the systematic formation, and punctuation in the
sentence.
a. The whole lyric contains four stanzas which consist of 2 verses and a chorus which is
repeated two times. Each verse consists of eight lines while the chorus consists of 12 lines
and the second chorus consists of 13 lines.
b. The capitalization is used in every line.
c. There is no full stop in the whole lyric. However, there are five commas which are used
in the first, second, and fourth stanza.
“Learning to fly, learning to run”
“I miss the air, I miss my friends”
d. The lyric uses some contraction words to make a pattern by shortening and combining
two words.
“To earn my stripes I'd have to pay”
“It's like they're scared of me”
3. Grammatical Level
In this level, the researcher analyzes the system and structure of the language such
as the word class, its inflection, and relations in a sentence. From the lyrics, the sentence
“And all I can do is watch and cry” should be in gerund form “watching and crying”
because the sentence is in a nominal form and “watch and cry” is a complement.
Therefore, it must be in a gerund form, noun + -ing (inflection, suffix).
4. Lexical Level
Adjective Noun Adverb Verb
Only, young, Learning, heart, way, A little Wanted, have fun, fly, run,
inevitable, all, stripes, soul, one, thing, more, deep let, decide, known, earn,
million, ago, reflection, sky, floor, life, down, pay, bear, regrets, done,
scared, now, flashing by, air, friends, always, feel, stand, see, wish, live,
light. mother, part, streets, feet, sometimes, look up, watch, cry, miss,
eye, joke, memory, day. just, not. thrown, walk, grew up,
found, try, think, say,
recognize.
Preposition Conjunction Pronoun Determiner
To, around, in. When, that, and, who, like, I, my, this, The, a.
but, where, or. me, they.

5. Semantic Level
a. Anaphora
The repetition of the same words or phrases in order to make a pattern, give an

16 | P a g e
artistic effect, or emphasize the meaning.
“Learning to fly, learning to run”
“I miss the air, I miss my friends
“I miss my mother, I miss it when”
“Who never became who they thought they’d be”
b. Metaphor
A metaphor is a direct comparison between two unlike things. The use of metaphor
“Life was a party to be thrown” is to compare “life” with “a party”. It can be highlighted
that “life” is full of joy forever.
c. Hyperbole
A hyperbole is used to construct an exaggeration of meaning. The use of phrase “A
million years ago” shows that the moment had passed so long time ago. However, in the
reality, it had not been that long. Moreover, in the phrase “learning to fly” is also a
hyperbole because flying is impossible for a human.
d. Personification
When animals, plants, inanimate objects or abstract ideas are assigned to human
qualities or ability, it is called as a personification. The lyric uses personification “I let my
heart decide the way” where “my heart” is an inanimate object given a human ability of
“deciding”.
6. Tone
Tone is the attitude of the author toward a subject or the manner to address the
theme which is expressed by the choice of words. The tone of the song changes from the
happiness of the childhood “I only wanted to have fun” “I let my heart decide the way”
to the grown up moment of struggle in making a living “I feel like my life is flashing by
And all I can do is watch and cry” until the time when everything is different in the
adulthood and start missing the old time of childhood “I miss the air, I miss my friends I
miss my mother, I miss it when Life was a party to be thrown”.
7. Mood
Mood is the atmosphere or the emotion of the reader or the audience which is
created by the author through the setting, theme, tone, and the word choice along with the
tone. The song represents the mood of sad nostalgia about how the writer’s childhood life
was before becoming who she is today.
8. Theme
The theme of the song is a life journey which foregrounded through the lexical
level. For instance, the use of simple past in the first stanza indicates the past experiences
while in the first, second, and third stanza mostly use present tense indicates the current
situation. Furthermore, the use of pronoun ‘I’, ‘my’, and ‘me’ points out that it is the
writer personal life journey. The different kinds of verb are used by the writer to give a
visual imagery to the listener and bring them to feel the same experience that the writer
has been through. Moreover, the repetition (anaphora) of the word ‘miss’ emphasizes her
missing of her childhood when she still could play with her friends and how her mother
took care of her. Then, she realizes that it was a long time ago. In the third stanza, she
also wants everyone watch her as who she was, not as who she is now. By the time she
becomes famous, she goes back to her hometown and thinks that everyone looks at her as
if they do not recognize her anymore as they recognize the ‘young’ her in the past
although she has tried to make a joke and tell them about the past memories. The writer
wants to tell the others that life changes and it becomes tougher as they grow up.

E. CONCLUSIONS
The song tells the personal life journey of the writer which wants to make the

17 | P a g e
listeners feel the same what she has experienced. Although it includes as a sad nostalgia,
the writer also shows the happiness of her childhood memory. Moreover, the study on the
phonological level of analysis reveals that its sound patterning makes the song still heard
beautifully. While for the singer, the sound patterning and the use of words construction
in graph logical level help to create an easier pronunciation. In certain lines, the writer
does not follow the grammatical rules for the sake of the lyric pattern. The song also
includes lexical and semantic level to visualize and convey the meaning of the song. All
of the aspects support the researchers to reveal the style of the songwriter.
In this study, however, the researchers did not carry out the analysis utilizing all
the level of the stylistic analysis. It will be resourceful if the future researchers conduct
the complete analysis for the better theoretical contribution. Furthermore, the study will
be useful for the complete linguistics understanding of litereray works.

REFERENCES
Ali, H., Bhatti, A.I., & Shah, A.H. (2016). Stylistics analysis of the poem “Hope is the
thing with feathers”. World Journal of Research and Review, 3(5), 18-21.
Retrieved from https://www.wjrr.org/download_data/WJRR0305032.pdf
Asgher, T., Amjad, M. and Parveen, S. (2016). Stylistic analysis of “ROAR”, a song by
Katy Perry. Journal of Linguistics and Literature, 1(1). Retrieved from
http://iub.edu.pk/jll/jll2016/paper_7_2016.pdf
Diller, H. (1998). Stylistics: Linguistic and textual. European Journal of English
Student,2(2), 155-174. doi: 10.1080/13825579808574411
Kewin, S. (2012). Types of rhyme. Retrieved from
https://www.dailywritingtips.com/types-of-rhyme/
Khan, A. B. and Jabeen, T. (2015). Stylistics analysis of the poem ‘To Autumn’ by John
Keats. International Journal of Academic Research and Reflection, 3(1), 127-137.
Retrieved from http://www.idpublications.org/wp-
content/uploads/2014/09/STYLISTICS-ANALYSIS-OF-THE-POEM-‘TO-
AUTUMN’-BY-JOHN-KEATS.pdf
Khan, S. Q. and Khan, R. B. (2015). Stylistics analysis of Anna Swell’s “Black Beauty”:
A poetic prose. International Journal of Engineering Research and General
Science, 3(1). Retrieved from http://pnrsolution.org/Datacenter/Vol3/Issue1/79.pdf
Leech, G. N. (2014). A linguistic guide to English poetry. London: Routledge Publisher.
Leech, G. N. and Short, M.H. (1981). Style in fiction: A linguistics introduction to
English fiction prose. New York, NY: Longman Publishing Group.
Leech, G.N. and Short, M.H. (2007). Style in fiction: A linguistics introduction to English
fiction prose (2nd ed.). London: Longman Publishing Group
Liu, X. (2010). Stylistic analysis of The Great Gatsby from lexical and grammatical
category. Journal of Language Teaching and Research, 1(5), 662-667. doi:
10.4304/jltr.1.5.662-667
Mahmood, R. and Jamil, A. (2015). Stylistics analysis of Holly Thursday I by William
Blake. International Journal of English Language and Linguistics Research, 3(6),
46-52. Retrieved from http://www.eajournals.org/wp-content/uploads/Stylistics-
Analysis-of-Holly-Thursday-I-by-William-Blake.pdf
Short, M. H. (1996). Exploring the language of poems, plays, and prose. New York:
Longman Publishing Group.
Simpson, P. (2004). Stylistics: A resource book for students. London: Routledge
Publisher.
Wales, K. (2014). A dictionary of stylistics. London: Routledge Publisher

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CODE SWITCHING IN ‘SUNSHINE BECOMES YOU’ MOVIE
Fidelis Elleny Averina1, Alexander Ray2
fideliselleny@gmail.com1, rayalf102@gmail.com2
Sanata Dharma University

Abstract

Code switching is a sociolinguistics phenomenon where people consciously or

unconsciously switch code within a domain or a social situation. Code switching is used
not only in daily basis but also in many different aspects including commercial
advertisements, songs, and movies. One of the movies which has code-switching
phenomena is entitled Sunshine Becomes You. The researchers formulated two research
questions: (1) Why do the characters switch codes? (2) What are the characters’ language
repertoires? The researchers use document analysis method for gaining and analyzing the
data. The document is the dialogue script of Sunshine Becomes You movie. Based on the
analysis, the researchers find that the characters use three types of code switching: inter-
sentential, intra-sentential, and tag-switching. Meanwhile, the reasons are: changing the
topic, showing solidarity and indicating different level of formality. The researchers hope
the readers get more insights about the implementation of code switching in the real
usage.

Keywords: code switching, inter-sentential, intra-sentential, tag-switching, Sunshine

Becomes You

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
The role of language in society is very crucial because it is used as a primary
means of communication by many people. However, language is not only used to
communicate or convey meaning, but also to establish relationship. The rapid
development of technology and globalization enables people with different background,
culture, nationality, and language to interact and exchange information easily. This
situation makes the speech communities linked together like a web and tied on the
relationship and interaction. That is why in many communities nowadays, more and more
people are able to communicate using two or more languages. This phenomenon is
usually known as bilingual and multilingual. The bilingual and multilingual people tend
to switch from one language into another within a single utterance and sometimes within
a sentence for several factors and purposes. Usually, the multilingual people have various
degrees of command of different linguistic repertoires (Wardhaugh, 2010). In the
bilingual and multilingual communities, code switching has become the ‘unavoidable
consequence of communications’ as a result of different language varieties (Jingxia,
2010, p. 10). This phenomenon has long been observed by the researchers. In addition,
Soon (1987) explains that code switching can only occur in a society which is at least
bilingual. Moreover, such society must be linguistically or ethnically heterogeneous and
the members of this society have variety of languages and dialects that are distinctive and
functionally differentiated.

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 According to Jingxia (2010), code switching is “the shift from one language to
another within a conversation or utterance” (p. 10). The shift into another language can be
used to indicate different social contexts and different ‘domain’ of someone’s linguistic
repertoires. The speaker may switch from one language to another to indicate
membership, same ethnicity, and solidarity with the addressee. Even speaker with low
language proficiency in the second language might use simple phrase and words for this
purpose. The use of code switching can also be found not only in daily basis, but also in
a much wider scope including songs, advertisements, and movies. Code switching can
commonly be found in many movies especially those involving the characters that come
from different background, place, ethnic, nationality, and culture. One of the movies
which has code-switching phenomena is entitled Sunshine Becomes You. Sunshine
Becomes You is an Indonesian romance movie based on a novel written by Illana Tan. It
is about a contemporary dancer named Mia Clark and a famous pianist name Alex Hirano
who meet unexpectedly because of an accident caused by Mia. The rest of the story tells
about the conflict between them and the endless effort in pursuing their love and dream.
The use of code switching in Sunshine Becomes You movie evokes the researchers’
curiosity to dig and analyze the movie more deeply. Therefore, in this paper, the
researchers will discuss deeply about the code switching used by the three main
characters in Sunshine Becomes You Movie, the types of the code switching, their
linguistic repertoire and the reasons why they switch codes.

B. REVIEW OF RELATED LITERATURE

1. Definition
Romaine (1992) argues that “code switching is a use of more than one language,
variety, or style by a speaker within in an utterance or discourse, or between different
situations” (p. 110). Based on the Romaine explanation, people are considered switching
code not only when they change the language from one to another, but also when they
change from one dialect, style or different degree of formality (High variety/Low variety)
within the same language. The term switch here refers to the alteration in the form of
words, phrases, interjection, and sentences. Meanwhile, the concept of code proposed by
Bernstein (1971) refers to “any system of signals, such as numbers, words, signal, which
carries concrete meaning” (as cited in Jingxia, 2010, p. 11). There is no need to stick to
one language variety all the time. People can always switch codes whenever they need
that as long as it is appropriate with the social situation and the participants (Wardhaugh,
2010, p. 4).
2. Types of Code Switching
According to Poplack in Jingxia’s (2010, p. 11), there are two broad classifications
of code switching namely grammatical classification and contextual classification.
Grammatical classification refers to where the code switching takes place within a
sentence. Meanwhile, the contextual classification refers to the social reasons why the
speakers of language switch code.
The grammatical classification of code switching can be broken down into three types:
a. Intra-Sentential Switching
This type involves a switch within the clause or sentence boundary. It may also
include mixing within word boundaries. The shift is done in the middle of a sentence,
with no interruptions, hesitations or pauses indicating a shift. The speaker is usually
unaware of the shift. Different types of switch occur within the clause level including
within the word level (e.g. Switching of Noun Phrase, Verb Phrase, Prepositional Phrase,
Adjective Phrase, etc).

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 This type is considered to be the most difficult and complex form of switching. It
has high syntactic risk since the alteration occurs within the clause or sentence
boundaries. However, it seems most frequently used and found in the spoken utterances.
The example of Intra-sentential switching is: “Kamu juga seorang dog lover?” In the
sentence, the speaker speaks mostly in Indonesian language. However, the speaker inserts
some words from English into the sentence.
b. Inter-Sentential Switching
Inter-sentential switching involves a switch at a clause or sentence boundary,
where one clause is in one language and the other clause is another language (Romaine,
1989). According to Romaine, inter-sentential switching could be considered as requiring
greater fluency in both languages than tag-switching since major portions of the utterance
must conform to the rules of both languages (as cited in Jingxia, 2010, p. 11). The
example of inter-sentential switching is “Saya tidak akan hadir ke pesta dansa nanti
malem unless he’ll pick me up”. In the sentence, the speaker precedes the sentence in
Indonesian. However, the speaker inserts a new sentence in English to end his/her
utterance.
c. Tag Switching or Extra-Sentential
In tag switching, there is an insertion of a tag from one language into an utterance
that is uttered in another language. It involves not only tags, but also discourse markers
(e.g. well, OK, and all right), interjection, affirmative/negative particles (e.g. yes/no).
According to Poplack, it seems that the fixed phrases of greeting or parting are quite often
involved in switches. Since tags are subject to minimal syntactic restrictions, they may be
inserted easily at a number of points in a monolingual utterance without violating
syntactic rules. (as cited in Jingxia, 2010, p. 11). The example of tag switching is “well,
saya kira ini bukan masalah besar”. In the sentence, the speaker speaks mostly in
Indonesian. However, the speaker inserts a tag in English.
3. The Reasons of Using Code Switching
According to Holmes (2001) there are some reasons why a speaker of language
switch codes, namely:
a. Participants and Solidarity
People might switch code to indicate the involvement or the arrival of a new
participant or person who doesn’t speak the same language. The speaker of language may
also switch code to signal the same group membership, culture, and ethnicity with the
addressee. Even speakers who are not very proficient and fluent in a particular language
may do their best effort to switch and use brief phrases and words in another language for
those purposes. The other reasons are caused by the identity and the intimacy level of a
relationship between participants. Moreover, the identity and the intimacy level can also
indicate the solidarity or social distance dimensions toward particular group of people. In
addition, when someone wants to show sympathy towards others, sometimes it is easier
to express it using another language
b. Indicate the Status and Adjust the Level of Formality
A switch may also reflect a change in the other dimensions and circumstances,
such as the status relations between people or the formality of their interaction. Someone
applies code switching as the way to express the formality of his or her speech. A fluent
and proficient bilingual speaker should be able to know when to use such variations
appropriately in particular social context. Someone might immediately switch from one
language variation to another to indicate the degree of formality and to give different
emphasis such as to build intimate relationship (Crystal, 1987, p. 414)
More formal relationships sometimes also indicate status differences too, such as
language used between the lawyer and his client, are often expressed in the H variety or

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code. Friendly relationships involving minimal social distance, such as neighbor or
friend, are generally expressed in an L code.
c. Topic
Sometimes, it is easier for people to talk about particular topic using particular
language rather than in another. In other words, a particular language might be
appropriate to discuss a certain topic. For many bilinguals certain kinds of referential
content (refer to specified topic of discussion) are more appropriately or more easily
expressed in one language than the other. For example, the Chinese-American students in
US will use Mandarin or Cantonese to discuss about personal matter with their family.
However, they will switch automatically to English when they discuss about their studies.
That is because all the school subjects including economics, biology, and physics are
taught in English. Technical topics are firmly associated with a particular code and the
topic itself can trigger a switch to the appropriate code.
d. Switching for Affective Function
This reason is concerned with the feelings or emotion of the speaker (affective).
That is because language is used not only to communicate or convey message but also to
express feeling of the emotion that the speaker is trying to convey. For example, Standard
Norwegian is the language of the school, but while the children are in the class, they
make rude remarks or jokes about the teacher in their local dialect. In Paraguay too,
Guarani, the L variety, is considered more appropriate for joking and humorous
anecdotes. A language switch in the opposite direction, from the L to the H variety, is
often used to express disapproval. So a person may code-switch because they are angry.
People also switch codes to express their annoyance, amusement, anger, disapproval, and
to make dramatic effect.
e. Metaphorical Switching
Holmes (2001) writes that in metaphorical code-switching "Each of the codes
represents a set of social meanings, and the speaker draws on the associations of each".
What the speaker is doing when code-switching in this way is encoding information
about themselves and their attitudes as if to say 'I belong to group x and believe y' simply
by the code they choose to use. For example, there is a discussion in Papue New Guinea.
Mr A is the village entrepreneur and big man. He was trying to persuade people who put
the money into a village store. During the speech, he switches code between Buang and
Tok Pisin. He does that to emphasizing his membership of the Buang community, his role
of entrepreneur as well as his superior knowledge as experienced business man. This is
classified as a metaphorical switching, for each code uses a set of social meanings, and
the speaker draws on the association of each, just as people use metaphors to represent
complex meanings.
f. Lexical Borrowing
When people speak in the second language, we often find that they switch codes
because they cannot find the most appropriate word or expression in the second language.
Therefore, they tend to use the terms which are borrowed from their mother tongue, or
their first language, or other language. The use of code switching in this reason reflects
on the lack of vocabulary in a language. People also ‘borrow’ to express a particular and
highly specific concept or describe an object for which there is no obvious word available
in the language. However, there also some cases where ‘borrowed words’ are usually
adapted to the speaker’s first language. They are pronounced and used grammatically as
if they were part of the speaker’s first language.
g. Linguistic Constraints
The speaker of language switches only within the sentences at points where the
grammar in the both language match each other. This is called ‘the equivalence

22 | P a g e
constraint’. Therefore, the speakers can only switch between an adjective and noun if
both languages use the same grammatical order for the adjective and noun. For example,
big house (English) becomes ‘grande’ house (France-English).
h. Attitudes to Code Switching
People sometimes consciously or unconsciously switch codes. Some might
apologize after realizing that they switch codes, some others criticize it and generally
indicate disapproval of mixing language. Different reactions are shown in different
communities. Despite the fact that intra-sentential code switching requires good
proficiency in both languages, some communities especially the majority of monolingual
group still perceives code switching style as a negative attitude in a speech. Nevertheless,
some other bilingual and multilingual communities, which have diverse ethnical group,
have good perception towards the use of code switching.

C. METHODOLOGY
In this research, the researchers used the document analysis technique or content
analysis. Document analysis technique was included as qualitative research because it
concerned in providing description of a phenomenon that occurs naturally without any
treatment or intervention of an experiment (Bodgan & Biklen, 2003, p. 28). This research
was aimed to discuss deeply about the code switching used by the three main characters
in Sunshine Becomes You movie, the types of the code switching, their linguistic
repertoires and the reasons why they switch codes. Therefore, qualitative research was
suitable because it would analyze the non-numerical data (the type and reason of switch
code) for the purpose of gaining insight into a particular phenomenon of interest. The
document used was the dialogue script of Sunshine Becomes You movie.
According to Ary et al. (2002), the term document in document analysis refers to a
wide range of written, physical, and visual materials. Documents may be personal such as
autobiographies, diaries, and letters; official, such as files, reports, memoranda, or
minutes; or documents of popular culture, such as books, films, and videos (p. 442).
There were several steps in this research: First of all, the data were collected from
Sunshine Becomes You movie by gathering the dialogues which contained code switching
uttered by the three main characters of the movie (Alex Hirano, Mia Clark, & Ray
Hirano). Secondly, the researchers tried to analyze the form and possible reasons behind
the code switching uttered by the three main characters. The last step was interpreting the
finding and drawing the conclusion.

D. FINDINGS AND DISCUSSION

Sunshine Becomes You is an Indonesian romance movie based on a novel written
by Illana Tan. The setting of the movie takes place in New York. Since 1945, New York
City has become the capital of national communication, trade, finance, and also culture in
the United State. It makes a lot of people from different part of the world come to New
York for different purposes including business, education, corporation, etc. This
condition creates multilingual communities with diverse ethnic and cultural group. Even
though most of the communication occurs in English, but people might switch code to
address people from different ethnic group.
In Sunshine Becomes You movie, Mia Clark was adopted by Indonesian-American
couple in New York. Her step mother is Indonesian and her step father is American.
Therefore, her mother tongue is Indonesian and her second language is English.
However, she communicates using English most of the time since she is living in New
York. She only uses Indonesian to communicate with her step mother. Mia has an
American friend named Lucy and they both are dancers in the local dance studio in New

23 | P a g e
York City. Meanwhile, Alex Hirano and Ray Hirano are brothers who were born from a
Japanese father and Indonesian mother. Their mother tongue is Indonesian and their
second language is English. They only communicate using Indonesian with their father,
mother, and Indonesian friends. They mostly communicate using English with their
fellow and colleagues in America.

Table 1. Ray Hirano’s Inter-Sentential Code Switching

No Duration Code Sentences
Switching
1 00:07:06 English- Situation: Mia and Lucy are having lunch in the restaurant.
Indonesian Then, Ray comes and joins the conversation.
English: Hi, What’s up?
Indonesian: Hei, abis ini mau ngapain, Mi?
Reasons: Ray and Mia are Indonesian, while Lucy is
American. Ray switches codes into Indonesian when he is
talking with Mia because he wants to signal the same ethnic
identity and solidarity with her.
2 00:07:14 Indonesian- Situation: Mia, Lucy, and Ray are having conversation in
English the restaurant.
Indonesian: Hei, abis ini mau ngapain, Mi?
English: Do you have plans tonight?
Reasons: Ray automatically switches code because Lucy
also joins the conversation. He switches code so Lucy can
join the conversation (the involvement/ arrival of a new
participant).
3 00:09:57 Indonesian- Situation: Mia, Lucy, and Ray are having conversation in
English the restaurant.
Indonesian: ya emang sih musiknya keren, tapi
ya (address it to Mia)
English: Anyways, I gotta go guys, I am sorry. I’ll see you
next time, bye. (address it to Mia and Lucy)
Reasons: Ray uses Indonesian when he addresses his
utterances to Mia to indicate status relationship and shared
ethnicity. However, he switches code so that Lucy also
understand what he says (involve different participant)
4 01:03:55 English- Situation: Ray meets Mia and Alex in the party.
Indonesian English: Mia, you wanna dance?
Indonesian: Dah santai aja! si Alex nggak kenapa-kenapa
kok.
Reasons: In this case, Ray switches code for affective
function. He uses sarcastic tone of voice to express his
displeasure. At first, he asks Mia to come to the party with
him. However, Mia comes with Alex instead. Ray switches
codes to insist her so that she wants to dance with him.
5 00:15:32 Indonesian- Indonesian: Aduh lex gue besok harus ke San Francisco,
English bro.
English: The B-boy dance tour is starting next week
Reason: It indicates the shift of the topic of the discussion
from less formal to the more formal topic.

Table 2. Ray Hirano’s Intra-Sentential Code Switching

No Duration Code Sentences
switching
1 00:08:20 Indonesian- Lagu-lagunya dia yaa memang selalu hits. Selalu dapat

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 English review positif dari kritikus, dia juga di idolain fans nya. Dan
di depan fansnya selalu keliatan manis. Tapi sebenarnya dia
pyscho. Ga pernah senyum, super perfectionist, dan dia itu
nakutin.
Reason: Switching for affective function to give dramatic
effect.
2 00:11:22 Indonesian- Eh asal lu tau aja ya, gara-gara lu ga pernah ngangkat telpon
English mom and dad, gue di suruh dateng ke sini untuk mastiin lu
masih idup.
Reason: It indicates linguistics constrains. So, the noun and
conjunction in Indonesian (mama dan papa) are switched
into English (mom and dad) because the grammars of both
languages match each other.

Table 3. Ray Hirano’s Tag Switching

No Duration Code Sentences
switching
1 00:08:20 English- So Alex Hirano, dia adalah salah satu pianis terbaik di generasi
Indonesian ini.
2 00:09:48 English- Ok, dan sekarang nyokap guesuruh gua untuk nyari asisten
Indonesian buat dia. Karena kalau dia bikin lagu dia lupa makan, lupa
tidur, lupa mandi.

Tabel 4. Ray Hirano’s Linguistics Repertoires

Code/Variety Setting Addressee Topic
Indonesian  Alex’s Alex (brother) Daily conversation, personal
apartment and Mother or family matter
his family’s Father
house
Indonesian  In a local dance A friend from Daily conversation, greeting,
studio where Indonesian personal matter
Mia works and (Mia Clark)
 Restaurant
English  Restaurant, Friends from Daily conversation, greeting,
 Local dance America (Lucy, formal conversation related to
studio, and Carl, and other job
 Ramses friends)
Restaurant

Table 5. Alex Hirano’s Inter-Sentential Code Switching

No Duration Code Sentences
Switching
1 00:15:14 English- Situation: Mia, Alex, and Ray are in the car to go to Alex’s
Indonesian apartment.
English: Carl, I want you cancel my tour, now …..No, not
just New York, but all of them, LA, Boston Chicago, the
whole floor. I want you to cancel all of my schedules to the
end of the year.
Indonesian: Besok gue harus nemuin Carl, loe bisa anter
nggak? Gue nggak bisa nyetir.
Reason: Alex switches codes to English when he answers
the phone call from Carl (his assistant) to discuss about
formal thing (related to his occupation). Meanwhile his
switches back to Indonesian when he talks to Ray about

25 | P a g e
 personal things. Those indicate topic shift, relation,
participant shift.
2 00:15:45 Indonesian- Situation: Mia, Alex, and Ray are in the car to go to Alex’s
English apartment.
Indonesian: Biar Carl aja yang dating (address it to Mia)
English: Carl, you come to my apartment tomorrow! (address
it to Carl in the phone)
Reason: Alex switches code to Indonesian when he speaks
with Mia, to express same ethnic identity and to indicate
more personal topic. However, his switches to English when
he is talking to his assistant, Carl about occupation matter.
3 00: 49:16 English- Situation: Alex in a hospital with his father for medical
Indonesian check-up.
English: Ok doctor, thanks
Indonesian: Ok deh pah aku ikut, mau makan malam
dimana?
Reason: This expresses status relation and the degree of
formality in the interaction among Alex, his doctor and his
father. Alex uses English for formal relationship which
indicates status differences between he and his doctor.
Otherwise, Alex uses Indonesian to his father to show close
relationship.
4 01:35:50 English- Situation: Alex compliments Mia for her dance
Indonesian performance.
English: You did it great, Mia!
Indonesian: luar biasa!
Reason: Switching for affective function. Alex expresses his
affection and appraisal to Mia.
5 01:43:20 Indonesian- Situation: Alex is playing piano while Mia is sitting beside
English him.
Indonesian: Kamu kabulin permintaan kedua aku
English: let me kiss you. I love you
Reason: Switching for affective function to emphasize his
love and affections towards Mia.

Tabel 6. Alex Hirano’s Intra-Sentential Code Switching

No Duration Code Sentences
switching
1 00:11:15 Indonesian- Jadi lo dateng kesini untuk mamerin diri kalau lo udah
English berhasil juara B-Boy se united states
Reason: linguistic constraints. The switch occurs in the same
grammatical order for both languages
2 00:27:53 Indonesian- Buat apa saya pekerjakan kamu sebagai asisten kalau kamu
English cuman mengandalkan delivery service
Reason:emphazing different higher authority and status.
3 00:58:08 Indonesian- Yahh, pake thank you so much Alex, Ohh my God aku udah
English diundang ke pestanya D-Black, gitu dong.
Reason: switching for affective function to show amusement

Tabel 7. Alex Hirano’s Linguistics Repertoires

Code/Variety Setting Addressee Topic
Indonesian  his family’s Ray (brother) Daily conversation, personal or
house Mother family matter
Father
Indonesian  Alex’s A friend from Daily conversation, greeting,

26 | P a g e
 apartment Indonesian (Mia personal matter
and Clark)
 Ramses
restaurant
New York
English  Julliard His assistant Daily conversation, greeting,
School and (Carl), formal conversation related to
 Ramses colleagues in job
restaurant orchestra,
Alex’s teachers
in Julliard and
his doctor

Tabel 8. Mia’s Inter-Sentential Code Switching

No Duration Code Sentences
switching
1 00:18:03 Indonesian- Situation: Mia is in Alex’s apartment to apologize for the
English accident that she caused.
Indonesian: Saya mau tanggung jawab atas kejadian hari ini
untuk menebus kesalahan saya, saya mau membantu kamu
urus semua keperluan kamu sehari-hari, kamu suruh apaaja
silahkan, tapi kalau kamu nggak mau juga nggakpapa. Saya
cuma mau sampein attitude baik saya aja kok,
English: Ok have a good day.
Reason: to express more formal greeting. Instead of using
Indonesian, Mia uses English. At that time, Mia has just met
with Alex, but she by accident hurt Alex’s arm. Mia
expresses distant relationship wih Alex because she barely
knows him.
2 01.22.38 Indonesian- Situation: Alex is playing piano while Mia is sitting beside
English him.
Indonesian: Bagus banget, suka
English: I love it.
Reason: Switching for affective function to give appraisal.
Mia praises the new song that Alex made.

Tabel 9. Mia’s Intra-Sentential Code Switching

No Duration Code Sentences
switching
1 00:58.18 English- Thank you so much Alex udah ngajakin aku ke pestanya D-
Indonesian black
Reason: Switching for affective function especially to
express amusement and gratitude

Table 10. Mia’s Tag Switching

No Duration Code Sentences
switching
1 01:10:56 English- No no no, not hospital, aku udah pernah kayak gini, setengah
Indonesian jam lagi pasti udah mendingan.

Table 11. Mia’s Linguistics Repertoires

Code/Variety Setting Addressee Topic
Indonesian  her family’s Mother Daily conversation, personal or
house family matter
 hospital

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 English  her family’s Father and his Daily conversation, personal or
house father’s relatives family matter
Indonesian  Alex’s friends from Daily conversation, greeting,
apartment Indonesian personal matter
 Ramses (Alex and Ray)
restaurant
New York
English  Julliard Friends from Daily conversation, greeting,
School and America (Lucy formal conversation related to
 Rames and other her job as a dancer
restaurant friends), Mia’s
teachers in
Julliard School
and her doctor

E. CONCLUSIONS
In bilingual and multilingual communities, people tend to switch from one
language into another within a single utterance and sometimes within a sentence for
several factors and purposes. According to Jingxia (2010), code switching is “the shift
from one language to another within a conversation or utterance” (p. 10). The shift into
another language can be used to indicate different social context and different ‘domain’
of someone’s linguistic repertoires. The speaker may switch from one language to
another to indicate membership, same ethnicity, and solidarity with the addressee. From
the discussion above, the three main characters of Sunshine Becomes You switch codes
from Indonesian–English and English-Indonesian for various purposes, namely: to
express solidarity and similar ethnic identity, adjust the level of formality and social
distance, indicate different social status and intimacy, shift the topic, express emotion
(affective), and indicate linguistic constrains. Furthermore, the three types of codes
switching (intra-sentential, inter-sentential, tag switching) can be found in the two main
characters’ utterances. Otherwise, the researchers can only observe two types of codes
switching (intra-sentential, inter-sentential) in Alex’s utterances.

REFERENCES
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in
education. Boston: Cengage Learning.
Bogdan, R., Biklen, S. K. (2003). Qualitative research for education: An introduction to
theories and methods (4th ed.). Boston: Allyn & Bacon.
Esen, S. (2014). Code switching: Definition, types, and examples. Retrieved from
https://owlcation.com/humanities/Code-Switching-Definition-Types-and-
Examples-ofCode-Switching
Holmes, J. (2001). An introduction to sociolinguistics (2nd ed.). London: Longman.
Jingxia, L. (2010). Teachers’ code-switching to the L1 in EFL classroom. The Open
Applied Linguistics Journal, 3(10), 10-23.
Romaine, S. (1992). Bilingualism. Cambridge: Blackwell Publishers.
Romaine S. (1989) Bilingualism. Oxford: Basil Blackwell Ltd.
Soon, S. K. (1989). Functions of Code-switching in Malaysia and Singapore. The English
Teacher, 16.
Wardhaugh, R. (2010). An introduction to sociolinguistics (6th ed.). Oxford: Blackwell
Publishing.

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 COMBINING INSTAGRAM AND FLASH FICTION
TO PROMOTE ENGAGEMENT, CONSISTENCY,
AND CREATIVITY
Dyah Ayu Larasati
larxsati@gmail.com
Universitas Kristen Satya Wacana

Abstract

This research aims to explore the concept of digital literature and how it could be
implemented in creative writing classes. This research was conducted by utilizing
Instagram to get creative writing students to post their own short stories on their
respective accounts. The stories posted are in the form of flash fiction (a type of short
story containing 150 words or fewer) and were guided by writing prompts which helped
students write about a particular theme. The goal is to see if this activity can promote the
engagement between writers and readers through Instagram, the consistency of
publishing stories every day with the flash fiction format, and also the creative process of
students creating stories with the help of writing prompts. Participants were observed
through interviews to find out about their personal writing process with this
implementation.

Keywords: digital literature, Instagram, flash fiction, writing prompts

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
The topic that will be discussed in this research is the integration of Instagram,
flash fiction, and writing prompts to see if they promote the engagement, consistency and
the creativity of writers. The topic was inspired a huger theme, which the concept of
digital literature and how it could be implemented in creative writing classes.
Creative writing classes emphasize on one obvious thing – writing. Creative
writing class students are encouraged to make writing into a habit since it is the
fundamental skill required before they branch into other fields of creative writing, such as
journalism, scriptwriting, and travel writing. However, the problem is that sometimes,
even though the students are required to write in classes, they do not develop the habit of
writing themselves once they are outside of class. Students hold this notion that they are
only required to write for acquiring scores only. This defeats the purpose of becoming a
creative writing student, especially when they are supposed to make writing a part of their
lives.
One way that has been proposed to promote writing culture outside classes, not
necessarily just for creative writing students, but non-creative writing students as well, is
to use social media to build an online writing culture. Instagram has a huge user-base
within students in Indonesia. Compared to other social media platforms like Facebook or
Twitter, Instagram has a lot of followers. Just as Instagram has managed to promote pop
culture within Indonesian youth and took inspiration from current literature-based
Instagram accounts that promoted writing culture as well like Rupi Kaur (@rupikaur) and
Fiersa Besari (@fiersabesari), this research will also utilize Instagram as well.

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 A common burden shared by most creative writing students is the difficulty to
develop writing as a habit outside of classes. A habit should be done quite often, but
students, including creative writing ones, view writing as just “homework” that only
needs to be done when asked to. There are other factors that inhibit a student to develop
their writing habit, such as the time, energy, and the mood to write long paragraphs. A lot
of students complain about the fact that due to their lack of time, energy, and the mood to
write. The condition makes it hard for them to get any inspiration or idea to write.
The limited inspiration and ideas is also a major factor that hinders students from
sharpening their writing skills outside classes. Most students either one of these two
situations: 1) they assume that they are not creative enough and it is hard for them to find
a topic to write, or; 2) their minds can get so creative, it is hard for them to focus on what
subject to write because they have way too many ideas in their minds. Their ideas are
either too wide or too specific, making it hard to write.
What this research will be focusing on whether certain tools like Instagram, flash
fiction, and writing prompts are able to not only develop their writing habit, but also to
see if such integration can promote the engagement they can receive from readers, the
consistency of their story publishing, and the creative process these students have when
writing stories. Not only do we want to just ignite the habit of writing, but also to do it
effectively and in the most relatable and interesting way possible, especially towards
young university students.
1. Research Questions
In this research study, there will be three main research questions proposed:
a. Does the use of Instagram to publish stories promote the engagement between the
writer and his/her readers?
b. Does the flash fiction story format promote the writers’ consistency in publishing
stories?
c. Do writing prompts promote the creativity processes of the writers’ when they create
stories?
2. Objective of the Study
The objective of this study is to gain the familiarity of a phenomenon or to achieve
new insights in this issue by conducting a writing experiment on creative writing
students. In this case, the issue explored is about creative writing students who do not
really have a habit of writing, especially outside classes. By going deeper into the creative
writing processes of these students, their current writing habits, and looking at how they
are able to progress and grow as writers during the experiment, the researcher will be able
to receive new insights as to how these students deal with such classic problems that have
been long rooted within the writing world.
3. Significance of the Study
The research study will contribute many new insights regarding issues of writing,
especially within the context of a creative writing class environment. Creative writing has
always been that one field where it emphasizes more on just the activity of writing itself
instead of the internal or external factors that influence students’ drive to partake in these
writing activities. While it is necessary to teach students’ the techniques and theories or
writing, it is also recommended to study the psychological and social aspect or writing so
that we could not only create better writers, but we could also create a writing culture
where students actually write without having to think that it is not some obligatory
homework from class.

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B. REVIEW OF RELATED LITERATURE
1. Digital Literature
Digital literature is defined as a piece of literature “created with and for the digital
medium” (Bourchardon 2016). Digital literature works are often meant to be consumed
on a digital medium and it could not be printed. Some examples may be in the form of
Twitter threads and Instagram fiction. Digital literature is dissimilar with digitized
literature. Digital literature is a type of literature which is created for online or digital
platforms like blogs, social media. Meanwhile, digitized literature is a type of literature
where the text presented on computer is meant to be printed. What makes printed
literature and digital different is that, asides from the fact that you turn the pages of a
book with printed literature and you scroll down your phone or computer with digital
literature, there are some facilities that cannot be offered in printed press unlike in digital
ones, such as “hyperlinks, full text search, collaborative annotations” and “multimedia,
animated or interactive dimensions” (Bourchardon 2016). To put it simply, digital
literature does not just focus on the literary aspect of it, but also the medium and the
formats that are impossible to be presented by print.
2. Instagram
Instagram is mobile photo and video capturing and sharing service that enables its
users a fast and instant way to capture and share their life moments with their followers
(Hu, Manikonda, & Kambhampati, 2014). Even though Instagram’s main purpose is to
upload and share photos or videos, it has gone through quite an evolution ever since its
creation in 2010. The current version of Instagram presents a variety of new facilities that
enable its users to get innovative and create a variety of content, including
literary/writing-based ones. Not only that, Instagram has the potential to promote the
engagement between its user and its followers by utilizing features such as Instagram
stories, hashtags, comments, and etc. The reason why Instagram is chosen as the main
platform is because besides that fact that viral marketing through Instagram is free, more
efficient and effective to create brand awareness (Agam, 2017), or in this case, writer’s
awareness, Indonesia is home to 53 million Instagram users (We Are Social, 2018).
3. Flash Fiction
According to Wulandari (2006), flash fiction is described as a type of story that is
very short, even shorter than short stories. The word limit is under 1,000 words, it could
go as low as 100-150 words, or even six words only. While it has been in the literary
world for quite some time, “flash fiction has revitalized its literary presence in the digital
age such that learning to write flash fiction is now in vogue” (Al-Sharqi & Abbasi, 2015).
With the popular emergence of the digital media where content is quick and instant in the
middle of a busy society, users want something to read and enjoy without having to
commit so much time to it. Flash fiction has that advantage of being a piece that can be
read by people who have short-attention spans. Moreover, it takes fewer amounts of time
and effort to write and complete a story (Wulandari, 2016). Not every writer enjoys the
thought of writing a full novel or short stories that spans over a thousand words, so flash
fiction is another alternative these writers can use to improve their skills on-the-go.
Because of the compatibility and the “instant” aspect of it, the flash fiction format helps
writers to publish their works even more often since it only takes lesser time to write and
they can simply do it almost everywhere, especially when writers carry smart phones or
tablets.
4. Writing Prompts
Generally, writing prompts are basically pre-assigned writing springboards that can
help writers start writing easily. Writing prompts usually come in the form of one or two
sentences that give a narrow idea but it is not too specific description of a situation in

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which writers are expected to respond it. Wiles (2004) mentions that writing prompts
have the ability to “provide some kind of model for how to go about writing the
assignment, and are often concentrated codifications of explicit and implicit
expectations”. Hence, it helps students to understand their writing work. This means
that the students not only do writing prompts for the general outline, but also writing
prompts helps writers to be more focused and narrow down the message of their works
based on the idea. Prompts are usually presented early in the writing stage and appear to
be either boring or challenging (Smith and Swain, 2014). Those are some factors which
can reduce students’ enthusiasm on writing prompts. Hence, in order to choose writing
prompts, we have to be not too general or too specific, so that it could prompt the writers’
interests and their creativity as well.

C. METHODOLOGY
The research instruments integrated in this research study were a pre-writing
interview, a writing activity, and a post-writing activity interview. For both the pre-
writing activity and post-writing activity interview, a semi-structured interview would
only be needed since the study only required specific information that be used for
comparing studies of each of the participants involved.
For the pre-writing activity interview, the questions provided were a combination
of close-ended questions which were aimed to check their background information, like
name, date of birth, gender, hometown, and open-ended questions that would mainly
consist of the participants’ experiences as creative writing students, the challenges they
faced, and how they dealt with issues like writer and reader engagement, how consistent
they write and publish their stories, and how they deal with their creative process
problems like getting ideas and topics to write about.
The pre-writing activity interview questions are as follows:

Interview Questions
(Pre-Writing Activity)

Close-ended:
1. Name:
2. Age:
3. Gender:
4. Date of Birth:
5. Place of Birth:
6. Hometown:
7. Amount of Siblings:
8. Rank of Birth Order:
9. Parents:
a. Mother’s Name:
b. Mother’s Occupation:
c. Father’s Name:
d. Father’s Occupation:
Previous Education
a. Elementary School:
b. Junior High School:
c. Senior High School:
Current Education
a. University:

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 b. Major:
c. Concentration:
d. Class of:

Open-ended:
1. Why did you choose to go to Universitas Kristen Satya Wacana?
2. Why did you choose to take a major in English Literature?
3. Why did you choose to concentrate on Creative Writing?
4. As a Creative Writing student, what have you been taught about Creative
Writing?
5. What kinds of writings are you able to write?
6. What are some of challenges that you face as a Creative Writing student?
7. How do you overcome those challenges?
8. Engagement
a. Have you ever published any of your writings either online or offline
before?
b. How often do you let other people read your writings?
c. How often do you receive comments from other people about your
writings?
Consistency
a. How many times do you write per week?
b. How many times would you like to be able to write per week?
c. What are some of the problems you face when writing consistently?
10. Creativity
a. Where do you get your Creative Writing ideas from, especially for
stories or fiction?
b. Do you face challenges in getting inspiration? Why so?
c. What is your Creative Writing process like?

After that, the researcher proceeded onto the writing activity. Before conducting
the writing activity, preparations had already been managed beforehand. The first step
was setting up the Instagram page itself. This was done by signing up for a new account
on Instagram. The username used to sign up for the Instagram account was “FLA
Creative Writers (@fla.creativewriters)” where FLA is the abbreviation of the Faculty of
Language and Arts of Universitas Kristen Satya Wacana. Once the account has been
verified, the profile picture, profile caption and the little specifications had been set up in
order to make the account appealing and engaging. Before posting the writing prompts,
some introductory posts to address the FLA Creative Writers account and the Writing
Prompt project that were issued so that the account did not sound too much of a research
project and instead it sounded more like an initiative literary.

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 Picture 1. FLA Creative Writer’s Instagram Interface

Picture 2. Introductory Posts

Once the page was set up, it was time to post the writing prompts. Since the writing
prompt project only lasted for five days, only five writing prompts were needed and the
account would post one writing prompt per day. The writing prompts were taken from the
Think Written website (https://thinkwritten.com/365-creative-writing-prompts/) where it
issued out 365 creative writing prompts for not just only writing, but poetry and journal.
What needs to be considered when choosing writing prompts, as explained before, the
writing prompts that are used must not be either too general or too specific for general-
leveled writers, not too dull, not too intimidating, and can be easily understood and
interpreted by the readers. The five writing prompts chosen are as follows:

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 Picture 3. Writing Prompts

Once the preparation was done, the participants were given briefing papers that
entails them with a description of how the research was to be conducted (which includes
the abstract and the research questions) and what they were supposed to do during the
writing activity. Participants were required to publish one flash fiction that consists of
100-150 words based on the writing prompt posted on the day from Monday, 19 March
2018 until Friday, 23 March 2018. Their flash fictions were to be posted on their
respective Instagram accounts. As for the format of their posts, participants were allowed
to post any pictures that they liked and were related to their story, and post their flash
fiction in the Instagram’s caption as part of their posts. Participants were also required to

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tag the @fla.creativewriters account on their posts and use the hashtags
#flacreativewriters, #creativewriting, #englishliterature, #flashfiction and
#writingprompts, but it is advisable to add more hashtags so that they could receive more
engagement.
Lastly, the researcher conducted a post-writing activity interview. Unlike the
interview before, the writing activity which used the combination of close-ended and
open-ended questions, the post-writing activity interview only consisted of open-ended
questions. The questions in this interview act as the participants’ evaluation from joining
the previous writing activity. The interview questions asked the participants about their
experiences from joining the writing activity; what kinds of benefits did they receive,
what kinds of challenges did they face, and if there is anything that could be improved
from the activity. Furthermore, the interview focused on the engagement, consistency,
and creativity aspect, and whether the participants improved on all or any of those three.
The post-writing activity interview questions are as follows:

Interview Questions
(Post-Writing Activity)
General
1. How was your experience these past five days?
2. What are the benefits that you have received from this activity?
3. What are the challenges that you faced from this activity?
4. What do you think could be improved towards this activity?
5. Are you satisfied with your writings from these past five days? How so?

Engagement
1. What kind of online engagement did you receive from publishing your writing
posts (e.g. likes, comments, DMs, etc.)?
2. Moving from online to offline, did you receive any engagement from publishing
your posts?
3. What do you think can be done to increase engagement between the writers and
readers on Instagram?

Consistency
1. Did the flash fiction format contribute to your consistency of publishing?
2. (If they posted all five): What gave you the drive to post 5 stories in a row? / (If
they didn’t post all five): What stopped you from posting and why?
3. What do you think can be done to increase the consistency of your writings?

Creativity
1. Was the use of writing prompts helped you or inhibited you creatively? How so?
2. Were the writings prompts too general or too specific? How so?
3. Besides writing prompts, what do you think can be used to promote writer’s
creativity?

The participants of this research study were a group of five third-year Creative
Writing students from the English Literature Department of Universitas Kristen Satya
Wacana. Despite all of them becoming Creative Writing students where they spent the
university hours to learn about writing, they all came from a variety of different writing
backgrounds, strengths, and weaknesses. One was a fan fiction writer who had once
posted on www.asianfanfics.com, one was an avid science-fiction writer who had once
posted 1000-word flash fictions for 30 days straight, two were casual writers who only

36 | P a g e
wrote when they had the mood to do so, and the last one did not really enjoy writing and
only writes when required to (e.g. creative writing homework). The purpose of choosing
these participants with different writing experiences was to see how each of them would
develop over time after partaking in the writing activity.

D. FINDINGS AND DISCUSSION

During the pre-writing activity interview sessions, it was revealed that all of the
participants, who were also all creative writing students, did not really have a consistent
writing habit. All of them had different writing habits and expertise, but all of them also
shared a few similarities. Just to mention a few examples, the main factors that affected
the participants’ habit of writing were their moods which were affecting their writing
ideas and inspirations, time and energy due to other activities, and confidence in their
writings, hindering them from publishing their stories online or offline. However, since
they were creative writing students, they were equipped with the basic knowledge,
theories, and techniques of writing fiction and short stories, it means that they had already
had the adequate skills to develop their writing skills, but their personal issues had the
participants doubt their writing skills.
During the writing activity itself, the participants were well-engaged during the
writing process. They took their time and energy out of their busy days to write one flash
fiction per day. However, there were three participants that didn’t manage to post all five
stories. The first person’s reason was because she lost her cell phone on the first day, so
she was unable to post her Instagram post and flash fiction. The other two participants,
where one of them did not post on the second and fourth day and the other one only did
not post on the second day, reasoned that they just were not in the mood to write and one
of them also said that the theme just was not the right one for him. This “right one”
meaning that he did not feel interested enough with the writing prompt (it happened to be
the second one).
What also needs to be noted is that even though this research was supposed to
ignite the participants’ self-interest in developing their writing habits and the consistency
of their story publishing, there were moments where the participants had to be reminded
once or twice daily to post the flash fictions. This could be an indication that sometimes a
little force or push was needed to kick start the participants drive to write, implying that
self-interest was not only necessary, but self-discipline as well.
Another thing that was an evident during the writing activity was that with the use
of writing prompts, the participants found it easier to create stories than without writing
prompts. This was mainly because if they wrote without using writing prompts, they had
to start brainstorming for ideas from scratch and that took a lot of time and effort.
However, with writing prompts, the participants immediately got the gist of their topics
and got straight to thinking about their ideas. For the participants who usually had many
ideas, writing prompts allowed them easily narrow down the things they wanted to write.
The last aspect that should be noted from the research is that with the use of
Instagram as the platform, the participants were able to write down their stories almost
anywhere, anytime. The participants have the Instagram application on their
smartphones, so just by typing down on their phones and not having to sit down in front
of a computer all day, they can already publish stories. It is an activity that is basically the
same as typing down a very long text message, but instead of writing a message to be sent
to someone, they write down stories instead. However, it may be a bit of a hindrance if
something were to happen to their phones. This was the case for one of the participants,
where she lost her cell phone on the first day and she was unable to partake in the first
writing prompt.

37 | P a g e
 Once the writing activity is over, the participants are asked to partake in a post-
writing activity interview. The interview asks the participants about their experiences
from joining the writing event, the benefits they have received, the challenges they have
faced, and what could be improved from the FLA Creative Writers writing initiative. This
evaluation is important because the @fla.creativewriters Instagram account will not only
be used for current research purposes one the study is done, but it will be further
developed and grow into a bigger initiative that promotes writing culture, not just within
the creative writing masses, but also to wider and broader public audience.
From all the responses received, so far they have been positive. The use of
Instagram as their writing platforms not only gives them an opportunity to showcase their
writings to their followers, but it also helps them be acknowledged for their writing skills.
Some participants have received online and offline comments regarding their works, and
one participant even received constructive criticism for it. The @fla.creativewriters
account has also gone viral within campus grounds as well, since some of the participants
had friends asking them what writing activity were doing and whether they could join in
as well.
Regarding the flash fiction format, the participants have shown immense support
for it. Because of its short format, only consisting from approximately 100-150 words, it
makes it easier for them to write and publish stories even more often. However, they do
have a slight complaint. The participants have expressed that they felt a slight tiredness
from creating and posting stories for five days in a row. Even though it does promote
consistency, but it gives the impression that the activity acknowledges quantity more
quality. What the participants worry about is that if we are looking for quantity more than
quality, then they do not get the chance to write stories that have more depth.
The participants have shown great favor of the writing prompts used. All of them
have absolutely agreed that writing prompts have helped them a lot with their creative
processes since they do not have to start from zero when searching for ideas. While it is
neither too general nor too specific, one participant has expressed that the writing
prompts are quite too easy and should a little bit challenging instead. Another participant
also said that the writing prompts should have themes as well, as different people have
different tastes. Some might like romance, some might like horror. This suggestion could
make the writing initiative relatable to various kinds of audiences, promoting writing
culture as well.
The last thing that will be discussed is the use of Instagram. Beforehand the
responses have mainly been positive regarding the use of said social media platform, but
a participant has pointed out that since Instagram’s main niche are photos or videos,
people pay more close attention to the visual aspect that’s presented more than the flash
fiction that’s been written on the Instagram caption. She also mentioned that in order for
the flash fiction to be noticed, the picture or visual media has to be interesting as well.
Aesthetics play a major role in this part, because Instagram’s main focuses are the visual
aesthetics. Therefore, play more on aesthetics, many more people may be engaged as
well.

E. CONCLUSIONS
Developing a person’s skill is never easy. It takes a lot of time, effort, and also self-
discipline. Earlier before the research, what the researcher has personally hoped was that
the participants did not consider writing stories burdensome. Discipline was the key.
However, the people were mostly not discipline especially when they were asked to
change their habits.

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 Moreover, in this digital era, people are supposed to use and experience various
digital learning platforms, such as literary texts which can promote writing culture. For
quite a long time, society has associated writing as a bland activity that takes a lot of time
and effort, and also boring. However, these different integration and experimentation can
help people find alternative ways to not merely ask students to write creative writings, but
for the general public as well.
Creative writing is just as scientific as other fields of studies. While medicinal
studies deal with medicinal chemicals and mathematics deal with equations, creative
writing studies have its own variables as well to search for effective ways to promote
writing culture. Creative writing has had a long a reputation for being a field of study that
just focuses on the activity of writing itself. Let’s change that perspective and make
creative writing as a more concrete area of experimental studies.

REFERENCES
Agam, D. (2017). The impact of viral marketing through Instagram. Australasian Journal
of Business, Social Science and Information Technology, 4(1), 40-45.
Al-Sharqi, L., & Abbasi, I. S. (2015). Flash Fiction: A Unique Writer-Reader
Partnership. Studies in Literature and Language,11(1), 52-56. doi:10.3968/7253
Bouchardon, S. (2016). Towards a tension-based definition of digital literature. Journal
of Creative Writing Studies,1-13.
Countries with most Instagram users 2018 | Statistics. Retrieved March 24, 2018, from
https://www.statista.com/statistics/578364/countries-with-most-instagram-users/
Hu, Y., Manikonda, L., & Kambhampati, S. (n.d.). What we Instagram: A first analysis of
Instagram photo content and user types. Association for the Advancement of
Artificial Intelligence.
Smith, M. A., & Swain, S. (2011). Wise eyes prompting for meaningful student writing.
Berkeley, CA: National Writing Project.
Wiles, W. M. Prompting discussion: Writing prompts, habits of mind, and the shape of
the writing classroom (Unpublished doctoral dissertation). University of
Louisville.
Wulandari, D. (2016). Using flash fiction to promote ESL students’ reading and writing
achievement. 229-239.

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 DEVELOPING READING ATTITUDES
THROUGH EXTENSIVE READING IN EFL CONTEXT
Risa Dwi Anggraini
112014014@student.uksw.edu
Universitas Kristen Satya Wacana

Abstract

Researchers have agreed on the benefits of Extensive Reading on developing positive

attitudes to reading. This study aims at investigating whether the ER program at UKSW
is also beneficial to develop the students’ positive reading attitudes. The goal of this
research is to answer two research problems: (1) What are students’ attitudes at the
beginning and at the end of ER course and (2) What changes the students’ attitudes. From
the questionnaires distributed at the beginning of the course, it was found that students
had negative responses only for anxiety aspect. From the semi-structured interview
conducted at the end of the course, it was found that regular book reading, course
assessments, and the benefits of reading the students experienced during the ER course
helped to develop more positive reading attitudes. Considering these findings, it is
expected that the future English teachers will continue implementing the ER program in
their teaching process later on.

Keywords: attitudes, reading, extensive reading

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Reading is important for students’ life to increase their knowledge, to get new
information related to their studies, and to increase reading comprehension. However,
many of L2 learners tend to dislike reading in L2. Day and Bamford (1998) (as cited in
Yamashita, 2004) mention that one of the factors influencing L2 reading attitude is first
language (L1) reading attitude. Similarly, Grabe and Stoller (2002) also argue that
students bring with them basic attitudes to L2 reading, which are usually based on their
L1 reading experiences.
Generally, reading is divided into two types, which are intensive reading and
extensive reading. In intensive reading, students usually read a page to explore the
meaning and to be acquainted with writing mechanisms (Hedge in Alyousef, 2005).
Extensive reading can be defined as the independent reading of a large quantity of
material for information or pleasure (Day and Bamford, 1998). Many EFL teachers use
ER programs with the aim to introduce reading and increase the students’ interests toward
reading. In ER course, students can read books inside or outside classroom. Also they feel
free to choose the books they want to read (self-selection). Krashen (2004) defines it as
“free voluntary reading (FEVER)’’ with his own term. It clarifies that they read
depending on their interests.
Many researchers have agreed on the benefits of Extensive Reading (ER). Susser
and Robb (1989) state that extensive reading is superior to a skill approach and can be an
enjoyable and motivating source of comprehensible input that is necessary for language
acquisition. Other experts such as Mason and Krashen (1997) claim that by reading a lot
of interesting texts in extensive reading activity, students learn new vocabulary and

40 | P a g e
reviewed review old vocabularies, improve their writing ability, and learn to read more
fluently. They also mention that by reading a lot of texts could improve the students’
attitudes toward reading and language learning.
English Language Education Program in UKSW offered an ER course for the first
year students. This study aims at investigating whether the ER program at UKSW is also
beneficial to develop the students’ positive reading attitudes. There are two research
questions addressed in the study, which are: (1) What are the students’ attitudes at the
beginning and at the end of ER course? (2) What changes the students’ attitudes?
Through the result of this study, it is expected that the future English teachers will raise
their awareness of the benefits of ER attitudes in improving students’ reading attitudes. It
is also expected that they will continue implementing the ER program in their teaching
process later on.

B. REVIEW OF RELATED LITERATURE

1. Meaning of Reading Attitude
Attitude is a complex psychological construct. It refers to “a learned predisposition
to respond in a consistently favorable or unfavorable manner with respect to a given
object” (Fishbein & Ajzen, 1975, p. 6, as cited in McKenna, 1994). According to
Kerlinger (1984) attitude affects people to have a certain tendency toward things around
them such as environment, issues, and different kind of ideas. Attitude affects people’s
emotion, motivation, and cognitive response toward certain problems. It can be said that
attitude is a special tendency, thought, or opinion that people have in facing problems.
There are three components of attitude: affect (feeling), cognition (thought and
belief), and conation (intention for action), (e.g., Mathewson, 1994 or McKenna, 1994).
Affect (feeling) is an attitude that shows “like” or “dislike”, for the example is “I like
reading”. It means that the people’s feeling is positive toward reading. Meanwhile,
cognition is a set of thought or belief toward something such as an idea, a particular
person, irrational arguments, and a situation. For the example, when people say “I think
reading is important”, it refers that the people have positive responses based on their
thinking. The last component is conation. It shows that people will do a real reaction in a
certain way toward something when they have certain thought or belief. Visser (2004)
states that if people are sure and confident with their thought and belief toward certain
matter, it will be expressed through their behavior; for example, a person regularly spends
time to read newspaper, magazine or a certain book every day. It is the positive act of the
persons’ belief that reading is important.
Reading attitude has been defined as “a system of feelings related to reading which
causes the learner to approach or avoid a reading situation” (Alexander & Filler, 1976, p.
1) and as “a state of mind, accompanied by feelings and emotions that make reading more
or less probable” (Smith, 1990, p. 215). Various first language (L1) reading models have
looked at different aspects of reading attitude, for instance, acquisition of reading attitude
(McKenna, 1994), influence of reading attitude on reading behavior (Mathewson, 1994),
and reading attitude as a reader-internal factor in the process of constructing the meaning
of a text in the classroom (Ruddell & Unrau, 1994). Besides, reading attitude is an
acquired predisposition; it is shaped by readers’ individual experiences.
2. Meaning of Extensive Reading
Extensive reading (ER) is an approach to reading pedagogy that encourages
students to engage in a large amount of reading. It is an instructional option that has been
steadily gaining support and recognition in the field of second language (L2) reading
pedagogy (e.g., Day & Bamford, 1998; Grabe, 2009; Grabe & Stoller, 2011). ER is

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intended to develop good reading habits, to build up knowledge of vocabularies and
structure, and to encourage a liking for reading (Richards & Schmidt, 2002).
In extensive reading, students read to engage their enjoyment and curiosity.
Furthermore, Koch (2006) refers to extensive reading as the way of reading for pleasure
where learners were allowed to choose reading materials which suit their interests and to
get the general understanding from texts with limited use of dictionary. ER programs
should be without the pressures of testing or marks (Davis, 1995). The learners have to
understand better target texts and take more pleasure from them. The most critical
element for ER to be effective is motivating learners to read a great amount of English
(Takase, 2008). It has also been maintained that ER has positive impacts on the affective
domains of reading, such as attitude and motivation (Day & Bamford, 1998; Grabe,
2009).
3. The Top Ten Principles of Extensive Reading
Day and Bamford (2004) propose ten principles of Extensive reading.
a. The Reading Material is Easy
It is clear that ER is different with other approaches to teaching foreign language
reading. In ER, the texts must be easy. The aim is to promote reading for students to read
as much as possible. A density of one unknown word in fifty is more suitable for
pleasurable extensive reading (Nation, 2001). Hu and Nation (2000) suggest that learners
must know at least 98% of the words in a fiction text for unassisted understanding.
b. A Variety of Reading Material on a Wide Range of Topics is Available
The success of Extensive Reading depends on the learners’ interest. To encourage
them to read more or to make them have a desire to read, the material must be as varied
as possible.
c. Learners Choose What They Want to Read
This principle means that learners are free to select the reading materials that they
want to read. All the research into extensive reading points towards what Krashen (1993)
calls 'free voluntary reading' as the source of the benefits that extensive reading can
bestow.
d. Learners Read as much as Possible
The amount of time spent in reading is the most critical element in learning to read.
There is no limit the amount of the reading that can be done. The minimum may be one
book in a week to establish a reading habit as the benefit of Extensive reading.
e. The Purpose of Reading is Usually Related to Pleasure, Information, and General
Understanding
In an extensive reading approach, learners are encouraged to read for general
meaning that accompany students’ enjoyment and curiosity. Besides, the purpose is to get
information, enjoyment stories, or passing the time. Learners focus on general
understanding not the language patterns.
f. Reading is Its Own Reward
The students are not given comprehension questions as a followed up activity. To
check students’ understanding, the teachers provide other types of follow up activity.
g. Reading Speed is Usually Faster Rather than Slower
Nuttall (1996) notes that the virtuous circle of the good reader: Reads faster;
Reads more; Understands better; Enjoys reading. Promoting reading fluency in ER
discourages students to use dictionaries when they find difficult words. They just keep
reading to understand general meaning, and ignoring unknown words to practice their
guessing without using dictionaries. Therefore, the reading speed is usually faster.

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h. Reading is Individual Silent
Individual silent reading can be instrumental in students discovering how foreign
language reading fits into their lives. Extensive reading means learners read at their own
pace. It can be done inside or outside classroom, feel free to choose what they want to
read.
i. Teachers Orient and Guide Their Students
Teachers can keep track of what and how much each student reads, and their
students' reactions to what was read. Teachers can encourage students to read as widely
as possible as their language ability, reading ability and confidence increase, to read at
progressively higher levels of difficulty. Guidance implies a sharing of the reading
experience, which leads us to the final principle of extensive reading.
j. The Teacher is a Role Model of a Reader
Nuttall (1996) says that reading is caught, not taught. Role model is the most
powerful instructor. In short, effective extensive reading teachers are themselves readers,
teaching by example the attitudes and behaviors of a reader. Teachers are "selling
reading" and the primary way to do that is to be a reader (Henry, 1995).

C. METHODOLOGY
The context of the study is English Teacher Education Program (ETE). ETE is
located in the small town of Central Java, Indonesia. In ETE, the students will learn the
art of teaching different level of students, how to develop curriculum, syllabus, teaching
materials and how to make use of technology and different kinds of media to prepare the
lessons and practice the teachings. These courses will help the students become more
creative English teachers.
The participants were 96 students from the English Language and Education
Program who took Extensive Reading Course in semester 1 2017/2018. They consisted of
36 males and 60 females. They came from many different academic backgrounds. The
Extensive Reading class was provided in the 1st semester for their experience in
Extensive reading.
To collect the data, the study used questionnaire and semi-structured interview.
First, the questionnaires were distributed at the beginning of the extensive reading
program in September 2017. The questionnaire was used to explore the students’ attitudes
toward reading in English. The questionnaire was taken a paper/journal written by
Yamashita (2007) about the relationship of reading attitudes between L1 and L2: An
investigation of adult EFL learners in Japan. The questionnaire had 22 items about
attitude toward reading in English. It consisted of 5 components attitudes; comfort,
anxiety, intellectual value, practical value and linguistic value.
Semi-structured interview was conducted at the end of extensive reading program
in December – February 2018 to investigate what changed the students’ attitudes. The
participants of the semi-structured interview were chosen based on the questionnaire
results that had negative attitudes (anxiety) in reading English. The participants who had
negative responses to anxiety were 81 students, but only 12 students who were willing to
be interviewed. Therefore, 2 students were used to piloting and 10 students became
interviewee. There were 10 questions based on anxiety component.
The data were obtained from the questionnaires and the semi-structured interview
that given to the participants. First, the questionnaire of the responses calculated in
percentage for the interpretation and analysis based on the attitude theory by Yamashita
(2013) about the five components of attitude; comfort, anxiety, intellectual value,
practical value and linguistic value. Second, the semi-structured interview responses were
classified with the same category and divided into three themes.

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D. FINDINGS AND DISCUSSION
The data findings are divided into two main points, which are the findings from the
questionnaire and the interview.
1. Questionnaire Results
The questionnaire results will be compared to the result in Yamashita (2013). The
results of the questionnaire show the students’ attitudes toward reading in English at the
beginning of the course. The data show that the students had positive attitudes in term of
intellectual value, practical value and linguistic value.

Table 1. Students’ Intellectual Value in Reading English at the Beginning of the Semester
No. Statement Strongly Agree Disagree Strongly
Agree Disagree
1 I can become more sophisticated if 33% 60% 7% 0%
I read English
2 I can get various kinds of 39% 60% 1% 0%
information if I read English
3 I can acquire broad knowledge if I 34% 61% 5% 0%
read English
4 I get to know about new ways of 24% 75% 1% 0%
thinking if I read English
5 I get to know about different values 15% 84% 1% 0%
if I read English

Table 1 shows that 93% of students agreed that they could become more
sophisticated if they read English. Then, 95% of students also had positive attitudes that
reading English could acquire their broad knowledge. In addition 99% of students agreed
with statement 2, 4 and 5. This finding is the same with Yamashita (2013) that ER had a
positive effect on the intellectual value that the students attached to reading.

Table 2. Students’ Practical Value in Reading English at the Beginning of the Semester
No Statement Strongly Agree Disagree Strongly
Agree Disagree
1 Reading English is useful for my 54% 44% 2% 0%
future career
2 Reading English is useful to get a 40% 53% 7% 0%
good grade in class
3 Reading English is useful to get 21% 70% 9% 0%
credit for class
4 Reading English is useful to get a job 40% 58% 2% 0%

The data in table 2 shows that 98% of students agreed that reading English is useful
for their future career and useful to get a job. Then, 93% of students also had positive
attitudes that reading English is useful to get a good grade in class. Besides, 1% of
students agreed that reading English is useful to get credit for class. This finding is
different with Yamashita (2013) that ER did not increase perceived practical value,
despite the fact that the students knew that the amount of reading they did would be
reflected in their class grade.

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 Table 3. Students’ Linguistic Value in Reading English at the Beginning of the Semester
No Statement Strongly Agree Disagree Strongly
Agree Disagree
1 I can acquire vocabulary if I read 49% 49% 2% 0%
English
2 I can develop reading ability if I read 39% 59% 2% 0%
English
3 I can improve my sensitivity to the 33% 63% 3% 1%
English language if I read English

Table 3 shows that 98% of students agreed that they could acquire vocabulary and
develop reading ability if they read English. In addition, 96% of them had positive
attitudes that they could improve their sensitivity to the English language if they read
English. This component can not be compared with Yamashita’s (2013) finding because
in her study the linguistic value is removal because of a ceiling effect.
From table 1, table 2 and table 3 show that students had positive attitudes in term
of these three categories. This might happen because the benefits of reading have been
well accepted. However, their experiences in reading English in high school tend to be
more intensive rather than extensive. In intensive reading is considered to be a language
lesson since it focuses on studying text and analyzing the structure (Susser & Robb,
1990). They have more practice in reading comprehension so that they can answers all
the questions. Different with reading in extensive, they must read the book every week to
increase their reading habit. Therefore, they are conscious that reading gives many
benefits for their intellectual, practical and linguistic value.
The data from the questionnaires show interesting results. Particularly in terms of
comfort and anxiety, it was found that students had negative responses only for anxiety
aspect.

Table 4. Students ’Comfort in Reading English at the Beginning of the Semester

No Statement Strongly Agree Disagree Strongly
Agree Disagree

1 Reading English is troublesome 0% 14% 78% 8%

2 I feel relaxed if I read English 4% 79% 16% 1%

3 Reading English is dull 1% 16% 73% 10%

4 I feel tired if I read English 0% 29% 68% 3%

5 I feel refreshed and rested if I read 3% 72% 24% 1%

English
6 Reading English is enjoyable 11% 78% 11% 0%

Table 4 shows that the majority of the participants 86% disagreed that reading
English is troublesome. Even 81% of student felt relaxed if they read English. Then,
almost 83% of students did not agree that reading English is dull. Moreover 71% of
students did not feel tired if they read English. However, 75% felt refreshed and rested if
I read English. In addition, 89% of students agreed that reading English is enjoyable.
Most of them had positive attitudes (comfort) toward reading in English at the beginning
program of Extensive reading. Nevertheless, there was inconsistency in this point because
they had problem in anxiety in reading English. These findings are different with

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Yamashita (2013) that in her research showed increases in Comfort and Intellectual Value
and a decrease in Anxiety, with no effect on Practical Value. In this study, the results of
four categories were positive, except anxiety. The data below shows that the students
have anxiety.

Table 5. Students’ Anxiety in Reading English at the Beginning of the Semester

No Statement Strongly Agree Disagree Strongly
Agree Disagree

1 I feel anxious if I do not know all the 15% 60% 20% 5%

words
2 I sometimes feel anxious that I may 12% 69% 17% 2%
not understand even if I read
3 I feel anxious when I am not sure 7% 71% 21% 1%
whether I understood the book
content
4 I do not mind even if I cannot 4% 35% 53% 8%
understand the book content entirely

Table 5 shows that 75% of students agreed that they felt anxious if they did not
know all of the words. The participants said that they had high curiosity in reading, so
when they read and found the difficult word, they tried to find the meaning. Some of
them were afraid if they got wrong conclusion and did not know all the words. Besides,
81% agreed that they sometimes felt anxious that they might not understand even if they
read. Moreover, 78% of students felt anxious when they were unsure whether they
understood the content of the book or not. In addition, 61% of them did not mind even if
they could not understand the book content entirely.
The participants had more problems in anxiety rather than comfort. They felt
anxious because they concern in assessment in reading such as written the book report
and presentation. It made them felt anxious if they did not understand the book content
they got confused how to write it and how to explain the story. However based on
Vygotsky’s theory in Yildrim’s (2008) basically suggest that if the teachers want to
understand learning and development, they have to focus on process instead of product.
According to Lantolf and Thorne (2006, p. 28), Vygotsky argues that “the only
appropriate way of understanding and explaining forms of human mental functioning is
by studying the process, and not the outcome of development”. This is the critical point
which distinguishes dynamic assessment from other forms of assessment. In this
approach, development process is seen as a predictor of the individual’s or group’s future
performance. Therefore, in ER the lecturers assess the students not only the test, but also
through heir book report and performance such as presentation of the book they have
read.
2. Interview Results
The interview results show about the difference of the students’ attitudes after took
Extensive reading. The results will be divided into three sections, which are: Reading
books regularly develops more positive attitudes, Assessment in Extensive reading gives
positive attitudes toward reading except anxiety, and the benefits of reading the students
experienced during the course helped to develop more positive reading attitudes.
a. Reading Books Regularly Develops More Positive Attitudes
Nine out of ten participants explained that reading books regularly in extensive
reading course helped them to develop their reading habits. When the participants were
asked about their experience reading books throughout the course, some of them said that

46 | P a g e
they finally became accustomed to reading in English because of the course requirements.
As student C’s answer could be illustrated in this point below.
Previously I was surprised because I usually read Indonesian books. I got
difficulties in vocabularies and the types of books are various. Sometimes the
contexts are too difficult. They do not use every day language. However after I
read the books every day, it becomes my habit, so I do not feel burdened again. (12
January 2018)
Student C said that she read books in Indonesian but she was not accustomed to
reading English books. Nevertheless, her reading attitudes in English changed to be more
positive after several weeks. This happened because she had to read in English regularly
and this finally became her habit. Grabe and Stoller (as cited in Senturk, 2002) explained
that students bring with them basic attitudes to L2 reading, which are usually based on
their L1 reading experiences. From the student C, it could be seen that in the previous she
had a good reading habit in Indonesia. Although in the previous of ER course she got
difficult reading in English, her attitude could change because of her L1 reading attitudes.
Student C’s statement also showed the difficulties she got at the beginning. She
mentioned about the vocabularies, the type of the books and the context of the sentences.
However, from her statement it could also be seen that she read books in English
everyday. That became a reading practice for her.
Wigfield and Guthrie (as cited in Senturk, 1997) state that reading is a skill that can
be best improved by practicing. As explained by student B:
At the first it is difficult and clumsy in English, but after I learn it is rather easy.
(12 January 2018)
Student B said that she got difficulties and clumsy in reading English. Later, after
she practiced to read extensively, she became interested reading in this course because the
types of the book she read. Based on Day and Bamford (2004), the material of ER must
be as varied as to make them attract to read. Therefore in ER, students read books, novel,
magazine, newspapers, fiction, non-fiction that entertain them. In Extensive reading
students are free to choose the book. She chose novel to improve her interest in reading
English book and increase her reading habit. As described by student B:
Because we read novel, so it is interesting to read. It makes we cannot stop. We
want to read continuously. (12 January 2018)
From student B, it could be seen that the choice of books able to improve her
interest in reading English book and increase her reading habit. Yamashita (2013) states
that since the ER approach often involves free individual choice of books, it has the
potential to give situations where learners can make their own discoveries in their areas of
interest on their own terms.
b. Assessment in Extensive Reading Gives Positive Attitudes toward Reading Except
Anxiety
Besides reading books, students who took the extensive reading class have a duty
to write a book report after they finished reading one book. The assessment can enforce
them to read because they have to know the book content entirely to make this
assessment. According to Vygotsky’s theory (as cited in Yildrim, 2008), if the teachers
want to understand learning and development, they have to focus on the process instead
of the product. Some participants said that book report could give impact in their reading.
As stated by student H:
It influenced my reading interest a lot because I have to know the content to write
the book report. (22 January 2018)
Student H said that book report could influence his interest in reading. He must
know the book content and understood it to write the book report. It means that

47 | P a g e
assessment in extensive reading can change their attitudes toward reading. On the other
hand, Krashen (2004) argues that students should read due to their desire to read and that
there should be no book reports and no reflections at the end of the chapter. Even though
in this class there is a book report, in fact it can influence their positive attitudes in
extensive reading. In addition, it can relate to the motivation to read foreign language.
According to Takase (2001), it has 2 factors: intrinsic factor which students read English
for enjoyment and satisfaction, and extrinsic factor that students read English for the
desire to do well on exams.
Although the majority of the students have more positive attitudes in term of
intellectual value, practical value and linguistic value, they do not change their anxiety
toward reading in English. As explained by student B:
I feel anxious if I do not open the dictionary. I must open it before continue the next
words because my curiosity is high. (12 January 2018)
Student B said that she felt anxious if she did not open the dictionary when she
read the book. It was happened because she had high curiosity in reading. Thus, she had
to know the meaning all of the words. Actually reading in extensive is intended to
develop good reading habits, to build up knowledge of vocabularies and structure, and to
encourage a liking for reading (Richards and Schmidt, 2002). Different with intensive
reading, which is considered to be a language lesson since it focuses on studying text and
analyzing the structure (Susser & Robb, 1990). Thus, if she does not know the meaning
all of the words are no matter because it is different with reading in intensive that
followed by comprehension questions.
c. Students Become More Aware Toward the Benefits of Extensive Reading
It can be seen that reading in extensive certainly gives positive impacts for the
students. Mason and Krashen (1997) inform that by reading a lot of interesting texts in
extensive reading activity, students learned new vocabulary and reviewed old vocabulary,
improved their attitudes toward reading and language learning, improved their writing
ability, and learned to read more fluently. The 10 participants who had joined in extensive
reading stated that they got some benefits of extensive reading. They felt there were
changes, from the negative attitudes to positive attitudes when they read English book or
after took extensive reading course. As shown by student D:
My vocabularies and skills are improved. Formerly, I did not know the difficult
vocabularies. After I read continuously and find them, I try to search the meaning.
So in my opinion my skills in vocabularies and grammar are better than before I
join in this class. (18 January 2018)
Student D said that in the beginning he did not know the meaning of the difficult
vocabularies. After he joined in extensive reading and read the books continuously, he
found many vocabularies that he did not know the meanings. He opened the dictionary
and tried to find them. Indirectly, he had learned new vocabularies through reading. It
could improve the vocabularies because his curiosity to know the meaning was high.
Therefore, through reading he could learn many new vocabularies. Several of the research
findings also have reported on the positive effects of ER on reading comprehension,
reading rate, vocabulary, writing, and general L2 proficiency (Grabe & Stoller, 1997;
Iwahori, 2008 in Sargent and Al-Kaboody). Other participants told that Extensive reading
could increase his reading rate and writing skills. As explained by student I:
I was surprised when my reading rate increased yesterday. In the first, it started
from 90 words rise to 115 and then the last was 225. My vocabularies, grammar,
and writing skill increased too. (22 January 2018)
Student I said that Extensive Reading could increase reading speed, vocabularies,
grammar proficiency and writing skills. There were changes in his reading speed from 90,

48 | P a g e
115 and finally became 225 words per minute. It happened because when he read books
extensively, he became accustomed to reading extensively which helped increase his
reading speed. Reading regularly trained the students’ reading fluency and speed.
Increasing reading rate is important because rate is a critical component of fluent reading.
It is known from a research that fluent readers are better readers (i.e., score higher on
measures of reading comprehension) than slow readers (Richard R. Day, n.d.).
From the students’ case, it could be seen that extensive reading also gives benefits
in his vocabularies, grammar proficiency and writing skills. Through extensive reading,
he indirectly read the sentences which contained many grammar patterns. Of course he
learned grammar by reading in English. Besides, his writing skills were better compared
to the time before he joined extensive reading course. Richard R. Day, (n.d.) believes that
ER impacts writing, listening and speaking because students know more vocabularies.
Learning vocabulary is one of the keys to learn a new language. Without knowledge of
the L2’s vocabulary, no progress can be made.

E. CONCLUSIONS
The aims of the study were to investigate the students’ attitudes at the beginning
and at the end of ER course and to investigate the reasons that caused them to change
their attitudes. From the questionnaire, the participants had positive attitudes at the
beginning of the course in terms of comfort, intellectual value, practical value, and
linguistic value. While in terms of anxiety, the participants showed negative attitudes
because of the assessment in ER course. From the interview, the findings showed that
there were three themes. First, reading books regularly developed more positive attitudes
since reading books regularly in ER course helped them develop their reading habit.
Second, assessment in ER course gave positive attitudes toward reading except anxiety
because the assessment in ER could enforce them to read and know the content of the
book entirely to be able to write the report. However, the factor that caused the students’
anxiety to emerge was caused by their fear of not being able to understand the content of
the book which could affect their ability to write the report. Third, the other benefit of
reading extensively was that it helped the students develop more positive reading
attitudes. By reading in ER course, the students can increase their vocabulary, improve
their writing skills and increase their reading rate.
From the result of this study, ER program seemed to be beneficial to develop the
students’ positive attitudes in reading. The assessment in ER course motivated them to
read so that it could influence their attitudes toward reading. Moreover, the result of this
study could also help lecturers who teach Extensive Reading to be aware that the
assignments in ER course such as book reports and presentations affects positively on the
students’ attitudes in reading.
Besides, further studies can be conducted considering that this study had
limitations. The study cannot be generalized because this was only administered in ER
course in EFL context. Therefore, it is suggested that further study may be conducted so
that more knowledge can be gained regarding students’ attitudes toward reading
extensively in other context.

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 EFL STUDENTS’ PERCEPTIONS IN USING INSTAGRAM
TO IMPROVE DESCRIPTIVE WRITING SKILLS
Qotrun Nada1, Salsabila Shiellany2
trunnada30@gmail.com1, salsabilny@gmail.com2
Sampoerna University

Abstract

Instagram is one sample of social media that people use to express their thoughts and
feelings by posting photos followed by the description. This research paper was
conducted to investigate EFL students’ perceptions in using Instagram to improve their
writing skills particularly in writing a descriptive text. The study employed a qualitative
descriptive method focusing on four participants of second-year students of Sampoerna
University. They were asked to answer a set of questionnaires with six close-ended
questions and five open-ended questions about the use of Instagram as a tool for writing
descriptive text learning. The result of this study indicated that Instagram is an effective
tool for developing students’ descriptive writing skills. This study also found that
Instagram can be an effective pedagogical tool if used appropriately.

Keywords: social media, Instagram, writing skills, descriptive text

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
The emergence of globalization and digital era has led to major changes in human
life. Not only on the rapidly advancing technological progress, but globalization also
transforming all human relationship and affecting the way people interact with other
people. As International Anglican Family Network (2008, p. 1) pointed out,
“Globalization has transformed virtually all aspects of modern life – our jobs, our culture,
and our relationships with one another.” Globalization has introduced virtual
communication and collaboration as a new approach to human relationship recently. This
new way of interacting brings new challenges and new opportunities which cannot be
denied. With the rapid changes of globalization, people (especially youth) need to
understand the strengths and limitations of different communications media, and how to
use each medium to maximum effect.
The current study emerges from one particular issue observed recent years where
almost all people (especially youth) were addicted to using Instagram, one of the most
prominent social networks in the world. Horribly, Instagram is regarded as the harmful
application that destructed people’s mental health. It was stated by researchers from the
Royal Society for Public Health and Young Health Movement (2016) that, “Instagram
came in first place as the worst for mental health. It was followed by Snapchat,
Facebook, Twitter, and YouTube.” Whereas, people often use Instagram in order to
interact with other people and usually to express their own feelings through posting a
single photo followed by a description. This could be used as an interactive tool to
develop the ability of writing skills where they can learn from observing the writings of
others. Currently, there are many studies reveal that using Instagram in an appropriate
way gives a positive impact which can develop people's writing skills, particularly in
descriptive writing skills.

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 Thus, this research paper analyses EFL students’ perception in using Instagram as
an interactive tool for improving their descriptive writing skills.

B. REVIEW OF RELATED LITERATURE

There are several researchers conducted the study regarding Instagram influences
on students' writing skills. The first belongs to Kelly (2015) with a title, “An Exploration
of Instagram to Develop ESL Learners’ Writing Proficiency.” The purpose of the study
was to explore how Instagram was used to develop learners' descriptive writing
proficiency and to find out their attitudes toward Instagram as a tool of interactional
learning in an informal setting. The result showed that Instagram could be an effective
tool for improving learners' range of vocabulary and grammatical accuracy if used
appropriately.
Then, a study conducted by Yadegarfar, Hanieh, and Shahla (2016) with a title,
"Effects of Using Instagram on Learning Grammatical Accuracy of Word Classes among
Iranian Undergraduate TEFL Students”. The objective of the study was to identify to
what extent Instagram could affect learning grammatical accuracy of word classes. The
findings showed that in terms of learning grammatical accuracy of word classes, the
experimental group outperformed the control group.
Another literature related to Instagram influence on students' writing skills
conducted by Akhiar, Mydin, and Kasuma (2017) with a title, "Students' Perceptions and
Attitudes towards the Use of Instagram in English Language Writing." There were 101
participants in this study who were asked to create a descriptive English essay writing on
Instagram. Moreover, they were also asked to answer a set of questionnaires about using
Instagram for English language learning. The result showed that the college students had
high positive perceptions toward the usage of Instagram in improving their writing skills.
1. English as a Foreign Language
According to Broughton, Brumfit, Flavell, Hill, and Pincas (1980) the role of
English in a nation's daily life is influenced by geographical, historical, cultural, and
political factors. However, English’s role at a certain point in time must influence the way
it is taught and impacted on the daily life and individual growth. Therefore, many people
in some countries such as Finland, Singapore, and Germany have considered English as a
Second Language (ESL). Besides, English is also a foreign language for several countries
in the world, such as Indonesia, Spain, Brazil, and Japan. English as a Foreign Language
(EFL) is taught in schools and used widely, but it does not have an important role in the
life of national and social. EFL learners have more options of language variety than ESL
learners.
2. Instagram
Instagram was created by Kevin Systrom and Mike Krieger, and launched in
October 2010. This application is a way that everyone can use to share their life with their
friends through a series of pictures; take pictures with a phone, then choose a filter to
convert the image into a memory to be stored forever in a fun and fast way. Currently,
Instagram is one of the most popular social media in the world that has active users more
than 300 million since it has outstanding features, supporting the goals of people relating
to daily needs and education (Instagram Press, 2015). In addition, Instagram can be used
as a medium of learning because of its supporting features (Listiani, G., 2016) such as:
a. Photo Sharing
Users can take pictures in the application or use an existing photo in storage on
their camera. Then, users can provide useful and fun descriptions of the photos they will
upload to Instagram. Therefore, they are able to post individual pictures or videos
followed by a description on their profile.

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b. Social
The users of Instagram build a connection with others by 'following' each other’s
profile in order to allow them to view the content posted; videos or pictures on others'
profile and respond to their content posted in the form of comments or 'likes'. Instagram
also provides a message to each other privately using 'Direct Message'. These facilities
allow the users to engage in a public and private communication. Therefore, Instagram
has an ideal environment for second and foreign-language students to produce descriptive
writings by posting their content (e.g. pictures and videos) followed by a description.
c. The Community
Since Instagram connects people around the world, it becomes a global community
which can be advantageous for students who use it to express their feelings by writing
something. It means that when students start to engage in a community, they will try to
make better moves, in this case, their product is in writing a descriptive text.
d. Improve Students’ Writing Skill
Instagram has good features; it can be used by students to train or develop their
writing skills. Firstly, they will get better insights from images uploaded by someone,
which can make them think more broadly. Secondly, it will support them to engage in a
good atmosphere of writing a description text because when they want to post photos or
videos, they will attempt to compile clear text and can attract others’ attention in the
space provided because what they write is based on their personal life experiences.
3. Learning Writing through Instagram
Students should be able to express their feelings and thoughts in written form
accurately, and communicate their ideas to interpret their interests. They can express it
through essays, which require the creativity of the authors to use matching words in their
descriptions, such as about people, events and places. According to Alsaleem (2013), the
challenge of writing in different languages may be reduced by having the tools to
simplify the process. Therefore, Instagram is chosen as a writing medium to exploit its
benefits. According to Lomicka and Lord (2009), Instagram develops descriptive
language, cultural awareness and competence, hoping it can motivate students to practice
writing either formally or informally (as cited in Akhiar & Kasuma, 2017).
4. Writing Skills
As King (n.d.) says, writing skill is a writing program of comprehensive for
beginning, struggling, at-risk, or reluctant writers. Writing skills also have particular
instruction in spelling, handwriting, and keyboarding. As stated in Mekki (2012), writing
skills is one of four skills that require special attention skill to be acquired and taught
particularly in foreign language. Hartley (2008) argues that writing is iterative and
complex process, where this activity does not occur in a fixed order; Instead, the
authors/writers move between the stages of writing, which are planning, writing, editing
and reviewing, although usually, more time is spent on planning or thinking at the
beginning and on final editing and review.
5. Descriptive Text
Based on Oshima and Hoduge (1997, p. 50), descriptive writing tells the reader on
how something looks, feels, smells, tastes, and/or sounds. Thus, a descriptive writer is
able to make the reader imagine the person, object, or place in his/her mind. As cited in
Hammond (1992), there are several generic structures of descriptive text, which are: (1)
identification: introduces the subject of the description; (2) describe the features of
characteristic toward the subject. In addition, there are also language features of a
descriptive text, which are: (1) the use of particular nouns; (2) the use groups of detailed
noun to provide subject information; (3) the use variety of adjectives types; (4) the use of
verbs to provide subject information; (5) expressing the writer's personal view about the

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subject, it needs to use of thinking and feeling verbs (6) the use of action verbs to
describe the subject's behavior; (7) the use of adverb to provide more information about
the subject behavior; (8) the use of figurative language types, such as similes and
metaphors.
6. The Purpose of Descriptive Text
Description text enables the writer to: (1) entertain, express feelings, and inform;
(2) share personal experiences, such as describing vacations, childhood's memories, and
people; (3) persuade others to think or act in certain ways. For example, advertisers
describe the products to persuade the customers in order to buy their products; (4) share
personal perceptions.
7. Kinds of Descriptive Text
As stated in Gerot and Wignell (1994), a descriptive text normally takes on three
forms, such as people, places, or things as cited in Noprianto (2017).
a. Description of people
(1) Identification: consists particular statistical information, such as height, weight
and age. Visible characteristics (e.g. skin, eyes, the color of skin). Then, recognizable
marks, for instance, scars, and birthmark; (2) Impression: describe general feeling about
the subject; (3) Character sketch; describe the personal character, or his/her main
personality traits.
b. Description of Place
Add a controller idea stating the attitude or impression of the place described.
c. Description of Things
There are several ways to make the subjects of description interesting and clear to
the readers. The writer should have a good imagination about the things that will be
described: (1) the writer should include a number of proper nouns, such as the names of
particular persons, places, and things. For example; Sampoerna University, a private
college in Jakarta; (2) the writer also should use effective verbs to make descriptions
more specific, accurate, and interesting.

C. METHODOLOGY
The following study employed a qualitative descriptive method. A questionnaire
design was selected due to the exploratory nature of the students’ perception. A
questionnaire design is one of the widely used qualitative research methods used to gather
information about a particular situation. A questionnaire is one of the three main types of
data collection methods in descriptive research design. The focus of this study was on the
experience of individual participants in using Instagram as an interactive tool for
descriptive text learning. Close-ended questions and open-ended questions were used, and
participants were encouraged to expand their answers in an investigative manner, which
often led to more detailed, in-depth information. Qualitative data analysis methods were
used to identify themes associated with the responses to the questions.
1. Participants
The researchers focused on four participants of second years’ students of
Sampoerna University that were randomly selected. Their age ranged from 19 to 21 years
old. All of them were majoring English Language Teaching and taking CLS (Classroom
Language Strategies). Since they would become teachers, they had to learn how to
describe pictures and explain the concepts, particularly to their students in the future.
Therefore, it had become the strong reason that had been considered by the researchers in
choosing the participants. Those participants were expected to give their personal views
on writing using Instagram as a tool for mobile learning.

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2. Instrument – EFL Students’ Perception Questionnaire
In order to examine the perceptions on the part of Sampoerna University EFL
students, a questionnaire was adapted based on MacDonough and Shaws (2013) and the
existing study by Yadegarfar and Simin (2016), who examined the effects of using
Instagram on learning grammatical accuracy of word classes among Iranian
undergraduate TEFL students.

Table 1
The Perception Questionnaire

Number of Questions
Implication
(1) 1. Do you use Instagram Application?
2. How long have you been using Instagram Application?
3. Have you ever uploaded photos or videos in Instagram Application?
4. Have you ever written a description using English in your photos or
videos that you uploaded in Instagram Application?
(2) 5. Do EFL students have any freedom to create “meaning” and language
for themselves in Instagram Application?
6. Does Instagram Application highlight the four language skills (Reading,
Writing, Speaking, and Listening)?
(3) 7. In your opinion, what is the role of descriptive text in Instagram
Application?
(4) 8. Can Instagram be used as a medium of learning? (Explain or give an
example)
9. When you read a caption from someone’s photos or videos in Instagram
Application, can this increase your insight? (Explain or give an example)
10. Can Instagram help EFL students in improving descriptive writing?
(Explain or give an example)
(5) 11. If you are asked to create a description of a photo or video, will you use
Instagram Application as a tool? Why?

3. Procedures
In order to identify EFL students’ perceptions in using Instagram as an interactive
tool to improve their descriptive writing, particularly in descriptive writing skills on four
participants of second years’ students of Sampoerna University, it was necessary to
collect the participants’ personal view about the use of Instagram. There was only one
stage to the data collection procedure. All of the participants answered a set of
questionnaires with five closed-ended and five open-ended questions. The open-ended
items were further elaborated in the set of a questionnaire with all the participants. Both
of the open-ended items and close-ended items were analyzed qualitatively.

D. FINDINGS AND DISCUSSION

1. Findings
According to Sampoerna University EFL students’ perceptions of using Instagram
as an interactive tool for learning descriptive text, the researchers analyzed the answers
from the set of the questionnaire given. General analysis of participants’ perceptions in
the answered questionnaire indicated that Instagram can be used as a medium of learning,
reading a descriptive text of others in Instagram could increase students’ insight about the
descriptive text, and Instagram can help EFL students in improving their descriptive
writing skills. Thus, those four participants had a positive attitude toward utilizing
Instagram to improve descriptive writing skills.

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a. Participant 1
The first participant had been an active user of Instagram for about three years.
She/he had frequently posted a photo and video on Instagram followed by the description
using the English language. According to her/his personal view, the first participant
agreed that Instagram can be used as a medium of learning because Instagram accounts
provide some information and also support materials related to the learning either in
written or unwritten. Through the description platform, the first participant thought that
the role of descriptive text in Instagram was to describe the photo uploaded and also
sometimes it could attract someone to like the posted photo or video. However, the first
participant thought that Instagram could not support the improvement of EFL students’
descriptive writing skills because in her/his opinion, most people tended to other sources
or use Bahasa Indonesia. In his/her opinion, Instagram also did not cover the four skills
(reading, writing, listening, and speaking) because she/he thought that Instagram feature
only focused on reading and writing languages. In another hand, the first participant
believed that Instagram was helpful but did not really help students in improving their
descriptive writing skills because there was lack of an evaluation and monitoring from
others, especially a teacher, to measure the improvement of the students. In addition, the
first participant felt that she/he could not get much insight into a descriptive text learning,
but she/he could learn the new vocabulary from the people’s descriptive caption. The first
participant also could create her/his own meanings and make her/his own language for
themselves on Instagram. It means that the first participant already had a basic concept of
understanding the descriptive text.
To conclude the first participant’s perception, if she/he was asked to write a
description of photo or video, she/he would use Instagram as an interactive tool to create
a description of photo or video because Instagram is one of the easy applications to be
used especially in posting photo or video.
b. Participant 2
The second participant had been an active user of Instagram for more than three
years. She/he had frequently posted a photo and video on Instagram with the following
description using the English language. According to second participant’s personal view,
she/he agreed that Instagram could be used as a medium of learning because Instagram
provided a platform where people could give an insight, comment, or feedback to other
people. For example, based on her/his experience, when there was someone who posted
some pictures using English and there were some errors in structure or grammar, there
would be other netizens (other Instagram users) that gave an insight or a comment to that
person. Through the description platform, the second participant thought that the role of
descriptive text in Instagram was to describe the photo or video obviously that expressed
her/his feeling. The second participant also agreed that Instagram could help EFL
students in improving descriptive writing skills because in Instagram people could learn
from each other. It was very easy to get and give an insight, comment, or feedback. Thus,
in the second participant’s opinion, Instagram covered the four languages skills (reading,
writing, listening, and speaking). In addition, the second participant felt that reading a
caption from someone’s photos or videos in Instagram could increase an insight into a
descriptive text. Besides that, Instagram was also the fastest social medium updating the
recent news. For example, information about Stephen Hawking that had passed away.
She/he also could create her/his own meanings and make her/his own language for
herself/himself on Instagram. This means that the first participant already had a basic
concept of understanding the description text.
To conclude the first participants’ perception, if she/he was asked to write a
description of photo or video, she/he would use Instagram as an interactive tool to create

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a description of photo or video because Instagram is one of the most frequently used
applications recently.
c. Participant 3
The third participant had used Instagram for about one-three years, she/he had ever
posted photos and videos followed by a description using English language. In his/her
opinion, Instagram could be used as a media of learning because there was a lot of
information that could be obtained, such as how to make something and know some news
about what happened nowadays. He/she also stated that the role of descriptive text in
Instagram was to inform what the writer wanted to tell and emphasized the messages
from the pictures. However, he/she assumed that Instagram could help him/her as an EFL
student in improving descriptive writing. There were some informal words used. In
addition, there were also inappropriate words that used by the Instagram users. Thus,
Instagram still needed further correction about those problems. On the other hand, some
of the captions from Instagram users' photos and videos could increase the third
participant's insight; one of them was enriching his/her vocabularies. In addition, he/she
could also create his/her own “meaning” and language in Instagram. Even though she/he
assumed that Instagram was not able to improve her/his descriptive writing skills, she/he
stated that Instagram highlighted the four language skills, which are reading, listening,
writing, and speaking. However, if she/he was asked to write a description of photo or
video, she/he tended to write it down on the other platforms, such as WordPress, blog,
and other websites because she/he rarely posted pictures on Instagram and sometimes
she/he found it was hard to write what she/he felt from the pictures as a caption.
d. Participant 4
The fourth participant had used Instagram for more than three years. She/he had
ever written a caption using English when posting photos and videos. In her/his opinion,
Instagram could be used as a medium of learning because there was a lot of information
that she/he could get easily. For example, she/he followed an Instagram account
@guruku_mr.d, in which he often posted videos about his explanation of English
language. Thus, the fourth participant could gain new knowledge from that Instagram
account. He/she also stated that the role of descriptive text in Instagram was to describe
photos or videos that would be posted. He/she believed that Instagram could help EFL
students in improving descriptive writing skills, in which the students could post pictures
and videos followed by a description as a caption. Furthermore, a caption of other users’
photos and videos also could increase his/her insight, such as the information behind the
pictures and videos posted (e.g. when, or where it was taken). Moreover, he/she said that
in Instagram the users had the freedom to create "meanings" and language for
themselves. Then, she/he stated that Instagram highlighted the four language skills,
which are reading, listening, writing, and speaking. Therefore, if someone asked her/him
to write a description of a photo or a video, she/he obviously would use Instagram as a
tool because it was his/her most favorite and popular application nowadays.
2. Discussion
Based on the findings of qualitative data, it indicated that almost all of four EFL
students who became participants of this study had the same perception of using
Instagram. First, they said that Instagram could be one of the applications that help them
to practise their descriptive writing. It is because in Instagram, people can freely write a
description about photos or videos which inline with the purpose of descriptive writing
that stated by Oshima and Hoduge (1997, p. 50), descriptive writing is telling the reader
on how something looks, feels, smells, tastes, and/or sounds. Besides, when they read the
caption from others’ post on Instagram, they assumed that it could increase their insight,
especially in vocabulary. Thus, they could know the meaning and use those unfamiliar

58 | P a g e
vocabularies. Furthermore, all of them said that Instagram highlighted the four language
skills, which are reading, writing, listening, and speaking. Therefore, it could be a strong
reason to support their perceptions; Instagram could be used as a medium of learning.
The participants argued that Instagram provided a lot of information, materials
supported, and a platform where people could learn from each other. Based on Listiani
(2016), one of the supporting features in Instagram which is social, helps the users of
Instagram build a connection with others by 'following' each other’s profile in order to
allow them to view the content posted; videos or pictures on others' profile and respond to
their post in the form of comments or 'likes'. Since this application became a medium of
learning, three of the participants tended to use Instagram as a tool to improve their
descriptive writing skills because they could post pictures and videos followed by
description as a caption, in which they could practice their writing. Apart from that, they
also could learn from observing the others’ writing on their posts.
However, the improvement was not significant because there were two of four EFL
students who thought that Instagram was not really helpful for students in improving
their descriptive writing skills. It was because there was a lack of an evaluation and
monitoring from others, especially from a teacher. The findings also found several factors
that caused Instagram which did not significantly improve students’ descriptive writing
skills, such as there were still some people who tended to use a quotation from other
sources or using Bahasa Indonesia and there were some inappropriate words that used by
Instagram’s user.
The result of these findings indicated that the use of Instagram as an interactive
tool to improve students’ writing skills was not always effective. Thus, it required a
monitoring and an evaluation from others (e.g. a teacher or a lecturer) sustainably.
Monitoring and evaluation could also prevent students to do the same thing with others
who often use inappropriate words in Instagram. Thus, they tend to choose appropriate
words that match with their descriptions. In addition, students use Instagram is not only
to express their thoughts and feelings, but also to develop their descriptive language,
cultural awareness, and competence as explained in the literature review, quoted from
Lomicka and Lord (2009) where they hoped that Instagram can motivate students to
practice their writing either formally or informally (as cited in Akhiar & Kasuma, 2017).

E. CONCLUSIONS
The main objective of this study was to examine EFL students’ perception in using
Instagram to improve their descriptive writing skills. It was concluded that Instagram is
an effective tool for developing students’ descriptive writing skills because Instagram
had a positive effect on EFL students in Sampoerna University. It is not only an
application where people can express themselves by posting photos or videos, but
Instagram also helps the users to have an insight from other’s writing, to increase new
vocabulary, idea, and style of writing. This study also found that Instagram could be an
effective pedagogical tool if well-monitored and used appropriately. Thus, the result is in
line with the related research which revealed that EFL students had a positive attitude
toward utilizing Instagram.
Based on the conclusion, the researchers would like to offer some suggestions.
First, the use of Instagram should be monitored by teachers, lecturers, or other people
who are capable in this field, therefore Instagram can be used appropriately by students.
Second, in order to have a significant improvement, the monitor (by a teacher or a
lecturer) should encourage students to practice writing using Instagram intensively. Then,
they should provide feedback on every students’ work, hence the students can do better
next time. Third, for future researchers, they can use this study as a reference to guide

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them in the next similar project. Hopefully, this study can help them find out an
interesting strategy of learning descriptive text through Instagram.

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 EXPLORING PRESERVICE EFL TEACHERS’
PERCEPTIONS IN LENS OF TECHNOLOGICAL
PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
Rosi Rosdiani
rosirosdiani72@gmail.com
Swadaya Gunung Jati University Cirebon

Abstract

This paper presents the findings of a study to explore pre-service EFL teachers’
perception in terms of technological pedagogical content knowledge (TPACK).
Participants were 22 pre-service teachers (8 males, 14 females) enrolled in a Bachelor of
Education (TEFL) programme. Data source was collected in one of teacher education
institution in Cirebon. Bostancıoğlu & Handley (2018), a 67-item survey instrument, was
used to collect data in this study. The data analysis using frequency statistics showed that
generally, the majority pre-service teachers felt confident with their competence within
TPACK lens. Most of them reported of being highly agreed for TK, PK, CK, and TCK
items. It was also positive for PCK and TPK items. Although the findings revealed that
TPACK item had the lower number than other six items, the result was still positive.

Keywords: pre-service EFL teachers, TPACK, pre-service teachers’ perception

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
In recent issue, every aspect of modern life has been infiltrated by technology and
it cannot be denied that it affects dramatically on education. Pamuk (2011, p. 2) stated
that technology can be effective and support learning only if it is meaningfully integrated
into teaching. Teachers are often required to be interactive and innovative by integrating
technology into their teaching in the digital age (Chen, Liao, Chen & Lee, 2011) but the
journey of integrating technology into the classrooms is not necessarily an easy one.
Ertmer and Ottenbreit-Leftwich (as cited in Li et al., 2016, p. 2) argued that “teachers did
not already integrate technology into classrooms, at least not in a meaningful way”.
However, several studies found out that teachers’ technology usage in teaching was not
sufficient (Gu¨ lbahar & Guven; Hew & Brush; Hsu; as cited in Li et al., 2016, p. 2).
Technology Integration into classroom teaching and learning continues to be a
challenging task for many teachers (Shafer, 2008; So & Kim, 2009). Hence, teacher
development on ICT usage for teaching and learning continue to be a concern
(Jimoyiannis, Polly, Mims, Shepherd, & Inan, as cited in Chai et al., 2013, p.31). To
improve teacher technology preparation, Specific projects and grants have been
dedicated. For example, Preparing Tomorrow’s Teachers to Use Technology (PT3)
program (U.S. Department of Education, n.d., in Chai et al., 2013). Thus, in order to get
impacts positively on educational processes and learning outcomes, educators need to
explore how we go about integrating technology.
Due to pre-service and early career teacher education research, according to
Jamieson-Proctor et al. (2010) stated that in the previous study of pre-service teacher was
found that student teachers generally had good basic IT skills but were less confident of
applications. Furthermore, being able to use technology does not necessarily mean being

61 | P a g e
able to use technology critically, wisely, or meaningfully. Chai, Koh, and Tsai (2013, p.
31) argue that technological pedagogical content knowledge (TPACK) as one of
theoretical framework has arisen recently to guide research in teachers’ use of ICT to
address the challenges. Hence, the researcher used TPACK framework to explore pre-
service teachers’ perception specifically in language learning.
Technological Pedagogical Content Knowledge (TPACK) is “a theory designed to
account for teachers’ ability to integrate technology into the curriculum.” Bostancıoğlu
and Handley (2018) and Niess et al. (as cited in Tokmak & Yelken, 2015, p. 2)
summarize the description of TPACK as “a body of knowledge teachers needed for
teaching with and about technology in their assigned subject areas and grade levels”.
The root of TPACK framework development goes to Shulman’s pedagogical
content knowledge (PCK) concept (Shulman, 1986) which advanced by Mishra &
Koehler (2006) by adding technology component and it transformed becoming TPCK
after the addition. The problematic about this framework is appeared due to its
construction by unfriendly set of consonant which is difficult to say and even to arrange it
in the correct order (Thompson & Mishra, 2007). Then it altered as the result of 9th
Annual National technology Leadership Summit become TPACK (Thompson & Mishra,
2007). Since its development, TPACK were restructured as an underlying conceptual
framework by many teacher education programs (Niess et al.; Burns; Niess; Shoffner; as
cited in Koh, Chai & Tsai, 2010).

Figure1. TPACK Framework Graphic Representation (Koehler & Mishra, 2008 source
http://www.tpack.org/).
Reproduced by permission of the publisher, ©2012 by tpack.org

TPACK has been expanded on study especially in the class of teacher educators
who are passionate in the field of educational technology since 2005 (Chai, Koh, and
Tsai, 2013, p. 31). While, Koehler, Mishra, and others have attempted to define and
measure TPACK, the framework is not yet fully understood (Angeli & Valanides as cited
in Cox & Graham, 2009). As what Cox and Graham (2009) convey that it is not yet fully
understood because of TPACK explanations and its constructs that are not clear enough
to agree on what is and is not an example of each construct and the boundaries between
them are still quite fuzzy, thus making it difficult to categorize borderline cases.
However, this research approach is important, especially for teachers with limited
knowledge and experience in charge of teaching or modelling effective technology
integration (Pamuk, 2011, p. 3; Szeto, Elson & Cheng, 2016, p. 2). So that, using TPACK

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theoretical lenses to understand pre service teachers’ knowledge, and to provide a
strategy for interaction among different components (T, P, C) would provide valuable
insight for organizing and teaching pre service teachers, effective technology integration
strategies before they proceed into service.

B. REVIEW OF RELATED LITERATURE

Related to previous research in TPACK issue, Jamieson-Proctor, Finger, & Albion
(2010) reported that to meet the challenging of teaching and learning in 21st century, the
level of confidence and capability related to technological knowledge (TK) as a basis of
TPACK is needed. The findings indicate that about 33% of the teachers indicate that they
were not confident in using ICT in classroom while access to computers and Internet
were very high. The finding also compared with the earlier study authored by Watson et
al. (2004) that found pre service expressed high levels of competency but contrast with
their limited range of applications. Furthermore, Greenhow et al. (2008) compare the
differences between in-service and pre-service teachers’ thinking about ICT integration.
The finding showed that talk about the relative advantage or disadvantages between
different options of ICT tools, both groups lack of consideration. Also, Albion (as cited in
Jamieson-Proctor et al., 2010) “highlighted the trend of increasing access to computers
and the Internet, but also demonstrated that this increased access was accompanied by
uneven confidence in the skills of pre-service teachers.” In another study, Albion et al.
(2010) reported that confidence for integrating ICT in learning and teaching of PTs was at
low levels.
In conclusion, these studies point to the need of helping pre- and in-service
teachers to build deeper understanding about TPACK. Therefore, this study represents an
exploration of the usefulness of the TPACK framework to audit the ICT knowledge and
capabilities of pre-service teachers in one university in Cirebon.

C. METHODOLOGY
1. Participants
Participants were 22 pre-service teachers (8 males, 14 females) of a 4-year
Bachelor of Education (TEFL) programme in one university in Cirebon. The age range of
pre-service teachers was from 21 to 23 years (mean age = 21.86, SD = .64). These pre-
service teachers were undergoing training to teach English in secondary school.
2. Instrument
The survey instrument used for data collection which adopted from Bostancıoğlu &
Handley (2018) with some eliminations based on the appropriate items with the object of
the study. The EFL-TPACK instrument contained 67 items for measuring pre-service
teachers' self-assessments of the seven TPACK domains: 10 TK items, 8 CK items, 14
PK items, 11 PCK items, 8 TCK items, 8 TPK items, and 8 TPACK items. For these 67
items, participants answered each question using the following five-level Likert scale: 1)
Strongly disagree 2) Disagree 3) Neither agree nor disagree (Neutral) 4) Agree 5)
strongly agree. The instrument also included items addressing demographic information
(i.e. age and gender).
3. Procedure
The EFL-TPACK questionnaire administered using Survey Monkey as online
survey tool and posted it on WhatsApp group for participants to access. They were
presented with information that described the study's purpose and were told that their
participation in the study was voluntary when the pre-service teachers accessed the
survey. They were told that there were neither right nor wrong answers. What was
important was that they answered according to their experience and capability in lens of

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TPACK. The survey took approximately 15-20 minutes for participants to complete. All
information used in this analysis was derived from questionnaire data. This questionnaire
had been developed and validated by Bostancıoğlu & Handley (2018) before its usage in
this research.
4. Data Analysis
As this was a population study, descriptive analysis was used to compute the
frequency of responses for each item. The TPACK item ratings were collapsed into three
categories namely agree (for strongly agree and agree), neutral and disagree (for disagree
and strongly disagree) for ease of viewing.

D. FINDINGS AND DISCUSSION

The findings of this study had revealed some interesting insight into pre-service
teachers’ perception towards TPACK lenses. The frequency of pre-service teachers’
responses for the items in TPACK survey was presented according to the seven
components on TPACK areas of the instrument.
1. Pre-service EFL Teacher’s Perception toward TPACK
Technological Knowledge (TK). The items in this language area referred to
various aspects of the individual’s potential in technological knowledge. The findings
showed that the majority of the pre-service teachers agreed that they had a good skill on
technology and confident with it. Nineteen from 22 respondents agreed that they could
solve their technical problem on technology and 3 of them stood in neither agree nor
disagree. Then, most pre-service teachers (21 out of 22) agreed that they up to date with
new technologies and can learn how to use it easily. The majority respondents (20 out of
22) frequently played around with technology, however, one respondent stood in neutral
with this statement and one other disagreed. Therefore, their confidence in using
technology and its technical problem, most of pre-service teachers agreed that they could
use online dictionary (A7), multimedia (A6), web 2.0 technologies (A10) and they knew
how to communicate through computer-mediated (A5). Not only computer technology
but also mobile technology (A8), all the respondents agreed and were confident with their
capability in using mobile technology. However, for item A9, 8 out of 22 respondents
stood in neutral for the statement that they knew how to use Author-ware which means
there were some doubts to generate their own content using technology by integrating
different types of media namely graphic and text, but some of them agreed on it (13 out
of 22) and only one respondent disagreed.

Table 1. Technological Knowledge

Item Items Frequency
Code A N D
A1 I know how to solve my own technical problems 19 3 -
A2 I can learn how to use technology easily 21 1 -
A3 I keep up with new technologies 21 1 -
A4 I frequently play around with technology 20 1 1
A5 I know how to use computer mediated communication 20 2 -
(CMC) technologies (e.g. email, chat)
A6 I know how to use multimedia (e.g. graphics, texts, audio, 21 - 1
and video)
A7 I know how to use online dictionaries 20 2 -
A8 I know how to use mobile technologies (e.g. tablet 22 - -
computing, smart phones)
A9 I know how to use Author-ware (customizable software 13 8 1
that allows users to generate their own content by

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 integrating different types of media such as graphic and
text, e.g. hot potatoes)
A10 I know how to use web 2.0 technologies (e.g. blogs, social 21 1 -
networks, and wikis)
Note: A= collapsed scores for Strongly Agree and Agree; N= neither agree nor disagree (Neutral);
D= collapsed scores for Disagree and Strongly Disagree

Pedagogical Knowledge (PK). Items B1-B14 were on pedagogical knowledge

area. From the survey, the researcher found that only one respondent who stood in neutral
about able to facilitate learning by creating a comfortable environment for learners (B2),
managing activities both individually and group (B4), and selecting appropriate teaching
material (B9). While 21 out of 22 respondents agreed on those items. Regarding
classroom management (B1), the majority (13 out of 22) of pre-service teachers agreed
that they can manage it well, some pre-service teachers (8 out of 22) stood in neither
agree nor disagree and one pre-service teacher disagree on classroom management issue.
Due to learners’ interaction (B3), most pre-service teachers agreed (16 out of 22) that
they can react supportively and 5 respondents felt neutral either agree or disagree while 1
respondent disagree.
Afterward, on the items B6 and B7, the result also showed a good number (16 out
of 22) on pre-service teacher adaptation on teaching towards learners’ types and students’
need, and on what students did not understand (19 out of 22). Furthermore, a large
amount (20 out of 22) of pre-service teachers felt confident in creating opportunities for
individual, partner, group and whole class work and 2 respondents chose neutral as their
opinion. For item B8, pre-service teachers were asked to rate the use of approaches in a
classroom setting. More than half of the pre-service teachers agreed with the statement
but three of the pre-service teachers were neutral and one stood for disagree. Item B10
surveyed pre-service teachers’ views regarding common students’ understandings and
misconceptions, and the assessment (B11).
Fourteen out of 22 pre-service teachers agreed with the statement. Meanwhile,
quite a large number of pre-service teachers (8 out of 22) neutral with the statement that
they can assess student learning in multiple ways (B11). Items B12 surveyed pre-service
teachers’ opinion regarding the recognition of organizational constraints and resource
limitations and student control on task in language learning (B14). More than half (16 of
them) of the pre-service teachers agreed that they were confidence with their capability to
keep students on task and ability to recognize the organizational constraints while four of
them were neutral about this view. Although the majority of pre-service teachers agreed
however two respondents disagreed on these two statements. And talk about curriculum
requirements (B13), the majority of respondents agreed that they could understand it well
(16 out of 22), five of them stood in neutral, and one respondent disagreed.

Table 2. Pedagogical Knowledge

Item Items Frequency
Code A N D
B1 I know how to maintain classroom management 13 8 1
B2 I can facilitate learning by creating a comfortable 21 1 -
environment in which learners are willing to take risks
B3 I can react supportively to learners’ interaction 16 5 1
B4 I can manage activities for individual, partner, group and 21 1 -
whole class work
B5 I can create opportunities for individual, partner, group and 20 2 -
whole class work
B6 I can adapt my teaching style to different learners 16 4 2

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 B7 I can adapt my teaching based upon what students do not 19 3 -
understand
B8 I can use a wide range of teaching approaches in a 18 3 1
classroom setting
B9 I can select teaching materials appropriate to the needs of 21 1 -
learners
B10 I am familiar with common students’ understandings and 14 8 -
misconceptions
B11 I can assess students learning in multiple ways 14 8 -
B12 I can keep students on task 16 4 2
B13 I can understand curriculum requirements 16 5 1
B14 I can recognize the organizational constraints and resource 16 4 2
limitations existent at my school
Note: A= collapsed scores for Strongly Agree and Agree; N= neither agree nor disagree (Neutral);
D= collapsed scores for Disagree and Strongly Disagree

Content Knowledge (CK). Items C1-C8 are related to the content knowledge
aspect. Items C5 and C6 surveyed pre-service teachers’ opinion regarding the
comprehension of English text and speech. More than half of the pre-service teachers
agreed that they comprehended English text (17 out of 22) and English speech (15 out of
22) accurately. While the rest (5 of them on item C5 and 7 on item C6) were neutral. A
larger number of pre-service teachers, however, familiar with the differences between
spoken and written English, judging from their response to item C3, that twenty of them
agreed on it and two of them were neutral. In line with, their confidence in English both
written and spoken, most of pre-service teachers (18 out of 22) agreed that they can
monitor their writing (C7) and their speech (C8). One respondent however, did not agree
on item C8 while three were neutral (C8) and four were neutral on item C7. Also, they
feltt confident that they could maintain the use of English in the classroom (C4) judging
from their responses which got 18 respondents for agreed and two respondents for each
neutral and disagreed on this statement. For Item C1, pre-service teachers were asked to
rate their ability on explaining the grammatical features. The majority of the pre-service
teachers (19 out of 22) agreed with the statement but two of the pre-service teachers were
neutral and one disagreed. Item C2 surveyed pre-service teachers’ views regarding
phonological features of the English language. 15 out of 22 pre-service teachers agreed
with the statement. Meanwhile, about a quarter of pre-service teachers (6 out of 22) were
neutral and one disagreed.

Table 3. Content Knowledge

Item Items Frequency
Code A N D
C1 I can explain the grammatical features of the English 19 2 1
language
C2 I can describe the phonological features of the English 15 6 1
language
C3 I am familiar with the differences between spoken and 20 2 -
written English
C4 I can maintain the use of English in the classroom 18 2 2
C5 I can comprehend English texts accurately 17 5 -
C6 I can comprehend English speech accurately 15 7 -
C7 I can monitor my own writing for accuracy 18 4 -
C8 I can monitor my own speech for accuracy 18 3 1

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Note: A= collapsed scores for Strongly Agree and Agree; N= Neither agree nor disagree
(Neutral); D= collapsed scores for Disagree and Strongly Disagree

Technological Content Knowledge (TCK). The items in this area concern the
knowledge about how to use technology to represent/research and create the content in
different ways without consideration about teaching. Pre-service teachers’ responses to
Items D2, D4, D6, and D8 indicate that they had strong confidence (21 out of 22) that
they were positive about their ability to teach writing (D4), English vocabulary (D6),
speaking in English (D2) and spelling of English words (D8). However, there was one
respondent who disagreed about their ability to teach writing (D4) and English
vocabulary (D6) also one respondent was neutral for their ability to teach speaking in
English (D2) and spelling of English words (D8). The responses of the majority of the
pre-service teachers (20 out of 22) agreed that they knew about technologies to teach
listening in English (D1) and the rest of respondents (2 of them) stood in neutral in this
view. A majority of the pre-service teachers (19 out of 22) indicated that they knew about
technologies that could be used to teach reading in English (D3) and pronunciation of
English words (D7). Three respondents were neutral for Item D3 and two respondents for
Item D7. While the rest of respondent (1 of them for Item D7) disagreed. Although, the
result showed a lower number for Item D5 (16 out of 22) which discussed about
technologies that could be used to teach English language grammar. Nonetheless, it was
still positive. Four were neutral and small number of them (2 respondents) disagreed with
the statement.

Table 4. Technological Content Knowledge

Item Items Frequency
Code A N D
D1 I know about technologies that I can use to teach listening 20 2 -
in English.
D2 I know about technologies that I can use to teach speaking 21 1 -
in English.
D3 I know about technologies that I can use to teach reading 19 3 -
in English.
D4 I know about technologies that I can use to teach writing in 21 - 1
English.
D5 I know about technologies that I can use to teach English 16 4 2
language grammar.
D6 I know about technologies that I can use to teach English 21 - 1
vocabulary.
D7 I know about technologies that I can use to teach 19 2 1
pronunciation of English words.
D8 I know about technologies that I can use to teach spelling 21 1 -
of English words.
Note: A= collapsed scores for Strongly Agree and Agree; N= Neither agree nor disagree (Neutral);
D= collapsed scores for Disagree and Strongly Disagree

Pedagogical Content Knowledge (PCK). TPACK items E1-E11 address

knowledge of representing content knowledge and adopting pedagogical strategies to
make the specific content/topic more understandable for the learners. A majority of the
pre-service teachers (18 out of 22) believed that they can give appropriate feedback on
learner language (E2) and identify linguistic problems experienced by learners (E8) but
the rest of them (4 out of 22) chose neither agreed nor disagreed.

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 Similarly, pre-service teachers in the present study agreed (16 out of 22) that they
have ability to select activities which enhance the learners’ intercultural awareness (E5)
choose an appropriate approach to teach learners (E6) and they were aware of current
research in the field of language teaching (E10). The authentic English language
resources were addressed by Items E4. Here, 20 of them agreed that they can provide it
while one of them was neutral about this and the remaining one disagreed with the
statement. Pre-service teachers’ response to Item E11 is very encouraging as it speaks of
a positive attitude towards the experiment with different methods of language teaching.
Seventeen agreed with this belief while four were neutral and one disagreed. In terms of
target language use in the classroom (E7), the pre-service teachers were divided on this.
Fourteen of them agreed with the statement while seven were neutral and one disagreed.
Afterward, on the items E1 and E3, the result also showed a good number (15 out
of 22) on pre-service teachers’ confidence in analyzing teaching in relation to theoretical
principles and providing target language input at an appropriate level of difficulty.
Furthermore, more than half (15 out of 22) of pre-service teacher felt confident in
designing language courses around the requirements of the curriculum, six respondents
chose neutral and one disagreed as their opinion.

Table 5. Pedagogical Content Knowledge

Item Items Frequency
Code A N D
E1 I can critically analyze my teaching in relation to 15 6 1
theoretical principles.
E2 I can give appropriate feedback on learner language. 18 4 -
E3 I can provide target language input at an appropriate level 15 7 -
of difficulty.
E4 I can select authentic English language resources to suit 20 1 1
student needs (e.g. news, magazines…).
E5 I can select activities which enhance the learners’ 16 5 1
intercultural awareness.
E6 I can choose an appropriate approach to teach learners (i.e. 16 4 2
communicative approach, direct method).
E7 I can plan when and how to use the target language, 14 7 1
including meta-language I may need in the classroom.
E8 I can identify linguistic problems experienced by learners 18 4 -
(i.e. phonological, lexical or grammatical problems).
E9 I can design language courses around the requirements of 15 6 1
the curriculum.
E10 I am aware of current research in the field of language 16 6
teaching.
E11 I am willing to experiment with different methods of 17 4 1
language teaching.
Note: A= collapsed scores for Strongly Agree and Agree; N= neither agree nor disagree (Neutral);
D= collapsed scores for Disagree and Strongly Disagree

Technological Pedagogical Knowledge (TPK). These items refer to knowledge

of the existence and specifications of various technologies to enable teaching approaches
without reference towards subject matter. The findings show that majority of the pre-
service teachers (19 of them) agreed with the statement about ability to choose
technologies that enhance the teaching approaches for a lesson (F2) and the rest of them
(3 respondents) were neutral. Similarly, pre-service teachers in the present study agreed
(18 out of 22) that they have ability to choose technologies that enhance students’

68 | P a g e
learning for a lesson (F3) and can adapt the use of the technologies that they are learning
about to different teaching activities (F5). While the rest of them (4 out of 22) were
neutral.
The evaluation of technology appropriateness for teaching a lesson was addressed
by Items F1. Here, 17 of them agreed that they can evaluate the appropriateness of
technology for teaching while four of them were neutral about this and the remaining one
disagreed with the statement. Pre-service teachers’ response to Item F4 is very
encouraging as it speaks of a positive attitude towards the use of technology in the
classroom critically. 18 agreed with this belief while three were neutral and one
disagreed. In terms of students’ engagement in language learning with digital
technologies and resources (F8), the pre-service teachers were divided on this. 13 of them
agreed with the statement while 7 were neutral and the rest of them (2 respondents)
disagreed. Regarding the assessment using technology (F7), the pre-service teachers were
divided on this as well. Sixteen of the pre-service teachers agreed with this belief while 5
were neutral and one disagreed. Afterwards, more than half of the pre-service teachers
(13 out of 22) indicated that they felt confident in designing relevant learning experiences
to promote student learning, using technology (F6). Meanwhile, six respondents stood in
neither agreed nor disagreed and three of them disagreed with this view.

Table 6. Technological Pedagogical Knowledge

Item Items Frequency
Code A N D
F1 I can evaluate the appropriateness of a technology for 17 4 1
teaching a lesson
F2 I can choose technologies that enhance the teaching 19 3 -
approaches for a lesson
F3 I can choose technologies that enhance students’ learning 18 4 -
for a lesson
F4 I am thinking critically about how to use technology in my 18 3 1
classroom
F5 I can adapt the use of the technologies that I am learning 18 4 -
about to different teaching activities
F6 I can design relevant learning experiences to promote 13 6 3
student learning, using technology
F7 I can choose technologies to be used in assessment 16 5 1
F8 I can engage students in solving authentic problems using 13 7 2
digital technologies and resources
Note: A= collapsed scores for Strongly Agree and Agree; N= neither agree nor disagree (Neutral);
D= collapsed scores for Disagree and Strongly Disagree

Technological Pedagogical and Content Knowledge (TPACK). The items in

this area concern the confidence of pre-service teachers associate with knowledge of
using various technologies to teach and/represent and/ facilitate knowledge creation of
English subject. Pre-service teachers’ responses to Item G3 and G5 were very
encouraging as it speaks of a positive attitude towards selecting technologies to use in the
classroom that enhance what to teach, how to teach, and what students learn (G3) and
using a range of technologies to help students pursue their individual curiosities (G5).
Nineteen agreed on these two items. Two were neutral on Item G3 and 3 for item G5.
And only one respondent disagreed on Item G3. The responses of the majority of the pre-
service teachers suggested that they were positive about their ability to use a range of
technologies that enable students to become active participants (G6), use technology
effectively to communicate relevant information to students and peers (G4), and select

69 | P a g e
appropriate technologies that combine English culture, technologies, and teaching
approaches (G2) but however some of them chose neutral for these statements. Pre-
service teachers’ responses to Items G1 indicated that they have strong belief to teach
English with appropriately combine concepts, technology, and approach. A majority of
the pre-service teachers (16 out of 22) indicated that they agreed and the rest of them
were neutral. Regarding intercultural understanding (G7), more than half respondents
believed that they can facilitate intercultural understanding by using technology to engage
students with different cultures and the remaining 9 in the group were stood in neither
agreed nor disagreed. Meanwhile, only one disagreed on this view. Items G8 assessed the
relative participation in digital learning communities. Respondents appeared to be divided
on this issue. To explore creative applications of technology to improve student learning
fourteen of the pre- service teachers agreed with the statement while six were neutral on
this and the rest of them disagreed.

Table 7. Technological Pedagogical and Content Knowledge

Item Items Frequency
Code A N D
G1 I can teach lessons that appropriately combine English linguistic 16 6 -
concepts, technologies, and teaching approaches
G2 I can select appropriate technologies that combine English 15 7 -
culture, technologies, and teaching approaches
G3 I can select technologies to use in my classroom that enhance 19 2 1
what I teach, how I teach, and what students learn
G4 I can use technology effectively to communicate relevant 15 6 1
information to students and peers
G5 I can use a range of technologies to help students pursue their 19 3 -
individual curiosities
G6 I can use a range of technologies that enable students to become 16 5 1
active participants
G7 I can facilitate intercultural understanding by using technology to 12 9 1
engage students with different cultures
G8 I can participate in digital learning communities to explore 14 6 2
creative applications of technology to improve student learning
Note: A= collapsed scores for Strongly Agree and Agree; N= neither agree nor disagree (Neutral);
D= collapsed scores for Disagree and Strongly Disagree

E. CONCLUSIONS
In summary, the analyses of the findings in this study provided some interesting
insights into pre-service TEFL teachers’ confidence in 7 areas covered in the TPACK.
The positive results were gotten on this pre-service teachers’ study. In terms of
pedagogical implications, the findings presented here will be useful to teacher educators
in planning activities that could increase awareness and even adjustment of pre-service
teachers’ confidence in teaching with technology. However, it is important to bear in
mind that the perceptions of pre-service teachers through TPACK lens held by the
respondents in this study are only those specified in the EFL TPACK instrument.
Bernat (as cited in Wong, 2010, p.134) noted that for one’s belief system as a rich
construct cognitively and affectively, the complete picture merely through responses to a
set of normative statements is difficult to capture. Future researchers might want to
employ a contextual approach, large scale and use a variety of qualitative data collection
methods such as semi-structured interviews and observations to gain more insights into
pre-service teachers’ beliefs.

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Tokmak, H.C., & Yelken, T.Y. (2015). Effects of creating digital stories on foreign
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 ILLOCUTIONARY ACTS IN PATHWAY TO ENGLISH:
SCIENCES AND LINGUISTICS PROGRAMME’S ELT
TEXTBOOK FOR GRADE X STUDENTS
NuurAziizah1, OktaLesagia2, Dian Rizka Silvia3
nuuraziizah23@gmail.com1, oktalesagia24@gmail.com2, iahndy4emd@gmail.com3
State University of Yogyakarta

Abstract

An English textbook is one of the learning sources. However, the students still lack the
background of the pragmatic knowledge to understand the materials written in the
dialogues. It makes the students have difficulty to interpret the meaning beyond the acts
of what the speaker utters. Therefore, it is important to provide the appropriate language
teaching materials of illocutionary acts to develop students’ pragmatic competence
speech acts. This study aims to identify the illocutionary acts written in an English
textbook entitled Pathway to English”, p. Sciences and Linguistics Programme for grade
X students. This study used descriptive qualitative method. The data were analyzed by
classifying and categorizing the data based on Searle’s classification. The findings could
be seen as follows, p. representative (48%), directives (32.67%), expressive (16.66 %),
and commissive (2.67 %). Moreover, there are no declarative forces found in the
dialogues of the textbook.

Keywords: illocutionary acts, pragmatics, English textbook

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
In communication, language plays important roles between the speakers and the
listeners. First, through language, people express their feeling, thought, and ideas. They
need to use language so they are able to exchange information. Second, by using
language, people interact with each other and build social relationship. In order to
communicate with other people, the speakers and the listeners have to master the topic
they deliver. The interaction is done if the listeners are able to interpret what the speakers
are intended, and the speakers can convey the message clearly and effectively. It leads to
an effective communication and avoid misunderstanding between the speakers and the
listeners.
To create an effective communication, there are some language competencies
which need to be considered. One of them is that pragmatics competence named speech
acts which are divided into three types. They are locutionary, illocutionary and
perlocutionary acts. Those things discuss how people perform certain speech acts when
they use language.
The use of pragmatics competence is also essential in the English teaching and
learning. It is because the students are expected to understand not only the teachers’
utterances and explanation but also the English textbook. The students usually learn
language from the English textbooks which provide some linguistic input and help the
students to learn foreign language. Those inputs enrich the students’ language skills in the
form of various materials, activities and exercises provided in the English textbooks.

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 One of the materials learnt by the students is transactional texts in the form of
dialogues. The dialogues contain the language expressions which represent not only the
meaning depend on the contexts but also the acts the speakers perform. The use of
language expression depends on the where and when the event takes places, what the
speakers are talking about; and with whom they are talking to. Those things influence the
speakers’ speech acts. On the other hand, students do not learn the background of the
pragmatic knowledge to recognize and understand the language and the acts in particular
contexts. It hinders the students to interpret the meaning beyond the acts which might
lead to misconception from the intended meaning of the dialogues.
Therefore, it is important to investigate illocutionary acts in dialogues of the
English textbooks because they are the students’ main learning materials which could
indirectly influence students in their real life in the form of applying what they have
already learnt in their society. As a result, it is necessary to provide the appropriate
utterances which show the correct meaning and function in conversation so the students
can interpret the utterances accordingly.

B. REVIEW OF RELATED LITERATURE

1. Pragmatics
In communication process people are not only trying to recognize what speakers
say word by word but also reaching the comprehension through analyzing the context.
Pragmatic knowledge is needed to analyze what the speakers mean. According to
Griffiths (2006, p. 1) pragmatics is one of the studies which focuses on the use of
language as a tool in meaningful communication. It is also supported by Yule (1996, p. 3)
which states pragmatics studies how the speakers communicate their meaning and how
listeners can make interpretation of the speaker’s intended meaning. It also could be said
pragmatics focuses on how speakers use their knowledge to find the meaning of the
utterances to make communication meaningful (Bloomer, 2005, p. 78).
It could be concluded that pragmatics investigates how, when, where, what, who
they are talking to, and how the listeners can infer about what is said to reach the
interpretation of the speakers depend on the context and circumstances.
2. Speech Acts
Speech acts are the basis of linguistic interaction which performs something
through the action (Austin in Cutting, 2002, p.16; Griffiths, 2006, p. 148). It happens
when there is communication. While, Nunan (1993, p. 65) states speech acts are simply
things people do through language. It means that people can do actions by using their
utterances to fulfill their needs. For example, apologizing, complaining, instructing,
agreeing, warning, and so forth which are commonly called speech acts.
There are some classifications of speech acts based on some experts. First is
Austin’s Classification. (Austin 1962, p. 101) stated that speech acts consist of three
parts. They are locutionary, illocutionary, and perlocutionary acts. First is locutionary
acts. Locutionary acts are roughly equivalent to meaning in the traditional sense (Austin,
1962, p. 108). It is the basic act of utterances which performs the acts of saying
something and creates a meaningful linguistic expression (Yule, 1996, p. 48). In line with
Yule (as cited in Cutting, 2002, p. 16) states that locutionary acts are the first level of
analysis of the words themselves, for example ‘Would you like to open the door,
please?’. That utterance is the locution, or ‘what is said’, the form of the words uttered;
the act of saying something. There are three patterns of locutionary acts based on the
construction of English sentence. They are declarative (it tells something), imperative (it
gives an actor), and interrogative (it asks a question).

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 Second is illocutionary acts. Illocutionary acts refer to what someone does in
saying something for example, informing, warning, undertaking, and ordering. It is also
stated by Austin (1962, p. 108) that utterances have a certain conventional force. In line
with that, Cutting (2002, p. 16) adds that illocutionary force is what is done in uttering the
words, the function of the words, the specific purpose. Other examples are the speech acts
‘inviting’, advising’, ‘promising’, ‘ordering’, ‘excusing’, and ‘apologizing’. Furthermore,
Yule (1996, p. 48) said that people make a statement, an offer, an explanation, or for
some other communicative purpose. This is generally known as illocutionary force.
Austin (1962, p. 150) distinguishes five classes of illocutionary force. They are
verdictives, exercitives, commisives, behabitives, and expositives.
Last is perlocutionary acts. When people utter something to someone, for instance,
“Could you give me salt?”, and the responder does something to the speaker which is
giving the salt. The act of giving salt to the speaker means the responder gives reaction to
the speakers. In that case, giving salt is the effect of utterances which is called as
perlocutionary acts. According to Austin (1962, p. 108) it is the effect of the illocutionary
force to the responder. It is what people bring about or achieve by saying something such
as to get to know, get to do something, get to expect something, show pleasant feeling
and praise. In addition, Cutting (2002) also states the last level of analysis is the result of
the words, for example the responder gets up, and opens the door for the speaker. This is
known as the perlocutionary effect, ‘what is done by uttering the words’; it is the effect
on the responder or the responder’s reaction.
Second classification is proposed by Searle. Searle found some incompleteness and
inconsistency in Austin’s classification of speech acts, so he developed new classification
of speech acts into five categories which are representatives, directives, commissives,
expressive and declaration. To Searle, “the basic unit of human linguistic communication
is the illocutionary act” (Searle, 1976, p. 1). Therefore, he defines the basic categories of
illocutionary acts as follows. There are five categories of illocutionary acts according to
Searle. First is representative. The point or purpose of the members of the representative
class is to commit the speaker (in varying degrees) to something's being the case, to the
truth of the expressed proposition. These types of speech acts show the speaker’s belief
and carry the true or false qualities. Representative is very subjective as it is based on
speaker’s belief. Furthermore, Kreidler (1998, p. 183) revealed that representative
language is concerned with the fact. It has a purpose to inform. Second is directive. In
these speech acts, the speakers try to make the world through the utterances or the words.
It is performed by the speaker to get the responder to do something. There are some types
of directives which are commands, orders, requests, and suggestions. The types of
directive could be negative and positive. Here are some verbs which categorize in this
class, which are ask, command, permit, advise, invite, beg, request, order, pray, plead,
and other verbs which show directives. Third is commisives. These kinds of speech acts
are used to commit themselves to future actions, for examples, the acts of promises,
threats, refusals, offers, vows, and pledges. Furthermore, Kreidler (1998, p. 192) stated
that a commissive predicate is one that can be used to commit oneself (or refuse to
commit oneself) to some future action. Fourth is expressive. It shows what the speaker
feels. It can be apologizing, thanking, statement of like, dislike, and anger. By using an
expressive, the speakers make words which fit to their utterances. Here are the examples
of expressive verbs. They are “gratitude”, “congratulate”, “apologize”, “welcome”, and
“condole”. Fifth is declaratives. These kinds of speech acts have function which could
change the world through the utterances. To examine whether the declaration is
appropriate or not, it should fulfill certain condition, namely felicity condition. It happens
in a specific context. The utterances are appropriate if they meet the felicity condition,

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and vice versa. Moreover, people say all the illocutionary acts for some purposes and
functions which are called illocutionary force.
Last is Leech’s Classification. Based on Leech (1983, p. 104), there are four types
of illocutionary functions which are related to the social goal. First is competitive. The
illocutionary goal competes with the social goal; e.g. ordering, asking, demanding and
begging. Second is convivial. It is related to the social goal, e.g. offering, inviting,
greeting, thanking and congratulating. Third is collaborative. The illocutionary goal is
indifferent to the social goal; e.g. asserting, reporting, announcing, and instructing. Fifth
is conflictive. The illocutionary goal conflicts with the social goal; e.g. threatening,
accusing, cursing, reprimanding. It could be concluded that those illocutionary forces
have different function depend on the situation and context. It could be negative or
positive.
3. Textbooks
Textbook is defined as a book used by the students and the teacher in the teaching
and learning process. The materials written in the book related to the current curriculum
used by the government. In line with that Brown (2001, p. 36) states that textbooks are
one type of text, a book used in an educational curriculum. There are some advantages in
using textbooks as stated in Harmer (2001, p. 304). First, it gives the students
opportunities to prepare what they are going to learn in the next and what they have done
before. Second, it allows the students to look forward and back. Third, it is helpful for the
teachers if the teachers run out of ideas what they are going to teach and fall back on.
Fourth, it encourages the students to be autonomous learners without teachers’ guide.
This research used the English textbook entitled Pathway to English: Sciences and
Linguistics Programme for Senior High School Grade X. It was published by Erlangga
and written by Sudawarti and Grace in 2016. It had been revised fitted by core and basic
competencies of K13 new revised. It consists of ten chapters. It allows learners to practice
the four-skills, listening, speaking, reading and writing which eventually help them
develop their discourse competence.
4. Previous Studies
There are previous studies on speech acts which have been conducted by some
experts under discussion of illocutionary acts. One of them is a research on pragmatic
especially in speech act analysis which had been conducted by Rahim Vaezi, Soudabeh
Tabatabaei, and Morteza Bakhtiarv entitled A Comparative Study of Speech-acts in the
Textbooks by Native and Non-native Speakers: A Pragmatic Analysis of New Interchange
Series vs. Locally-made EFL Textbooks. The research aimed to investigate the types and
the numbers of speech acts included in Right Path to English and the New Interchange
series. The result reveals that assertives got the most frequent category with209 (46.5%)
of the whole data, while both categories of commissives and declarations occurred 2
times (0.5%). Then, directives got 131 (29%) out of all the data and 108 (24%) for
expressives. In both series, the category of declarations was not found.
Another research is carried out by Yogi Satrio Aribowo. His research entitled The
Illocutionary Acts of Written Conversations in the Tenth Grade Senior High School
Students’ Textbook, p. Look Ahead I. He analyzed the illocutionary acts of written speech
acts in the tenth grade of senior high school textbook; Look Ahead based on Searle’s
classification of illocutionary acts. Based on his findings of the research, the result
showed there are four types of illocutionary acts used in the book. They are
representatives, directives, commisives, and expressives. Representatives took the highest
frequency of occurrence or the most frequently used in the speech acts. They were used
127 times (47.74%) out of the total number of the written conversations. The second
highest was expressives, which was used in the conversations 61 times (22.33%) out of

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the total number of the data. The next was directives. It was employed 60 times (22.56%)
out of the total percentage of the data, while the occurrences of commissives in the
textbook are were used 18 times (6.77%) out of the total data. On the other hand, there
were no declarative acts found in the book. It means that there are no speakers’ utterances
or statements which can change situation or reality because the speakers do not have
authority to control the situation.
According to previous studies above, both of the previous studies investigate the
same field which is a pragmatic analysis of speech acts. The researchers identify speech
acts by comparing two different books whereas the second one analyzes only one book.
However, the objectives of both of the previous studies have the same as this research.
Although, the researchers analyze the object of English course books, they use different
titles from the previous one.

C. METHODOLOGY
This research used qualitative and quantitative methods; a qualitative method
describes and finds out the phenomenon of the use of language in contexts. While a
quantitative method, it supports the description of data analysis. The data source of this
research was the dialogues in the English textbook entitled Pathway to English for Senior
High School Grade X: Sciences and Linguistics Programme. The data of this research
were in the form of sentences and utterances of the speakers performed or involved in the
dialogue in the conversation. The data of this research were collected by analyzing the
dialogues in the entitled Pathway to English for Senior High School Grade X: Sciences
and Linguistics Programme
In this research, the primary instrument was the researcher herself whereas the
secondary instrument was the data sheets which were used classify the linguistic
phenomena in the utterances spoken by the speakers in the dialogues of a text.

D. FINDINGS AND DISCUSSION

After analyzing the dialogues contained in the book, the writer found four types of
illocutionary acts. They are representatives, directives, expressives, and commisives. The
types of the illocutionary acts contained in the dialogue of the course book are presented
in Table 1 as follows.

Table 1. The Types of Illocutionary Acts of the Dialogues Pathway to English for Senior High
School Grade X: Sciences and Linguistics Program
No Classification of Illocutionary Forces Frequency
Searle’s Speech Acts
`1. Representatives 1.Informing 27
2.Correcting 2
3.Agreeing 3
4.Stating 32
5.Describing 2
6.Confirming 6
Total 72 (48%)
2. Expressives 1.Greeting 4
2.Complimenting 5
3.Wishing 1
4.Congratulating 2
5.Thanking 5
6.Expressing of pleasure 3
7.Expressing of Displeasure 2

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 8.Expressing of Shock 1
9.Expressing of Doubt 2
Total 25 (16.66 %)
3. Directives 1.Questioning 25
2.Commanding 3
3.Requesting 5
4.Suggesting 13
5.Calming 2
6. Inviting 1
Total 49 (32.67%)
4. Commisives 1.Offering 1
2.Granting Request 2
3.Promising 1
Total 4 (2.67%)
Total of all
illocutionary acts 150 (100%)
occurrences

Table 1 showed that there were four types of illocutionary acts contained in the
course book. Representatives got the highest data with 72 or 48 %. They were informing,
correcting, agreeing, stating, describing, and confirming. The second highest number was
occupied by directives with 49 or 32.67 %. The types of directive found in the dialogues
were questioning, commanding, requesting, suggesting, calming, and inviting. The third
number went to expressive with 25 or 16.66 %. It consisted of greeting, complimenting,
wishing, congratulating, thanking, expressing of pleasure, displeasure, shock and doubt.
The least occurrences of the illocutionary acts found in the course book were commisives
with 4 or 2.67 %. The kinds of commisives deployed by the characters in the dialogue
were offering, granting request, and promising.
However, the writer did not find declarative in the dialogues of the course book. It
means that the characters or the speakers do not have a special institutional role to change
the world or to make institutional statements.
Classification of Illocutionary Acts Contained in the Dialogues in Pathway to English
for Senior High School Grade X: Sciences and Linguistics Programme According to
Searle
There are five illocutionary acts proposed by Searle (as cited in Yule, 1996, p. 53),
on the other hand, in the findings, the writer found four illocutionary acts contained in the
course book. According to the findings, here are some examples of the dialogues
contained four illocutionary acts
1. Representatives
Representatives are the type of speech act that represent what the speaker’s belief
and carry the true or false qualities. There are 72 representatives contained in the
dialogues out of 150 data. The examples are given as follows.
It can be seen in the dialogue between a man and a woman in page 95 and 170.
Dialogue 1
Woman : I’ve never heard about him. What did he do?
Man : He fought for the rights of his people in South Africa.
Woman : Freedom fighter? Did you mean he got involved in the war against
colonialism?
Man : No…no….It’s not like what you think. Nelson Mandela fought the
freedom for his people politically. He went against the South African

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 government who had a policy of apartheid. He wanted to free South
Africa without violence.
(6/ChV/p95/22)
This conversation involves two participants who are a woman and a man. The woman
asked the man information about what profession of Nelson Mandela is or posed a
question by confirming whether Nelson Mandela involved in the war against colonialism.
In this case, the woman’s utterance is categorized as representatives in the
form of confirming.
Dialogue 2
It talks about the conversation between a teacher and a student in the classroom.
Teacher : Alright, can you guess the thing that I’m going to tell you about?
Student : What is it, Ma’am?
Teacher : It is a kitchen appliance.
(8/Ch8/p170/35)
There are two participants in the conversation. The conversation happened in the
classroom during the teaching and learning process. In the conversation, the student was
curious about the things which the teacher was going to tell. Then, the teacher told that he
or she about what the thing is. From the example above, it can be seen that the teacher’s
utterances is categorized as informing because he or she gave information to his or her
student about the name of the thing. The statement above is representative.
2. Expressives
Expressives are those kinds of speech acts which express the speaker’s feeling. The
kinds of expressive found in this course book are greeting, complimenting, wishing,
thanking, congratulating, expressing of pleasure, displeasure, shock, doubt. Here are the
examples.
Dialogue 1
The dialogue between Wayne and Fiona
Wayne : Oh, dear. I’m getting fat. I’d better go on a diet.
Fiona : Yes, you should. Look, what are you eating now? You really shouldn’t
be eating so much rice, bread or potatoes. Things like that are very
fattening.
Wayne : Yes, you’re right. I’d better eat some fruit. Thanks for your advice,
Fiona.
Fiona : That’s okay.
(1/Ch2/p23/9)
This conversation talked about Wayne’s desire to have a diet and her friend (Fiona)
gave her advice not to eat some food. Then, Wayne thanked to Fiona for giving advice.
Wayne’s utterance is considered as expressive because the speaker expresses her feeling
of pleased and grateful by saying thanks.
Dialogue 2
The dialogue between Ben and Terry
Terry : Yeah, I should have, but I didn’t. By the way, how was your weekend,
Ben?
Ben : It was terrific. We went to Blue Mountain. The view was so lovely and
the weather was nice.
(2/Ch2/p24/10)
In the dialogue above, Terry asked Ben how his weekend is. Ben expressed his
feeling of happiness by saying that utterance.
Dialogue 3
The dialogue between Mr. Tisna and Mr. Adi

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 Mr. Tisna : Thank you. Hmmmm… It’s big enough, 36 altogether, and this is the
25th anniversary.
Mr. Adi : The 25th? Well, you’ve done a great job, Mr. Tisna.
Congratulations once again and every success in the future.
(7/Ch6/p108/8)
This conversation happened between Mr. Tisna and Mr. Adi in the school anniversary.
Mr. Tisna just held a school anniversary. Then, Mr. Adi appreciated what Mr. Tisna has
already done. What Mr. Adi said to Mr. Tisna is categorized as expressive because Mr.
Adi perfomed the utterance to express his feeling of admiration or
appreciation toward Mr. Tisna by complimenting him.
3. Directives
Directives are the illocutionary acts which performed by the speaker to get the
responder or the addressee to do something. Directive forces found in the course book are
questioning, commanding, requesting, suggesting, calming, and inviting.
Dialogue 1
The dialogue between Prita and Benjamin
Prita : Hey, Ben. What’s your plan for the coming vacation?
Benjamin: Well, I haven’t decided yet, but I think I’ll go camping.
(5/Ch3/p40/5)
From the example above, Prita asked Benjamin what his plan for the coming vacation is
and it showed that Prita performed questioning of directives. She used
questioning because she wanted to get information from Benjamin.
Dialogue 2
The dialogue between a man and a woman
Man : Yes, and because of this he was put in prison for over 26 years.
Eventually, his fight was successful. He became the first black president
of South Africa.
Woman : Tell me more about him.
Man : Why don’t you search his biography on the Internet?
Woman : Oh, that’s a great idea. Let’s go to the library.
(6/Ch5/p95/22)
In this case, it shows that the man suggested the woman to look for Nelson Mandela’s
biography on the Internet. He tried to make the woman does something by
giving an idea to find the biography on the Internet.
4. Commisives
Commissives are those illocutionary acts whose point is to commit the speaker
(again in varying degrees) to some future course of action. The acts of offering, granting
request, and promising are such examples of commisives in this book.
Dialogue 1
The dialogue between Lina and Tono
Tono : Oh, nothing. I just feel bored in this room. What should I do?
Lina : I think you should water the plants. Look! They’re dying.
Tono : You’re right. I should have watered the plants two days ago
Lina : Or if you like, I could help you water them.
Tono : Oh, don’t bother. I can do it myself.
(4/Ch2/p32/19)
In this case, Lina uttered the statement “Or if you like, I could help you water
them” to help Tono watering the plants. Lina’s utterance belongs to offering.
Dialogue 2
The dialogue between Mr. Tisna and Mr. Adi

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 Mr. Tisna : You too, Mr. Adi, Enjoy the party, please. Oh, would you
excuse me for a moment, please?
Mr. Adi : Of course!
(7/Ch6/p108/8)
In this dialogue, Mr. Tisna asked Mr. Adi politely to excuse him for a moment because he
wanted to go. Then Mr.Adi granted it by saying “of course”. Mr. Adi’ s
utterance is classified as granting request of commisives.
Dialogue 3
The dialogue between Ilham and Rafi
Ilham : Right, but it’s not so easy to make friends with people.
Rafi : Just try to be nice first, and see if it works. Not all people like
to take advantages of others. Do you remember the saying ‘out
of sight, out of mind’?
Iham : Just because your friends don’t visit you, doesn’t mean that
they are not still your friends. Okay, I’ll do that.
Rafi : Great! And remember, I’m always around if you want me.
(9/Ch9/p184/10)
In this dialogue, Ilham and Rafi talked about friendship. Then, Rafi gave Ilham
some advice how to make friends and Ilham promised himself that he would do what
Ilham suggested. Ilham’s statement belongs to commisives because it shows that he
committed himself in the future action.

E. CONCLUSIONS
In conclusion, the English textbook entitled Pathway to English for Senior High
School Grade X: Sciences and Linguistics Programme contained four types of
illocutionary acts based on the Searle’s classification. They were representatives,
expressive, directives and commisives. In this textbook, representatives got the highest
number in the dialogues to perform the illocutionary forces of informing, stating,
correcting, confirming, agreeing, and describing. They got 48 % out of the total number
of written conversation. Moreover, the second highest number of the types of speech acts
found in the dialogues was occupied by directives which gained 32.67 % out of the total
data. The illocutionary forces of directives performed by the characters were questioning,
commanding, requesting, suggesting, calming, and inviting. Then, it is followed by
expressive which had 16.66 %. The illocutionary forces of expressives performed by the
characters in this textbook were greeting, complimenting, wishing, congratulating,
thanking, stating of pleasure, displeasure, shock and doubt. Last, the type of speech acts
that was least used by the characters in the textbook was commisives. There were three
illocutionary forces performed in this type of speech act which were offering, granting
request and promising. It was 2.67 % out of the total data.
Meanwhile, based on the analysis, this textbook did not contain declarative forces.
It means that there is no any special institutional role to change the world of the responder
contained in the textbook. The characters of the dialogues do not use their authority to
control the certain situation during the conversation.

REFERENCES
Austin, J. L. (1962). How to do things with words. Oxford: Oxford University Press.
Bloomer, et al. (2005). Introducing language in use. New York: Routledge.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language
pedagogy. California: Longman Group.

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Cutting, J. (2002). Pragmatics and discourse: A resource book for students. London:
Routledge.
Griffiths, P. (2006). An introduction to English semantics and pragmatics. Edinburgh:
Edinburgh University Press.
Harmer, J. (2001). The practice of English language teaching (3rd Ed.). New York:
Longman Publishing.
Kreidler, C. W. (1998). Introducing English semantics. New York: Routledge.
Leech, G. (1983). Principle of pragmatics. London: Longman Group.
Nunan, D. (1993). Introducing discourse analysis. London: Penguin Group.
Satrio, A.Y. (2013). The illocutionary acts of written conversations in the tenth grade
senior high school students’ textbook: look ahead I. S1 Thesis. Universitas Negeri
Yogyakarta: Yogyakarta.
Searle, J. R. (1976). A classification of illocutionary acts. Language in Society. 5(1), 1-
23.Cambridge: Cambridge University Press. Retrieved from http://www.jstor.org.
Vaezi, R., Tabatabaei, S., & Bakhtiarvand, M. (2014). A comparative study of speech
acts in the textbooks by native and non-native speakers: A pragmatic analysis of
new interchange series vs. locally-made EFL textbooks. Theory and practice in
language studies 4(1),167-180. Finland: Academy Publisher.
Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.

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 INVESTIGATING FACTORS AFFECTING CODE
SWITCHING IN BLACK PANTHER MOVIE AS A RESULT OF
AFROFUTURISM IN FILMS
Euodia Inge Gavenila1, Yohanes Arsadiak P. H.2
euodiainge@gmail.com1, yohanes.arsa@gmail.com2
Sanata Dharma University

Abstract

Afro-futurism is a huge phenomenon used in film industry to describe the combination of

African history and culture with future technology. One effect of afro-futurism can be
seen from the code choice. In Black Panther movie, the major code is English whereas
the majority of people in the movie are African-American. People do code switch to be
understood by others who speak other languages depending on the circumstances
(Ahmad, Mohaidar, and Elumalai, 2015). The researchers formulated two research
questions: (1) What are the afro-futurism factors affecting code switching in Black
Panther and (2) What are the code switching repertoires. The researchers use document
analysis to gain deeper knowledge about factors affecting the code switching. Afro-
futurism affects the use of code switching in Black Panther to keep technology secrecy
among the tribe and show great impacts of American culture. The researchers expect the
readers to understand the results of afro-futurism in film that affect code switching.

Keywords: Afro-futurism, code switching, Black Panther

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Code switching is commonly found in movies especially in those which involve
two or more languages. According to Auer (1998), in the last twenty years, scientific
interests in phenomena of bilingual speech, particularly code switching are inclining
significantly. On 2018, a big hit movie named Black Panther emerged as one movie
which encompasses code switching of two languages which are American English and a
real South African language, Xhosa. In Black Panther, code switching phenomena are
encountered as the effect of Afro-futurism in film. La-Fleur (2011) as cited in Womack
(2013, p. 9) said that, "I generally define Afro-futurism as a way of imagining possible
futures through black cultural lens". This means Afro-futurism can depict the future
identity of African-American (Afro), which one of them can be seen through its language
aspect which is code switching provided in the movie. There are factors which are
influenced the code-switching phenomena in the movie. Generally, the code switching
occurs because of quotations, reiteration, topic-comment/relative clauses, hedging,
interjections and idioms and deep-rooted cultural wisdom (Bhatia & Ritche, 2004, as
cited in Kim, 2006). In this paper, the researchers aim to discuss factors affecting code
switching in Black Panther as an effect of Afrofuturism.

B. REVIEW OF RELATED LITERATURE

In order to support this research, the researchers would like to review three related
literatures which are code switching, Afro-futurism, and language repertoire. Each of the
theories will be explained as follows.

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1. Code Switching
a. Definition
This world consists of many different countries which have various languages. For
example, United State of America uses English as their lingua franca language. It is
different from Indonesia that uses Bahasa Indonesia as the lingua franca. Lingua franca is
used when a group people with different mother-tongue live in the same area. It is used to
connect with each other. However, when people have a conversation with people from
the same region, they will change the language they use. In Indonesia, people from
Yogyakarta are mostly speaking Javanese with fellow Jogja people, but when they meet
other people from other places, they may use Bahasa Indonesia as the lingua franca. Code
switching is important in order to be understood by others who have multilingual
languages. Lehiste as cited in Auer (1998, p. 76) said that, "a perfect bilingual may switch
from language to language during a conversation. This phenomenon is called code
switching”. In general, code switching is the practice of alternating between two or more
varieties of language within a domain or social situation.
b. Types of Code Switching
Poplack in Romaine’s (1994, p. 178) divides code switching based on the
grammatical classification into three types:
1) Inter-Sentential
The inter-sentential code switching is a switch at a part or a sentence border. Each
part or sentence is in a certain language or in other languages. This variety is the most
difficult kind of code switching subsequently it requires grander speaking ability in both
languages.
2) Intra-Sentential
Intra-sentential code switching is the most common of code switching in bilingual
conversation. This code switching permits an impression that the speakers are
insufficiently proficient in other languages to end what they want to express and say in
one language.
3) Extra-Sentential or Tag Switching
Extra-sentential or Tag Switching comprises the tag insertion in a language into
exclamation. The last type involves the insertion of tag in one language into utterance, for
example: “It is a nice day, Hana? I mean, well, hmm okay.”
c. Factors Affecting Code Switching
Code switching occurs because there are factors which affect bilingual people in
one community. One language is overused towards the other language because the
speakers may find it more contented by using it. According to Grosjean (1982), speakers
generate code-switch because of their interlocutors, situations, messages, attitudes, and
emotions. In addition, there are some other factors that affect code switching such as
participant roles and reltionship, message-intrinsic, security, and culture. These are the
elaborations.
1) Participant Roles and Relationship
Bhatia and Ritchie (2004) remark that participant’s roles and relationships play a
very critical role in bilinguals’ unconscious agreement and disagreement on language
choice. Code switching in this class can act as an expression of solidarity, symbolizes a
change in the relationship from a personal interaction to a formal one, or even distance a
speaker from his or her interlocutor.
2) Message-Intrinsic
Some reasons of code switching are also highly related to the messages alone.
Some people use code switching when they want to deliver explicit meaning without their
interlocutors knowing it. The other reasons for people do code switching are to express

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affection rather than referential meaning, disapproval, ambivalent feeling about a certain
topic in a discussion.
3) Security
A research which was conducted by Grosjeans (1982) about a code switch between
Russian and English established factors that affect code switching are language attitudes,
dominance, and security. In his study, a respondent said, “When I speak to another
Russian-English bilingual, I don’t speak as carefully and often the languages blend. This
also happens when I am tired or excited or angry.” (p. 150). It means that code switching
users will feel more secure if they use a certain code. Generally, people will switch a code
when they want to speak certain secrecy to keep the message secured.
4) Culture
Culture is also one factor that can affect code switching. Code switching in this
part can serve as an ethnic identity maker among a larger group of people. This usually
happens in a place with a lot of immigrants, like America, which is well-known as a
melting-pot.
2. Afrofuturism in Films
Besides the mentioned factors that may affect code switching above, there is
another special factor that may trigger code-switching especially in film industry. That
special factor is Afro-futurism.
a. Definition
According to Yamaoka and Kelly (2015) the term Afro-futurism is a term coined
by Dery in 1993 and described in 1990s by Nelson. It is a term of convenience to describe
analysis, criticism, and cultural production which directs the intersections of race and
technology in Africa. Afro-futurism in films has existed since 1987 and there are over
100 movies in total in the year of 2018. The majority of those films released
internationally use English as the main language of communication. However, there must
be insertion of African language in those films. This happens because in Afro-futurism,
African are predicted to use an international language, English, as their second or so
language, so code switching will be commonly found in Afro-futurism films.
b. Afro-futurism in Black Panther
Black Panther is an American superhero movie based on the Marvel comics
characters that were premiered on 2018. This film was distributed by Walt Disney Motion
pictures and directed by Ryan Coogler. Basically, this movie is the eighteenth film on the
Marvel Motion Picture and the main stars are Chadwick Boseman as T’Challa/Black
Panther, Michael B. Jordan, and Lupita Nyong’o. Black Panther is set after the events of
Captain America: Civil War, T’Challa comes back to his home as a king of Wakanda, but
he discovers his dominion by his enemy, including the global conflict as his
consequences. Afro-futurism in this movie can be seen from the advanced technology
made in one region in Africa and how the people there can speak English. This is
contradictory from the reality right now where Africa is still a developing country and not
all of their people are able to speak English. The code-switching in this movie is marked
by the ritual events of the Wakanda’s tribe and the conversation among Wakanda’s
people.
3. Language Repertoire
Language repertoire is a set of language varieties including all the registers,
dialects, styles, and accents in a certain speech community to achieve a well-built
communication both in writing and speaking practices. Investigating the language
repertoire can contribute a positive impact for the investigators. Laitin (1992) argued that
"examining language repertoires, rather than mother tongues, enables us to see the
overlapping use of different languages, by the same people, in different social contexts"

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(p. 5). This means that by studying language repertoires, the researchers can expand much
wider scope of the utility of the language itself.

C. METHODOLOGY
Document analysis is implemented in this research to gain deeper knowledge about
factors affecting code-switching in the Black Panther. According to Bowen and Glenn
(2009) "document analysis is a systematic procedure for reviewing or evaluating
documents—both printed and electronic (computer-based and Internet-transmitted)
material” (p. 27). In this research, the document analysis relies on the electronic material
which is the subtitle of the movie. This happens because the movie is considered as a new
movie, therefore the script is not available yet.

D. FINDINGS AND DISCUSSION

1. Code Switching in Black Panther and the Influence of Afrofuturism
Kahiu, a Pumzi editor, exclaims that Afro-futurism in films is not something new,
but people do not expect a science fiction film out of Africa which combines technology
with culture (as cited in Womack, 2013). Afro-futurism was an answer from a critic that
said African-American history which had been obscured by slavery and racism is in
danger of being written out of the future. There should be such a future envision that
engages the area of art, literature, and technology. The word 'combine' itself can be
inferred as the blending of two different communities. In the movie itself, the two distinct
communities that are being filmed are mostly African and American.
The Black Panther’s alter ego was T’Challa, a highly educated king of the mythical
African kingdom named Wakanda. It is a place which had never been colonized by
foreign powers and was the most technologically sophisticated country in the world
(Staples, 2018). Because of this reason, there are scenes that show how advanced and
sophisticated technology that African people have in Wakanda. Not only in the smart
engines, armed-suites, and robots, Afro-futurism in the Black Panther is also shown from
its code switching. There are several reasons regarded to Afro-futurism that influence
code choice from the casts of Black Panther. Below are some code switching taken from
important scenes in Black Panther along with the analysis.

Table 1. Analysis of Code-Switching in Black Panther and the Influence of Afro-futurism

No Duration Code Speaker Sentences Translation Situation
switching
1 3.11 - 3.31 English- Zuri : "They won't This
Xhosa knock again." conversation
happens inside
Guard : "Ungubani?" "Who are the N'Jobu
you?" apartment. In
Reason: The guards want to make sure that Prince N'Jobu belongs to the apartement
Wakanda, therefore they use Xhosa language. This means that code there are two
switching serves as an ethnic identity maker among a larger group of guards, two
people. Regarded to Afro-futurism, this code-switching in Black Panther Wakanda
happens because ethnicity possession is important as Africans rule the people, and
advanced technology rather than other nations in the world. King T'Chaka.
King T'Chaka
2 3.31 - 3.38 English- Prince : "Prince visits his little
Xhosa N'Jobu N'Jobu, son of brother,
Azzuri." N'Jobu, to
Guard : "Ndibonise "Show me you recheck if he
ukuba are one of us." helps Klaue to

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 ungomnye steal
wethu!" Wakanda's
advanced
Reason: Prince N'Jobu uses English in conversing with the guard, but the technology,
guard replies it in Xhosa language. This happens because the guard wants vibranium.
to ensure that Prince N'Jobe is really one of the Wakanda people. This code
switching is performed to reveal the truth whether Prince N'Jobu is a
Wakanda. Regarded to Afro-futurism, truth about ethnicity possession is
vital because only Wakanda people can inherit the vibranium technology.

3 3.45 - 3.49 Xhosa- Prince : "Wam "My King."

English N'Jobu kumkani."
King : "Leave us."
T'Chaka
Reason: Prince N'Jobu uses Xhosa language in conversing with king
T'Chaka in order to show his intimacy with him. Yet, king T'Chaka replies
in English to send Zuri away from the room. This happens because only
Wakanda people can listen to what Prince N'Jobu and the king is
conversing. Regarded to Afro-futurism, this code switching is performed to
keep the secrecy of Wakanda's advanced technology from other people.
4 5.06 - 5.12 English- Prince : "I did no such
Xhosa N'Jobu thing."
King : "Ndixelele "Tell him who
T'Chaka ukuba you are."
ungubangbani."
Reason: Prince N'jobu uses English to deny what King T'chaka accuses
him helping Klaue steal the vibranium. Therefore, king T'chaka uses Xhosa
language to converse with Zuri, so that he reveals his identity. Regarded to
Afro-futurism, this utterances are expressed to uncover Zuri's identity
which is him speaking Xhosa language in the American-influenced place.
5 30.54 - English- King : "Stand up. You Prince
31.17 Xhosa T'Chaka / are a king." T'Challa is
Dad taking the
: "Yintoni "What is heart-shaped
engaluangaga, wrong, son?" herb after he is
nyana?" crowned to be
the next king
T'Challa : "I am not of Wakanda.
"Andikulungele, ready, papa." The herb
papa.” enables him to
Reason: King T'chaka uses English to convince his son that he is a king meet his
now, so he refuses his son kneeling down to him. Moreover, to show an ancestors,
intimacy between them, he shifts from English (addressed to a king) to especially his
Xhosa language (addressed to a son). Only because Afro-futurism, the code father in
switching can happen in the afterlife world where the heart-shaped herb is heaven.
the thing that leads T’Challa there. In the afterlife world, his father is in
charge to sustain the legacy in Wakanda.
6 52.45 - English- Klaue : "Oh, mercy, Klaue is
52.54 Xhosa King! Mercy!" finally
arrested by the
Black Panther
the King

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 T'Challa : "Every breath T'Challa, and
you take is when he is
mercy from trying to kill
me." him with his
claws, Klaue
General : "Hayi "Hey, King. asks for his
Okoye kumkani, ilizwe The world is mercy.
likhangele." watching." General
Okoye also
asks him to
Reason: King T'chaka uses English to accentuate his anger to Klaue, stop what he is
because Klaue is an American and can only understand English. He wants doing in that
to do a revenge for what Klaue has done towards the legacy of Wakanda. moment
This code switching happens to distance the relationship of both ethnicities, because many
which are American and Wakanda, and show disapproval. Regarded to people
Afro-futurism, this can happen as a result of the advanced technology surround the
which is shown from T'challa's Black Panther armed-suit which is equipped crime scene
with the power of vibranium. Wakanda tribe does not want their legacy, and chronicle
vibranium, is discovered by other nations, so they converse in Xhosa it with their
language. phones.
7 40.54 - English- Nakkia : "Just whip it Nakkia,
41.25 Korean to back and forth." T'Challa, and
General General
Okoye Okoye go to a
Nakkia : "소피아 "Hello, casino in
to Sophia 아줌마! 얼굴 Sophia. Nice South Korea
보니 좋으네요! to see you." because Klaue
" promises
someone to go
: "My friends
there. They
"나이로비에서 from Kenya.
are dressed in
온 Very wealthy.
fancy clothes
친구들이에요. They're good."
to disguise.
부자에요.
좋은분들이에
요. "
Reason: Nakkia switches from English to Korean because she has different
interlocutors. This code switching is performed because the conversation
happens in South Korea, so there are different participants here. Nakkia
introduces her two friends as 'the wealthy ones' in Korean language.
Regarding to Afro-futurism, this code switching represents how wealthy
and smart Wakanda people really are because they can enter luxurious
casino and converse fluently in various languages including Korean.
8 53.37 - Xhosa- T'Challa : "Ndikhetha "I prefer to Klaue is
53.47 English to ukuthetha no- talk to Klaue arrested in a
General Klaue yedwa alone for prison in
Okoye imizuzu 5 minutes to America.
emihlanu make a fuss Agent Ross,
ukwenza here." the American
ingxabano cop is in duty
apha." to keep his

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 T'Challa : "After your custody,
to Agent questioning, we Klaue.
Ross willtake him Nonetheless,
back to T'Challa wants
Wakanda with to take him to
us." Wakanda so
Reason: T'Challa speaks Xhosa to General Okoye, but he speaks English to he can be
Agent Ross. This code switching is performed to keep certain secrecy of the judged by his
message. T'Challa does sarcasm towards Agent Ross, but he speaks it in people there.
Xhosa. However, when his interlocutor is Agent Ross, he goes back to
English but with a whole different topic. Regarding to Afro-futurism, this
code switching is important to keep the secret plan of Black Panther
without an American knowing it.

2. Language Repertoires
In Black Panther, we can see that there are eight examples of the use of language
repertoire. In general, language repertoire is a set of language varieties including all the
registers, dialects, styles, accents, etc. In a certain speech community to achieve a well-
built communication both in writing or speaking practices. The researchers analyzed the
language repertoire from T’Challa’s point of view. The analysis was included the
domains, language, setting, the addressee, and topic as illustrated in the following table.

Table 2. Language Repertoires from T’Challa’s Point of View

Domains Language Setting Addressee Topic
Between Xhosa Afterlife world Family (T’Chaka) Greeting and
Father- Son talking about the
struggles to keep
Wakanda safe.
Between English A Casino in Korea an old friend Greeting and
CIA agent Who works for the arguing how to set
and the CIA (agent Ross) up the enemy
King of (klaue).
Wakanda.
Between the Xhosa A prison in the General Okoye. Talking about
same CIA building how to take Klaue
Wakanda’ to Wakanda
people. without being
known by
American.
Between English A cave in His enemy (Erick Talking about the
enemies Wakanda. Killmonger) sunset in the
Wakanda before
he died. (Erick
Killmonger)
Between Xhosa A waterfall in Dora Milaje Ordering the
king and his Wakanda (Soldiers). soldiers to make a
soldiers defense
formation.
Between English At the border His friend, Talking about a
friends W’kabi. refugee program
in Wakanda.
Between English At the kingdom of The elders from Discussing about
king and Wakanda the four tribes of the crime that

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 the elders Wakanda. Klaue has done
towards the
Wakanda’s
technology.
Between English At the kingdom of M’baku, the leader Showing the
King and Jabari of Jabari gratefulness and
the leader respect to M’baku
of Jabari and asking for a
favor.

Based on the language repertoires above, it can be observed that T’Challa uses at
least eight language repertoires. It depends on his interlocutors, the circumstances, the
messages, and the places where the conversation takes place. The researchers use
T’Challa’s point of view because he is the main character and his language repertoires
represent all the languages which are used by every African-American in Black Panther.

E. CONCLUSIONS
From the findings and discussions above, the researchers can figure out that the
Afro-futurism can be one factor that affects code switching in the movie that focuses on
the African-American people culture with an advanced technology intervention. These
influences can be in the form of ethnic-possession which is considered important because
Africans rule the advanced technology rather than other nations in the world. This is
contradictory to the past history of African-Americans who used to be colonialized by
slavery and racism. The other final form is as a secrecy keeper among the Wakanda
because this tribe holds a sophisticated technology called vibranium which cannot be
spilled to other tribes outside Wakanda. Those are the two common factors that affect
code switching as a result of Afro-futurism in Black Panther.
In addition, from the language repertoires analysis from T’Challa’s point of view,
the researchers conclude that he uses it to convey meaning to other people from different
ethnicity, to converse with people who speak different languages, to utter dialogue with
other people who have different dialects.
The researchers also have some suggestions for both readers and researchers. The
readers are expected to have watched the Black Panther beforehand to understand better
about the content of this research. Then for the researchers, they are expected to have
read similar research and understood the translation of foreign languages which are used
in the code switching in this research.

REFERENCES
Auer, P. (2013). Code-switching in conversation: Language, interaction and identity.
Routledge.
Grosjean, F. (1982). Life with two languages: An introduction to bilingualism. Harvard
University Press.
Kim, E. (2006). Reasons and motivations for code-mixing and code-switching.
Universitas Sebelas Maret, Surakarta.
Laitin, D. D. (2007). Language repertoires and state construction in Africa. Cambridge
University Press.
Lee, S. (1966). Black Panther. Retrieved on 24th March, 2018 from
http://marvelcinematicuniverse.wikia.com/wiki/Black_Panther_(film)
Ritchie, W. C., & Bhatia, T. K. (2004). Social and psychological factors in language
mixing. The handbook of bilingualism and multilingualism (2nd Edition), 375-390.
Romaine, S. (1992). Bilingualism. Cambridge: Blackwell Publishers.

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Staples, B. (2018). The Afrofuturism behind "Black Panther". Retrieved on March 25th,
2018 from https://www.nytimes.com/2018/02/24/opinion/afrofuturism-behind-
black-panther.html
Womack, Y. (2013). Afrofuturism: The world of black sci-fi and fantasy culture. Chicago
Review Press.
Yamaoka, A., & Kelly, M. (2015). Afrofuturism & Beyoncé. Retrieved on 24th March,
2018 from https://robobeyonce.wordpress.com/author/beyonce391/

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 KILL HER! FORENSIC LINGUISTIC ANALYSIS IN
REVEALING THE LANGUAGE OF TERROR
Akbar Rahmada Maulana, Intan Syifa Permataputri
akbarrahmadamaulana5@gmail.com1
Universitas Negeri Malang

Abstract

Some previous studies attempted to scrutinize the style of language in criminal case
specifically stylistic of terror. Unfortunately, it remains subjective and lack of deep
analysis in construing the case of criminal under the umbrella of forensic linguistics. This
research tries to bridge the gap by employing authorship analysis in order to enhance the
objectivity of linguistic analysis. The design of this research is experimental study which
involves six potential criminals who directly attempted to murder women by sending
terror in a chat. The written form is analyzed by authorship analysis while the terror in
voice note is investigated by looking at phonological elements in software, Praat. The
results shows both authorship analysis and forensic phonetics are significantly effective
to analyze crime issue. The usage of software, Praat, is essential to see the pattern of the
language of terror.

Keywords: forensic linguistics, language of terror, authorship analysis, forensic

phonetics
------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Some previous studies tried to expound the phenomenon of language variation in
order to reveal who is the potential writer of particular text or checking the novelty of the
sentences in a text (Nini, 2012; Collins, Kaufer, Butler, and Ishizaki, 2004). Those studies
methodically investigated the existence of language variation as well as the style to
deeply take account on how stylistics dissected the uniqueness of individual language.
Yet, there is less number of researches which disclose the language of terror in a
murderer case. The emergence of terror in a murderer is convoluted as the aggregate of
sample is more than thousand people to be verified. (Nini, 2012) has reviewed codal
variation to pin down traditional modern sociolinguistics element, specifically variation,
significantly carries out important role in Bently case. Employing Systemic Functional
Linguistic, the discussion led to profiling the writer which the focus is pied-pied and
sentence relative variables. Nini has drawn a conclusion that multidimensional
framework in SFL by (Bilber, 1998) provided possible variables to be the tool for
forensic scenario.
The praxis in a courtroom to ask the detail why such language phenomenon
appeared in a text successfully demonstrated in this research. Yet, there is none study
expands the area in spoken form. Furthermore, (Collins, Kaufer, Butler, and Ishizaki,
2004) traces the consistency of text to underpin author’s fingerprint represented in text.
The finding showcases that authorship is labyrinth when collaborative author write in the
same text as the style blend into single text. The inconsistency of language is seen as a
linguistic transition style which leads to plunder the analysis. They successfully project
how authorship analysis needs to be addressed in the area of premises to be taken. This

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study investigates further discussion about the language of terror in a chat both written
and spoken in a voice note. The objective of this study is to explain how linguistic
elements in terror are embodied within communication mediated computer and how to do
profiling by scrutinizing at the style and phonological elements in Praat. This paper will
employ multidimensional forensic linguistic analysis which combines both macro and
micro linguistics for forensic purposes.

B. REVIEW OF RELATED LITERATURE

1. Suprasegmental and Prosody in Speech
The effect of suprasegmentals is easy to illustrate. In talking to a cat, a dog or a
baby, people may adopt a particular set of suprasegmentals. Often, when doing this,
people adopt a different voice quality, with high pitch register, and protrude their lips and
adopt a tongue posture where the tongue body is high and front in the mouth, making the
speech sound softer. Suprasegmentals are important for marking all kinds of meanings, in
particular speakers' attitudes or stances to what they are saying, and in marking out how
one utterance relates to another (Ogden, 2009).The American structuralists also treated
juncture phenomena as suprasegmental. Differences in juncture are the reason that night
rate does not sound like nitrate, or why choose like white shoes, and why the consonants
in the middle of pen-knife and lamp-post are the way they are. Since these items contain
essentially the same sequences of segments, the junctural differences have to be described
in terms of different juncture placement within sequences of segments. In most of these
cases, the phonetic realization of the suprasegmental actually extends over more than one
segment, but the key point is that, in all of them, the description of the suprasegmental
must involve reference to more than one segment.
Supra-segmental or prosodic features are often used in the context of speech to
make it more meaningful and effective. Without supra-segmental or prosodic features
superimposed on the segmental features, a continuous speech can also convey meaning
but often loses the effectiveness of the message being conveyed (Fox, 2000;
Kulshreshtha, Singh, and Sharma, 2012). Broadly speaking, prosody refers to the
suprasegmental features of speech and encompasses the stress, rhythm and intonation of
an utterance. Among other things, speakers in a variety of languages, including English
and German, can use prosodic information to convey the meaning of a syntactically
ambiguous utterance (Jackson & O'Brien, 2011). Some of the prosodic cues that speakers
have at their disposal during speech production include duration (for example the
lengthening of words and syllables immediately prior to a prosodic boundary), pauses (as
a means to mark a boundary between two distinct prosodic phrases), and changes in pitch
as a further means to highlight some sort of prosodic boundary (Chun, 2002). However, if
any of these cues speakers will use to convey the intended meaning of an utterance often
depends on the situation and how essential it is that speakers disambiguate their utterance
in the first place. For instance, some studies have shown that speakers must be aware of
the potential ambiguity to make use of prosodic cues, and others have shown that
speakers are more likely to use prosodic cues to disambiguation in the presence of an
interlocutor than when no interlocutor is present (Lingel, Pappert, & Pechmann, 2006;
Schafer, Speer, Warren, & White, 2000; Snedeker & Trueswell, 2003; Snedeker & Yuan,
2008; Kraljic & Brennan, 2005).
2. Stylistic
Levin and Rappaport Hovav (1995) have argued against the view that stylistic
inversion is a diagnostic for un-accusativity. Rather, they suggest, stylistic inversion
occurs with a wide range of verbs, including un-accusatives, passives, and, crucially, un-
ergatives. We demonstrate in the following discussion that the argument of Levin and

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Rappaport Hovavdoes not go through, because they, along with all other students of
stylistic inversion, fail to observe that there are actually two stylistic inversion
constructions in English. One construction, which we call light inversion (LI), is
restricted to un-accusatives; the other, which we call heavy inversion (HI), is not we
explain this technology shortly). In general, it has been evidence of HI that has been used
to argue that stylistic inversion is not restricted to un-accusatives.
Here are two stylistic inversion constructions, presenting a wide range of evidence
that stylistic inversion with 'light' subjects is possible only when the verb is un-
accusative; when the verb is un-ergative or even transitive, stylistic inversion is possible,
but only with a 'heavy' subject. The notion of 'heavy' here corresponds exactly to the one
that is relevant to Heavy NP Shift (Arnold et al. 2000). We assume that in the case of
light inversion (LI), the subject is in situ in VP, while in the case of heavy inversion (HI),
the subject appears at some point in the derivation and subsequently post-poses to the
right of VP. For concreteness, we assume the following derivations.
3. Authorship Analysis
The task of determining or verifying the authorship of an anonymous text based
solely on internal evidence is a very old one, dating back at least to the medieval
scholastics, for whom the reliable attribution of a given text to a known ancient authority
was essential to determining the text's veracity. More recently, the problem of authorship
attribution has gained greater prominence due to new applications in forensic analysis,
humanities scholarship, and electronic commerce, and the development of computational
methods for addressing the problem. Over the last century and more, a great variety of
methods have been applied to authorship attribution problems of various sorts. One can
roughly trace the evolution of methods through three main stages. In the earliest stage
researchers sought a single numeric function of a text to discriminate between authors. In
a later stage, statistical multivariate discriminant analysis was applied to word frequencies
and related numerical features. Most recently, machine learning methods and high
dimensional textual features have been applied to sets of training documents to construct
classifiers that can be applied to new anonymous documents. Several recent papers
survey this literature and describe both text representation techniques and classification
paradigms.
The linguist can also approach the problem of questioned authorship from the
theoretical position that every native speaker has their own distinct and individual version
of the language they speak and write, their own idiolect, and the assumption that this
idiolect will manifest itself through distinctive and idiosyncratic choices in texts
(Halliday 1964).
4. Forensic
In this section, an attempt was made to show some of the issues linguists deal with
when interacting with the legal system. It is now seen as imperative among linguists that
both they and legal professionals work towards a better understanding of each other’s
perspective. If linguists claim that lawyers are ignorant of linguistics, then it is up to
linguists to ensure that this situation does not continue. Lawyers can equally claim that
linguists are ignorant of the law and it is certainly up to linguists to ensure that this gap in
their knowledge is addressed as a matter of some priority. It will also be important for
linguists, in this age of international courts, to understand the discourse practices of
international law, and to familiarize themselves with the customs and mores of other
countries’ legal systems. It is likely in the future that increasing numbers of those seeking
to enter the field of forensic linguistics will have additional qualifications in areas such as
the law and to gain greater understanding of scientific techniques, methods and
presentation.

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 There are many fields in linguistics and one increasingly prominent area of applied
research is forensic linguistics. Forensic linguists is most frequently called in to help a
court answer one or both of two questions: what does a given text ‘say’ and who is its
author? In answering these questions, linguists draw on knowledge and techniques
derived from one or more of the sub-areas of descriptive linguistics: phonetics and
phonology, lexis syntax, semantics, pragmatics, discourse and text analysis (Coulthard,
1997). This field has developed from a research based understanding of language.
Forensic linguistics involves the application of scientific knowledge to language in the
context of criminal and civil law. Forensic linguists have an interest in understanding the
language of the written law, its complexity and its origin, as well as the use of language
in forensic procedures. They also study the judicial process from point of arrest, and
through the interview, charge, trial and sentencing stages. For example, linguists are
interested in the language of police interviews with witnesses and suspects, and in the
language of lawyers and witnesses in cross-examination.
The term ‘forensic linguistics’ is used for the first time by the linguistics professor
Jan Svartvik (1968) “The Evans Statements: A Case for Forensic Linguistics”. In the
1980s, Australian linguists discussed the application of linguistics and sociolinguistics to
legal issues. They discovered that a phrase such as 'the same language' is open to
interpretation. The Federal Criminal Police Office (BKA) Germany, organizes a two-day
conference in forensic linguistics in 1988. The First British Seminar on Forensic
Linguistics was held at the University of Birmingham in 1992 and was attended by
delegates from Australia, Brazil, Ireland, Holland, Greece, Ukraine and Germany as well
as the UK. Moreover, first MA course in forensic linguistics introduced at Cardiff
University in 1999 and the Centre for Forensic Linguistics was established at
Birmingham’s Aston University to cope with the increasing demand for forensic
linguistic skills in 2008 (Gao, 2010).
5. Linguists and Lawyer Interaction
In this section an attempt was made to show some of the issues linguists deal with
when interacting with the legal system. It is now seen as imperative among linguists that
both they and legal professionals work towards a better understanding of each other’s
perspective. If linguists claim that lawyers are ignorant of linguistics, then it is up to
linguists to ensure that this situation does not continue. Lawyers can equally claim that
linguists are ignorant of the law and it is certainly up to linguists to ensure that this gap in
their knowledge is addressed as a matter of some priority. It will also be important for
linguists, in this age of international courts, to understand the discourse practices of
international law, and to familiarize themselves with the customs and mores of other
countries’ legal systems. It is likely in the future that increasing numbers of those seeking
to enter the field of forensic linguistics will have additional qualifications in areas such as
the law and to gain greater understanding of scientific techniques, methods and
presentation.

C. METHODOLOGY
This research is an experimental study which investigates the stylistic from a
corpus of mediated communication that has been codified by researcher. There are six
participants who voluntarily join the research. They willingly turn in some of their chat
excerpts in order to be compiled as the corpus for researcher to explore the possibility of
language. One of the research participants is asked to terror one of the research subject.
The form of terror is a murderer case as the language of terror will be limited to the
utterances of jeopardizing people’s life. The usage of the corpus is profiling purposes in
order to be the tool for authorship analysis. On the other hand the chat in the form of

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voice note will be investigated by looking at prosodic features, focusing on the contour of
pitch and intonation, for checking the similarity of supra-segmental aspects. The medium
of communication for this experimental study is WhatsApp since it is widely used in
Indonesian context. The analysis employs features selection which accentuates the
selection of particular style.

D. FINDINGS AND DISCUSSION

1. Feature Selection
With the dramatic increase in the usage of mediated communication specifically
WA, research in a linguistic features also becomes prominent and well-established.
Furtherer more, the contribution in social media comes from Crystal (2011) who notes
and narrowed down the grammatical structure of the message. He expounds that the
usage of inappropriate punctuation is hard to be sorted into particular syntax category. In
Twitter, he has argued that the language observation in Twitter is considerably varied in
evolution. The nature of WhatsApp is also similar to the phenomenon languages in
Twitter as people neglect the traditional format about the usage of punctuation. Moreover,
Smith, Spencer, & Grant (2009) have provided some elements in the area of authorship
for the calculation of the Delta-S metric.

Table 1
Feature Description Example
Misspellings Any word not found in 'I saw it on the news this mroing''
English dictionary
Lower case 'I' Non-capitalisation of the 'i don't think so''
word ''I''
Acronyms Use of acronyms ' Who are you, the CIA?''
G' Clipping Dropping the final 'g' of 'I'm only askin''
words
Accent Using Phonetic Spelling ' Dey don't fint dat it could happen
Stylization to Convey a Specific Accent to dem''
Exclamatory Using onomatopoeia ' Boom you're dead''
onomatopoeia to convey an exclamation
Prosodic Conveying specific 'Booooring''
emphasizers pronunciation through
spelling
Whole word Replacing entire words 'R U still coming out tonight?''
letter with a single letter
homophone
substitution
Syllable Replacing entire words ' It doesn't matter ne way?''
homophone with a single letter
substitution
Whole word Replacing entire words ' Meet you @ the bus stop''
number with a character
homophone
substitution
Syllable Replacing entire syllables ' I don't know anything about th@''
typographic within words with a character
homophone
substitution
Shortenings Common words shortened to ' I need to do this by Sep 10th''
a few initial letters

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 Emoticons Series of characters used to ' :-)''
represent faces
Initialisms Commonly used phrases 'ASAP''
reduced to their initial letters
Singular Use of a single exclamation ' No way!''
typographic mark
exclamation
Multiple Use of a multiple ' No Way!!!!!!!''
typographic exclamation mark
exclamation
Mixed Use of mixed characters to " What the hell?!?!?!''
typographic convey exclamation
exclamation

In Indonesian context, those phenomenon above are not necessarily always appears
in the circumstance of mediated communication. The object of features selection
significantly contributes to limit the language which later becomes the tool to segregate
the uniqueness of particular style. In experimental study we find as the following
phenomenon which quite different from Smith. There are two phenomena which relate to
the potential murderer.

Table 2
Feature Description Example
Misspelling In our experiment, the 1. Bukanya malem a
research participant who 2. Lek gak dibales nanti
willingly being the murderer kesana aja
consistently did misspelling in
a chat. Specifically the
omission of full stop.
Shortening Shortening is used to utter 1. Tapi aku ga ada
negative emotion. gambaran.

These two phenomenona are essential to be the excerpt of features selection which
relates to the main chat of terror. Should this phenomenon also appear in a terror chat, it
bridges and delimits the focus of study to scrutinize into particular phenomenon of
similar occurrences. Based on the excerpts above, we see in Indonesian context
specifically in a terror chat which the characteristic is short, not repeated chat (the sender
might send it only once), and single-way of communication (no feedback from the sender
or recipient). In a chat, the performance of single messages took from ten single messages
from a known author and the aggregate of this chat is 200 chats. The result in table three
is the occurrences from some experiments which relates to different authors and
messages. The data is presented in the table showed the messages identified correctly
proven by statistical significance and the total number of messages is undetermined.
The results show significant discrimination and accuracy in the following table that
authorship analysis is an effective tool for discrimination purposes in selecting features
purposes. Unfortunately, the undetermined results can be shown as in short messages or
chat, the number of words in total is too short which projects few stylistics (in our
experiment we could spot only two features). Thus in order address this issue and
revealing the real party who did terror this paper examines the utterances in chat by
employing codal variation.

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 Table 3
Experiment Experiment Experiment Experiment Experiment
Experiment 1
2 3 4 5 6
#Correct 8 7 5 8 9
#P ≤ 0.01 5 4 2 5 6
Indeterminate 2 1 3 1 2
#P ≤ 0.01 0 0 0 0 0

Given the fact that the chat is strongly related to the regional dialect background,
this paper employs codal variation as the tool to analyze the language of variation from
the sender to the recipient. The present paper examines intra-author linguistic variables,
instead of genre variation. In analysis, variables which are the known sets of texts for
semantic features and the identification of codal reasons are the elements to be
scrutinized. In the case presented below investigates all variables including factor scores.
The variation of code switching which denotes to social variation is related to the accent
in voice note. The chat instances, <Mon Deri Malang kab Socah Bangkalan, ka bukit
Jaddin wa Berempa jam ye, m>. In a language of terror, social variation contributes as the
tool of analysis in observing the limited frequencies of the data given. Based on the
following extract of voice projected in Praat, we will be able to see the significant factor
of distinguish element in language of terror.
The following pictures project prosodic features, showed in software, Praat. The
focus of this paper is examining the pitch and intonation contour for profiling purposes
which links between the speaker utterances and the social origin.

Picture 1 “Aku tahu di mana Anda mengantarkan anak Anda.”

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 Picture 2 “Anakmu lucu, ya.”

Picture 3 “Semoga anakmu masih bisa merasakan…”

Picture 4 “…gimana kasih sayang seorang ibu.”

Qualitatively speaking, the phenomenon of supra segmental contour of pitch and

intonation is not rising to convey the sense of menacing. Instead, the normality of
prosodic features is clearly comprehended by pragmatics meaning, which utter indirect
messages of terror. The variation within the recording denotes to accents of Madura that
the prosodic features of /a/ sound is raising. Furthermore, the relation between known
variables set and the comparison from six research participants, it can be drawn that the
only social variation and uniqueness of prosodic features is natural as it is. Thus, it is
shown that the combination between authorship and prosodic forensic can be the tool to
collaborate as the tool for forensic purposes. Thus this paper breaks the rigidity of
traditional forensic research that employs single method. The rationale for multi-
dimensional analysis of the criminal case is considerably varied that drags multiple
approaches for single case in order to reveal the real perpetrator.

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E. CONCLUSIONS
In a nutshell, this paper proposed multi-dimensional approaches for single case.
Both statistic and qualitative is equally essential. Furthermore, in order to reveal limited
variables set within forensic case specifically language of terror, the more tools of both
macro and micro linguistics as forensic tools the better and deeper analysis in delineating
criminal case. The possible research in the future is investigating various languages of
terror by employing similar method. It will contribute to the corpus of language in terror
as well as verifying the credibility of multi-dimensional approach for forensic purposes.

REFERENCES
Bilber, D. (1998). Variation across speech and writing. Cambridge: Cambridge
University Press.
Chun D. M. (2002). Discourse intonation in L2: From theory and research to practice.
Amsterdam: John Benjamins.
Collins, J., Kauffer, D., Vlachos, P., Butler, & Brian., I. S. (2004). Detecting
collaborations in text: Comparing the authors' rhetorical language choices in the
federalist papers. Computers and the Humanities, 38(1), 15-36.
Crystal, D. (2011). Internet linguistics: A student guide. Abingdon: Routledge.
Fox, Anthony. 2000. Prosodic features and prosodic structure: The phonology of
suprasegmentals. Oxford University Press.
Halliday, M. A. K.(1989). Spoken and written language. Oxford: OUP.
Jackson, C., & O'Brien, M. (2011). The Interaction between prosody and meaning in
second language speech production. Die Unterrichtspraxis / Teaching
German, 44(1), 1-11.
Kraljic T, & Brennan S. E. (2005). Prosodic disambiguation of syntactic structure: For
the speaker or for the addressee. Cognitive Psychology, 50(2), 194–231.
Kulshreshtha, M., Singh, C. P., & Sharma, R. M. (2012). Speaker profiling: The study of
acoustic characteristics based on phonetic features of Hindi dialects for forensic
speaker identification. Forensic speaker recognition: Law enforcement and
counter-terrorism. 71–100. New York. Springer
Lingel S., Pappert S., & Pechmann T. (2006). The prosody of German PP-attachment
ambiguities: Evidence from perception and production. Poster presented at the 12th
Annual.
Nini, A., & Grant T. (2013). Bridging the gap between stylistic and cognitive approaches
to authorship analysis using systemic functional linguistics and multidimensional
analysis. International Journal of Speech, Language and the Law, 20(2), 173-202.
Ogden, R. (2009). An introduction to English phonetics. Edinburgh: Edinburgh
University Press.
Schafer A.J., Speer S.R., Warren P., & White S.D. (2000). Intonational disambiguation in
sentence production and comprehension. Journal of Psycholinguistic Research,
29(2), 169–182.
Smith, D.J., Spencer, S., & Grant,T. (2009). Authorship analysis for counter terrorism
Snedeker J., & Trueswell J. (2003). Using prosody to avoid ambiguity: Effects of speaker
awareness and referential context. Journal of Memory and Language, 48(1), 103–
130.
Snedeker J, & Yuan S. (2008). Effects of prosodic and lexical constraints on parsing in
young children (and adults). Journal of Memory and Language, 58(2), 574–608.
Trask, R. L. (2007).Language and Linguistics: The Key Concepts, (2nd ed.) In Peter
Stockwell (Ed.). Routledge. Unpublished Research Report, QinetiQ/Aston
University.

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 LANGUAGE CHOICE OF LECTURERS AND A STUDENT
IN WHATSAPP MESSENGER
Francisca Elvine Vicky Diananda1, Sinta Hayuningtyas2
franciscavicky27@gmail.com1, sinta.hn@hotmail.com2
Sanata Dharma University

Abstract

This study discusses how language choice highlights the communication as a relevant
concept in sociolinguistics. The choice of language is increasingly important because the
language of the speaker chooses is believed to be the best and most appropriate for a
particular situation. Particular social influences – who you are talking to, the settings, the
purpose, and topic of the discussion – become significant for language choice in various
different varieties of the speech community (Holmes, 2013). The study of language
choice has always evolved over time. Therefore, this study will further examine the role
of language choice used among lecturers and students in a particular situation in social
media, especially WhatsApp Messenger. This study used a qualitative method and found
that the language choice in WhatsApp Messenger seemed strong since lecturers and
students are having a different social identity and the context that they were talking about
has influenced the language choice.

Keywords: language choice, variety, language use, WhatsApp Messenger

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
The background of the study is to examine the language choice between the
lecturer and the students to a particular situation in WhatsApp Messenger. The use of
language in social life might be different depending on the person who are talking to each
other. Therefore, communication also happens in social media such as WhatsApp
Messenger. WhatsApp Messenger is a messaging platform that can be downloaded freely
on a mobile phone. WhatsApp messenger was found by Jan Koum and Brian Acton in
2009. This mobile application can be used to send text messages, voice call, video calls,
images, documents, and user location. Since the features are very useful, many people use
WhatsApp messenger especially in the college life in order to make their communication
easier and more effective. By using WhatsApp Messenger, the lecturers and the students
are able to communicate anytime and anywhere freely. The language choice in WhatsApp
Messenger also has variety or code in the usage. It depends on the context that the people
are talking about and the self-identity. The language that used in WhatsApp Messenger
will be different than speaking to the people directly and it based on the topic that the
people discussed.
Whatsapp Messenger also has many benefits since the user can add some emoticon
in order to express their feelings while chatting with the other. The WhatsApp Messenger
just need internet quota or wireless fidelity network (Wi-Fi) as a medium to send the
messages to others.
This study will be held in English Language Education Study Program of Sanata
Dharma University. English is the main language that used in this study program. The
communication among the lecturers and the students inside or outside the classroom will

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be in English, even it is formal or informal. It also happens in WhatsApp Messenger when
the lecturers or the students are having a conversation on it. In this study, the researchers
want to observe how the choice of language influences the communication between
lecturer and student.
This study will take three conversations of WhatsApp Messenger chatting between
ELESP lecturer and the student. The context of the chatting will be different and each of
the chat will be analyzed based on the topic of the discussion. Hence, this study aims to
examine the language choice between the lecturer and the student in a particular situation
on WhatsApp Messenger.

B. REVIEW OF RELATED LITERATURE

1. Media
To keep in touch with relatives, teachers, friends, to discuss assignments and to set
up activities, many students use text messages (America Online, 2005).The development
of texting as a social practice associated with sets of values that influence students to use
texts in specific ways is being foster by such informal everyday use and exchange of text
messages. As well as now we have the sophistication of the internet where there is an
application called Whatsapp Messenger which makes our communication easier.
WhatsApp Messenger is a mobile application which can help us to connect ourselves to
the society (Bhatt & Arshad, 2016). WhatsApp Messenger is a messaging platform that
can be downloaded freely on a mobile phone. This mobile application can be used to send
text messages, voice call, video calls, images, documents, and user location. The previous
study on the use of WhatsApp Messenger from Centinkaya (2017) is also determined that
the mobile application can be a useful tool within the scope of learning anytime and
anywhere, and the interaction between students on personal, school, and course related
topics. Ganguly (2015) states many students use WhatsApp Messenger to keep in touch
with teachers, friends, and relatives, to discuss homework or to set up some activities.
Such informal everyday use and chat exchange in WhatsApp Messenger encourage the
expansion of chats as a social practice associated with a set of values that affect the
students to use them in certain ways. WhatsApp Messenger itself is a popular mobile
application among youths and adults, and is found on campus scopes where it is often
used by lecturers and students to ask about discourses and even daily life or just having a
chit-chat. By using WhatsApp Messenger, the lecturers and the students are able to
communicate anytime and anywhere freely. The language choice in WhatsApp Messenger
also has variety or code in the usage. Other than that, it depends on the context that the
people are talking about and the self-identity, their relationship, and social status. The
language that used in WhatsApp Messenger will be different than speaking to the people
directly.
2. Language Choice
Most of the world’s population can speak only one language, a large number is
able to communicate in two or more. On every circumstance the speakers of two or more
languages come together, decisions should be made about which language to use. It
should be clear that many factors impact the choice of language, and it can work either
with or against each other, resulting in complex interaction links that makes the task of
describing every language choice circumstance very difficult. The choice of language is
the careful selection of words, phrases, or sentences of other languages in the linguistic
repertoire of the speaker. For bilingual and multilingual, the choice of language is natural,
unconscious, and unplanned. Speakers choose appropriate styles, genres, registers, media,
or tone of voice in relation to the person (who), the topic (what), and the setting (where)
in each conversation. Language choice highlights the awareness that each language is

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used in a particular context for a particular reason. In a conversation, when a speaker of
more than one language sends a message, a language must be selected and the choice of
language is determined by various factors. Based on Holmes (2013), various social
factors that affecting language choice are the participants, the settings, the purpose, and
topic of the discussion. When a speaker has a range of languages from which to choose,
that choice helps to define the occasion and purpose of that particular choice. Therefore,
the choice of language from the previous study formed the same statement with this
study. Fasold (1990) argues that multilingualism serves as a source of interaction for
multilingual speakers. It means that one particular language can usually be used at home
or with close friends, while another language can be used for school, commerce and
trade, and even a third one for dealing with government agencies. The language that can
be used at home with family, relatives, or close friends is informal language. Besides, the
language that can be used for school, commerce and trade, or even a third one for dealing
with government agencies is formal language. In addition, Kahari (2014) states that an
understanding of language choice also involves an understanding of people’s feelings,
perceptions, beliefs, and other values. Hence, language choice will affect the topic that
being discussed and the certain language choice is selected to use in a certain situation,
while other varieties are preferred under other situations.

C. METHODOLOGY
This qualitative study was conducted in the English Language Education Study
Program of Sanata Dharma University and the data were the conversations between
lecturers and a sixth semester student in Whatsapp Messenger. The data was in a form of
screen capture of the conversation. The screen captures were taken in different time. The
first was taken on 2nd of January 2018, the second was on 28th of February 2018, the
third was on 18th of November 2018, and the last was on 27th of February 2018. The
topic of each conversation was different. Thus, the main focus of this study in on the
language choice that was used and how was their relationship.
There were 4 conversations that would be analyzed, and the participants were the
lecturers, they were two women and a man. Then, a female student of English Language
Education Study Program in sixth semester. There are two research questions that will be
answered in this study. (1) What kind of language choice that is used by the lecturer and
student? and (2) Does the relationship between the lecturer and the student influence the
way they communicate each other in WhatsApp Messenger? In order to answer those two
questions, the researchers provide a brief report of the analyzing the data as the final
result in this research.

D. FINDINGS AND DISCUSSION

1. Conversation between Lecturer A and Student A (January 2nd, 2018)
L : (Baby’s picture) Rafael Narendra Satria Wibowo. Panjang 48 cm, berat 3.2kg
S : Waaa, selamat ya,Miss (in love emoticon) semoga dedek Rafael bisa jd anak yg
baik untuk semua. Gemes bgt Miss (in love emoticon) Sehat terus ya Miss sm
dedeknya (in love emoticon)
L : Persis Alex yo. Amin amin. Makasih doanya ya nduk
S: Wkwk tembem ya,Miss (silly emoticon)
L : (laugh emoticon) hooh
The people who had the conversation above were a lecturer and a student of
ELESP Sanata Dharma University. According to Holmes (2013), language choice might
be different depend on the person who you were talking to, the settings, purpose, and
topic of the discussion.Conversation 1 discussed the lecturer’s baby born and she used

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informal Bahasa Indonesia mix to informal Javanese language. It meant the language
choice on the conversation was rely on the purpose. Other than that, gender also
influenced the communication between them, and the emoticon they use was the evidence
of it. As the example, the use of love emoticon that sent by the student, showed that the
relationship between the lecturer and the student is close. The relationship status between
them also showed when the lecturer said, the word“nduk”which meant a daughter.
Although, the student was not a daughter from the lecturer, the word “nduk”as a symbol
their relationship status. It might be different when they meet each other in class activity.
However, the student called the lecturer by “Miss”. It showed that student still appreciate
the lecturer even they talk indirectly, just via online messenger. Then, the word “hooh”
showed the way they talk was quite enjoyable because the lecturer replied the message in
infomal language which in Javanese that has a meaning “yes”.
2. Conversation between Lecturer B and Student A (February 28th, 2018)
L : Dear Miss Piki.. have u known that poetry class will be moved to Thursday at 7
n d lecturer is Pak Bambang? I just wanna make sure that u know it (blinking eyes
emoticon)
S : Hi, Miss. Actually i dont know yet about the moving class. So, poetry class will
be on Thursday? Which room, Miss?
L : I will ask Bu Anik ya
S : Okay, Miss. Miss, some of us are having another class at 7 hehe
L : How many?
S: Only me, Miss actually the others just forget the schedule hehehe but I can join
my statistics class at 11.
L : Okay.
The people who had the conversation above were a lecturer and a student of
ELESP Sanata Dharma University. Based on Holmes (2013), language choice might be
different depend on the person who you were talking to, the settings, purpose, and topic
of the discussion. Conversation 2 discussed the class activity and it used formal English.
However, the student just replied the message using “hehehe” that meant the students
giggling. Event the student put some informal language, the lecturer replied the message
in formal way. Example, the way the lecturer called the student by Miss Piki it might
have special purpose why the lecturer called her student as same as when the student
called the lecturer. Then, from the sentence “I will ask Bu Anik ya”, the lecturer wanted
to show the status of Bu Anik who is a woman and the word “Bu” which in Bahasa
Indonesia is used and it did not replace by “Miss” as well the common women are called
in English. It happened because in daily life, the student called “Anik” by “Bu Anik” not
“Miss Anik” because she is not a lecturer. Based on the information from English
Language Education Study Program, Bu Anik is a secretary in the study program who
arranges all the activities in English Language Education Study Program Sanata Dharma
University. It meant the language choice on the conversation was rely on the purpose and
settings. The role of the lecturer in the conversation was also necessary for choosing a
language since the lecturer taught in her class. However, in that conversation both the
lecturer and the student used some emoticon in order to express their own feelings and to
show sympathy to each other.
3. Conversation between Lecturer C and Student A (November 18th, 2018)
L : Hedew (comment on student’s status)
S : Wkwkwk tidor pak dah malem (sleepy emoticon)
L : Haha. Msh jm 11
S : Wkwk malem minggu trs kudu begadang ngono po pak (laugh emoticon)
L : Ak lg tekan ngomah yo

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 S : Mesake tenan aduh bapak dosen (ghost emoticon)
L : (cry emoticon)
The people who had the conversation above were a lecturer and a student of
ELESP Sanata Dharma University. Based on Holmes (2013), language choice might be
different depend on the person who you were talking to, the settings, purpose, and topic
of the discussion. Conversation 3 discussed camping and the lecturer was just having
chit-chat through Javanese language. The conversation was started when the lecturer
commented on the student’s status. It happened in the night since the student replied her
lecturer’s message with the sentence “Wkwkwk tidor pak dah malem” or it told that the
student asked the lecturer to go to sleep. It also supported by the sleepy emoticon in the
end of the student’s message. Then, the conversation continued in Javanese language but
the student stay polite with the lecturer by calling the lecturer “Pak” which meant “Sir”,
even they had a conversation in informal way. Based on the data, this lecturer often had
communication with his students in campus. Then, both of them did the communication
directly with informal language and they often having some jokes whether inside or
outside class activities. The relationship status between the lecturer and the student also
seemed quite close because the lecturer told the student that he just arrived at home and
most of the people think that it would be a privacy. Other than that, gender also
influenced the communication between them, and the evidence could be seen on the line
5 that the way the lecturer replied the message briefly. The usage of emoticon also
happened in this conversation. It supported both of the lecturer and the student to express
their feelings. For example, the lecturer used cry emoticon after he said that he just
arrived at home.
4. Conversation between Lecturer D and Student A (February 27th, 2018)
S : *student replied the lecturer’s WhatsApp Messenger status* Bagus bgt Miss,
apalagi kalo ntn 4D wkwk (laugh emoticon)
L : Lebih real yaaa
S : Iya Miss (big smile emoticon)
L : Kl 6D lebih real lagi. Ini film apa sulam alis?
S : Hahahaha (laugh emoticon) extension miss lebih ok
L : (laugh emoticon) kalau gitu aku mau extent sepundak ah.. *serem amat alis
panjangnya sepundak
The people who had the conversation above were a lecturer and a student of
ELESP Sanata Dharma University. Based on Holmes (2013), language choice might be
different depend on the person who you were talking to, the settings, purpose, and topic
of the discussion. From the conversation, they were talking about a movie since the
student commented on her lecturer’s WhatsApp Messenger status. They did the
conversation in bahasa Indonesia but there are some words in English such as Miss, real,
extension. Eventhough their status is between a lecturer and student, they could do jokes
freely and it showed from the way they use the emoticons. The language that they used is
informal language. Even they were in an infomal conversation, the student still called the
lecturer by Miss which showed that the student respected the lecturer.

E. CONCLUSIONS
The researchers observed how the choice of language influences the
communication between lecturers and student of English Language Education Study
Program, in WhatsApp Messenger application. This study took four conversations of
WhatsApp Messenger between English Language Education Study Program lecturers and
the student. The context of the chatting was different and each of the chat was analyzed
based on the topic of the discussion. The language choice in WhatsApp Messenger

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seemed strong since the lecturers and the student are having a different social identity, the
topic of the dicussion and the situation, relationship, ages, etc. It also had a variety or a
code in the usage. In addition, it depends on the context that the people are talking about
the self-identity and their relationship, whether they are close or not. The language that
used in WhatsApp Messenger was different than speaking to the people directly. The
using of emoticon in WhatsApp Messenger also takes a big role since the emoticon can
build the atmosphere of the chatting. Also, the emoticon can be a mirror of the sender’s
feeling so the context of the chat would be more alive. Moreover, the lecturers would use
the different variety when they were chatting in WhatsApp Messenger. They often used
informal language since the topic and purpose were not about activity in the class.
Meanwhile, they used formal language when the purpose and context are about the class
activities. The researchers also suggest to the next study that the sample of conversation
can be more. Then, it is also better if the researcher later include some information like
age, origin, degrees, etc. of the people who have the conversation so that the
explanations later will be more specific. Last, WhatsApp Messenger is one of online
applications that very useful in our daily life. Since WhatsApp Messenger has many
benefit in our communication.

REFERENCES
Bhatt, A., & Arshad, M. (2016). Impact of WhatsApp on youth: A sociological study.
IRA-International Journal of Management & Social Sciences (ISSN 2455-2267),
4(2), 376-386. http://dx.doi.org/10.21013/jmss.v4.n2.p7
Cetinkaya, L. (2017). The impact of Whatsapp use on success in education process. The
International Review of Research in Open and Distributed Learning, 18(7).
http://dx.doi.org/10.19173/irrodl.v18i7.3279
Fasold, R. (1990). The sociolinguistics of language. Oxford: Blackwell.
Ganguly, P. (2015). A WhatsApp for teacher and student. Retrieved on March 25, 2018,
from https://www.techinasia.com/whatsapp-teachers-students
Holmes, J. (2008). An introduction to sociolinguistics. Harlow, England: Pearson
Longman.
Kahari, L. (2014). Language of texting, patterns and factors of language choice in text
messaging of University of Zimbabwe, Shona-English Bilinguals. International
Journal of Humanities and Social Science, 4(1), 156–163.

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 LEARNING GRAMMAR THROUGH ONLINE CHATTING
Caecilia Elsanetta Kurnia Dewi
decaecilia@gmail.com
Universitas Kristen Satya Wacana

Abstract

The function of Internet as a media is growing for various ways. Likewise in education
field, Network-based Language Teaching (NBLT) has appealed million language teachers
to use social network as the teaching instrument. However, little is known about how
learners perceive this site as the media for learning and what they can learn from it. This
study examined the learners’ experiences and perceptions in using online chatting for
grammar learning through a survey of 50 English Education Study Program students by
sharing questionnaires and having interviews. Moreover, to give an overview about the
online chatting affects to learn language, this study is supported by Screencast O Matic in
order to know how the conversations look like. This study suggests the potential of online
chatting in learning grammar by giving a general positive regards to this site.

Keywords: grammar learning, online chatting, Network-based Language Teaching

(NBLT), Computer-Mediated Communication (CMC)

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Learning grammar is one aspect that is important for learning English as a
second/foreign language (ESL/EFL). Recent study shows learning grammar has varied
the way the teachers teach and the method the teachers use. Batstone & Ellis (2008) states
in their journal of Principled Grammar Teaching that after [teachers] knew the generic
PPP model (Present-Practice-Produce), there are other examples such Scrivener’s (1994)
ARC model (Authentic use-Restricted use-Clarification) and Harmer’s (1998) ESA
model (Engage-Study-Activate) implemented for teaching grammar. Learning grammar,
now, does not merely about knowing the pattern of a sentence or the changing form, but
how they can be implemented in what context.
In this era of information and globalization, grammar teaching considers the
teaching model that comprises the Internet as the common medium for people to
communicate with each other. Many social networks that is compatible for language
learning. One of the examples is online chatting.
Many kinds of online chatting that have been spread in worldwide network. Online
chatting becomes the highest social network that people use in their daily activities.

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 Internet Users in Indonesia (1998-2017)

Figure 1. The Internet Users in Indonesia

Source: Databoks, Katadata, Indonesia

Databoks from Katadata, Indonesia presents that Indonesia reaches more than 100
million users for Internet in 2017. There are 143.3 million people or 54.7% of the
populations in Indonesia are connected to network in 2017. According to the Survey of
Indonesian Internet Networking Association or Survei Asosiasi Penyelenggaraan
Jaringan Internet Indonesia (APJII) and Indonesian technopreneurs shows that 89.4% of
Indonesian Internet users access the applications of chatting. Moreover, 87% of them
utilize Internet to access social media such as Facebook, Twitter, and Instagram. Most of
them are Generation Z and Millennial who are in the age range of 10-14 years old and 20-
24 years old. Throughout social media, people can communicate each other even in a
long distance. People tend to spend their time to access social media every day.
Furthermore, since 1990s, English-language teaching professionals have tried many kinds
of method to make use the Internet in language learning (Shetzer & Warschauer, 2005, p.
171), so that this phenomenon has been taken into a consideration that online chatting can
affect language learning.
The purpose of this paper is to analyze the use of online chatting as the medium for
learning grammar. The objectives of this research are: (1) to present the data of online
chatting usage in English communication, (2) to show the language features used in
online chatting, and (3) to analyze the learners’ perspective in using online chatting for
communication can affect the grammar competence.

B. REVIEW OF RELATED LITERATURE

1. The Present Study of Learning Grammar
There are various theories and models on how to teach grammar. One example is to
teach grammar in sequence. This is to see how the teachers teach grammar and design
what kind of activities could be appropriate in the classrooms. We can see from the
traditional model of PPP (Present-Practice-Produce) that this could be a teacher-centered.
Teachers should present the grammatical pattern and features to the learners, then require
them to practice is systematically until they are accustomed with the features and patterns
in order to produce the it for communication (Scrivener, 1994, as cited in Sumakul,
2012).

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 Another example of grammar teaching model is ESA (Harmer, 1998). He said that
learners can learn grammar by making them interested in the activity. Teachers can create
some fun activities in order to engage the learners, because engaging them in the activity
will stimulate their interests. If the learners are emotionally interested to the activity, they
will study the language item being taught as the language construction is the main focus.
In this stage, learners should pay attention to what the teachers explain, discover the
language structure within texts, or practice the grammatical features with their peers. In
the end, teachers can activate the learners’ language use through communication purpose.
The two previous models have a sequence to teach grammar, and these should be
in line with the three elements of the sequence. However, both models are limited to the
classroom activities conducted inside classrooms since these teaching models are teacher-
centered. Learners need something different to practice the target language because they
do not only acquiring but they are learning the language as well.
2. The Internet for Language Learning
Recently, language teaching mode has greatly changed the way of acquiring the
language, such as self-access learning, distant learning, learners-centered learning, and so
on. Since the learners get acquainted to Internet, it has been part of their lives to use
Internet especially for communication. “The internet is an association of computer
networks with common standards which enable messages to be sent from any central
computer (or host) on one network to any host on any other” (Crystal, 2001, pp. 2-3).
Typically, learners use Internet to access social media for communication which means if
the teachers utilize Internet for communicative learning, learners will easily to engage to
the learning process. In a book Network-based Language Teaching: Concepts and
Practice (2005), computer networks make possibility for learners to access or publish any
kinds of texts, or to experience their language practice beyond the classroom. This
possibility brings to a great expectation that it will enhance language learning. Internet in
particular has become a medium of communication for both learners and teachers even
among learners by using computer connected to one another as so-called networks-based
language teaching.
3. The Concepts and Practices of NBLT
Network-based Language Teaching (NBLT) is “language teaching that involves
the use of computers connected to one another in either local or global networks” (Kern
& Warschauer, 2005). They argued that NBLT is one form of CALL (Computer-Assisted
Language Learning), whereas CALL associated with self-contained and programmed
applications, such as tutorials, instructional games, simulations and so on, NBLT
embodies human-to-human communication. Since the learners are accessed to the
Internet, they are possible to communicate with their interlocutor either on a one-to-one
or a many-to-many way in the networked area even they can communicate with native
speakers. The fact that Internet gives opportunities, it is not surprising that language
teachers support networking technology and develop creative ways to use networked
computer with the learners, for example, using a Facebook group for Grammar
Classroom. Learners are required to join in the group and publish all the assignment by
posting it in the group (Sumakul, n.d.). However, Kern and Warschauer (2005) concluded
in the first chapter that:
“Network-based language teaching does not represent a particular technique, method,
or approach. It is a constellation of ways by which [learners] communicate via
computer networks and interpret and construct on-line texts and multimedia
documents, all as part of a process of steadily increasing engagement in new discourse
communities.”
This highlights the function of NBLT is as a medium for the teacher to teaching
language by utilizing networking technology, especially social network.

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4. Online Chatting and CMC
Communication through network-based communication is dubbed chatting
(Pellettieri, 2005). Chatting is as the same as the other network communications, it can be
in a one-to-one chatting or a chat groups. Online chatting is organized in ‘rooms’ at
particular Internet sites, such as Twitter, messenger, LINE, WhatsApp, and many more.
There has been the development of computer networking. It allows a powerful
extension of the computer-as-tool and as well as to facilitates other people to access
information and data. Computer networking in the language classroom stems from the
important technological and social development that is computer-mediated
communication (CMC). Sumakul (2012) believes that “Computer-Mediated
Communication (CMC) exists not only in the form of text-based communication, but also
in the form of video-conferencing, where people could talk like face-to-face
communication” (p. 494). It allows learners with network access to communicate with
other learners or speakers of the target language in either asynchronous (not
simultaneous, delayed) or synchronous (simultaneous, in real time) forms. It is stated that
asynchronous form is usually used in a communication through e-mail because it needs
time to respond, instead of synchronous is like in an online chatting where the response is
temporary or it does not take too much time. However, in Social Network Sites (SNSs)
such as Facebook and Twitter, CMC could occur both in asynchronous and synchronous
forms.
Kern and Warschauer (2005) explain “CMC provides not only one-to-one
communication, but also one-to-many communication and it allows teacher or students to
share a message within a small group, the whole class, a partner class, or an international
discussion list involving hundreds or thousands of people” (p. 11-12). It gives an
opportunity for both teacher and learners to have a wider conversation whether it is
teacher-learners communication or among learners communication. Moreover, CMC does
incorporate both written and spoken form (Meyer, 2009) even though it covers mostly on
the written form. The reasons are because of the temporal elements and functions in
speaking and writing forms.
There are two terms of the temporal element intervened in CMC, online and
offline. When the message is conveyed at the time of speaking, it calls online, whereas
offline is when the message is conveyed not in the language production, but later when
the people read the written language. These characteristics are incorporated in CMC with
the spontaneity and informality of speaking included within the written language.
Furthermore, Murray (1991) considers CMC as written speech. In CMC comprises the
function of speaking is interactional, whereas writing is reflectional (Warschauer, 1997).
When people communicate on the Internet, it is interactional and the same time it is
reflectional because while they are communicating, they can read and edit the messages
they already typed before they send it to their interlocutors in online interactions.

C. METHODOLOGY
This research reports on an analysis and observation of synchronous
communication that is online chatting has a role in the development of grammar
competence. The following research questions were asked: (1) Does online chatting
significantly give impact in learning grammar? (2) What is the learner’s perspective in
terms of learning grammar through online chatting? (3) How EFL learners learn grammar
through online chatting?
In order to get the data, this research shared questionnaires to the fifty
undergraduate students of English Education and English Literature Study Program at the
Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga. All the

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participants are non-native speakers of English and have already passed Basic or
Intermediate Grammar course. The questionnaires are shared randomly to the participants
through Google Form, so they can easily to answer the questions by accessing through
Internet. To complete the data collection, the researcher did interviews with the three out
of fifty participants. Moreover, there are four chatting from two participants that had been
recorded using Screencast O’ Matic where the screenshots would be displayed in this
paper. The two participants, then, were asked related to the reflectional function of CMC
in online chatting.

D. FINDINGS AND DISCUSSION

1. The Results of the Questionnaire and the Screenshot of Screencast O’ Matic

Table 1. Students’ Responses about the Use of Online Chatting in Learning Grammar
No Statements Strongly Agree Neither Disagree Strongly
Agree % Agree % Disagree
% nor %
Disagree
%
1. Online chatting is an easy 50% 38.9% 11.1% 0% 0%
technology used for
communication.
2. I like using online chatting for 25.9% 44.4% 24.1% 2.7% 1.9%
communication rather than
making a call.
3. I often use online chatting in my 57.4% 29.6% 13% 0% 0%
routines.
4. I use online chatting to 25.9% 33.3% 27.8% 11.1% 1.9%
communicate to foreigners.
5. I use online chatting to 38.9% 50% 7.4% 1.9% 1.9%
communicate to people around
me.
6. As an English Department 13% 38.9% 37% 9.3% 1.9%
student, I often use English in
online chatting.
7. I use English in online chatting 18.5% 29.6% 27.8% 20.4% 3.7%
only when I am communicating
with my teachers.
8. I use English in online chatting 7.4% 13% 46.3% 29.6% 3.7%
only when I am communicating
with friends.
9. I use grammatical features I 27.8% 46.3% 20.4% 5.6% 0%
already had in learning English
to talk through online chatting,
e.g. tenses, singular, plural, etc.
10. It is easy to use grammatical 22.2% 31.5% 33.3% 11.1% 1.9%
features through online chatting
rather than direct
communication.
11. I am more confident to use 16.7% 31.55 37% 14.8% 0%
grammatical features through
online chatting rather than direct
communication.
12. In having an online chatting, I 31.5% 42.6% 20.4% 5.6% 0%
give a pause to read my message

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 again before I send it to reply.
13. I tend to change the words that I 3.7% 46.3% 35.2% 11.1% 3.7%
already typed.
14. I can see my grammatical error 22.2% 44.4% 31.5% 1.9% 0%
when I am communicating
through online chatting.
15. I focus on grammar when I am 29.6% 37% 25.9% 7.4% 0%
using English in online chatting
so that people understand what I
mean.
16. I use dictionary/thesaurus/online 20.4% 31.5% 31.5% 9.3% 7.4%
dictionary to help me
communicating in English
through online chatting.
17. I ignore grammar features when 1.9% 16.7% 35.3% 25.9% 20.4%
I am communicating through
online chatting.
18. I only focus on the topic when I 13% 25.9% 42.6% 11.1% 7.4%
am communicating through
online chatting.
19. I only rely on my understanding 9.3% 31.5% 38.9% 16.7% 3.7%
when I am communicating
through online chatting.
20. Online chatting is only for 7.4% 25.9% 37% 18.5% 11.1%
communication.
21. I learn grammar while I am 16.7% 48.1% 31.5% 1.9% 1.9%
communicating in English
through online chatting.
22. Having a communication 18.5% 48.1% 27.8% 5.6% 0%
through online chatting will help
me learning the language in
terms of grammar.

Statement 1 attempts to find out if online chatting is the easy technology. The
majority of the students (50% + 38.9%) agreed that online chatting is an easy technology
to use. Statement 2 continues with their choice to use online chatting rather than make a
call. The students with the percentage 25.9% and 44.4% liked to use online chatting
rather than making a call. However, there are 4.6% (2.7% + 1.9%) of the students
preferred to make a call rather than to use online chatting.
To respond the statement 4 and 5, the students mostly used online chatting to
communicate with their surrounded people (38.9% + 50%) instead of foreigners (25.9% +
33.3%). In order to reach the reliability, the questionnaires were given to the English
Department students who use English as the medium of communication for studying. As
they are English Department students, there is only 51.9% students use English when
they are communicating through online chatting, and for the remainder used Bahasa
Indonesia the most or both languages in turn. The following statements stated that the
students used English in online chatting when they communicate with the teachers instead
of their friends. In relation to the previous statement, as they typically used English in
online chatting with their teachers, their concentration is not only with the topic but also
the grammatical features.
In terms of grammatical features, the statement 10 and 11 endeavor the advantages
of using online chatting. There are 53.7% students agreed that online chatting is easy to
use for communication and there are 48.25% agreed that they are more comfortable to

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use grammatical features through online chatting instead of face-to-face communication.
Nevertheless, in the statement 12 and 13, while focusing their communication on the
grammatical features, there are times to pause (31.5% + 42.6%) or change (3.7% +
46.3%) the messages before they send it in order to check the correct grammar. Yet, there
were students who did not need to pause (5.6%) or change (11.1% + 3.7%) their
messages.
In a response 14, there are only 1.9% students agreed that they cannot see their
grammar mistakes when they are communicating through online chatting. One of the
students said that they automatically see their grammar mistakes when they are focusing
their communication on the grammar use. In the statement 15, 66.6% (29.6% + 37%)
students where grammar is as their focus agreed that the understanding of the messages
come after the correct grammar. Moreover, 51.9% (20.4% + 31.5%) used
dictionary/thesaurus/related sources to help them chatting in English, even though there
are also many students who did not use it because they ignored grammar (statement 16:
9.3% + 7.4%; statement 17: 1.9% + 16.7%). In spite of the grammar focus, there is not
much than 50% relied on their understanding when they read the messages instead of
relied on the grammar use (statement 18: 13% + 25.9%; statement 19: 9.3% + 31.5%).
The following statement which is statement 19 reveals if online chatting is only for
communication. There is no response whether they agreed or disagreed for the highest
percentage (37%). Despite it all, the students mostly agreed that online chatting can help
them to learn grammar (statement 21: 16.7% + 48.1%; statement 22: 18.5% + 48.1%)
even though there are 9.4% of them did not think the same (1.9% + 1.9% + 5.6%).

Figure 2. Speaking Assignment

In figure 2, it shows that Devi changed the words she already typed twice. She
started by greeting her friend, Inka, then Inka replied her greeting. After Inka greeted her
and asked her, she seemed to type her answer by writing “In, have you d..”. She meant to
type “In, have you do..”, but she thought that the grammar was incorrect, so she edited it
into “In, have done..” then she deleted the words and revised it into “In, have you done
speaking assignment?”. This shows that communicating through online chatting in terms
of English language use can help you to revise your grammar mistakes.
2. The Results of the Interview
Online chatting is a text-based communication where it is in the form of texting.
Texting (or textese) is commonly written faster and less carefully than other forms of

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writing (Al-Kedi & Ahmed, 2018). However, the implementation of online chatting to
grammar learning might be no longer written faster and less carefully.
a. The Response in Using Online Chatting for Communication
In having a communication there should be a response from the interlocutors to
reply the messages. The response that happens based on the interviews are whether the
learners give pauses or edit the messages before they send it to whom they are talking
with. Likewise Feny said in the interview, she emphasized that she gave pauses and
edited the messages before she send it to her friends chat. She admitted that by giving the
pauses she could reread her messages to find the grammatical errors. However, she
added:
Feny : If I want to send a text to my lecture, my teacher I would like to [..] the
words whether it is polite or not.
From this we can see that Feny gave pauses or edited her messages to see whether
her messages imply politeness or not. However, when I asked her opinion in terms of
grammatical features used in online chatting, she said:
Feny : I f I send to my teacher..ya, I think about it but if I’m talking to my
friends – no. Not really pay attention to the grammatical error.
Feny : As long as my friends who read my text understand, yaa I don’t really –
ya, because they also do the same.
Feny thought that when she has a communication with her friends, she does not
pay too much attention to the grammatical mistakes because her friends do the same
thing. The reason is that she does not need to use dictionary to help her communicating in
English. However, she will focus on grammatical error when she is communicating with
her teachers.
This perception is in line with Adis’. He perceived that he focused on the
grammatical features if only he communicated with the teachers.
Adi : Of course I recheck and recheck again, make sure that everything is
perfect, so that I cannot have any grammatical mistake because I send it
to a lecture.
What he meant by perfect is the message delivered without any grammatical
mistake. Thus, he made use of giving pauses to correct the grammar.
b. The Language Use in Online Chatting
The reason to use online chatting As Meyer (1991) stated, communicating through
online chatting comprises a written and spoken form that is so called written speech. It is
text-based, but in a form of communication. Furthermore, it affects the features used in
online chatting. By chatting/texting, we can notice the language we use in the messages.
Prøysen (2009) composed the impacts of texting on Standard English using
electronic interactions via emails, Internet chat and text messaging. This study brought
about the following notable linguistic characteristics of “textese” (as cited in Ahmed,
2016):
 Use of abbreviations
 Incomplete sentences
 Contractions
 Nonstandard use of apostrophe
 The use of lower case letters in places of upper case letters
 Nonstandard spelling
 Exaggerated use of exclamation mark, period, and question mark
 Informal style of language
 The use of capital letters

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 In accordance with these characteristics, the linguistic feature that is used in online
chatting is considered the same. From the interview, these three participants stated that
they do not really use abbreviation or acronym in online communication.
Krisna : (using abbreviation or acronym) Sometimes, like – when I try to –
giving example I just put “e.g.” and maybe for “u” [..] maybe when I try
to write “stupid” I just write “stp” and for “skip” I just write “skp”.
Adi : I’m not paying too much attention to that kind of […] because I only
pay attention that as long as the message is delivered or I understand
it.(Using abbreviation or acronym) I think no. I’m afraid of making a
mistake, so I just write it in a full sentence.
Feny : (using abbreviation or acronym) somehow I use it when I’m lazy –
to make it simpler.
Krisna stated he did not really focus on the grammatical features, but in terms
of abbreviation and acronym he used it, somehow. Feny affirmed that abbreviation
she ever used is for simplifying the words in the sentence, but it is opposite with Adi.
He never uses any abbreviation or acronym in online communication. However, in
the further interview, they agree to use some linguistic characteristic in terms of
grammar such as capital letters, singular and plural, and tenses as being stated by
Prøysen about linguistic characteristics.

E. CONCLUSIONS
The rapid growth of the Internet brings opportunities for language teachers to
develop the alternative delivery of the language. Due to many younger people use
Internet to access social media, teachers try to explore network-based language teaching
to be implemented in language learning. In addition to social media as the medium for
communication, language teachers utilize social network for communicative learning that
is online chatting. By analyzing network-based communication and computer-mediated
communication in the use of online chatting as the medium for learning grammar, the
research attempts to present the result through the data of online chatting usage in English
communication, to show the language features used in online chatting, and to analyze the
learners’ perspective in using online chatting for communication can affect the grammar
competence.
As the result, from the fifty participants they mostly agree that the use of online
chatting can improve the grammar learning. While having a communication through
online chatting, the pauses and/or editing are given before sending the messages. It is
contrary with Al-Kedi and Ahmed (2018) that texting is commonly written faster and less
carefully than other forms of writing. It is showed by the recording of chatting using
Screencast O’ Matic that pauses and/or editing are given to correct the grammatical
mistakes. Furthermore, the language use in online chatting will be varied. According to
the result of the interview, grammatical feature used in online chatting mostly related to
abbreviation, acronym, capital letters, plural and singular, and tenses. However, the
results still show that learners agree if online chatting as the medium of communicative
learning can trigger the learners to pay attention to grammatical features. A suggestion
from this paper is that the detail of the findings in terms of the use of language feature in
online chatting, so that the readers know the what language features specifically used in
online chatting

REFERENCES

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Ahmed, R. A. & Al-kadi, A. (2016). Analysis of online texting among bilingual
interlocutors. International Journal of English Language Education, 4(2), 131-147.
doi:10.5296/ijele.v4i2.10167
Al-Kadi, A. M. T. & Ahmed, R. A. (2018). Evolution of English in the internet age.
Indonesian Journal of Applied Linguistics, 7(3), 727-736. doi:
10.17509/ijal.v7i3.9823
Batstone, R. & Ellis, R. (2008). Principled grammar teaching. System, 37, 194-204.
doi:10.1016/j.system.2008.09.006
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press.
Kamaludin, A. (2018). Pengguna Internet Indonesia paling suka chatting dan media
sosial. Retrieved from https://katadata.co.id/berita/2018/02/19/pengguna-internet-
indonesia-paling-suka-chatting-dan-media-sosial
Kern, R. & Warschauer, M. (Ed.). (2005). Introduction: theory and practice of network-
based language teaching. In Network-based Language Teaching: Concepts and
Practice (3rd ed.), (p. 1-19).
Pellettieri, J. (2005). Negotiation in cyberspace: The role of chatting in the development
of grammatical competence. In Network-based Language Teaching: Concepts and
Practice (3rd ed.), (p. 59-89).
Rains, S. A., Brunner, S. R., Akers, C., Pavlich, C. A., & Tsetsi, E. (2016). The
implication of Computer-Mediate Communication (CMC) for social support
message processing and outcomes: When and why are the effects of support
messages strengthened during CMC?. Human Communication Research, 42, 553-
576. doi:10.1111/hcre.12087
Sumakul, D. T. Y. G. (2012). CMC in ELT: Theories and practices. Research in Teacher
Education: What, How, and Why?, 492-507
Sumakul, D. T. Y. G. (2012). Facebook in grammar teaching: A look at three EFL
classrooms in Indonesia.
Sumakul, D. T. Y. G. (2013). Facebook group in an EFL grammar classroom, 69-75.
Sugiharto, B. A. (2016). Pengguna internet di Indonesia didominasi anak muda.
Retrieved from https://googleweblight.com/i?u=https://m.cnnindonesia.com/
teknologi/20161024161722-185-167570/pengguna-internet-di-indonesia-
didominasi-anak-muda&hl=en-ID
Ziegler, N. (2016). Synchronous Computer-Mediated Communication and Interaction.
Cambridge University Press, 38, 553-586. doi:10.1017/S027226311500025X

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 MODIFYING EMONO (ENGLISH MONOPOLY) AS MEDIA
FOR TEACHING SPEAKING IN DESCRIPTIVE TEXT
AT JUNIOR HIGH SCHOOL
Fatma Nur Lisa1, Adi Yusuf2
fatmanurlisa762@yahoo.com, adiyusuf@fbs.unipdu.ac.id
Universitas Pesantren Tinggi Darul ‘Ulum Jombang

Abstract

EMONO is derived from English Monopoly. It is a kind of modified board game which
aims to promote students to have interactive communication while learning through the
game. It is suggested that teaching material must meet students’ needs. However, the
appropriateness of teaching material is often neglected. Therefore, it is necessary to
design a media providing students more opportunities to build their interaction as they
need to gain speaking skill. The design of this study was based on design-based research
as proposed by Akker, J.V.D. In this study, an in-depth interview was conducted to gain
the students’ needs. Besides, an observation on the syllabus and material were made to
develop the media. In addition, small group implementation was observed to assess the
implementation of EMONO. The result shows that EMONO promoted the students to
speak more. Besides, it was found that the activities met the practicality of learning
speaking.

Keywords: emono, teaching speaking, needs analysis

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Nowadays, English becomes a very important subject since it is an international
language. However, there are still many EFL learners who are not excited about learning
English because they are not very well motivated. A previous study shows that English
lessons for EFL were only dominated by teacher’s talk, and the students were tested on
the translation of some vocabularies only (Suryati, 2015). Thus, the researcher found the
same case in MTs Raden Rahmat which the English class was only focused on doing the
exercise in the textbook (Fatimah et al., 2017, pc). Besides, the English teacher was yet to
find a medium to make the students become more communicative in English class other
than the textbook (Lukman, 2017, pc). By this way, the students are definitely not
involved in the teaching and learning process.
In order to achieve the instructional needs and learning objectives in teaching
speaking, teacher should encourage the students as well to be involved in the teaching
and learning process. McDonough (2013, p. 157) pointed out that if the English teacher
for EFL or ESL wants to make the learners being communicative in learning English,
speaking skill has a big role in this case. According to Richards (2008, p. 21) there are
three styles in teaching speaking based on the functions of speaking. They talk as an
interaction, talk as a transaction, and talk as a performance. Based on the styles of
teaching speaking, talking an interaction is considered as highly interactive. One of the
subjects involved in using talk as interaction is turn taking. Furthermore, McDonough
(2013, p. 171) stated that ‘Speaking activities based on games are often a useful way of
giving students valuable opportunities to use English, especially, although by no means

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exclusively, where younger learners are involved’. By doing games in speaking activities,
students will get more chances to practice their speaking rather than translating
vocabularies only.
There are many kinds of game for teaching English. Board game is one of games
that encourage group work. It may develop the learner’s ability to discuss and cooperate
with their partner (Swan, M., et al., n.d.). An example of board game is monopoly.
Considering that statement, the researcher is going to modify a medium for teaching
speaking. It is called EMONO (English Monopoly). This medium consists of some
pictures and cards which present descriptive text. It can be played by three or four
players. There are some riddles in that game, and it will be played in turns. It can promote
the players to have an interaction while playing EMONO.
In relation to the planning above, this study considered that it is necessary to find
the ways to conduct this media. There are three stages in conducting a media design
(Akker, 2013, p. 19). They are preliminary research, developing phase, and assessment
phase. Throughout these stages, the researcher will do the stages systematically. The
preliminary research will be based on the interview with the English teacher and the
syllabus used to get the learners’ needs. After knowing the learners’ needs, the researcher
will modify a medium called EMONO based on the result of need analysis. The last stage
is assessment where it consists of quality description to the modifying media. It will be
measured by the English teacher, and the medium will be implemented for small groups
in English speaking class. Since it can be a medium in teaching speaking, the researcher
expects that EMONO can increase the interaction among the teacher and students during
the teaching and learning process, especially in English speaking class.

B. REVIEW OF RELATED LITERATURE

This chapter shows the related theories of need analysis, EMONO, teaching
speaking, media for teaching speaking, descriptive, and also previous studies. Even
though there are some theories that have shown in introduction, this chapter will enlarge
the theories. Here some literature reviews related to the research:
1. Need Analysis
The term of needs usually means desires, wants, expectation, or even constraints.
Meanwhile, in terms of linguistic deficiency, it describes the gap between what the
learners can do in a language presently and what they have to be able to do (Richards,
2001, p. 54). So, it needs to be identified and analyzed for achieving the needs. Richards
(2001, p. 51) stated that needs analysis is a kind of procedures that is used to collect some
information about learners’ needs. It may be used for different purposes, such as to find
out what the language skill which learners need in a certain role; to identify a gap
between what the learners can do and what they should be able to do.
There are some procedures in conducting needs analysis. Those are by
questionnaires, self-ratings, interviews, meetings, observation, collecting learner language
samples, task analysis, case studies, and analysis of available information (Richards,
2001, p. 59). In analysis of available information, it may include some books, journal
articles, reports and surveys, records and files. It is usually the first step in conducting
needs analysis since there are very few problems that have not been analyzed or written
in language teaching. So, it will help to know the learners’ needs by analyzing the
available information.
2. EMONO
EMONO is a game which name is an abbreviation from English Monopoly. It is a
kind of board game. It is made from paper that contains some pictures and words which
show descriptive text. There are some cards also. They are red cards, yellow cards, green

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cards, and gold cards. Each of them represents different ways to do this game by some
instructions there, but all of that is about descriptive. For the red cards, it is about
True/False statements. While the yellow cards are about Riddle, and for the green cards
are Instruction. If the player can do the instruction as stated in the green card as well, he
or she will get the gold card for the bonus. To win this game, the player should get as
many gold cards as possible. EMONO can be played in a group which consists of three or
four players.
3. Teaching Speaking
Speaking is an English skill that becomes a priority to be mastered for many ESL
or EFL learners. According to Richards (2008, p. 19), learners usually evaluate their
success in learning a language from the improvement in their spoken language. They may
feel that their oral skills are the criteria of success in learning language. Based on de
Junio (2010) as cited in Jannah (2017, p. 8), speaking is one of the problematic skills to
be mastered for students where they still cannot speak well although they had spent much
time to learn English.
Related to the problem above, the teacher may examine some activities used in the
classroom to develop the learners’ speaking skill. “For focusing purposes, we shall begin
by looking at an example of some ‘pre-communicative’ materials and then move on to
consider what might broadly be termed ‘communicative’ activities or games”
(McDonough, 2013, p. 170-171). This section will be finished by discussing materials
designed to raise the awareness of conversation in a class.
4. Media for Teaching Speaking
Teaching speaking is a stimulation, direction, or guidance of the teacher to the
learners in producing utterances, purposing, and communicating something to achieve a
particular end (McDonough, 2013, p. 157). This may include arguing, discussing,
expressing ideas, or even delivering opinions. Furthermore, McDonough (2013, p. 171)
stated that ‘Speaking activities based on games are often a useful way of giving students
valuable opportunities to use English, especially, although by no means exclusively,
where younger learners are involved’. By doing games in speaking activities, it will help
the students reach a whole expansion in physical, intellectual, social, moral, and
emotional. Here, game is one of the teaching media in the classroom.
The teaching media can stimulate a comfort feeling and affect the students’
enthusiasm. It can develop the students’ knowledge, enliven the learning process since
the use of learning media needs some movements and works (Allukmana, 2015). To
achieve the learning objective can be facilitated by teaching media also. It has an
advantage for helping the teaching and learning process both for the teacher and students.
The use of media makes the variation in learning, so it can decrease the students’
boredom in the learning process (Suciati, Septiana, & Untari, 2015). From those
definitions, it can be concluded that media in teaching speaking is a tool to share or
inform the message of learning material to the students, so it can stimulate the students’
thinking, more practice their speaking, and interest to the learning process for achieving
some learning objectives.
5. Describing
Describing is explaining how someone or something looks or feels (Zemach, 2005,
p.25). The context is the description of particular thing, animal, person, or others, for
instance: our pets or a person we know well. It differs from report text which describes
things, animals, persons, or others in general. The social function of descriptive is to
describe a particular person, place, or thing. The language features of descriptive are
often uses ‘be’ and ‘have’. Tense which is often used is Simple Present Tense. However,
sometimes it uses Past Tense if the thing to be described does not exist anymore. It

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usually uses adjective words to tell how the things look, feel, taste, sound, or smell
(Zemach, 2005, p. 25).
6. Previous Studies
Previous studies about language learning and speaking skill had already been
conducted by some researchers including a teaching media research. One of those
researches is the use of monopoly game for speaking skill in language learning, which
was conducted by Allukmana (2015) and Suciati, et al. (2015).
Allukmana (2015) conducted a research entitled Keefektifan Media Permainan
Monopoli Terhadap Ketrampilan Berbicara Bahasa Arab Siswa Kelas VIII MTs Negeri 1
Semarang Tahun Ajaran 2014/2015. She used an experimental research which consists
of control and experimental group. The result of her research showed that there was a
development of Arabic speaking skill by using monopoly game as a media of teaching.
The average score of experimental group was 75.55 to 80.15 and the average score of
control group was 75.9 to 77.7 and also got a thitung 3.78 and ttabel 2.68 because of ttabel ≤
thitung, so the hypothesis that was received was alternative (Ha), that monopoly game as a
media of teaching is effective toward Arabic speaking skill.
Another research on monopoly was conducted by Suciati, Septiana, and Fita (2015)
entitled Penerapan Media MONOSA (Monopoli Bahasa) Berbasis Kemandirian Dalam
Pembelajaran di Sekolah Dasar. Their research used Design Research which described a
prototype instructional media monosa based on elementary students. Based on the needs
analysis of draft obtained monosa product, the medium was not only waterproof,
disposable, and medium sized, but also could be placed on the table well. After revision
of experts, MONOSA was tested in small groups. It showed that the medium was effective
and easy to use. Based on the observations made during the study, the media was able to
provide meaning full learning which encourages the value of the character’s ability to
work together, student’s independence, critical thinking, and caring.

C. METHODOLOGY
1. Research Design
In this research, the researcher used a Design Research. Based on Akker et al.
(2013, p. 15), design research is a process used to design, develop and validate an
intervention, such as a product. It purposes to find out a solution for a certain educational
problem or even to develop or validate theories. There are three phases in conducting a
design research (Akker et al., 2013, p. 19). Those are preliminary research, development
or prototyping phase, and assessment phase. This research is to develop a medium in
teaching speaking called EMONO (English Monopoly) and assess the quality of EMONO
in teaching speaking for descriptive text at the seventh-year students of MTs Raden
Rahmat.
2. Preliminary Research
Preliminary research, as Akker et al. (2013, p. 19) said, it consists of needs
analysis, literature review, and development of theoretical framework for the study.
Therefore, this study was done by conducting needs analysis at seventh-year students in
MTs Raden Rahmat especially their speaking activity by interviewing and analyzing the
syllabus used at the seventh-year students in MTs Raden Rahmat. This phase was to
determine the content of EMONO media.
3. Development Phase
In the development phase, the product will be developed by cycles of research
(Akker et al., 2013, p. 19). That is called iterative design phase. The iterative phase
consists of analysis cycle, design and development, evaluation, and revision (Akker et al.,
2013, p. 20). For developing teaching speaking media in this study, the result of

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analyzing the students’ needs was developed in form of EMONO media. This phase
designed the content and layout of EMONO media.
4. Assessment Phase
In the assessment phase, the researchers assessed the result of media development.
In this study, the assessment was conducted by interviewing the English teacher at the
seventh-year in MTs Raden Rahmat and also by observing in small group
implementation.
5. The Respondent of the Research
The respondents of this study were the English teacher at the seventh-year in MTs
Raden Rahmat and four chosen students at the seventh-year in MTs Raden Rahmat. The
reason for choosing the English teacher was because the teacher knew more about his
students’ needs in the speaking class. Then, the reason of taking four chosen students was
because they were the ones who had been interviewed by the researcher at the first time
and it was considered the numbers of players needed to assess EMONO. The researcher
chose them since it purposes to get the data for this study.
6. Data and Source of Data
There were two data in this study. The first datum was the content of descriptive
text that should be mastered by the seventh-year students in MTs Raden Rahmat. The
datum was collected from the interview with the English teacher and the syllabus which
was used in the seventh-year at MTs Raden Rahmat. The second datum was the result of
media assessment. The sources of this second data were the interview with the English
teacher and and observation by the researcher.
7. Research Instrument
In conducting this study, the researcher used interview (list of question) and
syllabus of seventh-year at MTs Raden Rahmat, validation sheets, and observation sheets
as the research instrument. The interview sheets and syllabus were used to get the
students’ needs, and the validation sheets were used to analyze and revise the product’s
prototype in form of checklist. Thus, the observation sheets and the interview were used
to assess the media.
8. Steps of Data Collection
The data were collected in two steps. The first step was collecting the first datum
which was need analysis for teaching speaking to the seventh-year at MTs Raden
Rahmat. This step was collected by interviewing and analyzing the syllabus that the
teacher used in teaching English at seventh year. The second step was collecting the
second datum by interviewing the English teacher and observing in small group
implementation (product assessment).
9. Steps of Data Analysis
After the data had been collected, they were analyzed through the following steps:
1) Analyzing the first data (needs analysis), 2) Modifying EMONO which based on the
needs analyzed, 3) Validating the media with the lecturer who masters the subject, 4)
Revising and further validating the EMONO if it is necessary, 5) Accomplishing the
EMONO modified for being implemented, 6) Analyzing the second data through
interviewing the English teacher and observing the implementation of EMONO in small
group, 7) Describing and concluding the result.

D. FINDINGS AND DISCUSSION

This chapter discusses the research findings and analysis of three phases from this
research. They are preliminary research phase, development phase, and assessment phase.

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1. Preliminary Research Phase
The first phase is preliminary research. It aims to get the instructional needs of
teaching speaking in descriptive text at Junior High School. In collecting the data,
researcher asked the English teacher at MTs Raden Rahmat for the syllabus and an
interview to obtain the information about what materials which were mostly needed for
teaching speaking in descriptive text. Furthermore, researcher asked him about learning
objectives used in the syllabus. Based on the analysis, researcher found the syllabus of
teaching descriptive text at the seventh year in form of K13 revision as follows:

Table 1. The Syllabus of 7th Year at a JHS for Teaching English in Descriptive Text
Basic Competence Learning Material
3.7 Distinguishing the social  Social Function
functions, structures, Describing, introducing,
and language features praising, identifying, and
of descriptive text in criticizing.
oral and written by  The structure
giving and asking consists of:
information about - Identifying
description of person, (Name and Part).
animal, and thing which - The
is simple text based on characteristic.
the context. - Function,
4.7 Descriptive Text behavior, benefit,
4.7.1 Comprehending the action, habit which are
purpose contextually the characteristic of
dealing with the social person, animal, or
functions, structures, thing.
and language features  Language
for descriptive text in Feature
oral and written, - Declarative
which is simple text sentence (positive and
dealing with person, negative) and
animal, and thing. interrogative (Yes/No
4.7.2 Creating question; Wh-question),
descriptive text in oral in form of simple
and written which is present tense
simple text dealing - Singular and
with person, animal, plural with or without
and thing which a, the, this, those, my,
consider to the social their, etc.
functions, structures, - Expression,
and language features intonation, spelling,
as well and punctuation, and hand
contextually. writing.
 Topic
Person, animal, thing, which
are in the student’s house,
school, and environment,
including public building
that contributes to build up
the students’ attitude like in
KI.
Learning Activity
- Reading some
descriptive texts about
things in the school and the
pictures of animal.
- Asking
information regarding with
the text.
- Using analysis
tools (table for mind
mapping) to learn how the
systematic of descriptive
text.
- Observing some
things/animal/person which
is well-known, for getting
the amount and
characteristic to
criticize/expressing admire/
promoting.
- Creating a little
project with group by main
map. Creating descriptive
text about their city or
village to be promoted.
- Sticking up the
descriptive text in the class
wall and having QA session
to the reader.
- Doing
reflection about the learning
process, and also the result.

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 In the syllabus above, it can be seen that the materials which the students have to
master are about social function, structure, and language feature of descriptive text. The
social functions consist of describing, introducing, praising, identifying, and criticizing.
Next, the structure includes the identification of characteristics (person, animal, and
thing). Then, the language features consist of declarative sentences in form of simple
present tense, and the use of singular, plural, possessive adjective, and determiner. In
order to gain the basic competence, the students have to distinguish the social function,
structure, and language feature in form of descriptive, whether in written or oral about the
description of person, animal, and thing.
In addition, the researcher also interviewed the teacher to know the materials that
were mostly needed for teaching speaking in descriptive text at Junior High School. So, it
can be the red line for the content of EMONO. The result of interview reported that the
materials needed were describing person and animal since it was frequently found in the
students’ text book. Afterwards, for the language features, it was necessary to give some
declarative sentences including yes/no question or WH-question. The teacher also said
that the speaking activity was rarely practiced by the students during the teaching and
learning process. This occurred because there was no medium that could bridge them to
practice speaking English except their text book. Hence, the researcher would like to
design a medium which could facilitate the students to speak English through playing the
game.
From the result of the preliminary research, the researcher can formulate the
following appropriate instructional needs for modifying EMONO:

Table 2. The Instructional Needs for Teaching Speaking in Descriptive Text at the 7 th Year
No The Instructional Needs
1 The chosen topic for descriptive subject (description of person and animal) which is included
in the content of EMONO.
2 The use of “T/F statement”, “Riddle”, and “Instruction of describing person or animal” as
the application of language features that the students should be able to practice.
3 Students are able to read the descriptive text well.
4 Students are able to describe the person, animal, or things in the classroom orally.

The instructional needs above will be the principles for modifying the EMONO.
They will be discussed further in the development phase.
2. Development Phase
The development phase was designed based on the needs analysis. The things that
were modified are the rules, content, and layout of EMONO which had to be based on the
needs analyzed. After the researcher designed the medium, it was validated to the
mastered lecturer for preparing the implementation of EMONO and ready for being
assessed by the English teacher. Here is the design of EMONO:

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 Picture 1: The Design of EMONO

These are the content of EMONO cards. For each card, the front sides are only the
color of each type like red, yellow, or green.

*True or False Statement

It is a large water bird. It has a long neck
and white feathers. This animal usually
lives on rivers or lakes. It is a chicken.
TRUE or FALSE?
*The answer is a swan.
She is one of the heroines in Indonesia. She
is known as the owner of “Habis Gelap
Terbitlah Terang” book. She is R.A.
Kartini.
TRUE or FALSE?

*Riddle
It is a pet. It can produce milk. This animal They are your second parents. They always
helps the farmer to plow the rice field. teach you at school. You have to appreciate
What is that? them as well. Who are they?
*The answer is a cow *The answer is teachers

*Instruction for Describing *Golden Card

GOLDEN CARD

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Describe it in three Describe him in
sentences! three sentences!

Here are the rules for playing EMONO:

1. Four players do hompimpah to decide who plays first.
2. The first player shuffles the cube to move the pawn.
3. For example:
- If the player drops in the red square, he/she should take the red card and
order the next player to read the sentence which is “True or False”
statement, and then the player should answer it.
- If the player drops in the yellow square, he/she should take the yellow
card and order the next player to read the sentence which is “Riddle”, and
then the player should answer it.
- If the player drops in the green square which consists of certain picture of
person or animal, then he/she should describe it. If he/she answers it
correctly, he/she will get the golden card.
- For all the question types, if the player does not answer it correctly, it will
be changed by the next player, or even if the other player can answer the
question correctly, he or she will get the golden card.
- If the player drops in “Heal” square, he/she has to stop for a while until
three times turning for the other player.
- If the player drops in “Just Pass” square, he/she can continue the game
without any requirements.
- If the player drops in “Golden Ways” square, he/she will get the golden
card, but he/she should mention three names of Indonesian Hero/Heroine
4. The player who has the golden card the most, he/she will win the game. The
game ends if all the golden cards are over.
Based on the validation, the content of EMONO card met the students’ needs based
on the analysis in the preliminary study. The rules were clear to be understood and might
involve all the players to be included in the game. Finally, the result of validation process
agreed that EMONO was ready to be implemented and assessed by the English teacher.
3. Assessment Phase
After the development phase, it continued to the assessment phase. The first
assessment was in form of small group implementation by four students as the players.
Thus, the researcher observed the implementation of EMONO. Besides the researcher’s
observation, it also assessed by the English teacher at Junior High School in form of
interview.
Based on the observation of EMONO’s implementation, the researcher noted that
students had interaction while playing the game actively, and there was no dominant one
since all the players were involved in the game as well. However, there was a student
who did not utter the description correctly, but it could be solved by the other players
who could correct their partner’s answer. Henceforth, the English teacher said that
EMONO had met the students’ needs including the layout, content, and the rules of game.
He conveyed that EMONO was a creative game because there was no medium yet which
was used by the teacher in practicing speaking skill. Thus, the English teacher also agreed
that EMONO was suitable to reflect the speaking class since it involved the students to
speak English in a class by playing the game. Perhaps, the problem is the big number of
the students. It cannot be effective if it is used in a big class except there is a team
teaching in the classroom. So, it can be controlled by two or three teachers. The positive

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point is EMONO can be played not only in English class, but also in another case for
learning by playing.

E. CONCLUSIONS
Teaching speaking is one subject that mostly Indonesian English teachers cannot
facilitate their students to speak English well since there is no medium that can bridge
them in speaking English. It occurs frequently to Junior High School students who start to
learn English, but they are not well-motivated during the learning process. In order to
solve that problem, the researcher would like to modify a medium for teaching speaking
especially in descriptive text. That is EMONO (English Monopoly). Through this game,
students can learn to speak English while they are playing the game.
In this study, the researcher used design research which had three phases that were
based on Akker. They are preliminary research phase, development phase, and
assessment phase. In the preliminary research, the researcher used syllabus of seventh-
year at Junior High School and the result of interview with the English teacher as the
principles in formulating the students’ needs. In analyzing the students’ needs, the
researcher determined the students’ needs by analyze the syllabus which in form of K13
revision, then the researcher reached the English teacher to interview about the material
that was mostly needed for teaching speaking in descriptive text for seventh-year
students. Afterwards, the researcher integrated the result of analysis from syllabus and
also the interview to formulate the appropriate instructional needs.
After knowing the students’ needs, the researcher used it as the design principles
for modifying EMONO. In this phase, the media was developed based on the students’
needs that have been formulated. Then, the media was validated first by the mastered
lecturer who taught games and songs in Unipdu Jombang. Thus, EMONO can be
implemented to the students after development phase. In the assessment phase, the
researcher observed the implementation of EMONO, and the English teacher assessed the
implementation of EMONO and also the media itself for further recommendation to teach
speaking for descriptive text.
For the next researcher, the result of modifying EMONO in this study can be
continued further for the next research, especially in knowing the effectiveness of using
EMONO as media for teaching speaking in descriptive text.

REFERENCES
Akker, J.V.D., Bannan, B., Kelly, A., Nieveen, N., & Plomp, T. (Eds.). (2013).
Educational design research. Netherland: Enschede.
Allukmana, R. (2015). Keefektifan media permainan monopoli terhadap ketrampilan
berbicara Bahasa Arab siswa kelas VIII MTs Negeri 1 Semarang tahun ajaran
2014/2015. (Bachelor’s Thesis, Universitas Negeri Semarang, Central Java).
Retrieved 05-12-2017 from http://lib.unnes.ac.id/23110/1/2303411036.pdf
Brown, H. Douglas. (2007). Teaching by principles: An interactive approach to language
pedagogy. New York: Longman.
Jannah, L. (2017). Modifying traditional games for English language teaching
(Bachelor’s thesis). University of Pesantren Tinggi Darul Ulum, Jombang.
McDonough, J., Shaw, C., & Masuhara, H. (2013). Material and Methods in ELT:
Teacher’s Guide. Southern Gate: Blackwell Publishing.
Richards, Jack C. (2001). Curriculum development in language teaching. Cambridge:
Cambridge University Press.
Richards, Jack C. (2008). Teaching listening and speaking: From theory to practice.
Cambridge: Cambridge University Press.

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Suciati, S., Septiana, I., & Untari, M. (2015). Penerapan media monosa (monopoli
bahasa) berbasis kemandirian dalam pembelajaran di sekolah dasar. Mimbar
Sekolah Dasar, Vol 2(2) 2015, 175-188. Retrieved 05-12-2017 from
http://ejournal.upi.edu/index.php/mimbar
Suryati, N. (2015). Classroom interaction strategies employed by English teachers at
lower secondary school. TEFLIN Journal, 26(2), 18. Retrieved from
http://dx.doi.org/10.15639/teflinjournal.v26i2/247-264.
Swan, M., Binns, B., Gillepie, J. Design a board game. Shell Centre for Mathematical
Education.
Zemach, Dorothy E. (2005). Academic writing: From paragraph to essay. Oxford:
Macmillan Publishers.

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 PROJECT-BASED LEARNING IN ENGLISH LANGUAGE
TEACHING MANAGEMENT CLASSES:
STUDENTS’ PERCEPTIONS
Liem Natasya Janet Setianto
112014023@student.uksw.edu
Universitas Kristen Satya Wacana

Abstract

Project-Based Learning (PBL) is a student-centered method of teaching where the

students are required to be active in completing the project. Lecturers in English
Language Teaching Management classes (ELTM) at the English Language Education
Program, Universitas Kristen Satya Wacana (ELE-UKSW) implement PBL in their
classroom project called Expo-Project. This study described students’ experiences in
doing an Expo-Project through an in-depth interview. The data analysis showed that the
students’ language skills developed, students acquired communication and organization’
skills from teamwork, and the type of consultations that the lecturers’ gave did help the
students. Finally, this study revealed that the implementation of the project in the classes
continued the positive trends of PBL, particularly in English as a Foreign Language
Context.

Keywords: project based learning, language skills, teamwork

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
The popularity of Project-Based Learning (PBL) in the past few decades has
motivated schools to use this method. The implementation of PBL has reached a
worldwide level. In Iraq, 33 campuses in Fezalar Educational Institutions have been using
PBL since 2012 (Kavlu, 2015). The other countries such as China (Yiying, 2015) also use
PBL as a method in teaching and learning practices in classrooms. Basically, the students
are given a group project where they are required to produce and present a product
through planning, organizing, and negotiating. Furthermore, PBL is also used in a
Taiwanese EFL context (Chang, 2014).
PBL is also often used as one of the teaching methods at the English Language
Education Program, Universitas Kristen Satya Wacana (henceforth called ELE-UKSW).
As a student of ELE-UKSW, the researcher likes the idea of group project rather than
doing the written test. Therefore, in this research, the researcher was interested in
exploring the use of Expo-Project in English Language Teaching Management classes
(henceforth called ELTM). More specifically, the researcher aims to answer the research
question:
“What are students’ perceptions to the use of Expo-Project in their English
Language Teaching Management classes?”
The result of this research would be beneficial for ELE-UKSW teachers and
students. By interviewing some students, it is expected that the information on how
students’ perception about Expo-Project in ELTM classes could help teachers to develop
and evaluate the lesson. At the same time, this research could be as a medium for students

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to reflect and discover the advantages and the challenges of PBL. Furthermore, in
general, Expo-Project that is discussed in this study was hoped to be an alternative model
of the project for EFL teachers as their teaching assessment in other similar courses.

B. REVIEW OF RELATED LITERATURE

This section discusses the literature review of students’ perception towards PBL in
ELTM classes.
1. Definitions of Perceptions
The focus of this study is about students’ perceptions. Based on Mammadova
(2017) perception is a process of reflecting a phenomenon that happens in their
surroundings. Meanwhile, according to Ward, Grinstein, and Kiem (2015), perception is a
process where people recognize, organize, and interpret something. Moreover, according
to McBrayer (2010), perception “requires a causal connection between the perceived and
the perceiver.” (p. 306). Based on definitions above, perception is a process when we
recognize and reflect about phenomena in our surrounding and interpret it into something.
2. Definitions of Project-Based Learning
PBL is a student-centered method of teaching (Grant, 2002). The focus of the
instruction is shifted from teachers to students. In this way, students have an essential part
because it requires students’ activeness in the learning process. In PBL, students are
given group tasks which they could practice and involve about language, content, and
skills in their product (Slater, Beckett, & Aufderhaar, 2006 as cited in Mali, 2016b).
Moreover, students have the abilities to understand the new information or knowledge
when they are “connected to meaningful problem-solving activities, and when students
are helped to understand why, when, and how those facts and skills are relevant"
(Bransford, Brown, & Cocking, 2000, p. 23).
From the above-mentioned theories on PBL, the researcher could state that PBL is
student-centered, and teachers are the facilitator. Through PBL, teachers give problem-
solving group activities or tasks for students. Students are expected to solve the problem
by using the theories or knowledge that they have already learned in class. When students
are involved in the process of doing the task with their group, they would be more
engaged with the task and memorize the theory of the subject. Even though students have
to do their work, as a facilitator for students, the teacher should help the students by
giving feedback or consultations. Based on several definitions of PBL, this study defines
PBL as a student-centered learning method where students are required to make a product
from a problem-solving task with their group. Specifically, the type of project that will be
discussed in this study is an Expo-Project.
3. Advantages of Project-Based Learning
Lots of researchers reckon the benefits of PBL. Based on Krajcik and Blumenfeld
(2006), students can learn by doing and applying materials in real-world context through
Project-based learning. Students do not only learn about the materials, but also need to
produce real products such as presentation, field study report, and business plan. Sumarni
(2015) stated that PBL develops students’ management skills, such as organizing projects
and time management. A big project can be hard to be done by one person. Therefore,
students need to work with their partner. They should understand the materials and
equally divide the work. Students could learn together and organize their group member
to work together on the project. Students also need to submit their work on time, and it
requires a good time allotment in finishing the project. In the process of making the
products, students will face a complex problem in their group. The problem can happen
because every student has different personalities, characteristics, and opinions. In order to
solve the problem, students are required to be able to communicate and elaborate their

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different thoughts. Thus, Yalçin, Turgut, and Büyükkasap (2009) mentioned that through
PBL, students acquire the ability to communicate and organize a group or team. This
research was to investigate whether the students feel the advantages of PBL if it is used
with the Expo-Project in ELTM classes or not.
4. Challenges of Project-Based Learning
Despite its advantages, PBL suffers from several major drawbacks. The first, PBL
requires students' extra time to finish a complex task and might reduce the time for the
teacher to explain the content of materials (Grant, 2002). Due to the long time for
students to finish the task, teachers need to reduce their time in class for delivering the
materials and use the meetings to make students discuss the task with their group.
According to Bender (2012), students may feel uncomfortable if they could not choose
their partner in doing PBL. Moreover, students find PBL challenging because they need
to meet the standards of teaching, build a structure, and manage their groups and the
project itself (Markham, Larmer, & Ravitz, 2003). Therefore, it would cause a big
problem for the group if they have different opinions and could not elaborate their
thoughts. In this thesis, the researcher also investigated the students’ challenges in using
PBL in their learning.
5. Previous Studies on Project Based-Learning in EFL Contexts
Several researchers have already conducted their research related to PBL in EFL
contexts. A study about implementing the use of PBL in EFL context had been done by
Kavlu (2015) in Iraq. The researcher conducted a semi-structured interview with the
initiator of PBL in Fezalar Educational Institutions. The interviewee was a co-author of
educational math books in English that is used in Turkish schools all over the world. The
finding showed that PBL was more effective in improving students’ English proficiency
than the traditional method.
In China, Yiying (2015) investigated the necessity and implementation of PBL.
The researcher did an observation on Chinese college especially in English listening and
speaking class. The kind of PBL that was conducted was ten-week semi-structured
project with five stages which were planning, choosing a project, conducting a survey,
doing a presentation, and evaluating the project. From the observation, the researcher
found that PBL could increase the students’ motivation and balance students’ language
skills.
A more recent study had been carried out by Mali (2016b) in Dunia University
Indonesia (anonymous). The study was about the implementation of PBL in Creative
Writing and Second Language Acquisition classes. The results had shown that PBL could
increase students’ active participation and teachers’ ingenious teaching skills.
From the results of several studies, it showed that PBL gave positive impacts for
students in learning English. However, there has been a limited study conducted in the
use of PBL which is an Expo-Project in EFL context especially in ELTM classes.
Therefore, the researcher conducted this study to investigate the students’ perception of
the Expo-Project.

C. METHODOLOGY
This study was aimed to investigate the students’ perceptions of the use of Expo-
Project in their English Language Teaching Management (ELTM) classes. The data were
gathered using a qualitative approach. There were several characteristics of the qualitative
approach. The first, qualitative approach was conducted in a natural setting (Hatch,
2002). In this natural setting, the researcher did not interfere with the phenomena in the
process of collecting the data. The second, qualitative approach also could be called as a
human instrument (Jackson, Drummond & Camara, 2007). It focused on the participants’

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experiences. The third, qualitative approach emphasizes the participants’ perspectives
(Hatch, 2002). The researcher asked about the participants’ opinion or point of view
related to this study. The fourth, based on Denzin and Lincoln (2000), qualitative research
requires an interpretive approach. In this case, the researcher interpreted data from the
interview in the research.
The characteristics of qualitative approach as mentioned above are in line with this
study. The first, this study used the natural setting where the research did not interpose
the students’ answers in the interview process. The second, the researcher used the human
instrument such as the students’ personal experience in the ELTM classes. The third, in
this study, the researcher asked about the perspective of participants towards the realities
in completing the Expo-Project with their groups. The fourth, the researcher interpreted
the interview data from the respondents. In the subsequent parts, this study explains about
research design, context of the study, research participants, data collection instrument,
data collection procedures, and data analysis.
1. Context of the Study
This study was conducted in ELTM classes at ELE-UKSW where project-based
learning was used as a method of teaching. Significantly, the researcher chose Expo
project in ELTM classes to be explored because Expo-Project is the final result of the
students’ work in the ELTM classes. The students had to stay and work with the same
group from the beginning of semester until the end. The purpose of selecting these classes
was that when the researcher took this class in the third year, the researcher could see that
students enjoyed working with their group. Therefore, the researcher was interested in
exploring their stories.
2. Research Participants
To select the research participants, the researcher implemented quota sampling.
According to Saunders, Lewis, and Thornhill (2007), quota sampling is “Non-probability
sampling procedure that ensures that the sample representscertain characteristics of the
population chosen by the researcher” (p. 608). The participants of this research were ten
students from batch 2015. They were selected based on their lecturers in Expo-Project,
ELTM classes. There were three lecturers (Lecturer A, B, and C) who taught ELTM
classes. Specifically, the researcher chose three students from Lecturer A, three students
from Lecturer B, and four students from Lecturer C. By using those characteristics, the
researcher knew the students’ perceptions from varieties point of views. Moreover, those
participants were chosen because they took ELTM classes in semester one. Under these
circumstances, the participants were able to share and easily recall their experiences in
doing the Expo-Project so that the researcher could get rich data to analyze in this study
3. Data Collection Instrument
Interview was used as instruments in data collection. By using semi-structured
interview, the students of ELE-UKSW were asked about their perceptions to the use of
Expo-project in ELTM classes. According to Dawson (2009), a semi-structured interview
is where the interviewer uses the same interview protocol for interviewing several
participants with some flexibility in adding other follow up questions based on the
participants’ answer.
The interview protocols were adapted from Shinde (2014); Munakata and Vaidya
(2015); and Mali (2016a). The interviews were done in the participants’ first language
which is Bahasa Indonesia to make the participants clearly understand the questions and
deeply answer the questions in detail (Mali, 2016a). The researcher divided the questions
into three categories which were project work, teamwork, and roles of lecturers. Table 1
is the list of interview protocol used in this research.

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 Table 1. Questions of Interviews Protocol
No. Categories Questions Developed from
1. Jelaskan kesulitan yang anda temui dalam
pelaksanaan Expo-Project! (Explain your
difficulties in doing the Expo-Project!)
2. Jelaskan cara anda dalam mengatasi kesulitan
tersebut! (Explain how you handle them!)
3. Project work Apakah manfaat yang kamu rasakan dari Expo-
Project di kelas ELTM? (What are the benefits that
you get from the project?)
4. Jelaskan sejauh mana Expo-Project memberi
kesempatan bagimu untuk belajar Bahasa Inggris!
(Explain how far the project can give you
opportunities to learn English!)
5. Apakah kontribusi atau peran anda dalam
mengerjakan tugas Expo-Project? (What are your
contributions in doing the Expo-Project?)
Shinde (2014);
6. Bagaimana pendapat anda mengenai kerjasama tim
Munakata and
di kelompok anda? (What are your opinions about
Vaidya (2015);
Team Work the teamwork in your group?)
Mali (2016a)
7. Jika ada tugas Expo-Project lagi, apakah anda akan
memilih untuk bekerja sama dalam kelompok yang
sama atau tidak? Jelaskan! (If there is another
Expo-Project, would you like to work in the same
team or not? Please explain!)
8. Apakah anda mendapatkan cukup bantuan atau
bimbingan dari dosen anda? (Did you get sufficient
help/ guidance from your lecturer?)
9. Apakah contoh bantuan dari dosen anda? (What
Role of are the help/ guidance from your lecturer? Please
lecturer explain!)
10. Jika tidak mendapat cukup bantuan dari dosen,
tolong jelaskan alasannya! (If you think that your
lecturer did not help you sufficiently, could you
please explain the reasons?)

4. Data Collection Procedure

Several procedures were done in collecting the data. First, the researcher asked the
permission from the lecturers of ELTM classes to see the students’ grade in Expo-Project
by giving them a formal letter. Originally, the researcher wanted to interview students
from different grades to gather all of the data from different point of views. However,
since all the students got an A in their Expo-Project,the researcherchose three students
from Lecturer A, three students from Lecturer B, and four students from Lecturer C.
Firstly, the researcher did piloting to 3 students from batch 2015. The researcher wanted
to check whether the questions from interview protocol were complete and clear enough
to be asked to the participants. As the result of the piloting, the researcher had to change
and add several questions. The interview was done one by one. Therefore, the researcher
asked their permission to be the respondents in this thesis and arranged the suitable time
and the place with every participant. Second, the researcher conducted the interview
using the questions of interview protocol. Additional questions beside the interview
protocol were added in the face-to-face interview to enrich or to clarify the participants’
answer. All interviews were recorded using the researcher’s smartphone.

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5. Data Analysis
To analyze the interview data, the researcher used thematic analysis. Based on
Braun and Clarke (2006), thematic analysis is as “a method for identifying, analyzing and
reporting patterns (themes) within data” (p. 79). There were several procedures in
analyzing the data. Firstly, the researcher transcribed all of the recordings of the
interviews. Secondly, the researcher read and underlined the main points of her
participants’ answers in the transcriptions. From the underlined points, the researcher
classified it into several groups that might have same significance matter. After that, the
researcher made a theme based on the data of each group. Then the researcher analyzed
all of the themes and interpreted the original data. On the last part, the researcher deeply
discussed the data using the researcher’s personal interpretation (Denzin & Lincoln,
2000).

D. FINDINGS AND DISCUSSION

Ten students from ELTM classes were interviewed regarding their perspectives
about Expo-Project. The results of the interview data were categorized into three major
themes (see Table 2). The findings of the three major themes consist of: (a) Skills
Developments; (b) Teamwork; and (c) Lecturers’ Helps. Each point is discussed further
below.

Table 2. The Themes Extracted from the Interview Data

No Themes Details Examples
Students increase their
English skills speaking, writing, and
listening skills
1. Skill developments
Students learn how to
Time Management manage their time to make
the project

Students can divide the

Organizing team
group work equally
2. Teamwork collaboration
Students can communicate
Communicating
to solve their problems

Lecturers do the
Inside-class consultations consultations inside the
classroom
3.
Lecturers’ helps
Lecturers do the
Outside-class consultations consultations outside the
classroom

1. Skill Developments
The first theme that was extracted from the interview data were skill developments.
The participants felt that the Expo-Project could make their skills developed. Specifically,
there were two skills that were developed which were English skills and time
management. Each skill is discussed further below.

Table 3. Students’ Perceptions towards the Developments of English Skills

Respondents Speaking Skill Writing Skill Listening Skill

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 1 

2 

3 

4 

5 

6  

7  

8 

9 

10  

Total 6 2 5

a. English Skills
From the students’ perceptions, the finding showed that students’ skills were
developed through the process of completing the Expo-Project. Based on Slater, Beckett,
and Aufderhaar (2006) as cited in Mali’s (2016b), students could practice and involve
their language, content, and skills in their product through PBL. The product here refers
to the project work which was the Expo-Project. The skill development from the project
work was English skills. Based on the respondents’ experiences, three English skills were
developed such as Speaking Skill, Writing Skill, and Listening Skill. This interpretation
was supported by Ravitz, Hixson, English, and Megendoller (2012) that PBL could make
students organize and share their thoughts and data through a variety of media both of
orally and in writing.
As detailed in Table 3, 6 participants stated that their speaking skill was developed,
2 participants stated that their writing skill was developed, and 5 participants stated that
their listening skills were developed. The finding showed that speaking skills got the
highest score of development skills. This supports the argument of Meyer (2015) that
PBL curriculum increase students’ life skills such as public speaking.
(Excerpt 1)
If we see Expo-Project in terms of learning English, then I think that is for the preparation
of the marketing itself. We have to master in public speaking. So we can promote our
school in front of our future prospective students and prospective customers. (Interview,
November 29, 2017, translated by the researcher)
Most of the respondents felt that their speaking skill was developed. When they
were asked a question about the impact of Expo-Project towards their English, respondent
3 agreed that Expo-Project helped him to develop his speaking skill. In the Expo-Project,
they needed to do the marketing of their English school business in front of their target
market using English Language. Certainly, it developed their speaking skills because they
had to speak English (see Excerpt 1).
(Excerpt 2)
Usually, in PBI we only learn about the practice of teaching. We rarely learn about
business.. However, from this Expo-Project, we can learn business about how to make a
good English course, but the language is using English. And actually, it improves my
listening and understanding in English because the teacher speaks English.(Interview,
November 29, 2017, translated by the researcher)

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 The second most developed skill from the project work was listening skill.
Respondent 2 stated that in the classroom, English is used in the teaching and learning
process. All of the theories in ELTM classes before the students conducted Expo-Project
as their final project were delivered in English. With this in mind, the respondents got
exposure to English through the materials delivery, and it increased their listening skill
(see Excerpt 2).
(Excerpt 3)
My contribution is in the promotion division. So I am in charge of making the banner, x
banner, poster, leaflet, and website. And because of that, I can improve English. At first, I
made mistakes and the lecturer helped me to revise it. After that, when I made other poster
and brochure, I only made some minor mistakes. I am getting used to write in English, and
as the result, my writing skill is improving, because I have to make the leaflet and all of the
things using English. (Interview, November 29, 2017, translated by the researcher)
The last skill development from the project work was writing skill. The Expo-
Project increased the students’ writing skill. In the Expo-Project, they needed to make the
real object of promotions such as a banner, poster, leaflet, brochure, and website. As seen
by the statement of Respondent 5 (see excerpt 3), he emphasized that all of the
promotions used English. Therefore, through making the promotions, students’ writing
skill was improved.
(Excerpt 4)
There are several challenges, but the most challenging is the time management to work
with the group. And Expo-Project is a big consuming time project. We should often meet
and work on our project. Sometimes the other member could meet and work together, but
some cannot. Therefore, I work it on with… we do the group project at night. So after…
Actually, some of the member had a part-time, and some of them join in the organization.
They often had meetings. So usually we work start at night until dawn. Sometimes we also
divided the group work via LINE or WA. After that, we will meet and combine our work.
(Interview, November 29, 2017, translated by the researcher)
b. Time Management
The second skill development that was felt by the participants was time
management. All of the participants mentioned that Expo-Project could make their time
management skill increasing. This view was in line with Sumarni (2015) that through
PBL, students’ time management could develop. According to Respondent 9 (see excerpt
4), it is true that completing the task through PBL method requires extra time (Grant,
2002). However, one of the challenges of PBL brings a good impact on the students.
They could learn to manage their time and find the right time to meet. Respondent 9 also
mentioned that he could learn about time management in completing the Expo-Project.
2. Teamwork
The second theme that was discovered in the interview data were teamwork. The
participants learned about teamwork collaboration in doing the Expo-Project. The
teamwork collaboration theme is divided into two subtopics which are organizing team
and problem-solving.
(Excerpt 5)
From the teamwork itself, my group is really nice.. Everyone has their own role and job.
For example, A do this and this, B makes the website, and the other makes the flyer or
brochure. But for the business plan and the other things, we do it together. (Interview,
November 29, 2017, translated by the researcher)
a. Organizing Team
Expo-Project made the students learned about collaboration in team. They learned
to elaborate their thoughts and organize their group. This condition was supported by
Yalçin, et al.’s statement (2009) that PBL make the students able to communicate and
organize a group. As stated by Respondent 4 (see Excerpt 5), the Respondent 4’s answer

135 | P a g e
was the evidence that the students could organize a group through PBL. He organized his
group by arranging and dividing the group work equally in the team. Moreover, this
statement was supported by the argument of Sumarni (2015) that PBL develops students’
management skills. Respondent 4 was able to organize their group because he improved
his management skill.
(Excerpt 6)
Great. I mean, my group is very open and honest with each other. If there are problems
between us, we discuss it. For example, someone doesn’t want to do the project, and it
makes other members feel irritated, we talk and discuss the problem right away before
everything is getting worse. Our teamwork is also good, the job desks are divided equally.
All of us have the same portion (Interview, November 29, 2017, by the researcher)
b. Communicating.
The Expo-Project made the students able to communicate to solve the problems
that aroused in the group. This view was in line with Ravitz, et al. (2012) that through
PBL, students could get the opportunities to learn deep content knowledge and 21st-
century skills which are collaboration, communication and critical thinking.
Communication was the important key in collaboration of team. Without communication,
the teamwork in the group would fail. As mentioned by Respondent 6 (see Excerpt 6), he
faced different opinions and problems in the group. However, he could solve the
problems by communicating their thoughts.
3. Lecturers’ Help
This section discusses the last theme which was lecturers’ help. Based on
participants’ answers, they said that all of the lecturers gave them lots of help. PBL is a
student-centered method of teaching and the teacher as the facilitator (Grant, 2002). As a
facilitator, the teacher should give the students feedback or consultations. In this study,
the lecturer of ELTM classes did their work very professionally. All of the respondents
said that their lecturer gave them helps. The lecturers’ attitude was in line with the
argument of Hmello-Silver and Barrows (2006) that in PBL, the teachers became the
guide rather than the provider of information for students. The examples of lecturers’
supports were many such as giving inside-class consultations and outside-class
consultations.
(Excerpt 7)
My teacher always gives idea in our consultations, for example logo. First, we wanted to
use logo with picture of car, but he said “Are you sure? Do all your employees use car?” So
he criticized us but in a good way. We should have meaning for whatever that we make.
(Interview, November 29, 2017, translated by the researcher)
a. Inside-Class Consultations
The lecturer gave the feedback right away inside the classroom. They called the
group one by one and gave the students chance to ask. Based on Respondent 6 in Excerpt
7, the lecturer gave good feedback to the students. The lecturer criticized the students in
order to make their work become better.
(Excerpt 8)
“If outside the classroom, usually I met him in the church. He is willing to answer my
difficulties related to ELTM even it is in the church.” (Interview, November 29, 2017,
translated by the researcher)
c. Outside-Class Consultations
The lecturers did not only help the students inside the classroom, but also provided
times to do consultation outside the classroom. The lecturer gave all his best to help his
students. According to Respondent 1 (see Excerpt 8), the lecturer still helped the student
even when it was not a formal meeting on the campus.
(Excerpt 9)

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 Hmm.. Actually, it was enough, but sometimes we did not prepare. So we did not know
what the questions we should ask. Hehehe.. The lecturer already gave time for
consultations. Maybe if we already prepared it beforehand, it was enough. (Interview,
November 29, 2017, translated by the researcher)
Some respondents felt that the help from the lecturer was not enough. She wished
that they had more time for consultations. However, when she was asked about the
reason, Respondent 7 (see Excerpt 9) admitted that the lecturer already gave time for
consultation, but she was the one who did not use it well.

E. CONCLUSIONS
The purpose of this research was to investigate students’ perceptions of the use of
Expo-Project in ELTM classes, ELE-UKSW. By interviewing ten students, referring to
the findings, Expo-Project appeared to be very beneficial for students in the ELTM
classes. There were three major themes from the data analysis: (a) Skills Developments;
(b) Teamwork; and (c) Lecturers’ Helps.
The first major category found out that from the Expo-Project, students’ skills
especially English skills were developed. Through the Expo-Project, the students got lots
of exposure of English and developed their speaking, listening, and writing skills. The
second major category showed that the students could learn about collaboration in team.
The students learned to communicate to each other and organize their group work. The
third major category explained that lecturers gave their best to facilitate the students. The
helps were varieties such as providing feedback, formal consultation, and informal
consultations.
Thus, based on the findings and discussion, this study could be a medium for
evaluating the ELTM classes. First, the lecturers should provide more time in doing the
consultation since Expo-Project is a big consuming time project and the students might
face lots of problems in completing Expo-Project by themselves. Second, it would be
better to give the students chances to choose the group by themselves to minimize the
arguments that are caused by their different point of views. Third, to make it fair, the
lecturers need to set the number of each group.
This study was limited only in a small-scale. The researcher believes this research
can be developed into a wider scale in the future. For the further research, dividing the
respondents into gender might enrich the data of the students’ point of view. In addition,
further researchers can include the lecturers’ perspectives on how far the project can give
language learning opportunities for the students. Finally, to give more factual evidence of
students’ developments, observations before and after the students join the Expo-Project
may be conducted.

REFERENCES
Bender, W. N. (2012). Project-based learning: differentiating instruction for the 21st
century.Thousand Oaks, CA: Corwin Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101.
Chang, W. J. (2014). Group communication and interaction in project-based learning:
The use of facebook in a Taiwanese EFL context. International Journal of
Learning, Teaching and Educational Research, 1(1), 108-130.
Dawson, C. (2009). Introduction to research methods: A practical guide for anyone
undertaking a research project (4thed.). Begbroke, Oxford: How to Books Ltd.
Denzin, N., & Lincoln, Y. (2000). Handbook of qualitative research (2nded.). Thousand
Oaks, CA: Sage.

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Grant, M. M. (2002). Getting a grip on PBL: Theory, cases, and recommendations.
Meridian: A Middle School Computer Technologies Journal,5(1). Retrieved May
10, 2017 from http://www.ncsu.edu/meridian/win2002 /514/project-based.pdf
Hatch, J. A. (2002). Doing qualitative research in education settings. Albany: State of
United States Press.
Hmello-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based
learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1), 21-
39.
Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What is qualitative
research?.Qualitative Research Reports in Communication, 8(1), 21-28.
Kavlu, A. (2015). Implementation of project-based learning (PBL) in EFL (English as a
Foreign Language) classrooms in Fezalar Education Institutions (IRAQ). The Fifth
International Research Conference on Education, English Language Teaching,
English Language and Literatures in English, Tbilisi, Georgia. 206-221.
Krajcik, J. S., & Blumenfeld, P. (2006). Project-based learning. The Cambridge
handbook of the learning sciences. New York: Cambridge University Press.
Mali, Y. C. G. (2016a). A phenomenological study of three university students’
experiences in project based learning. JEELS (Journal of English Education and
Linguistic Studies), 3(2), 152-180.
Mali, Y. C. G. (2016b). Project-based learning in Indonesian EFL classrooms: From
theory to practice. IJEE (Indonesian Journal of English Education), 3(1), 89-105.
Mammadova, L. (2017). Perception within the pictorial activity. European Researcher
Series A, 8(2). 93-97.
Markham, T., Larmer, J., &Ravitz, J. L. (2003). Project based learning handbook: A
guide to standards-focused project based learning for middle and high school
teachers. Novato, CA: Buck Institute for Education
McBrayer, J. P. (2010). A limited defense of moral perception. Philosophical Studies,
149(3), 305-320.
Meyer, K. A. (2015). Students’ perceptions of life skill development in project-based
learning schools. Cornerstone: A Collection of Scholarly and Creative Works for
Minnesota State University, Mankato, 1-127.
Munakata, M. & Vaidya, A. (2015). Using project- and theme-based learning to
encourage creativity in science. Journal of College Science Teaching, 45(2), 48-53.
Ravitz, J., Hixson, N., English, M., & Megendoller, J. (2012). Using project based
learning to teach 21st century skills: Findings from a statewide initiative. PBL and
21st Century Skills, 1-9.
Sumarni, W. (2015). The strengths and weaknesses of the implementation of project
based learning: A review. International Journal of Science and Research
(IJSR),4(3), 481-482.
Ward, M., Grinstein, G., & Kiem, D. (2015). Interactive data visualization: Foundations,
techniques, and applications (2nded.). Florida: CRC Press.
Yalçin, S. A., Turgut, Ü., & Büyükkasap, E. (2009). The effect of PBL on science
undergraduates‟ learning of electricity, attitude towards physics and scientific
process skills. International Online Journal of Educational Sciences, 1(1), 81-105.
Yiying, Z. (2015). Project-based learning in Chinese college English listening and
speaking course: From theory to practice. Canadian Social Science, 11(9), 40-44.

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 ROLE-PLAY TO IMPROVE SPEAKING ABILITY
OF TOURISM POLICE OFFICERS
Benita Saraswati
Benitasaraswati@gmail.com
Sanata Dharma University

Abstract

In Borobudur regency, the roles of tourism police officers are needed since there are so
many foreign tourists who visit Borobudur Temple. However, not all of them are having
good English proficiency, especially the speaking skills. This research is aimed to know
the improvement of the tourism police officers’ speaking ability by using role-play
activity. The method used in this research is Classroom Action Research. The instruments
of data collection are tests, observation, questionnaires, and interviews. After
implementing the cycles, the result showed that there was significant improvement from
the result of the pre-test and post-test. The result of questionnaires and interviews
indicated that role-play could improve the speaking ability of tourism police officers.

Keywords: role-play, teaching speaking, Classroom Action Research

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Indonesia is famous for its beautiful nature. It is also well known for its tourist
destinations. This becomes the reason why so many foreign tourists come to Indonesia.
Talking about tourist destinations, we also need to think about the human resources who
manage those places. Since there are so many foreign tourists who visit those excursion,
the human resources should be able to speak in English. However, we often find that not
all of them are having good English proficiency.
Magelang, is one of the most favorite destination for the foreign tourists. The
reason is because in this regency, there is one of the seven world wonders, named
Borobudur Temple. As the place which becomes the most visited destination by foreign
tourists, the human resources who manage Borobudur Temple are expected to have good
English proficiency. Most of the human resources there have joined English training, so
their English are quite good. However, when we talk about tourism, we often forget about
the people who have the job to secure and help tourists; they are tourism police officers.
The tourism police officers in Borobudur Temple have important role to help the
tourists, whether they are domestic or foreign tourist. If the one who asks for a help is
domestic tourist, the tourism police officers just can reply in Bahasa Indonesia. The
problem occurs when there is foreign tourist asks someting to them. Some tourism police
officers know how to speak English but they are not really fluent. The reason is because
they have not got any English training during perform their duties as a tourism police
officer. They just learn English by themselves. Due to this reason, the researcher intended
to teach English for tourism police officer who secure Borobudur Temple area. The main
goal of the training is speaking ability. In order to reach that goal, the researcher used role
play to improve the speaking ability of the tourism police officers. Besides, role play is an
important strategy to teach speaking English since it gives the chance for students to learn
more how to communicate in different context.

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 In this research, the researcher aimed to see the improvement of tourism police
officers’ speaking ability using Classroom Action Research (CAR). Besides using CAR,
this research also applied ESP theories. Since the subjects of this research are tourism
police officers, the branch of ESP used is English for Occupational Purposes (EOP). The
cycles from CAR are integrated with steps in ESP (pre-study, in-study, post-study).

B. REVIEW OF RELATED LITERATURE

1. Speaking Ability
Speaking is one of the most important aspects in building communication. Based
on Chaney (as cited in Kayi, 2006), speaking is the process of building and sharing
meaning with verbal and non-verbal symbols, in a variety of contexts. In addition,
speaking is one of the important skills which should be mastered to build a good
communication in English since it helps people to interact with others.
Furthermore, speaking is the interactive process of constructing meaning that
involves producing and receiving information (Brown & Umam, 2009). It means that
people talk to each other about certain topics to give and receive information. The aim of
conversation itself can be vary; it can be to share opinions, amuse each other, get
something done, or get new information. The main point in speaking is the interaction
between the speaker and listener. Bachman (2002) states that speaking is a meaningful
interaction, forms a part of the shared social activity of talking. Speaking is considered to
be inseparable to communication. It is the way how people show the feelings, argue,
persuade, ask questions, tell the thoughts, give order, and explain.
In the tourism world, communication is the main priority. Due to that reason,
people who manage the tourist destinations are expected to have good English
proficiency, especially in speaking ability.
2. Role Play
Role play is one one of the techniques in teaching and learning process. It is
important to be applied in teaching speaking since it gives the students an opportunity to
practice communication in different social role and context. Based on Dananjaya (2013),
role play is one of the activities in learning process where students experience the real
situation of live. Moreover, it allows the students to be active by putting them in another
person’s place for a while. This technique is appropriate for teaching speaking by setting
up the students in the situations in pair of groups.
In addition, role play is an enjoyable activity and does not threaten the students
(Ladousse, 2009). It leads the students to play a role as another person in certain situation.
It is important to train the students to be aware in their speaking context. The most
important point is that they know the setting where the situation happens and what kind
of situation it is.
Based on Byrne (2006), there are two types of role plays, scripted and unscripted
role plays. A scripted role play is a role play which uses a script provided by the teacher.
This type of role play is not really appropriate to be used if the teacher wants to score the
students’ creativity. It is due to the reason that students are asked to perform dialogue or
conversation by using script which contains dialogues that prepared before. If scripted
role play is applied in the classroom, the students will tend to only follow what is written
in the script. Another type of role play is unscripted role play. In unscripted role play, the
students perform their dialogue without any script. The teacher only gives instruction and
picture of certain situation that should be practiced by the students. If this kind of role
play is applied, the students will be given enough time to practive before the
performance. By using unscripted role play, the students can be more creative in

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designing the performance. In this research, the researcher mainly used unscripted role
play.
Furthermore, the researcher chose role play technique to improve the speaking
ability due to some reasons. First, it can build students’ self-confidence. By doing role
play, students are expected to be able to speak in front of people confidently. Since the
students are tourism police officers, it is important for them to have self-confidence when
they speak to foreign tourists. Second, it will give a chance to get some experience in
handling difficult situation. In role play, students are given certain situations to be
practiced which it will be very useful for the police officers if they face the same
situation. Lastly, it can increase students’ awareness.
3. English for Specific Purposes
Teaching English for tourism police officers is different from teaching students in
school. The main thing that differenciate them is about the needs. Teaching police
officers is included in English for Occupational Purposes (EOP) since English is used to
support the job. According to the theory from Hutchinson and Waters (1948), there are
some important things to be analyzed before teaching the targets. In this case the targets
are tourism police officers.
The first thing that need to be done is analyzing the target needs. We need to know
necessities, lacks, and wants of the targets. Necessities are the type of need determined by
the demands of the target situation (Hutchinson & Waters, 1948, p. 55). It means that we
need to know what kind of things that the learner has to know in order to function
effectively in the target situation. Moreover, it is also important to know what the learner
knows already. The aim is to decide which of the necessities that the learner lacks and
how to know what the learner wants or feels they need.
Second, gathering information about target needs is essential to do. In analyzing
the target situation, we need to know why the language is needed, how the language will
be used, what the content areas will be, with whom the learner will use the language,
where the language will be used, and when the language will be used.
Lastly, we need to analyze the learning needs. As cited from Hutchinson and
Waters (1948), there are some questions that need to be answered such as:
a. Why are the learners taking the course?
b. How the learners learn?
c. What resources are available?
d. Who are the learners?
e. Where will the ESP course take place?
f. When will the ESP course take place?
After analyzing the target needs and learning needs, it can be seen that the tourism
police officers really need English to support their work in Borobudur Temple. The most
important skill that they need is speaking ability.

C. METHODOLOGY
The research is conducted in Polres Magelang from December 2017 until January
2018. The research subjects are 35 tourism police officers. In this research, the researcher
used quantitative and qualitative research. The qualitative data were obtained through
observations, questionnaires, and interviews. It is collected through observation sheets,
questionnaire results, and interview transcripts. The quantitative data were collected in
the form of students’ score in pre-test and post-test.
In conducting this research, the research method used is Classroom Action
Research (CAR). Action research is a form of self reflective enquiry undertaken by
participants in social situations in order to improve the understanding of certain practices

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(Mcniff, 1992). According to Kennis and McTaggart (1988), as cited by Burns (2010),
there are four stages of actions research: planning, acting, observing, and reflecting. The
Figure 1 below shows the Classroom Action Research stages.

Figure 1. Classroom Action Research Stages

The following explanations are the brief details of each steps:

1. Planning
It is the early stage of the research. The researcher prepared things that are needed
in order to do the action research.
2. Acting
In action section, the role play are applied in the classroom. The researcher taught
and observed the activity in the classroom.
3. Observing
In this stage, the researcher observed the class and collected the data during
teaching and learning process.
4. Reflecting
This is the last stage of action research where the researcher discussed whether the
activities used. In this case, role play improved students’ ability in speaking.

D. FINDINGS AND DISCUSSION

Based on the purpose of the research, this action research was done to investigate
the improvement of speaking ability of the tourism police officers by using role play. The
subjects of this research were 35 tourism police officers. This research was conducted in
two cycles, with 2 meetings for every cycles. Each meeting was held in 90 minutes. This
research was done using Kemmis and McTaggart (1998) CAR cycles which each cycle
consists of planning, acting, observing, and reflecting.
1. Pre-test
Before doing the cycles, the researcher conducted a pre-test to see the ability of the
subjects. The Table 1 below shows the result of the pre-test.

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 Table 1. The Average of Students Speaking Skill in Pre-test
No Indicators of Speaking Percentage (%)
1 Confidence 42.56
2 Fluency 21.73
3 Clarity 34.33
4 Vocabulary 26.46
5 Grammar 20.64
6 Comprehension 35.21
7 Accuracy 30.58

The pre-test was done in the form of speaking practice. The topic was about
introducing themselves and explaining their experience as tourism police officers. From
the result above, it was seen that their speaking ability is still low. The highest indicator
above was confidence (42.56%). Most of the police officers were already confident when
they spoke in front of people since they already had experience in the field related to their
job. The lowest indicator was grammar (20.64%). They were able to speak English but
they did not really know the right grammar that should have been used.
From the qualitative instruments such as questionnaires and interviews, it can be
seen that they were quite confident when they should have spoken in English. Their
vocabulary was also quite good because they dealt with tourists every day. However, the
accuracy and grammar were still low because they just learnt English by themselves.
They never got English training during their duties as tourism police officers.
a. Cycle I
In the cycle I, the researcher gave a topic about telling time. There were two
meetings for this topic. In the first meeting, most of the students had difficulty in
understanding and practicing the role play. The reason was because they never
experienced doing role play. In the second meeting of cycle I, the researcher gave a
chance for the students to discuss with other friends. The result of speaking ability after
doing the cycle I can be seen from the table 2 below.

Table 2. The Average of Students Speaking Skill in Cycle I

No Indicators of Speaking Percentage (%)
1 Confidence 44.31
2 Fluency 25.67
3 Clarity 37.89
4 Vocabulary 30.82
5 Grammar 22.13
6 Comprehension 37.51
7 Accuracy 33.76

From the Table 2 above, the result of speaking test did not really increased. The
main problem for the students was still about the grammar. They had difficulties in
applying the correct grammar when they talked. In the cycle I, the researcher tried to
improve their speaking ability. Further explanation about the topic is needed since they
should apply it in the role play.
b. Cycle 2
In the cycle 2, the researcher gave the topic about direction. The students were
expected to be able to ask and give direction. In this cycle, the students were more active
because they had experienced in giving direction. However, they explained that they did
not really know many expressions that could be used in giving direction. When they were
asked to do role play about asking and giving direction, they were very enthusiastic and

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able to do the role play better than in the cycle I. In this cycle, the students showed
improvement in their speaking. The details were seen in Table 3 below.

Table 3. The Average of Students Speaking Skill in Cycle II

No Indicators of Speaking Percentage (%)
1 Confidence 53.71
2 Fluency 28.83
3 Clarity 41.21
4 Vocabulary 36.87
5 Grammar 27.91
6 Comprehension 42.64
7 Accuracy 38.33

The result presented in the Table 3 showed that the speaking ability of the tourism
police officers was improved. The highest indicator was still the confidence. Since they
liked the topic and they already had experience in giving direction, they enjoyed doing
the role play. All of the aspects from the indicators of speaking increased in the cycle II.
The reason of improvement in cycle II was because the students were already familiar
with the role play. They also knew the topic that was taught. Other reason was because
they had done many practices before doing the role play. Besides doing the role play,
there was a speaking practice in the class so that students could prepare the role play well.
Students also had opportunity to discuss the topic with their friends.
2. Post-test
The post-test was conducted in order to see whether there was improvement in
speaking ability. The post-test was in the form of talking one by one in front of people.
The result of the post-test is shown in the Table 4 below.

Table 4. The Average of Students Speaking Skill in Post-test

No Indicators of Speaking Percentage (%)
1 Confidence 60.32
2 Fluency 36.81
3 Clarity 47.79
4 Vocabulary 41.67
5 Grammar 33.23
6 Comprehension 48.74
7 Accuracy 43.56

From the result of the post-test above, it could be seen that there is an improvement
of the speaking skills. Compared to the result of pre-test, the percentage of each indicator
of the speaking skills increased. Even though grammar has the lowest percentage, there
was an improvement compared to the pre-test before the role play was applied in the
learning process.

E. CONCLUSIONS
Based on the result of the research, it could be concluded that role play technique
could improve the speaking ability of the subject. It is a helpful strategy for the teaching
and learning process. It made the students involve in the speaking activity. The role play
also gives the students more chance to speak in front of people. It can motivate students
to speak. It also develops the students’ critical thinking because they should think how to
perform a good role play.

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 It is expected that role play can be used more in teaching speaking because it can
motivate students to speak and play a role of other people. It is also expected that there
will be more research on role play strategy to teach adult learners.

REFERENCES
Best, J. W. (1997). Research in education. New Jersey: Prentice Hall.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language
pedagogy.White Plains, NY: Longman, 2.
Byrne, D. (1986). Teaching oral English: Longman handbook for English teachers.
Singapore: Longman Group.
Dananjaya, U. (2013). Media pembelajaran aktif. Jakarta: Nuansa Cendikia.
Diyah, A. (2007). Using role play in teaching speaking. Yogyakarta: Universitas Islam
Negeri Sunan Kalijaga Press.
Harmer, J. (2007). The practice of language teaching. (4th ed.). Edinburg: Pearson
Education Limited.
Kayi, H. (2006). Teaching speaking activities to promote speaking in a second language.
TESL Journal, 11, 12-15.
Liu, F. & Ding, Y. (2009). Role-play in English language teaching. Asian Social Science,
140-143.
Nunan, D. (1992). Research methods in language learning. New York: Cambridge
University Press.

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 SAMSUNG, VIVO, AND OPPO SMARTPHONES
ADVERTISEMENT VIDEOS: AN ANALYSIS OF THE TYPES
ON ENGLISH-INDONESIAN CODE-SWITCHING
Yoannes Yuka Krisdianata1, Christabella Clarissa2
yoannes.yuka@gmail.com1, christabellaclarissa@ymail.com2
Sanata Dharma University

Abstract

In Indonesia, there are lots of advertisement videos using English phrases as a part of
their utterance. According to Yule (2010), the combination of two or more languages in a
single utterance is known as code-switching. This paper assessed the types of code-
switching in Samsung Galaxy A, VIVO V7 Plus, and OPPO F5 Smartphones
advertisement videos using theories by Holmes (2013). The researchers conducted a
qualitative research using content analysis method to discuss the advertisements using
code-switching. The purpose of this paper is to determine the types of code-switching in
those advertisement videos. This research found that the three advertisement videos have
4 different types of code-switching; participants, solidarity, and status, topic, switching
for affective functions, and lexical borrowing.

Keywords: code-switching, types, advertisement videos.

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Language is an important instrument of communication. Based on Mead (1934),
language acts as a vehicle through consensus in a group develops (as cited in Donnellon,
Gray, & Bougon 1986, p. 43). Human interacts with each other as a social being. This
statement is supported by Searle (1969) who mentions that the main purpose of language
is communication; we communicate not only with other people, but also ourselves.
People will communicate to interact. Without the existence of language, it is hard for us
to communicate and express something to the others. The importance of language is
proofed by how often language is used by everyone in their daily life, even those who
cannot use the spoken language will use the sign language. There are many kinds of
language in this world. Every country has its own languages. Furthermore, Aitchison
(1978) states that linguistics is the systematic study of language. It is the fastest-
expanding branches of knowledge (p. 11). The variation of language is the main reason
for a linguistic phenomenon called code-switching. Crystal (1987) states that code-
switching occurs when a person who is capable of speaking two languages, known as
bilingual, alternates between two languages during his or her speech with another
bilingual person. Code-switching can be found in both spoken and written language.
Code-switching is a branch of sociolinguistics. Benjamin (2009) mentions that
sociolinguistics explains how social motivation and social correlates affect the code-
switching phenomena.
Indonesia is a multilingual developing country. It means that Indonesians usually
use more than one language to communicate to other people. They often find different
languages occur in their conversation. Holmes (2013) states that people will switch the
code depend on the social context. It means that the ways people use codes and their

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choice of codes depends on the social context. Indonesians sometimes switch the code
from Bahasa Indonesia to their local languages, but nowadays they also use some codes
from interlocal language as well. In this modern era, code-switching can also be found in
some video advertisements. The code-switching in those video advertisements are
sometimes spoken by the brand ambassador or written in the video. Bhatia (1992)
examines that for advertising, English is the most commonly used language for global
mixing. In his research, he examines that many companies choose to use English phrases
for their advertisement because
“English is rapidly becoming the single most important source of rendering
positive affective features such as modernization, Westernization, internationalism,
standardization, safety, protection, domesticity, independence, informality,
efficiency, competence (including scientific, technological and academic),
organization, sophistication, quality, utility, physical and mental fitness, tradition,
innovation and futuristic trends” (Bhatia, 1992, p. 213).
Numan and Carter (2001) state, “A phenomenon of switching from one language to
another in same discourse” (p. 275) is called code-switching. Code-switching phenomena
in advertisement videos allow the researchers to see that code switching can be identified
by its characteristics. This research employed theories by Holmes (2013) to identify the
type of code-switching in SAMSUNG, VIVO, and OPPO smartphones advertisement
videos. Even though these advertisement videos was broadcasted on the Indonesian
television stations, the researchers downloaded those advertisement videos from
YouTube.

B. REVIEW OF RELATED LITERATURE

Code-switching can be found in written texts such as newspapers, novels,
magazines, posters, etc. Moreover, code-switching can also be found when it is uttered by
people in radios, televisions, videos, songs, and recordings. Based on Yule (2010), the
combination of two or more languages in a single utterance is known as code-switching.
It means that the speaker should have the capability of speaking both of the languages.
Yule’s theory describes that code-switching uses more than one language in one utterance
or statement, which means that code switching happens in bilingual or multilingual
society. Meanwhile, Numan and Carter (2001) define code-switching as a phenomenon
when people communicate in a speech or writing work and switch their language from
one language to another which is called code switching. Code-switching happens to
prevent the misunderstanding in a discourse. Based on Holmes (2013), code-switching or
code mixing takes place when a speaker, in the course of his speech in one language uses
a word or group of words in other languages. Holmes (2013), states that the choice of
code depends on social factors such as social status, solidarity, and formality.
Holmes (2013) in the book entitled An Introduction to Sociolinguistics explains
that there are six types of code-switching:
1. Participant, Solidarity, and Status
People’s choices of code depend on who they are talking to. The social status of
the participant matters. People will switch the code if they are talking to a person with
higher social status to a person with lower social status, or vice versa. Holmes also
explains that code-switching shows the solidarity among people. The identity and
relationship between participants are the motivations of the code switching. People will
freely switch the code if they are talking to someone from the same ethnicity since they
both understand their local language.

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2. Topic
Topic may influence the code that people use. Students might switch their code if
they are talking about something personal to their life. This type of code-switching can
also happen if people talk about quotations or proverbs. They usually use the exact
similar code for a proverb or quotation because it is well-known saying in another
language. They also wish that the code is accurate. Therefore, this type is as effective as
referential function.
3. Switching for Affective Function
This type of code-switching is used to show affective function, inaccurate function,
which means that this type of code-switching is used to express our mood or feelings to
create rhetorical effect. This type of code-switching is also used to create dramatic effect.
4. Metaphorical Switching
This type of code-switching occurs when each of the codes represents or
symbolizes a set of social meanings, and the speaker draws on the associations of each,
just as people use metaphors to represent complex meanings. Holmes gives an example of
metaphorical switching as written below.
Holmes explains further about this type of code switching by giving a story of
Mr. Rupa, an influential businessman, who is from Buang. Mr. Rupa wants to emphasize
the codes that represent or symbolise a set of social meanings. Mr Rupa emphasizes his
membership of the Buang community by using Buang, which is a tribal language. Mr.
Rupa is also a skilled businessman. Thus he uses Tok Pisin, a creole which is a valuable
lingua franca and an offcial language in PNG, to connect the business and marketing
world. Buang symbolises high solidarity, an equal status and friendly feelings. Tok Pisin
represents social distance, status and the referential information of the business world.
5. Lexical Borrowing
Lexical borrowing is the adaptation of a word from the speaker’s second language
to the speaker’s first language because the term or the concept has no description in the
language that they use. As the example, Holmes explains that New Zealand English
borrowed the word mana from Maori. There is no exact word of mana in English,
although it is sometimes translated as “prestige”or “high status”.
6. Linguistics Constraint
Code-switching will occur only if both of the languages that the person use share
the match grammatical rules. Therefore, it might only be switched if both languages use
the same order for that adjective and noun as illustrated in the following example.

English French Possible Switch Point

red Boat bateau rouge NO

big house grande maison YES: i.e. ‘big maison’ or

‘grande house’
(Holmes, p. 45)

C. METHODOLOGY
The research method that the researchers used to analyze the code-switching
phenomena was qualitative research. Hancock, Ockleford, and Windrige (2009) state,
“qualitative research is concerned with developing explanations of social phenomena.”
(p. 7). The main reason why the researchers used qualitative research was because the
main data that had been collected mostly in a form of document or transcription.
As the research assessed the types of code-switching in Samsung, VIVO, and
OPPO advertisement videos, the researchers conducted content analysis to analyze the

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data for answering the research question. Based on his paper entitled Content Analysis,
Krippendorff (1989) defines “content analysis is a research technique formating
replicable and valid infferences from data to their context (p. 403)”. He states that content
analysis can gather the data from conventionally attributed, which means that the
researchers may collect information from verbal discourse, written documents, and visual
representation. Furthermore, the researchers organized and performed this type of
analysis to analyze Samsung, VIVO, and OPPO advertisement videos on YouTube.
The researchers used five phases in order to make an organized, logical, and,
systematic research (Mukarto, pc). These are the phases:
1. Conceptual Phase
In this phase, the researchers formulated the problem which is code-switching, in
advertisement videos. The researchers also conducted review on the related literature,
defined the framework, developed conceptual definition, and formulated the research
question; what are the types of code switching in Samsung Galaxy A, VIVO V7 Plus, and
OPPO F5 advertisement videos.
2. Design and Planning
In the second phase, the researchers selected the research design. The research was
designed by using qualitative method because most of the main data that has been
collected were in a form of document or transcription, as explained above. The
researchers combined qualitative methods with content analysis. Content analysis
analyzed the content of Samsung Galaxy A, VIVO V7 Plus, and OPPO F5 advertisement
videos, which has been transcripted.
3. Emphirical Phase
In the third phase, the researchers collected the data from Samsung Galaxy A,
VIVO V7 Plus, and OPPO F5 advertisement videos. Those videos were downloaded from
YouTube. The researchers obtained the data from the transcription, which contained
code-switching.
4. Analytic Phase
In the fourth phase, the researchers analyzed and interpreted the data, which has
been collected in the third phase. The researchers provided a table to examine the types
from each excrept, which contained code-switching. After that, the data from the table
were interpreted and explained in a narrative form. The researchers used Holmes’ theory
to chain the code-switching, that appears, to the appropriate types.
5. Dissemination Phase
In the final phase, the researchers classified the findings based on Holmes’ theory.
The researchers also answered the research question. The researchers limited themselves
to only observe three official videos from three smartphone companies; those were
Samsung with Samsung Galaxy A (2017) Official TVC #BornToExplore video
advertisement from Samsung Indonesia, VIVO with VIVO V7 FullViewTM Display video
advertisement from VIVO Smartphone, and the last was OPPO with OPPO F5: Capture
The Real You.

Table 1. Types of Code-Switching

No Video Excerpt Types
Number
PSS Topic Affective Metaphorical Lexical Linguistic Attitudes
1
2
Etc.

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D. FINDINGS AND DISCUSSION
Table 2. Analysis of Code-Switching within Advertisement Videos
No. Types Frequency Percentage
1. Topic 6 43%
2. Lexical Borrowing 4 29%
3. Participants, Solidarity, and Status 2 14%
4. Switching for affective functions 2 14%
5. Metaphorical switching 0 0%
6. Linguistic constraints 0 0%
Total 14 100%
The table above shows that topic code-switching is the most frequently appeared
amongst the other types, with total six times appearance or equal to 43%. The second
most frequent type of code-switching that appears is lexical borrowing which appears
four times. Participant, solidarity, and status type of code-switching has the same number
of appearances as switching for affective function, which appear only two times for each
type. Metaphorical and linguistics constraints types of code-switching do not appear in
the advertisement videos.
These data were gathered from the visual and audio that appeared and spoken in
three official videos, from three smartphone companies’ advertisement videos. Those
were named Samsung with Samsung Galaxy A (2017) Official TVC #BornToExplore
video advertisement from Samsung Indonesia was mentioned as video 1, VIVO with
VIVO V7 FullViewTM Display video advertisement from VIVO Smartphone was called as
video 2, and the last was OPPO with OPPO F5: Capture The Real You was called as
video 3. Moreover, the data was code-switching from Bahasa Indonesia to English, and
vice versa. The italic format indicated words or phrase in Bahasa Indonesia and the other
one is in English.
1. Participants, Solidarity, and Status
From the data above, the researchers found the code-switching, with participants,
solidarity, and status type, which appear only in second and third videos. From total 14
code-switching features that appear in three videos, only two that included in this type or
about 14% of all.
Hanya dia yang paling mengerti aku.
Be clearly perfect with VIVO V7.
(Video 2)
In the second video, code-switching appears to show solidarity between the artist
and other people. The English phrase explains more about the Indonesian phrase “hanya
dia yang paling mengerti aku”, which is translated as “ only the smartphone, the one who
can understand me”. In this video, the statement “be clearly perfect” explains the artist’s
belief that she and everyone else are the same because people wants to be seen as a
perfect individual. Therefore, VIVO understands everyone’s concern to be seen as a
perfect individual. The audiences of the advertisement videos are Indonesians, so the
artist and the company try to accommodate the audience or participant using both
languages. Bahasa Indonesia in this video is more dominating
A.I. Beauty Technology untuk personalize beautify selfie yang mengerti uniknya
setiap pribadi.
(Video 3)
Moreover, video 3 wants to show the social and situational effect in the customer
circumstance. Holmes mentions that code-switching may occur for social reasons and it
was very short in purpose to give a signal and construct the speaker’s solidarity and
ethnic identity with the listener. Here the researchers found that the main purpose of code
switching in the third video is to establish speaker and listener solidarity by using Bahasa

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Indonesia between the artist’s English utterances. It also shows that the artist and other
people have equal status. The equality here means that she is no different with other
people in terms of social status. Thus, “yang mengerti uniknya setiap pribadi” in English
means who understands the uniqueness of everyone. A.I. Beauty Technology will fulfill
their hopes to be understood, since they have different uniqueness.
1. Topic
From the table above, the researchers examined six code-switching features. This
type appears in all videos. From total 14 code-switching features that appear in three
videos, there are six code-switching features found that include in this type or about 43%
of all code-switching feature in advertisement videos. In addition, this type is the most
frequent than the other types.
Foto jelas maksimal
With 16MP + 16MP camera*
(Video 1)
The company uses Bahasa Indonesia to give brief explanations on the topic, which
is the feature in the camera in the smartphone. The feature which will be discussed is the
camera. In the next sentence, the topic still talks about the camera.
Fun maksimal di air
With IP68 dust and water resistant
Bahasa Indonesia is used to make the audience aware of the topic which resist
against water. The feature which wants to discuss is the smartphone resistance to water
and dust. In the next sentence, it switches the code into English to show how well it
works by the technology of IP68.
Memori maksimal?
Use expandable memory.
The question phrase here is stated as a hook to catch audience attention towards the
topic which is memory. The question writes in Bahasa Indonesia to accommodate
Indonesians and make them understand that the answer in English is about memory.
Keren maksimal dalam gelap
Use f1.9 low light camera
The topic is switching code from the dark into light camera. Bahasa Indonesia
explains the situation that will be solved by the answer that is written in English. The
topic is about low light camera to support the quality of the picture result.
First video shows the topic of this advertisement video, which is talking about
features in these smartphones. Holmes (2013), states that it is common thing for
bilinguals to switch the code when talking particular topics. The company probably wants
to show strengths of their product by stating in English; such as 16MP + 16MP camera,
IP68 dust and water resistant, expandable memory, and f1.9 low light camera. However,
those term are not effective if the codes are in Bahasa Indonesia. For instance, “With
IP68 dust and water resistant” if it is switch to Bahasa Indonesia will be “dengan IP68
mampu memberikan perlindungan terhadap air dan debu” it sounds too formal and
ineffective in Bahasa Indonesia. Furthermore, Bahasa Indonesia here comes as an issue
which needs an answer and the answer comes in English, because the term is not yet
available in Bahasa Indonesia. Hence, the code-switching in these advertisement videos
indicate that the topic is switching form a particular discussion to another different topic.
FullView display, dua puluh empat mega piksel, clearer selfie, perfect camera, V7.
(Video 2)
However, second video discusses the high-quality camera they have in the smartphones.
The utterance shows that they want Indonesian customers understand that

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they put 24-megapixel cameras in their phones by stating this utterance in Bahasa
Indonesia, since the term is already available in Bahasa Indonesia.
A.I. Beauty Technology untuk personalize beautify selfie yang mengerti uniknya
setiap pribadi.
(Video 3)
On the other hand, the third video uses familiar dialogues from the company to
their customer. The company is trying to catch the customer attention using common
Indonesian utterance by combining with English. The purpose is to give good impression
and persuade the customer to choose their product.
2. Switching for Affective Functions
From the analysis above, the researchers found two code-switching features for
affective functions type which appears only in second and third videos. From total 14
code-switching features that appear in three videos, only two code-switching features that
include in this type or about 14% from those videos.
Hanya dia yang paling mengerti aku.
Be clearly perfect with VIVO V7.
(Video 2)
Both videos want to deliver the message to the audience. The code-switching has
no function to describe or explain the other language. Holmes in her book clearly
mentions that this type of code-switching is used to show affective function, not accurate
function, which means that this type of code-switching is used to express our mood or
feelings to create rhetorical effect. Meanwhile, “hanya dia yang paling mengerti aku” has
a purpose to express her feeling to audience. Agnes Monica, the artist who starred this
advertisement video, expresses her urge to be seen as someone perfect. Therefore, VIVO
V7 is there to fulfill her needs.
A.I. Beauty Technology untuk personalize beautify selfie yang mengerti uniknya
setiap pribadi.
(Video 3)
The term in third video is the same however it comes in different order. The artist
wants to be understood. She shows her emotion through the utterance “mengerti uniknya
setiap pribadi” since she also wants to be understandable. English utterance comes first
with A.I. Beauty Technology to deliver it messages that by using this technology you can
be yourself and accepted by other. Bahasa Indonesia stands to convey the audience that
the answer is here, in the feature provide by this product. Since, the audience is
Indonesian people.
3. Lexical Borrowing
From the table, the researchers found four code-switching, which have lexical
borrowing type. This type appears in all videos. From total 14 code-switching features
that appear in three videos, four of them include in this type or about 29% of all code-
switching in advertisement videos. In addition, this type often appears compare to the
other types.
Fun maksimal di air
With IP68 dust and water resistant
(Video 1)
The available expression in Bahasa Indonesia of the word “maximal” which is adapted to
Bahasa Indonesia as maksimal makes the company use that term instead since
Indonesian people are already familiar with that term.
Memori maksimal?
Use expandable memory

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 In this utterance, the condition is the same as the case above, where the company
choose to use the term “maksimal”.
Keren maksimal dalam gelap
Use f1.9 low light camera
In this phrase, the condition is also the same as the case above. The company prefer
to use the term “maksimal” which is a lexical borrowing word.
Those code-switching features appear because there is an available utterance that is
proper term in Bahasa Indonesia to replace the English word in an effective way. Holmes
mentions that lexical borrowing is the adaptation of a word from the speaker’s second
language to the speaker’s first language because the term or concept has no match word
or description in the language that they use. Since Bahasa Indonesia already provides the
words which have the exact same meaning, the company might prefer to use Bahasa
Indonesia, and vice versa. In the first video, we found that the company used the word
“maksimal”, which is originated from English word “maximal” because the meaning of
the terms is exactly the same. The word “maksimal” is actually only adapted with the
local dialect.
FullView display, dua puluh empat mega piksel, clearer selfie, perfect camera,
V7.
(Video 2)
Furthermore, the same issue occurs in second video. In the second video, we found
that the company used the word “mega”, which is originated from English word “mega”
because the meaning of the terms is exactly the same. Moreover, we also found word
“piksel”, that is adapted from English word “pixel” since the meaning is the same. In
Bahasa Indonesia, the letter “x” changed into “ks” to make the sound similar with the
original sound. The available expression in Bahasa Indonesia of the word “mega” and
“pixel” which is adapted to Bahasa Indonesia as mega and piksel makes the company
used that term instead since Indonesian people are already familiar with that term. Same
as the previous lexical borrowing, this phrase was adapted from English and used in
Bahasa Indonesia. The company used this phrase because Indonesian people commonly
heard this phrase and prefered to use the first language term.

E. CONCLUSIONS
From the findings, the researchers conclude that types of code-switching which are
found in Samsung Galaxy A, VIVO V7 Plus, and OPPO F5 Smartphones advertisement
videos are varied. There are four types of code switching that can be found in those
advertisement videos. Those are participants, solidarity, status, and topic, switching for
affective functions, and lexical borrowing. The result shows that there are two code-
switching features appear for participants, solidarity, and status type of code-switching.
Moreover, for topic type of code-switching, there are six features in those advertisement
videos, that have been observed by the researchers. Then, in those advertisement videos,
there are two code-switching features which type are switched for affective function. For
lexical borrowing, there are four code-switching features that are found by the
researchers. The possible reason why topic of code switching is the most frequently-used
type is because some terms or phrases are well-known phrases in English. Therefore, the
companies choose to use English terms since it is more accurate. In addition, the
researchers suggest for future research to use more than three advertisement videos, so
the result will be clearer and more reasonable.

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REFERENCES
Aitchison, J. (1978). Linguistics. Chicago: Contemporary Books.
Bauer, M. W. (2007). Content analysis: An introduction to its methodology. The British
Journal of Sociology, 58(2), 329-331.
Benjamin, J. (2009). Multidisciplinary approaches to code switching. (n.p): John
Benjamins Publishing Company.
Bhatia, T. K. (1992). Discourse functions and pragmatics of mixing: Advertising across
cultures. (n.p.): World English’s.
Crystal, D. (1987). The Cambridge encyclopedia of language. Cambridge: Cambridge
University Press.
Hancock, B., Ockleford, E., & Windridge, K. (1998). An introduction to qualitative
research. Nottingham: Trent focus group.
Holmes, J. (2013). An introduction to sociolinguistics. London: Routledge.
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Cambridge:
Cambridge University Press.
OPPO Indonesia. (2017). OPPO F5: capture the real you [Video file]. Retrieved from
https://www.youtube.com/watch?v0BnFaEHT-GQ
Samsung Indonesia. (2017). Samsung galaxy a (2017): official tvc -#borntoexplore.
Retrieved from https://www.youtube.com/watch?v=fDim3B9_lhQ
Searle, J.R. (1969). Speech acts. Cambridge: Cambridge University Press.
Stern, H. H. (1983). Fundamental concepts of language teaching. Shanghai: Shanghai
Foreign Language Education Press.
VIVO Smartphone. (2017). VIVO V7 fullviewTM display [Video file]. Retrieved from
https://www.youtube.com/watch?v=kfEw4Ni0gEs
Yule, G. (2010). The study of language, (4), Cambridge: Cambridge University Press.

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 STRATEGIES FOR LEARNING ENGLISH USING
ONLINE PROGRAM ENGLISH DISCOVERIES
Izzul Islami1, Dini Lestari2, Ai Wiwin3
izzulislami150@gmail.com1, ldee.dini1998@gmail.com2, aiwiwinw1997@gmail.com3
Bandung State Polytechnic

Abstract

Nowadays, students love to study using devices connected to internet access. Considering
these facts, to develop students’ English proficiency, the Department of English at
Bandung State Polytechnic, provided an online English program English Discoveries
published by Edusoft, Educational Testing Service. Each student from the first to the
third years had their individual account to access this program for one semester. This
study was to find the students’ successful strategies applied when they learned English
through this online program. To discover these strategies, qualitative and quantitative
methods were applied. The qualitative approach was to collect the various strategies
applied by the low, mid, and high achievers. Then those collected strategies were grouped
to develop a questionnaire which was then distributed to about 65% of students. The
finding indicated that successful students applied their internal and external motivations,
struggled to access this program by spending their free time and energy at night.

Keywords: strategies, online program, English Discoveries

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Nowadays, technology has developed rapidly. This affects human life in
performing daily activities. For example, people may buy daily needs and call taxi via
online using various applications downloaded on mobile phones and computers. This
technology can also be applied in education, health, and many other fields. This research
focuses on the influence of technology in education. Politeknik Negeri Bandung
(POLBAN) has applied e-learning to encourage the students to study the subjects not
only with the lecturers in the classroom but also by themselves everywhere.
To develop the students’ English skills and knowledge of the English Department
students, POLBAN provided an online English program called English Discoveries. It is
a web course and has nine levels. Each level consists of 10 chapter materials presented
effectively and friendly for its users. Every chapter consists of six to seven units
containing five learning components, i.e speaking, listening, reading, grammar, and
writing. At the end of unit, there is an evaluation from the program. In addition, students
can send a writing assignment to the lecturers of publishers and they give quick feedback
for the students to make some corrections and send their revisions for several times. This
program also provides interactive learning with a good system, professional learning and
certificates if the learners are able to achieve 80% of the lesson (ETS Global). POLBAN
gave this program to the students as a supplementary activity. However, it seems that
some students did not make use of it effectively as seen from this chart which depicts the
students’ progress in accessing the program for two months.

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 Figure 1. Students’ Progress in Accessing English Discoveries for Two Months
(September to November 2017)

The graph above shows that after about 2 months, 77 students (46.01%) still did
not make use English Discoveries Program maximally, but there were also students who
almost finished working on the English Discoveries. This indicates that some students
accessed the Internet and used their free time not for English Discoveries, though they
expected to spend their free time to improve their English skills.
Therefore, this study aims to find out the strategies used by students who have
succeeded in achieving at least 80% of the program. To know the strategies used by
students who successfully use this program, this study needs to answer these questions
(1) What encourage the students to develop their English using English Discoveries
program; (2) What strategies are applied to achieve at least 80% in completing the
program.
The findings of the study are expected to give information to other students so that
they can improve their self-study in learning English, especially in using online program.

B. REVIEW OF RELATED LITERATURE

E-learning is an educational concept that utilizes information technology in the
learning process. E-learning was introduced by the University of Illinois in Urbana-
Champaign using a computer-assisted instruction system and a computer called PLATO.
Since then, e-Learning has grown in line with the development and progress of ICT. E-
learning also has evolved in Indonesia since 1999 under the name of the Internet network
and continues to grow until now.
According to Haughey (1998) about development of e-learning, there are three
internet-based learning systems (as cited in Rosyanto, 2015). Those are namely web
courses, web centric courses, and web enhanced courses. English Discoveries was
published by Edusoft LTD 1990-2017 and it is expected to be a solution for students to
improve their English skills.
Through e-learning, the English Department students in Politeknik Negeri
Bandung are required to work independently. Independent learners will always have a
desire to develop knowledge and abilities (Cotterall, 2004), takes risks, have a desire to
always try (Edit Esch, 1996, as cited in Khan et al., 2004). In addition, independent
learners have strong motivation (Niemiec and Ryan, 2009), able to manage their own
time (Holec, 1987), and are responsible for their own learning and development
(Littlewood, 1998).
The students’ successful strategies of learning independently using the English
Discoveries program were analyzed through questionnaires and interviews. The
questionnaires were developed based on the characteristics of an autonomous learner that
has described.

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C. METHODOLOGY
This research applied simple quantitative and qualitative approaches. The
quantitative data were collected twice. The first data were collected using Google Form;
they were used to discover the general motivation applied by the students, the benefits of
the program, and the use of accessing Internet for the students. Based on the first data,
questions for conducting interviews were developed. Then, qualitative approach was
carried out by interviewing nine students who selected from the high, medium and low
achievers based on English Discoveries program. The data collected were used to develop
the questionnaire.
The questionnaire was copied and distributed directly to 167 students in English
Department. The data obtained were processed in a simple quantitative using Microsoft
Excel.
The result of interview and questionnaire would be analyzed:

To answer the research questions, this study applied quantitative and qualitative
methods. The first quantitative and qualitative data were used to develop the
questionnaire which then the results were analyzed and interpreted with the help of
Microsoft Excel Program.

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D. FINDINGS AND DISCUSSION
This section discusses the findings analyzed from the questionnaires distributed to
the first, second, third year students of English Department at POLBAN. Following the
findings, a brief discussion is presented.
1. Findings
The online English program English Discoveries was provided for all English
Department students (167 students). The questionnaires were also distributed to all of
these students. However, the returned questionnaires were 104 questionnaires (62.28%)
and they were from the first and second year students and none from the third year
students. Until two weeks before the program was closed, only 51 of 104 students were
successful to achieve 80% of the program. Those questionnaires were then grouped based
on the program level resulted from their pre-test given before the program started. The
results showed that there were eight groups, namely Basic 1, 2, and 3, Intermediate 1, 2,
and 3, Advance 1 and 2. The detail of the submitted questionnaires is seen from Table 1.

Table 1. Collected Questionnaires

Level Total of collected Total of

No questionnaires questionnaires from
Successful students
1 Basic 1 1 0
2 Basic 2 1 0
3 Basic 3 8 5 71%
4 Intermediate 1 32 17 55%
5 Intermediate 2 28 13 43%
6 Intermediate 3 23 11 50%
7 Advance 1 8 4
8 Advance 2 3 1 50%
Total 104 (62.28%) 51 (30.54%) 51%

The discussion of the results was obtained by analyzing those 51 questionnaires

collected from the successful students. However, since the successful students of Basic
level were all from Basic 3 and the successful students of Advance level 2 were only 1,
the Basic 1, 2, 3 and Advance 1 and 2 were then grouped into Basic and Advance level.
The result of discussion was based on the students’ learning objectives, benefits, language
knowledge and skills acquired and learned, time management, problems including the
strategies to solve the problems.
a. Learning Objectives
The results of students’ learning objectives were collected from a statement and the
options:
Tujuan Anda belajar Bahasa Inggris secara online adalah untuk:
(The objective of learning English via online):
- meningkatkan kemampuan bahasa Inggris (to develop English)
- bermain (to play)
- mendapatkan sertifikat (to obtain the certificate)
The data indicated that in general these students were expected to be able to
develop their English through this online program. The detail of this result is depicted in
Table 2.

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 Table 2. The Students’ Objectives
No Level Developing Playing Obtaining Being
English certificate encouraged
by the
lecturer
1 Basic 100% 40% 40% 0%
2 Intermediate 1 100% 53% 59% 0%
3 Intermediate 2 100% 46% 77% 8%
4 Intermediate 3 91% 82% 73% 0%
5 Advance 100% 40% 100% 0%
Average 98.2% 52.2% 69.8% 1.6%

Table 2 shows most successful students, especially the Basic level students, made
use of this online program to develop their English. In addition, most of the Intermediate
and all of Advance level students aimed to obtain the certificate. Interestingly, the
objectives of most intermediate level students, especially the students of intermediate
level 3 (82%) and intermediate level 1 (53%), were also playing. Then, it was concluded
that the students’ objectives were not only to develop their English but also to obtain the
certificate while they were playing or relaxing.
b. Benefits
The students’ perceptions of the benefits when having online English program was
taken from these statements:
1). Program English Discoveries berguna bagi Anda (The program of English
Discoveries is useful for you)
2). Program English Discoveries meningkatkan kemampuan bahasa Inggris (The
program of English Discoveries develops your English)
The response of these statements confirmed that the program developed the
students’ English skills. It can be seen clearly from Table 3.

Table 3. The Benefits Obtained from Learning English through English Discoveries Program
No Level Positive benefit To develop English
1 Basic 100% 100%
2 Intermediate 1 100% 94%
3 Intermediate 2 100% 92%
4 Intermediate 3 91% 100%
5 Advance 100% 100%
Average 98.2% 97.2%

Table 3 indicates that almost all students perceived that this program had positive
benefit and was able to develop their English skills. There were two students who did not
response the statements and one student did not agree that this program was able to
develop his/her English skills.
c. Developing Language Knowledge
The students’ perceptions of the language knowledge developed by learning
English through this online program were obtained from the statement and options:
Anda merasa dapat meningkatkan kemampuan bahasa Inggris melalui program
bahasa Inggris online, terutama di bidang:
(This online program can develop your English skills, especially on):

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 - Grammar
- Vocabulary
- Reading
- Listening
- Speaking
- Writing
The response showed that not all of language skills were developed. The detail of
the students’ perception is depicted clearly in Table 4.

Table 4. The language Knowledge and Skills Developed Using English Discoveries Program
N Level Gramma Vocabular Readin Listenin Speakin Writin
o r y g g g g
1 Basic 100% 60% 100% 100% 60% 60%
2 Intermediate 1 88% 94% 94% 100% 76% 59%
3 Intermediate 2 100% 85% 85% 92% 77% 85%
4 Intermediate 3 91% 73% 73% 73% 55% 64%
5 Advance 80% 100% 100% 100% 60% 60%
Average 91.8% 82.4% 90.4% 93% 65,6% 65,6%

Table 4 indicates that this program was able to develop the students’ language
knowledge, namely grammar (91.8%) and vocabulary (82.4%). It also developed
students’ listening (935) and reading (90.4%) skills. Approximately 65.6% of the students
perceived that this program was able to develop their speaking and writing skills.
d. Time Management
The data of time management were collected and analyzed from the question and
options:
Waktu Anda belajar bahasa Inggris melalui program English Discoveries pada
umumnya:
(When did you learn English using English Discoveries?):
- Senin-Jumat (weekdays)
- di sela-sela perkuliahan kalau ada kesempatan (between classes)
- sore (setelah kuliah) (in the evening after classes)
- malam (at night)
- kalau sempat saja (when there is free time)
- Akhir pekan (Weekend)
- pagi (in the morning)
- sang (in the evening afternoon)
- malam (at night)
- kalau sempat saja (when there is free time)

The data show that the students learn English through this online program in
various time. However, in general they had this program whenever they had free time or
at night. This is depicted in Table 5.

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 Table 5. Times of Preferences to Learn English using English Discoveries
Weekdays Weekends
No Level Btw After Night Whenever Morning Afternoon Night Whenever
Classes classes time time
(Evening) available available
1 Basic 20% 40% 40% 80% 40% 40% 40% 20%
2 Intermediate 29% 47% 71% 35% 47% 71% 88% 24%
1
3 Intermediate 31% 31% 62% 62% 38% 38% 69% 62%
2
4 Intermediate 36% 27% 73% 73% 36% 36% 45% 91%
3
5 Advance 0% 0% 60% 80% 20% 20% 40% 80%
Average 23.2% 29% 61.2% 66% 28.4% 41% 56.4% 55.4%

Table 5 indicates that each level had their own preference, for example the Basic
and Advance level students preferred to use it when there was free time (80%). The
Intermediate 1 level students liked to make use of it at night during weekdays and in the
afternoon at weekends; while the Intermediate 2 preferred at night and free time and
Intermediate 3 liked to have it at night and free time during weekdays and free time at
weekends. Thus, the intermediate students spent more time than the basic and advance
students.
e. Problems encountered
The problems encountered when accessing the program were collected from this
statement and options:
Faktor yang menghambat Anda dalam menggunakan English Discoveries:
(Factors which make you difficult to learn English from English Discoveries)
- program kurang menarik (the program is not interesting)
- koneksi internet (internet connection)
- sarana penunjang (facilities) ( Komputer/laptop/telpon seluler)
- banyak tugas (lots of assignments)
- rasa malas (being lazy)
The results of these data indicated that in general these students had various
reasons that made them have limited time to develop their English by means of accessing
this online program. The most difficult problem was that they had a lot of assignments
they had to finish on time. This is depicted in Table 6.

Table 6 Problems Encountered When Learning English through Online Program

No Level Uninteresting Internet Facilities Lots of Being
program connection assignments lazy
1 Basic 20% 60% 40% 100% 60%
2 Intermediate 1 12% 76% 47% 88% 71%
3 Intermediate 2 15% 77% 77% 77% 69%
4 Intermediate 3 9% 91% 55% 82% 73%
5 Advance 0% 40% 20% 100% 80%
Average 11.2% 68.8% 47.8% 89.4% 70.6%

Table 6 shows that all students (89.4%), especially the basic and advance level
students, found that they had to find time to access this program among their tight time
because of the assignments they had to complete. The second difficult problem (70.6%)
was that they had to fight with their laziness or this could be interpreted as their tiredness.

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The third was the problem of internet connection (68.8%); this made them find places
with good internet connection or they had to spend their money to get the access.
f. Problem Solving
The data to obtain the strategies to solve the students’ problems encountered were
taken from this statement and options:
Cara mengatasi hambatan-hambatan yang ada (how to solve the problems
encountered):
- mencari tempat yang menyediakan koneksi internet yang mendukung (finding
places which have a good internet connection)
- merencanakan setiap minggu secara teratur (planning to access regularly)
- mengakses English Discoveries pada waktu luang (accessing English Discoveries
when you have free time)
- tidak mengakses program English Discoveries (not accessing the English
Discoveries program)
Table 7 summarizes the students’ strategies to solve their problems encountered in
order to achieve their objectives. This table shows that the easiest strategies to solve the
students’ problems were to find the suitable places which had good internet connection
and to access this program during their free time.

Table 7 Strategies to Solve Problems

No Level Finding Planning Accessing Not accessing
suitable the program the program
places in free time
1 Basic 80% 40% 80% 0%
2 Intermediate 1 82% 76% 94% 24%
3 Intermediate 2 85% 69% 92% 8%
4 Intermediate 3 64% 64% 82% 45%
5 Advance 100% 40% 80% 0%
Average 82.2% 57.8% 85.6% 15.4%

Table 7 discovers that most students (85.6%) had to access this program during
their free time. Then the second strategy applied was to find the suitable places (82.2%)
that had good internet access. The third was planning their time (57.8%), and only some
students (15.4%) were frustrated when they were not able to access the internet.
The results collected from the questionnaires revealed that the successful students
had clear objectives or motivation, either internal or external. They perceived that they
were able to develop several aspects of English and made use of their free time to access
this program and applied some strategies to overcome their problems.
2. Discussion
The strategies applied by the students to access English Discoveries are discussed
in this section. They will be explained under the topics of developing motivation, risk-
taking, time management, and taking responsibilities to achieve their objectives.
a. Developing Motivation
Considering that English Discoveries was a supplementary program in order to
develop students’ English and language learning autonomy. According to Niemiec and
Ryan (2009), independent learners will always have strong motivation. Further, Cotterall
(2004) claimed that they have desire to develop their knowledge and abilities. The data
collected from questionnaires revealed that the students (98.2%) developed their
motivation by having clear objective namely to improve their English knowledge and
skills and only one students had an objective to play with this program, perhaps this was
the way to make him/her feel relax to access it. In addition to these objectives, they

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encouraged themselves to obtain the certificates awarded to those who achieved at least
80% of the level at the end of the course. Furthermore, by interviewing informally to
some students, it was found that they also developed their external motivation from the
encouragement given by the lecturer. Thus, these students developed their motivation by
applying internal and external motivation.
b. Risk-Taking
Risk-taking is one of the characteristics of independent learners (Edit Esch, 1996,
as cited in Khan et al., 2004). It can be defined as having activities that may be harmful or
dangerous (Tull, 2017). Based on the collected data, the successful students applied risk-
taking strategies by willingly spending their time at night to achieve their goals. These
meant that they had to shorten their sleeping and relax hours to reach their goals. Based
on the data collected from informal interview, some students had to go to their friend
rooms and spent their money to get the internet connection.
c. Time Management and Taking Responsibility
Based on Holec (1987, as cited in Merawati, 2010), independent learners are able
to manage their time well. These students also have responsibility for their own learning
and development (Littlewood, 1998). Since these students had a lot of assignment, and
they had to study in the campus from 7 am to 5 pm, they had to access this program at
night and among their tight time. In addition, they were thinking of their language
development, because they wanted to spend their time and money to develop their
language knowledge and skills.
Considering the results of the findings, these successful students had the
responsibility to improve their English. They built their motivation by having clear
objectives namely improving their language knowledge and skills, and this was supported
by their external motivation namely obtaining certificates. As a result, they were willing
to take risk, and use their energy and time to reach their objectives.

E. CONCLUSIONS
Based on the data collected from the questionnaires and informal interview, the
successful students to develop their language through online program “English
Discoveries” were those who had strong motivation developed from internal motivation
and external motivation. They had clear objectives, namely to develop their language
knowledge and skills. They were willingly spending their time and money; and they were
trying to access the program even at night and during weekends, although they had
limited free time and rest because of their abundant assignments. These students were
successful to obtain the certificate at the end of the program. However, they were aware
that their writing skills were not improved. This needed further interviews to obtain the
reasons.

REFERENCES
BIBLIOGRAPHY Cobuild Advanced English Dictionary. (1989). J. Sinclair (Ed.),
London: William Collins Sons & Co.Ltd. Retrieved from
https://www.collinsdictionary.com/dictionary/english/risk-taking
Cotterall, S. & Reinders, H. (2004). Learner strategies: A guide for teacher. Singapore:
SEAMEO Regional Language Centre.
ETS Global. (n.d.). Retrieved from http://www.etsglobal.org/Tests-Preperation/English-
Skill-Building-Tools/ED-English-Discoveries
Holec, H. (1987). The learner as manager: Managing learning or managing to learn? In A.
Wenden (Ed.), Learner Strategies in Language Learning. London: Prentice Hall
ELT.

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Khan, S & Pinyana, A. (2004). Investigating independent language learning in classroom-
based EFL learners. Documents de Recerca, Universitat de VSC.
Larasati, D. (2018). Class summary report. Jakarta.
Littlewood, W. (1999). Defining and developing autonomy in East Asian Context.
Applied Linguistics, 20(1), 71 -94. Retrieved from
https://doi.org/10.1093/applin/20.1.71
Merawati, M. J. (2010). The development of students’ learning autonomy in an English as
a foreign language reading class. Bandung: Unpublished.
Niemiec, C.P & Ryan, R.M. (2009). Autonomy, competence, and relatedness in the
classroom. Theory and Research in Education, 7, 133 - 144.
Rosyanto. (2015). Retrieved from Wordpress:
https://rosyanto.wordpress.com/2015/06/03/model-model-e-learning/
BIBLIOGRAPHY Tull, M. (2017). Risk-taking behaviour overview. Retrieved from
Verywellmind: https://www.verywellmind.com/risk-taking-2797384

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STUDENT TRANSLATORS’ATTITUDE TOWARDS GOOGLE
TRANSLATE FOR SPECIFIC TERMS

Tirza Tubalawony1, Kirana Septiani Wanodya Saputra2

392015010@student.uksw.edu1, 392015038@student.uksw.edu2
Universitas Kristen Satya Wacana

Abstract

The innovation in technology and easy access of Internet have dramatically changed the
ways of many translators approach their work. The invention of online machine
translation tools such as Google Translate has given translators new options to ease their
job. Although the resulting translation often needs editing, the tools help them save time
and make their work more efficient. It remains a question however if online translation
tools can assist translators to render specific/technical terms, which often becomes a
challenge to student translators in translating unfamiliar registers. This study therefore
focuses on the attitudes of student translators towards the use of Google Translate to
facilitate them in translating specific terms. It aims to identify the perceptions, affection
and behaviors of student translators in relation to the issue. This study used a qualitative-
descriptive method by using questionnaires to collect data. The respondents were third-
year English literature students who have taken all translation courses.

Keywords: google translate, student translator, attitude

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Student translators often times face unfamiliar terms when doing translation
projects. The use of electronic dictionary as the tool to translate specific terms has
affected how student translators utilize electronic dictionary as the tool to translate
specific terms. The existence of Google Translate seems to be perceived as a practical
and time-saving machine translator. However, in many cases Google Translate seems
unreliable when it comes to translate specific terms. This paper aimed to analyze student
translators’ attitude towards Google Translate assistance to help translate specific term.
Translating tools such as Google Translate seems to become an important tool in
translation process especially for student translators. Google Translate often gives
imprecise answer all the time. However, it does not stop student translators to use it as
assisting tool to save time. Recently, many student translators admit that Google
Translate has provided them not only with regularly-used words but also specific terms
which are not frequently used in daily life and are unfamiliar for them. This study goes
deeper to find out how the use of Google Translate to translate specific terms affects the
student translators’ attitudes.
Student translators’ attitudes include feelings, beliefs, and behaviors toward the use
of Google Translate. Feeling aspect discussed the trust of student translators towards the
result of Google Translate. Belief aspect explored about student translators’ satisfaction
towards the result of Google Translate. Behavior aspect presented the frequency of
student translators using Google Translate, although the student may not rely only on
Google Translate to translate specific terms.

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 Therefore, this study was conducted with a purpose to be a future reference for
both student translators and lecturers in considering the use of Google Translate to assist
in translating process. Data provided in this study may help further study on how the use
of Google Translate in translating specific term affect student translators’ attitude and
also the result of their translation.

B. REVIEW OF RELATED LITERATURE

A lot of people prefer to use Google Translate to translate words, sentences,
paragraphs, and phrases as it provides various languages from all around the world and it
is also accessible. Google Translate is considered as a machine translation since the way
it works depends on the patterns of languages that the users use. As Vidhayasai et al. (p.
140-141) states, “Google Translate detects patterns in documents that have already been
translated by human translators. It makes intelligent guesses as to what an appropriate
translation should be. This process of seeking patterns in a large number of texts is called
Statistical Machine Translation or SMT.”
The users of Google Translate contribute in producing the translation result by
providing suggestions for the translation process. It works based on the users’ language
patterns. The users can also contribute in giving a suggestion to the result of Google
Translate. Vidhayasai et al. (as cited in Stymne, 2011, p. 141) mention that “statistical
machine translation systems have a large drawback because they use no or limited
grammatical knowledge and relying on a target language model to produce correct target
language texts, often resulting in ungrammatical output”. As a machine translation which
works based on the users’ language patterns, Karami (2014, as cited in Ghasemi et al., p.
14) about the way Google Translate produces translation observed that the result given
by Google Translate depends on the the number of users’ text Google Translate.
Although Google Translate often produced inaccurate and unnatural results, people
still use it to get general word meanings. Sukkhwan (2014) found that the purpose in
which students most frequently used Google Translate is to get general word meaning.
Jolley and Maimone (2015) investigated Spanish students and instructors’ perceptions of
FOML. The study results showed that the students employed MT especially Google
Translate widely and it proves to receive positive reviews. However, the study suggests
that the use of Google Translate and other MT tools require a proper training.
Aside from getting the general meaning, many people use Google Translate since
it is accessible and provides fast translation compared to their own translation. Sukkhwan
and Sripetpun (2014) conducted a study to explore students’ attitude towards the use of
Google Translate in assisting their English learning and problems in using Google
Translate. The findings showed that Google Translate provides a fast translation with a
better quality when compared with students’ own translations.
Saving time and cost are the other reason of people for still using Google
Translate. Lopez (2008, as cited in Ambawani, n.d.) points that out: “Although Google
Translate often produces an inaccurate translation and errors in translating the language,
but still becomes an alternative way for many people who want to translate the language
because the access to this service is more convenient and simple than to use the deserving
of Human Translator that is considered will spend more time and cost”.

C. METHODOLOGY
1. Data Collection
The participants of this study were thirty students of English Literature major of
Universitas Kristen Satya Wacana batch 2015 who were taking translation as their

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subject. Prior to the study, they had taken basic translation courses. This study used a
qualitative-descriptive method by using questionnaires to collect data.
2. Data Analysis
The data obtained from the students were analyzed based on the scales from one to
ten indicating the beliefs of the students towards the use of Google Translate. The
participants were divided into two groups; the ones who chose the scale from one to five
were included as the ones who considered Google Translate less reliable than their own
translation. The ones who chose the scale from six to ten were included as the ones who
considered Google Translate reliable enough to assist them in the translation process.
Even though each group has its own view on the reliability of the result of Google
Translate, both groups still use it as an assisting tool in helping translating specific terms.
Each question was analyzed to determine the average number indicating student
translators’ feeling, belief, and behavior. Question number A to D aims to represent
student translators’ responses relating to behavior in using Google Translate. Question
number E to F represents student translators’ belief toward the reliability of Google
Translate result. Question number G expresses the satisfaction of student translators
regarding the result of Google Translate.

D. FINDINGS AND DISCUSSION

1. Data Findings

Table a.2
1 2 3 4 5 6 7 8 9 10
a) I use GT to check the meaning of specific 0 0 1 1 3 5 8 7 4 1
terms when doing translation assignments
from English into Indonesian for my
university study (e.g. Internship 1)
b) I use the result of GT translation from 1 1 3 5 5 8 2 3 1 1
English into Indonesian for my assignments
for my university study (e.g. Internship 1)1
c) I use GT to check the meaning of specific 1 1 3 5 5 8 2 3 1 1
terms when doing paid translation projects
from English into Indonesian
d) I use the result of GT translation for paid 4 5 2 6 4 5 3 0 1 1
translation project from English into
Indonesian
e) GT produces natural results when used for 1 2 2 9 3 9 1 2 0 1
translating specific terms from English into
Indonesian
f) GT is accurate for translating specific terms 2 2 4 6 6 7 1 1 0 1
from English into Indonesian
g) The result of GT translation from English 1 0 0 6 8 11 2 2 0 0
into Indonesian for specific terms is not
helpful.

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 1 2 3 4 5 6 7 8 9 10
a) I use GT to check the 0 0 0 3 5 7 6 5 3 1
meaning of specific terms
when doing translation
assignments from
Indonesian to English for
my university study (e.g.
Internship 1)
b) I use the result of GT 2 2 2 2 6 6 6 1 2 1
translation from Indonesian
to English for my
assignments for my
university study (e.g.
Internship 1)
c) I use GT to check the 2 0 3 2 5 7 3 5 3 0
meaning of specific terms
when doing paid translation
projects from Indonesian to
English
d) I use the result of GT 4 2 3 4 6 5 2 3 1 0
translation for paid
translation project from
Indonesian to English
e) GT produces natural 1 2 0 6 9 5 6 0 0 1
results when used for
translating specific terms
from Indonesian to English
f) GT is accurate for 1 3 2 7 6 5 3 2 0 1
translating specific terms
from Indonesian to English
g) The result of GT translation 2 1 2 4 9 7 5 0 0 0
from Indonesian to English
for specific terms is not
helpful.

Table a.3
Assisted Discouraged Dependent Dependent Sceptic Indifferent
17 4 10 13 5 2

2. Discussion
From the scale one to ten, number seven to number ten was considered as the ones
who had positive responses toward the use of Google Translate and used it frequently.
Student translators’ behaviors in using Google Translate for both English to Bahasa
Indonesia and Bahasa Indonesia to English translation were presented in Table a.1 and
Table a.2, column Q1 to Q4. Student translators’ beliefs in the reliability of the result
given by Google Translate for both English to Bahasa Indonesia and Bahasa Indonesia to
English translation were presented in Table a.1 and Table a.2, column Q5 to Q6. Student
translators’ satisfactions regarding the assistance they saw in the result given by Google
Translate for both English to Bahasa Indonesia and Bahasa Indonesia to English
translation were presented in Table a.1 and Table a.2, column Q7, and also in the self-
observation Table a.3 filled out by the participants.

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b. 1. Student Translators’ Behavior in Using GT to Translate Specific Terms

No Question Average

1. I use GT to check the meaning of specific terms when doing translation 7

assignments from English into Indonesian for my university study (e.g.
Internship 1)

2. I use the result of GT translation from English into Indonesian for my 5

assignments for my university study (e.g. Internship 1)

3. I use GT to check the meaning of specific terms when doing paid 6

translation projects from English into Indonesian

4. I use the result of GT translation for paid translation project from English 4
into Indonesian

English to Bahasa Indonesia

No Question Average
1. I use GT to check the meaning of specific terms when doing translation 7
assignments from Indonesian-English
for my university study (e.g. Internship 1)
2. I use the result of GT translation from Indonesian-English 5
for my assignments for my university study (e.g. Internship 1)
3. I use GT to check the meaning of specific terms when doing paid 6
translation projects from Indonesian-English
4. I use the result of GT translation for paid translation project from 4
Indonesian-English
Bahasa Indonesia to English
Based on the collected data, the average of students’ use of Google Translate for
specific terms from English to Bahasa Indonesia was 7. This number indicated that
Google Translate is mostly used by the student translators to assist them in translating
specific terms into Bahasa Indonesia. While for the Bahasa Indonesia to English
translation, the average number was 6.6, which showed that it was used less frequently.
This demonstrated that the student translators tended to use Google Translate to help
them in translating English to Bahasa Indonesia specific terms more than Indonesian to
English. In this study, 20 students rated themselves as Google Translate frequent users,
and the other 10 students considered themselves as non-frequent Google Translate users.
Even though the number of Google Translate users was considerably high, some of
the students’ main purpose of using Google Translate was only to check the meaning of
specific terms and not actually used the produced translation. Seven out of 30 students in
English to Bahasa Indonesia section and 10 out of 30 students in Bahasa Indonesia to
English section preferred not to use the results of Google Translate. Most of them
believed that they had to do double check the meaning of specific terms given by Google
Translate with another dictionary since the result was often ungrammatical and unnatural.
These findings corresponded to Stymne (2011, as cited in Vidhayasai et al., p. 141) who
observed that Machine-Translator including Google Translate has a downside because it
follows no grammatical patterns.
The use of Google Translate was divided into two purposes: to do university
assignments and to translate paid translation projects. In both English to Bahasa
Indonesia and Bahasa Indonesia to English sections, there were 11 out of 30 students who
chose to use Google Translate to check the meaning of specific terms for university

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assignments. Whereas for the paid translation projects in English to Bahasa Indonesia
section, only 4 out of 30 students chose to use the result of Google Translate when
translating specific terms. In the Bahasa Indonesia to English section, there are 6 out of
30 students chose to use the result of Google Translate when translating specific terms.
b. 2. Student Translators’ Perception of Google Translate Reliability
No Question Average
5. GT produces natural results when used for translating specific terms from 5
English into Indonesian
6. GT is accurate for translating specific terms from English into 5
Indonesian
English to Bahasa Indonesia
No Question Average
5. GT produces natural results when used for translating specific terms from 5
Indonesian to English
6. GT is accurate for translating specific terms from Indonesian to English 5
Bahasa Indonesia to English

Some of the reasons for not using Google Translate result were the unnatural and
inaccurate results of Google Translate translation. The result of the questionnaire English
to Bahasa Indonesia section indicated that there were 26 out of 30 students and there were
23 out 30 students in Bahasa Indonesia to English section believed that the result of
Google Translate translation in translating specific terms was unnatural.
In terms of accuracy, there were 27 out of 30 students in the English to Bahasa
Indonesia section and there were 24 out of 30 students claimed that the result of Google
Translate translation in translating specific terms is inaccurate. That said, some students
point out that Google Translate often turned out to have better suggestion on the meaning
of specific terms than their own translation. These findings were in line with Sukkhwan
and Sripetpun (2014) who conducted a study to explore students use and attitudes
International towards using Google Translate in aiding their English learning and
problems in using Google Translate. The findings showed that Google Translate
provides a fast translation with better quality when compared with students’ own
translations.
These findings implied that even though there were many student translators who
used Google Translate to assist them to translate specific terms, it did not show very
positive views towards its reliability for translating specific terms. In addition, the student
translators tended to confirm the meaning of the terms by consulting another dictionary.
Some of the reason the students stated were, because Google Translate has limited
vocabulary due to its reliance on the users’ suggestions (Vidhayasai et al., p. 140-141).
b. 3. Student Translators’ Affecton Google Translate Result
No Question Average
7. The result of GT translation from English into Indonesian for specific 5
terms is not helpful.
English to Bahasa Indonesia
No Question Average
7. The result of GT translation from Indonesian to English for specific terms 5
is not helpful.
Bahasa Indonesia to English
This paper also aimed to see the student translators’ satisfaction when they got the
results of Google Translate in translating specific terms. In the English to Bahasa
Indonesia, there were 26 out of 30 students found that Google Translate was helpful in
assisting them translating specific terms, while in Bahasa Indonesia to English section,

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there were 25 out of 30 students confirmed. In Table a.3 student translators satisfaction of
Google Translate result in helping them translating specific terms was displayed, 17
student translators felt assisted, 4 student translators felt discouraged, 10 student
translators felt dependent, 13 student translators felt skeptic, 5 student translators felt
indifferent.
Most of the participants seemed to use Google Translate to help them find meaning
of specific terms because it was free, time-saving, and accessible. These reasons fit Lopez
(2008, as cited in Ambawani, n.d.) who found that even though Google Translate often
produces inaccurate translation, it is still used by many people considering the accessible
service and time saving factors.

E. CONCLUSIONS
This paper aimed to analyze student translators’ attitude towards Google Translate
assistance to help translate specific terms. The results revealed that the majority of the
participant reported to have positive response in using Google Translate to check the
meaning of specific term. Even though the student translators used Google Translate to
check the meaning, not necessarily mean they would use the result directly. This might
relate to the naturalness of the result Google Translate gives in translating specific terms.
Google Translate sometimes give ungrammatical and unnatural result. Therefore, the
participant pointed out that they consulted other dictionary as well as other translation
generator to check the accuracy for the translation of specific terms. It is crucial to
highlight the fact that Google Translate has gotten many positive responses from the
participants because it is free, time-saving, and accessible. Although this result did not
show very positive views towards its reliability for translating specific terms, it was clear
that when the participants found Google Translate unhelpful in giving translation for
specific terms, they turned to consult another dictionary.
The data findings showed that student translators still used Google Translate to
assist them translating specific terms both English to Bahasa Indonesia and Bahasa
Indonesia to English even though they knew that the result most of the time is inaccurate
and unnatural. Some of them stated that they did not use the result of Google Translate
when translating specific terms for their university assignments and paid translation
projects, they confirmed that they just used Google Translate to get the general meaning
as a preference.
The results of the study proposed a framework to analyze student translators’
attitude towards the need for suggestion from its users for Google Translate to fill in its
database. This is significant considering the use of Google Translate which was not
affected by the unnaturalness and ungrammatical result. Furthermore, this study can be
used to investigate how the naturalness and ungrammatical result of Google Translate
affect the translation of its frequent users.
This paper only analyzed the attitudes of student translators towards the use of
Google Translate and did not examine the impact of their attitudes towards their
translation. Thus, the recommendation for further study is to identify the effect of student
translators’ attitudes toward their translation result as the follow up result about the
impact of student translators’ attitudes toward the use of Google Translate.

REFERENCES
Ambawani, S., (2014). Grammatical errors on in Indonesian - English translation by
Google Translate. Retrieved in January 28, 2017, from
www.repository.akprind.ac.id/sites/files/A333--338SuprihA_0.pdf

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Ghasemi, H., & Hashemian, M. (2016). A comparative study of Google Translate
translations: An error analysis of English-to-Persian and Persian-to-English
Translations. Retrieved from www.eric.ed.gov/?q=A Comparative Study of
Google Translate Translations: An Error Analysis of English-to-Persian and
Persian-to-English Translations&id=EJ1089886.
Jolley, J., Maimone, L. (2015). Learn languages, explore cultures, transform lives. In
Free Online Machine Translation: Use and Perceptions by Spanish Students and
Instructors. Robert M. Terry (Ed.), 181-200. Retrieved from
https://csctfl.wildapricot.org
Sukkhwan, A. (2013). Students’ Attitudes and Behaviors towards the Use of Google
Translate. Retrieved from kb.psu.ac.th
Tya, V., Keyuravong, S., & Bunsom, T. (2015). Investigating the Use of Google
Translate in “Terms and Conditions” in an Airline’s Official Website: Errors and
Implications,49, 141. Retrieved January 28, 2017, from
www.eric.ed.gov/?q=Investigating the Use of Google Translate in “Terms and
Conditions” in an Airline’s Official Website: Errors and Implications
&id=EJ1077919.

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 STUDENTS’ BELIEFS IN USING IMPROMPTU SPEECH
TO IMPROVE SPEAKING SKILLS
Vinsensius Galuh Kusuma
vinsensiusgaluhkusuma.vgk@gmail.com
Sanata Dharma University

Abstract

Impromptu speech is one of the activities typically offered in speaking class to increase
the students’ speaking skills. The aim of this research was to analyze the students` beliefs
about the use of impromptu speech to improve their speaking skills. The researcher
formulated two research questions: (1) How is impromptu speech implemented in Critical
Listening and Speaking 2 Class? and (2) What are the students’ beliefs about the use of
impromptu speech to improve their speaking skills? A mixed method approach was used
to collect both qualitative and quantitative data. Observation, questionnaire, and interview
were the research instruments employed to figure out the research findings. The result
showed that the students had positive beliefs on the implementation of impromptu speech
to improve their speaking skills.

Keywords: students’ beliefs, impromptu speech, speaking skills

------------------------------------------------------------------------------------------------------------

A. A. INTRODUCTION
1. Research Background
There are several fundamental methods of delivering a speech by public speakers.
Based on Lucas (2015), “The four basic methods of delivering a speech are manuscript
speech, memorized speech, impromptu speech, and extemporaneous speech” (p. 240). In
this research, the researcher chose the method of impromptu speech. Lucas (2015)
describes that “impromptu speech is a speech delivered with little or no immediate
preparation” (p. 241). Moreover, impromptu speech is one of the valuable activities for
fostering speaking skills. Dowling (1957) argues that “most teachers of speech would
agree that an exercise in impromptu speaking is valuable training” (p. 205).
The topic of this research is students’ beliefs about the use of impromptu speech to
improve their speaking skills. The researcher explored students’ beliefs about the use of
impromptu speech in Critical Listening and Speaking 2 Class because the researcher
believes that impromptu speech is a valuable assignment in the speaking course. Hendrix
(1968) observes that the impromptu classroom speech is "unquestionably a valuable
assignment in the public speaking course" (p. 334).
In this research, the researcher focuses on Critical Listening and Speaking 2 Class
because this class is used impromptu speech in teaching and learning process. Every
student has different beliefs on the using impromptu speech. Armstrong (1973) claims
that “a man has reasons for at least many of the beliefs which he holds. These reasons
may be good or may be bad” (p. 77). In reality, a belief can be bad or good thing for
someone. Armstrong (1973) states that “beliefs are maps by which we steer” (p. 4) so that
beliefs are the foundation that are used as our guidance. Therefore, a belief can be

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changed and unstable. The purpose of this research is to discover students’ beliefs about
the use of impromptu speech to improve students’ speaking skills.
2. Research Questions
Based on the background of the research, the researcher generated two research
questions. The research questions are presented as follows.
a. How is impromptu speech implemented in Critical Listening and Speaking 2 Class?
b. What are the students’ beliefs about the use of impromptu speech to improve their
speaking skills?
3. Research Benefits
This research provides some benefits for the lecturers of Critical Listening and
Speaking 2, students in English Language Education Study Program, and future
researchers who are interested in conducting the similar research.
a. Lecturers of Critical Listening and Speaking 2
This research is beneficial for the lecturers of Critical Listening and Speaking 2 in
English language Education Study Program class because an impromptu speech gives
good inspiration for the lecturers who want to teach of Critical Listening and Speaking 2.
The use of impromptu speech is expected to increase students’ speaking skills.
b. Students of English Language Education Study Program
This research helps the students to know if an impromptu speech gives benefits to
them. An impromptu speech gives the students some experiences to speak in public
spontaneously.
c. Future Researchers
This research is valuable to encourage future researchers in conducting the further
innovations related to the implementation of impromptu speech to improve students’
speaking skills.

B. REVIEW OF RELATED LITERATURE

1. Beliefs
This research aims to find out students’ beliefs on the using impromptu speech to
improve their speaking skills. Beliefs are important to achieve the learning goals in
teaching and learning process. Therefore, the researcher provides some theories about the
definition of beliefs, students’ beliefs, beliefs in language learning, and the differences
between beliefs and perceptions.
a. Definition
Armstrong (1973) conveys that beliefs are “states of mind which, so far from us
being currently conscious of, we need not even know that possess” (p. 21). It implies that
someone can decide his or her own beliefs because beliefs are defined by themselves.
When particular beliefs lead us to do successful actions, beliefs will be continuously
appearing (Fives & Buehl, 2012). Beliefs are mental states which are accepted as true
(Borg, 2001). Beliefs determine our behavior, whereas, experience influences our beliefs.
Beliefs can be stable or unstable depending on the particular situation.
b. Students’ beliefs
Students have beliefs related to the teaching and learning process. Based on
Nhapulo (2013), learners’ beliefs are “generally what learners bring into the classroom
learning environment which may be based on their cultural background or even their
learning experience. Beliefs studies depend on the kind of the inquiry undertaken by the
researcher” (p. 84). Culture background influences students’ beliefs in the learning
process. Nhapulo (2013) states, “in this context, the process of teaching and learning a
language shows that teachers and learners have beliefs that may influence them
negatively or positively” (p. 86). The students have positive or negative beliefs that

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influence the teaching and learning practice and achievement. Baiyinna (2011) adds that
“talking about teacher and learner’s beliefs are talking about pedagogical beliefs,
classroom teaching practices as well as learner’s understandings of the language learning
process” (p. 86).
c. Beliefs in language learning
In this part, the researcher discusses beliefs in language learning. Effective
teaching methods will bring the improvement of learners’ language learning abilities
(Horwitz, 1985). Horwitz (1988) also state that “language learning is related to learners’
expectation of, commitment to, success in, and satisfaction with their study” (p. 283).
d. Perception and beliefs
Based on Altman, Valenzi, and Hodgerrs (1985), perception is “a person’s view of
reality” (p. 85). Perception refers to the way in perceiving something. In other words,
perception is the way in which someone understands or thinks about something (Al-
Samarraie, 2016). Every person has different perceptions depending on the particular
situation, for example, education, knowledge, or culture. Those factors influence the way
someone perceives something.
Pehkonen and Pietilä (2003) state that “beliefs can be seen as a type of knowledge
that is subjective, experienced-based, and often implicit” (p. 2). A belief is an acceptance
that something is true even without an actual evidence (Al-Samarraie, 2016). The key
difference between perception and belief is that beliefs is stronger than perception. Belief
is a strong conviction and perception is only the ability to perceive or notice something
(Al-Samarraie, 2016). If someone perceives something in a long time, it can be changed
into beliefs.
2. Impromptu speech
Impromptu speech is essential in supporting teaching and learning process,
especially in speaking class. Using impromptu speech in speaking class will make the
students more interested in it. Based on Lucas (2015), “Impromptu speech is a speech
delivered with little or immediate preparation” (p. 241). Impromptu speech is one that is
delivered on the spur of the moment, without advance notice or time for detailed
preparation (Grice & Skinner, 1993).
3. Speaking class in Critical Listening and Speaking 2
Some of English Departments have speaking classes. The English Language
Education Study Program of Sanata Dharma University has Critical Listening and
Speaking (CLS) Class as the advanced stage for the students who had passed Basic
Speaking 1 and 2. Critical Listening and Speaking Class itself has two stages which are
CLS 1 and CLS 2.
In this research, the researcher picked CLS 2 students as the subjects of the
research. This research observed the implementation of impromptu speech when the
students had a speaking session. In the speaking session, the lecturer provided the
opportunity to the students to speak freely in class through the implementation of
impromptu speech. Moreover, because of the freedom of speaking practice, it could make
the students more confident. Based on Lucas (1998), “impromptu speech is an
enormously valuable confidence builder” (p. 242).
Critical Listening and Speaking 2 Class which provides impromptu speech is one
of the beneficial courses because it forces the students to perform a speech in front of
many people. It can also improve students’ ability to speak in front of audiences because
they only have a little time to prepare the main idea of the topic. Dowling (1957) states
that “impromptu speech is developing students’ poise, organizing ability, bodily action,
and ability to think straight while they are on the platform” (p. 205).

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C. METHODOLOGY
1. Research Method
The method used in this research was a mixed method approach. The researcher
used mixed methods to collect the data. Based on Creswell (2003), mixed methods
combine the use of quantitative and qualitative methods. The strategies and instruments
for data collection used by the researcher were observation and survey (distributing
questionnaire) as it is suggested by Cohen, Manion, and Morison (2007).
2. Research Setting
The researcher did the research in Critical Listening and Speaking 2 Class D at the
English Language Education Study Program of Sanata Dharma University. The
researcher observed the Classroom activity of Critical Listening and Speaking 2 Class D,
then distributed the questionnaire to the students.
3. Research Participants
The researcher chose the participants from the fourth-semester students of Critical
Listening and Speaking 2 class D in the academic year of 2017/2018 at English Education
Study Program of Sanata Dharma University. The researcher chose the participants
specifically in CLS 2 Class D because they had experienced the implementation of
impromptu speech practice. In doing the observation, the researcher was helped by a
peer-observer. Since the research focused on the students’ beliefs of impromptu speech,
the researcher observed the class from the beginning until the end of the class. The
participants in CLS 2 class D were 28 students.
4. Research Instrument and Data Gathering Technique
In gathering the needed data, the researcher used more than one instrument. The
researcher used two instruments in order to get many sources of data. Based on Bogdan
and Biklen (2007), “many sources of data were better in a study than a single source
because multiple sources lead to a fuller understanding of the phenomena you were
studying” (p. 115-116). The instruments used in this research were observation and
questionnaire.
a. Observation
The researcher conducted an observation in order to analyze students’ beliefs on
the implementation of impromptu speech practice. Based on VanderStoep and Johnston
(2009), “observation is a process of viewing and recording human behavior” (p. 308). The
researcher did the observation on Thursday at 9 a.m. in CLS 2 Class D at the English
Corner class.
b. Questionnaire
In order to know the students’ point of view, the researcher generated a
questionnaire sheet for the students. Questionnaire is one of the instruments in survey
research. Survey is a research technique in which data are gathered by asking questions of
a group of individuals called respondents (Ary, Jacobs & Razavieh, 2002). Moreover,
Wilson and McLean (1994) described “the questionnaire is a widely used and useful
instrument for collecting survey information, providing structured, often numerical data,
being able to be administered without the presence of the researcher, and often being
comparatively straightforward to analyze” (as cited in Cohen, Manion, & Morison, 2007,
p. 317). In this research, the questionnaire is in the form of a close-ended question. The
researcher used adapt Likert scale which is SD (Strongly Disagree), D (Disagree), U
(Undecided), A (Agree), SA (Strongly Agree).

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D. FINDINGS AND DISCUSSION
1. The Implementation of Impromptu Speech in Critical Listening and Speaking 2
Class
To answer the first research question, the researcher employed data from the
observation result. The researcher did an observation in Critical Listening and Speaking 2
Class D on Thursday, March 15, 2018, at English Corner. The observation started from
09:00 a.m. until 10:50 a.m. According to the result of the observation, the researcher
concluded some key points. First, the researcher analyzed the condition of classroom,
participants, and activities. For the classroom, the condition was good for the learning
activities. For the participants, the students were enthusiastic in the implementation of
impromptu speech practice. Furthermore, the two speakers of impromptu speech were
delivering their speeches fluently. However, they needed to improve their confidence and
body movement. For the activities, the students enjoyed and were active in the
implementation of impromptu speech practice. Second, the researcher analyzed the ways
of impromptu speech implemented in the class. The ways were: the lecturer chose two
topics randomly, the speaker read the topic and spoke up for three until five minutes, and
the lecturer gave feedback.
2. Students’ Beliefs on The Implementation of Impromptu Speech to Improve
Speaking Skills
Table 1. The Questionnaires Result Number 1-15

No Statements SA A U D SD
1 I enjoy impromptu speech. 17.86% 57.14% 25.00% 0.00% 0.00%
2 Impromptu speech is interesting. 35.71% 50.00% 14.29% 0.00% 0.00%
3 Through impromptu speech, I can 42.86% 50.00% 7.14% 0.00% 0.00%
improve my confidence.
4 Through impromptu speech, I can 35.71% 57.14% 7.14% 0.00% 0.00%
improve my organization of speech.
5 Through impromptu speech, I can 42.86% 42.86% 14.29% 0.00% 0.00%
improve my body movement while
speaking.
6 Through impromptu speech, I can 32.14% 53.57% 14.29% 0.00% 0.00%
improve my ability to think straight out
while speaking.
7 Through impromptu speech, I can 39.29% 57.14% 3.57% 0.00% 0.00%
improve my presentation skills.
8 Through impromptu speech, I can 39.29% 57.14% 3.57% 0.00% 0.00%
improve my communication more
effective.
9 Through impromptu speech, I can 39.29% 50.00% 10.71% 0.00% 0.00%
increase the number of my speaking
experiences.
10 Through impromptu speech, I can 32.14% 57.14% 10.71% 0.00% 0.00%
improve my opinions more effective.
11 Through impromptu speech, I can 14.29% 60.71% 25.00% 0.00% 0.00%
improve my persuasive presentation.
12 Through impromptu speech, I can learn 21.43% 53.57% 25.00% 0.00% 0.00%
about convincing someone.
13 Through impromptu speech, I can 32.14% 46.43% 21.43% 0.00% 0.00%
maintain the attention of the audience.
14 Through impromptu speech, I can 46.43% 46.43% 7.14% 0.00% 0.00%
improve my fluency.
15 Through impromptu speech, I find new 46.43% 46.43% 3.57% 3.57% 0.00%

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 materials (new ideas).

SA: Strongly Agree, A: Agree, U: Undecided, D: Disagree, SD: Strongly Disagree

Based on the table, almost all of the students agreed with the statements by
answering ‘strongly agree’, ‘agree’, and ‘undecided’. Furthermore, only 3.57% chose
‘disagree’ and 0.00% for ‘strongly disagree’. It means that the students had good
responses on the questionnaire. The statements in this section were about students' beliefs
on the use of impromptu speech to improve their speaking skills. An impromptu speech
was good for the students’ speaking skills because it could improve the confidence,
organization of speech, body movements, presentation skills, communication, speaking
experiences, and fluency. Moreover, the students could think fast while they spoke in
front of people.
As said by Dowling (1957), “impromptu speech improves students’ confidence in
speaking” (p. 205). Dowling (1957) adds that “impromptu speech improves students’
organization in speaking” (p. 205). Another theory from Dowling (1957), he believes that
“impromptu speech improves students’ bodily action” (p. 205). According to Fredricks
(2005), “impromptu speech is good to test students’ quick organizational and presentation
skills” (p. 75). Yale (2014) states that “Impromptu speech improves students’
communication effectively” (p. 283). Yale (2014) also believes that “an impromptu
speech assignment is good for significantly increasing the number of speaking
experiences each student completes during the speech” (p. 283). Moreover, Luoma
(2004) argues that “the students need more experiences and practices to make their
speaking fluently and naturally” (p. 6). Last but not least, Dowling (1957) adds that
“impromptu speech improves students’ ability to think straight while speaking” (p. 205).

E. CONCLUSIONS
The researcher concluded the study using the results of observation and
questionnaires. Through the observation, the researcher found that the lecturer
implemented the original concept of impromptu speech in the Critical Listening and
Speaking 2 class D. The original concept of impromptu speech is speaking spontaneously
using a random topic around three until five minutes in front of people. Through the
questionnaires, the researcher found that most of the students had improved their
confidence, organization of speech, body movement while speaking. Moreover, the
presentation skills were also improved automatically by doing the impromptu speech. In
conclusion, most of the students of Critical Listening and Speaking 2 Class D had
positive beliefs on the implementation of impromptu speech in improving their speaking
skills.
Based on the result of the study, the implementation of impromptu speech changed
students’ beliefs in positive ways, especially toward the students’ speaking skills.
However, the implementation of impromptu speech practice still needs to be developed in
order to foster the positive impact of students’ speaking skills.

REFERENCES
Al-Samarraie, H., Selim, H., & Zaqout, F. (2016). The effect of content representation
design principles on users’ intuitive beliefs and use of e-learning
systems. Interactive Learning Environments, 24(8), 1758-1777.
Altman, S., Valenzi, E., & Richard, M. H. (1985). Organizational behavior: Theory and
practice. Orlando: Academic Press, Inc.

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Armstrong, D. M. (1973). Beliefs, truth and knowledge. New York: Cambridge
University Press.
Ary, D., Jacobs, L. C., & Razavieh, A. (2002). An introduction to research in education
(6th ed.). Belmont: Wadsworth Thomson Learning.
Baiyinna, W. (2011). An investigation of teacher and learner beliefs about English
teaching and learning for Mongolian university students. Chinese Journal of
Applied Linguistics, 34(1), 93-110. Retrieved on March 22, 2018, from
www.celea.org.cn/teic/95/7.pdf}.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An
introduction to theory and methods (5th ed.). Boston: Pearson A & B.
Borg, M. (2001). Key concepts in ELT: Teachers' beliefs. ELT Journal, 55(2), 186-188.
Cohen, L., Manion, L., & Morrison K. (2007). Research method in education (6th ed.).
New York: Routledge.
Cresswell, J. W. (2003). Research design: Quantitative, qualitative, and mixed method
approaches (2nd ed.). Thousand Oaks, CA: Sage.
Dowling, F. (1957). Teaching impromptu speaking. Communication Education, 6(3),
205-208.
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’
beliefs: What are they? Which have been examined? What can they tell us? APA
educational psychology handbook, 2, 471-499.
Fredricks, S. M. (2005). Teaching impromptu speaking: A pictorial approach.
Communication Teacher, 19(3), 75-79. doi: 10.1080/14704620500201715
Grice, G. L., & Skinner, J. F. (1993). Mastering public speaking (2 nd ed.). Boston: Allyn
and Bacon.
Hendrix, J. A. (1968). Teaching devices: A symposium. Speech Teacher, 17(4), 334-335.
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the
foreign language methods course. Foreign Language Annals, 18(4), 333-340.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university
foreign language students. The Modern Language Journal, 72(3), 283-294.
Lucas, S. E. (1998). Instructor's manual to accompany the art of public speaking (6th ed.).
New York, NY: McGraw Hill.
Lucas, S. E. (2015). The art of public speaking (12th ed.). New York, NY: McGraw Hill.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and
implementation (4th ed.). San Francisco, CA: Jossey-Bass.
Nhapulo, M. A. (2013). Teacher and learner beliefs and expectations about English
language teaching and learning at a Mozambican university. Afrika Focus, 26(2),
81-109. Retrieved on March 22, 2018, from
http://www.academia.edu/download/35094405/Teacher_and_learner_beliefs_-
_A_Focus.pdf
Pehkonen, E., & Pietilä, A. (2003). On relationships between beliefs and knowledge in
mathematics education. In Proceedings of the CERME-3 (Bellaria) meeting.
Rosenfeld, L. B. (1966). Teaching impromptu speaking. The speech teacher, 15(3), 232-
234. doi: 10.1080/03634526609377530
VanderStoep, S. W., & Johnston, D. D. (2009). Research methods for everyday life:
Blending qualitative and quantitative approaches. San Francisco: Jossey-Bass.
Yale, R. N. (2014). The impromptu gauntlet: An experiential strategy for developing
lasting communication skills. Business and Professional Communication Quarterly,
77(3), 281–296.

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 STUDENTS’ OVERVIEW TOWARDS PEER-CORRECTION
ACTIVITY ON STUDENTS-MADE ADVERTISEMENT
UPLOADED IN INSTAGRAM
Galang Kesatria Tama
galang.kesatria.tama@gmail.com
Teknokrat University of Indonesia

Abstract

Reading subject usually becomes one of the subjects in EFL context that leads to
students’ opinion to be an uninteresting activity. Reading I to IV are prerequisite subjects
in Teknokrat University of Indonesia. Mostly, learning processes in reading class are
lecturing, presentation, and discussion which are monotonous classroom activities.
Fortunately, one of the lecturers applied the use of Instagram in Functional Reading
subject as a peer-correction activity on student-made advertisement. Having this
interesting and attractive activity, the writers wanted to see students’ overview after doing
this online activity. The data collection gained through closed-ended questionnaire and
the subjects are all students from Functional Reading class A. Thus, this research belongs
to descriptive research. As the result, most students who participated in peer-correction of
student-made advertisement showed positive responses and got no significant problems
during the process.

Keywords: reading class, peer correction, online learning

----------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Being a future teacher and one of English Education students, the researcher
realizes that mastering reading, writing, listening, speaking skills is a must. However,
teaching and learning process in a class often plays important role to the students’
undertanding. For example, if the teaching and learning activity is interesting and
interactive, the students will automatically like the subject and be easy to understand or
absorb a material and vice versa. Thus, students can improve their reading significantly as
long as they feel motivated or interested (Worthy, 2006).
Reading, unlike the other three skills, usually becomes one of the subjects in EFL
context that leads to students’ opinion which is boring and uninteresting activity since it
is less interactive. However, as Reading I to IV are prerequitite skills subjects in
Teknokrat University of Indonesia, the students must take these subjects. Learning
process in reading class is mostly lecturing, presenting, and discussing which are
monotonous classroom activities. Fortunately, one of the lecturers applied the use of
Instagram in Functional Reading subject as a peer-correction activity on student-made
advertisement.
Advertisement is one of the short functional texts that was learnt in the first
semester in Teknokrat University of Indonesia. After learning the material, the lecturer
asked the students to create their own advertisement whose theme was food that the
students ate. They took a picture of one of the food with a good angle, uploaded it in
Instagram, and wrote a good caption related to the food based on the criteria of good
advertisements. Next, the students were given one week to read and correct the

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advertisement by giving comments. However in doing peer-correction, the class was
divided into ten groups. Each group got each criterion to be checked. These criteria were
to minimize grammatical mistakes and ignore other unimportant things. Table 1 shows
the criteria given to the students.

Table 1. Instagram Correction Criteria

Group Criteria
1 General What do you like the most from your friends’ advertisement?
Mention at least three and give the reason.
2 Picture A. Does the picture give you additional information?
B. Does the picture inform/entertain/persuade you?
C. What can you learn from the picture? Will you take the
picture in the same or different angle?
3 Content Fact and/or opinion given for convincing the buyer about the
product. If any, please mention them. If no, please give your
suggestions to improve.
4 Persuasion The student uses effective convincing and persuasive language
to the readers/buyers. If any, please mention them. If no, please
give your suggestions to improve.
5 Caption The student creates a caption that was effective in describing
the product. If any, please mention them. If no, please give
your suggestions to improve.
6 Form Did your friend write the name, price, address of the product?
If any, please mention them. If no, please give your
suggestions to improve.
7 Language D. The language expresses originality. Give your reasons.
Used E. The language is appropriate to the audience/target buyer.
Give your reasons.
8 Grammar Are there any errors in grammar? Can you suggest a way to
improve them?
9 Mechanic Are there any errors in spelling, punctuation, and
capitalization? Can you suggest a way to improve them?
10 Sentence Are there any unclear sentence? Can you suggest a way to
Structure improve them?

From the table above, one group of students got one criterion. Thus, they gave
comment to students’ advertisement based on the criterion. For example, group six gave a
comment related to the form of advertisement (name, price, address of the product). In an
one-week correction, the students could read many student-made advertisements and
apply the theory that they learnt previously by having an interactive activity.
At first, the lecturer asked the students about what social media they had the most.
The students rose their hand if they have social media mentioned by the teacher. Next,
Instagram was chosen as a medium to upload the advertisements since most of the
students in the class had this social media. Then, the teacher decided Instagram to be the
medium to upload their advertisements since it is one of the highest social media used
among teenagers in Indonesia (factsofindonesia.com, 2018). Besides mostly used in the
class, according to Kunto, a business developer of Onlineone Data, (2017) Instagram is
an influencer marketing which means people usually follow someone famous or someone
they know. It is a good chance to promote a product through them. The lecturer hoped
that by applying Instagram in a reading subject, the students would get an interactive and
interesting activity.

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 From the explanation above, the researcher, as one of the students in Reading
subject, wanted to know other students’ overview after doing a one-week correction. Not
only an interactive activity, but also it was the first time for the students of the Reading
subject applying such kind of social media in the class in the first semester in the
university.

B. REVIEW OF RELATED LITERATURE

According to Ur (2012), reading is not only producing sound of the text but also
undertanding what is the text means. If students only read aloud and do not understand
what the text is about, the students still do not read. That is why learning reading is not
easy and simple. Both the students and lecturers need to come up with an effective
strategy to achieve the goal of reading which is understanding.
The objective of reading subject in UTI is to understand what the writer wrote and
get the meaning of those written text, since the topics in the first semester are notice,
announcement, invitation, advertisement, short manuals, and several theories about
reading techniques. The complete schedules and topics are provided in Table 2 below:

Table 2. Topics for Functional Reading Subject

Meeting Topics
1  Introduction to learning contract
 Classroom regulations
 Pre-test (short popular text; culinary/movie review/news/etc.)
Note:
This pretest is to measure students’ initial reading skill – students’ responses to the
text.
2 Understanding notices:
a. identifying notices
b. concluding information in the text
3 Understanding notices:
c. identifying notices
d. concluding information in the text
4 Understanding Printed/ Written Advertisement:
e. identifying printed / written advertisements
f. concluding information in the text
5 Quiz 1
6 Understanding Printed / Written Advertisement:
g. identifying printed / written advertisements
h. concluding information in the text
7 Understanding announcement:
i. clustering the text
j. concluding information in the texts
8 Understanding announcement:
k. clustering the text
l. concluding information in the texts
9 Mid Test
10 Understanding Invitation:
m. scanning the texts
n. clustering the texts
o. concluding information in the texts
11 Understanding short manuals (medicine);
(clustering, scanning, skimming, reciting the text)
12 Understanding short manuals (cosmetic);
(clustering, scanning, skimming, reciting the text)

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 13 Quiz 2
14 Understanding short manuals (simple machines);
(clustering, scanning, skimming, reciting the text)
15 Understanding short manuals (information book);
(clustering, scanning, skimming, reciting the text)
16 Final Examination

Based on the Table 2, it can be implied that reading in the first semester is to know
and differenciate those several short functional texts. Therefore, the main goal is
understanding.
On the other hand, understanding a text is not as simple as mentioned before,
especially looking at some facts that Indonesians’ interest and capability toward reading
is low. It may happen because of (1) Indonesian people are used to hear stories than
reading, (2) reading with the goal of understanding is difficult to do, and (3) teaching
strategy applied in the class is effective to motivate students in reading (Agustina, 2011).
Thus, motivating the students by applying several strategies in the class is really
demanded especially for Indonesian context.

C. METHODOLOGY
A descriptive qualitative research design was employed in this study since the data
were obtained through questionnaire. As it is in line with Patton and Cochran (2002), the
aim of descriptive qualitative is using more data in the form of words than numbers as the
data analysis.
The researcher gave the questionnaire to the second-semester students of English
Education study program in Teknokrat University of Indonesia, Bandar Lampung who
took Functional Reading subject in the previous semester. The total students engaged
were 23 students from class A. The class was selected because the researcher was from
that class. Thus, the researcher had been familiar with the setting and the subjects of this
study.

D. FINDINGS AND DISCUSSION

As the researcher wanted to know about the students’ overview toward students’
made advertisement uploaded in Instagram, the reseracher gave a closed-ended
questionnaire to students who took Functional Reading subject last semester. Table 3
below shows detailed statements that are asked to the students.

Table 3. Closed-ended Questionnaire Given to the Students

No. Statement Answer
Yes No
1. I have more than one social media (Whatsapp, BBM, Facebook,
Instagram, Path, others.).
2. I often use my social media to communicate with people.
3. I use my social media more that texting.
4. I open/use my social media more than 5 times a day.
5. I prefer having internet data to credit.
6. I cannot stand even for one day without social media.
7. I felt that Functional Reading Subject was difficult.
8. I have problems in understanding/following the Functional
Reading subject.
9. I found Functional Reading boring.
10. The use of social media (Instagram) in Functional Reading

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 subject is interesting.
11. I enjoyed studying Functional Reading subject using Instagram.
12. I felt that I had more confidence in learning Functional Reading
subject by using Instagram.
13. I felt more relax in learning Functional Reading subject by using
Instagram.
14. I worked hard in preparing and making an advertisement to be
uploaded in Instagram.
15. I began to enjoy using English more when giving
comments/suggestions through Instagram.
16. I accept my friends’ comments/suggestions of my advertisement
in Instagram with open minded.
17. I found that my friends and I were more active in learning
Fuctional Reading subject when using Instagram.
18. I found some problems in learning using Instagram.

Table 3 shows that the statements given by the students could be grouped into
several criteria; they are students’ habit toward social media usage, students’ opinion
toward Functional Reading subject, and the students’ opinion toward the usage of
Instagram in Reading subject.
The first group was to know students’ habit in using social media in our daily life.
The statements from number one to six belong to the first group. The statements of the
second group are from number seven to nine that was to know the students’ opinion about
Functional Reading subject, whether they found it interesting, boring, or difficult. The
statements of the last group were from number ten to twelve. The nine statements of the
last group were to know the students’ opinion toward the usage of Instagram in Reading
Subject especially advertisement material. Hopefully, by providing nine statements, the
data got clear.
The closed-ended questionnaire was made in the form of table in order to make the
students easier in responding the statements. Moreover, the reseracher also printed it in a
piece of paper to be given to the students. This questionnaire was given during a break
from one subject to another subject in a class, no more than ten minutes, the researcher
had got the questionnaire back from the respondents. Table 4 showed the result of closed-
ended questionnaire given to the students.

Table 4. Result of Closed-ended Questionnaire Given to the Students

No. Statement Answer
Yes No
1. I have more than one social media (WhatsApp Messanger, BBM, 96% 4%
Facebook, Instagram, Path).
2. I often use my social media to communicate with people. 96% 4%
3. I use my social media more that texting. 96% 4%
4. I open/use my social media more than 5 times a day. 96% 4%
5. I prefer having internet data than credit. 91% 9%
6. I cannot stand even for one day without social media. 65% 35%
7. I felt that Functional Reading Subject was difficult. 30% 70%
8. I had problems in understanding/following Functional Reading 30% 70%
subject.
9. I found Functional Reading boring. 17% 83%
10. The use of social media (Instagram) in Functional Reading 30% 70%
subject is interesting.
11. I enjoyed studying Functional Reading subject using Instagram. 48% 52%

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 12. I felt that I had more confidence in learning Functional Reading 70% 30%
subject by using Instagram.
13. I felt more relax in learning Functional Reading subject by using 52% 48%
Instagram.
14. I was worked in preparing and making an advertisement to be 57% 43%
uploaded in Instagram.
15. I began to enjoy using English more when giving 65% 35%
comments/suggestions through Instagram.
16. I accept my friends’ comments/suggestions about my 96% 4%
advertisement in Instagram with open minded.
17. I found that my friends and I were more active in learning 52% 48%
Fuctional Reading subject when using Instagram.
18. I found some problems in learning using Instagram. 30% 70%

To make the result clearly, the researcher gave further explanation by discussing
every group one by one like in the following tables.

Table 5. Result of Closed-Ended Questionnaire Related to Students’ Habit toward Social

Media
No. Statement Answer
Yes No
1. I have more than one social media (WhatsApp Messenger, BBM, 96% 4%
Facebook, Instagram, Path).
2. I often use my social media to communicate with people. 96% 4%
3. I use my social media more that texting. 96% 4%
4. I open/use my social media more than 5 times a day. 96% 4%
5. I prefer having internet data than credit. 91% 9%
6. I cannot stand even for one day without social media. 65% 35%

Table 5 above shows that 96% of the students had more than one social media and
only 4% of the students had at least one social media in their phone. Number one, two,
three, four indicate the same precentage that students mostly used social media as a
means of communication by using them to communicate with others than using text
message, and open those social media more than five times a day. Since often used social
media in their daily life, 91% of the students chose to have internet data than credit to text
or call others. In fact, only 65% of the students who cannot stand without using social
media.
After knowing the students’ habit toward social media, Table 6 showed the
students’ opinion toward Functional Reading subject. Surprisingly in the following table,
only 30% of the students thought that Functional Reading subject was difficult and 70%
of the students did not think so. Next, 30% of the students showed that they had problems
during the class and 70% of the students did not. The last statement for the third group
showed that only 17% of the students felt that the class was boring and 83% of the
students did not feel bored during the subject.

Table 6. Result of Closed-Ended Questionnaire Related to Students’ Opinion toward

Functional Reading subject
No. Statement Answer
Yes No
7. I felt that Functional Reading Subject was difficult. 30% 70%
8. I had problems if understanding/following Functional Reading 30% 70%
subject.

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 9. I found Functional Reading boring. 17% 83%

Table 7. Result of Closed-ended Questionnaire Related to Students’ Overview toward Social

Media Usage in Fuctional Reading Subject
No. Statement Answer
Yes No
10. The use of social media (Instagram) in Functional Reading 30% 70%
subject is interesting.
11. I enjoyed studying for Functional Reading subject using 48% 52%
Instagram.
12. I felt that I had more confidence in learning Functional Reading 70% 30%
subject using Instagram.
13. I felt more relax in learning Functional Reading subject by using 52% 48%
Instagram.
14. I was working hard in preparing and making an advertisement to 57% 43%
be uploaded in Instagram.
15. I began to enjoy using English more when giving 65% 35%
comments/suggestions through Instagram.
16. I accept my friends’ comments/suggestions to my advertisement 96% 4%
in Instagram with open minded.
17. I found that My friends and I were more active in learning 52% 48%
Fuctional Reading subject using Instagram.
18. I found some problems in learning using Instagram. 30% 70%

From the table above, 70% of the students thought that the usage of Instagram
during the class was not interesting. However, most a half of the students enjoyed the
class when they used Instagram. Moreover, 70% of the students said that they felt more
confident by learning through Instagram and 52% of the students said it was more
relaxing. Despite they felt more confidence doing the activity, only 57% of the students
worked hard in preparing and making the advertisement uploaded in Instagram but still
65% students enjoyed giving comments or suggestions in Intagram. The warm-hearted
one was 96% of the students could accept their friends comments or suggestions during
peer-correction activity eventhough only 52% of the students became more active in
learning. Luckily, 30% students found some problems in learning through Instagram.
To sum up the result above, although the students used social media in their daily
life, they did not really enjoy using it in learning activity.

E. CONCLUSIONS
In conclusion, using social media can be a learning strategy since it is familiar in
students’ daily life. However, it is not guaranteed that all students can enjoy and relax
during the process. That is why in applying social media, the lecturer should consider the
material or skill that really suits with this activity.

REFERENCES
Agustina, L. (2011). Techniques and strategies to enhance English language learning:
the importance of teaching reading strategies to improve students’ reading
comprehension. Malang: State University Malang Press.
Facts of Indonesia. (2018). Thirteen teenagers lifestyle in Indonesia. Retrieved from
https://factsofindonesia.com/teenager-lifestyle-in-indonesia
Kunto, G. (2017). Marketing in Indonesia: Teen fads EBB and flow based on online
trends. Retrieved from https://www.emarketer.com/Article/Marketing-Indonesia-
Teen-Fads-Ebb-Flow-Based-on-Online-Trends/1015137.

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Patton M.C., & Cochran, M. (2002). A guide to using a qualitative research method.
London: Medcines San Frontiers.
Ur, P. (2012). A course in language teaching. Cambrige: Cambrige University Press.
Worthy, J. (1996). A matter of interest: Literature that hooks reluctant readers and keeps
them reading. The Reading Teacher, 50(3), 204-212.

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 STYLISTIC ANALYSIS OF LANGUAGE STYLES
IN WHATSAPP MESSENGER MESSAGES
Danin Christianto1, Afri Tamara Nurmadani2
nikolausdaninchristianto@gmail.com1, afieta37@gmail.com2
Sanata Dharma University

Abstract

Nowadays, the use of smartphones keeps increasing as they are considered as one of the
people’s daily needs to communicate with others. One of the applications is WhatsApp
Messenger, which is currently popular. WhatsApp Messenger is the improved version of
the previous Short Message Service (SMS). The formulated problems in this research are
(1) What SMS styles are used in WhatsApp Messenger and (2) What factors are
influencing the use of SMS styles. The data of this research were analysed by using
qualitative methods. The researchers employed the theory of SMS styles proposed by
Azhar (2010) to identify the styles in WhatsApp mesages and focused on the graphology
aspect which included clipping, substitution of word with number, coinage, and a
combination of lowercase and uppercase styles. The first result showed that the
WhatsApp Messenger senders used the combination of the styles mentioned. The second
result were factors of age, status, and relationship.

Keywords: language style, WhatsApp Messenger, SMS style

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Language is seen as a tool which is used to communicate with each other. People,
however, often view language as being more than writing and speech. Emmitt and
Pollock (1991) states that language is “a complex and abstract phenomenon which could
be realised through a number of verbal and non-verbal codes” (p. 5). Furthermore,
Bergmann, Hall, and Ross (2007) defines language as “an abstract cognitive system that
uniquely allows humans to produce and comprehend meaningful utterances” (p. 660).
Therefore, it can be concluded that language is not only a device which is used as a mean
of communication, but it is a tool that makes humans able to create various meaningful
utterances to communicate.
In this modern era, the use of various kinds of technologies has greatly increased.
Many new technologies are invented by different inventors in order to help and fulfill
people in running their daily lives. In term of having communication, for example,
nowadays people can communicate wherever and whenever they are since there are so
many media and means which can be used. In the past, people had to send letters to
communicate from a distance which made them unable to have a direct communication.
Now, they can talk and communicate to each other easily by only using the applications
provided to smartphones. The applications such as Short Message Service (SMS),
KakaoTalk, Blackberry Messenger (BBM), LINE, and WeChat, for example, are oftenly
used to connect and communicate with anyone from anywhere. One of the well-known
messengers which is mostly used is WhatsApp Messenger (WA).
WhatsApp Messenger is a messenger application for smartphone which has almost
similar bases like BBM (Blackberry Messenger). Actually, WhatsApp Messenger was

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created for iPhone only by Brian Acton and Jan Koum, the CEOs, in 2009 and it was not
created for smartphones yet at first. As the period’s rapid development, however, the
application is finally created for smartphones so that more and more people can use it.
Now, the application’s platforms, including Blackberry, Android, Symbian, Nokia Series
40, and Windows Phone, can be used to access and operate WhatsApp Messenger.
When people use WhatsApp Messenger, they want to write and send various
messages quickly. They do not like wasting their time only to write messages. This issue
leads them to find a way of how to write faster and more efficient messages so it can save
more time. Thus, the WhatsApp Messenger users become more creative in writing
messages and they employ some techniques which create some language styles. The
clipping style, for example, is one of the mostly used styles in writing messages. This
process shortens one syllable letter or more to make it more efficient (e.g. “have”
becomes “hve”, “because” becomes “bcause”, and “thanks” becomes “thnks”). In short,
the users oftenly use several different SMS styles (clipping style, as an example).
The researchers would like to conduct the research on analysing the language
styles used in the WhatsApp Messenger messages as there are many language phenomena
within the written messages which can still be analysed and studied. Previously, the first
similar study about the styles of online messenger’s mesages was conducted by
Perwitasari and Tania (2014) in their research paper entitled Language Style in Short
Message Service. In the research, Perwitasari and Tania tried to identify the SMS styles
and the factors influencing the use of the styles in Short Message Service’s (SMS)
messages. The first result shows that the styles used were clipping style, substitution of
words with numbers, coinage style, and a combination of lowercase and uppercase. The
second result shows that the factors influencing were the relationship and the age gap
between the sender and receiver.
Second, the relevant study about an analysis on language style was done by
Permatasari and Yulia (2013) in their journal article entitled An Analysis on the Language
Style of the Utterances in Magnum Advertisements. In the research, Permatasari and Yulia
tried to solve two research problems related to the language style of the utterances in
Magnum advertisements. The problems were (1) What are the linguistic features of
Magnum advertisements and (2) What kind of power relation does Magnum have upon
consumers through the advertisements? The first result shows that there were only a few
linguistic features which appeared in Magnum advertisements. The second result states
that the power relation between the companies and consumers could be defined easily
because the utterances were clear enough.
From the short discussion above, the researchers formulated two research problems
to be discussed in this research. Those are as below.
1. What styles are used in WhatsApp Messenger (WA)?
2. What factors do influence the use of the styles in WhatsApp Messenger (WA)?
From the formulated problems, there are two research objectives which will be
achieved. The objectives are as below.
1. Identify the styles which are used in WhatsApp Messenger (WA);
2. Find out the factors which influence the use of the styles in WhatsApp Messenger
(WA).

B. REVIEW OF RELATED LITERATURE

1. Stylistics
Stylistics is considered as one of the macrolinguistic branches which studies the
relation between language and style. Verdonk (2002, p. 121) says that stylistics is the
study of style in language which concerned distinctive linguistic expression and the

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description of its purpose and effect. Furthermore, Aitchison (2003) defines stylistics as
“the linguistic analysis of literary language” (p. 148). It means that this linguistic branch
deals with how language is applied in the world of literature. In short, stylistics is defined
as the macrolinguistic branch which studies about language style in literature.
2. WhatsApp Messenger
WhatsApp Messenger is one of the many online social messengers which have the
same basic function as SMS (Short Message Service), that is, to deliver messages from
one smartphone to another. WhatsApp Messenger was created for iPhone only by Brian
Acton and Jan Koum, the CEOs, in 2009 and it was not created for smartphones yet at
first. As the period’s rapid development, however, the application is finally created for
smartphone so that more and more people can use it. The first explicit difference between
SMS and WhatsApp Messenger is that SMS is rather traditional compared to WhatsApp
Messenger. SMS needs credits to send messages. WhatsApp Messenger, however, needs
internet data to send messages. The second difference is that SMS only allows people to
send text messages while WhatsApp Messenger allows us not only send messages, but
also it enables us to employ video call and voice call.
3. Stylistic aspects
In SMS styles, there are so many stylistic aspects which can be found within
whether it is in form of message display, word choice, grammar, the contents of the
messages, or the way of delivering messages in the SMS. In short, the aspects are (1)
grammatical aspect, (2) lexical aspect, and (3) graphology aspect. In this research,
however, the researchers only focused on the graphology aspect to analyse the data.
Graphology aspect also has several styles which can be used to analyse the data of
this research. There are four styles in graphology, such as the clipping style, substitution
of letter with number, coinage style, and combination of lowercase and uppercase style
(Azhar, 2010, p. 9). The description of each style is discussed as below.
a. Clipping Style
In linguistics, clipping is one of the word formation processes which shortens a
polysyllabic word. As stated by O’Grady, Dobrovolsky, and Katamba (1996), “clipping is
a word formation process that shortens a polysyllabic word by deleting one or more
syllables” (p. 707). In WhatsApp Messenger, people tend to use clipping style not because
they want to form a new word. Instead, they do it in order to save the numbers of
characters, spaces, and internet data. The table below shows some examples of the
clipping process which were found in WhatsApp Messenger.

Table 1. The Examples And Comparisons of Clipping Style between SMS Style and
Conventional Style
SMS Style Conventional Style
1. Ni ak baru aja selesai wkwk Ini aku baru saja selesai wkwk
2. Nti jam 14.15 mau balik kos Nanti jam 14.15 mau balik kos
3. Ntr ku kabari kl udh siap Entar aku kabari kalau sudah siap
(Azhar, 2010)

From the data given above, it can be seen that several words went have gone
through the clipping process. In number 1, “Ini” is shortened into “Ni”, “aku” is
shortened into “ak”, and “saja” is shortened into “aja”. In number 2, “Nanti” is
shortened into “Nti”. In number 3, “Entar” is shortened into “Ntr”, “kalau” is shortened
into “kl”, and “sudah” is shortened into “udh”. Thus, the researchers concluded that the
WhatsApp Messenger users, whether the senders or receivers, employed the clipping style
in order to save more spaces and characters.

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b. Substitution of Letter with Number
There are many letters which are substituted into numbers. It is meant to change
letters as long as they have the closely similar forms of numbers which are used to
substitute with the letters. The purpose of writing such a model is to show cool styles and
beauty. The examples are as below.

Table 2. The Examples and Comparisons of Substitution of Letters with Numbers between
SMS style and Conventional Style
SMS Style Conventional Style
1. H4ve you 3ver h3ard about th4t? Have you ever heard about that?
2. Danin, c0uld y0u please tell y0ur friends Danin, could you please tell your friends
that I will n0t be available tomorrow? that I will not be available tomorrow?
3. I will be waitin9 for you in the 9arden I will be waiting for you in the garden
(Azhar, 2010, Djatmika, 2009, p. 263-267)
c. Coinage style
Coinage style is used to change a word into a symbol which shares the similar
meaning. Azhar (2010) states that coinage style is a style which used a symbol to
represent a word. The symbols are chosen as users’ interests which mean that they are
still be able to see the logical relation between the symbols and the referred words.

Table 3. The Examples and Comparisons of Coinage style between SMS Style and
Conventional Style
SMS Style Conventional Style
1. Q dah sampai kampus, kamu segera 1. Aku sudah sampai kampus, kamu segera
nyusul q sekarang ya... nyusul aku sekarang ya...
2. Salam buat orng2 disana ya n maafin 2. Salam buat orang-orang disana ya dan
aku gak bisa dateng maafin aku tidak bisa datang
3. I have to go now & please tell your class 3. I have to go now and please tell your
to study independently  friend to study independently (smiling)
(Azhar, 2010, Moralent, 2009, p. 269-272, and Djatmika, 2009, p. 263-267)

The above symbols which were coinaged by the messages’ writers were the letter
“Q” and “q” to represent the word “aku”, the number “2” to represent the repetition of
the word, the letter “n” and symbol “&” to represent a conjunction “and”, and the symbol
“” to represent the nonverbal expression which means “smiling”.

d. Combination of Lowercase and Uppercase Style

In the combination of lowercase and uppercase style, there is no exact rule since it
depends on a person’s own style.

Table 4. The Examples and Comparisons of Combination of Lowercase and Uppercase Style
between SMS Style And Conventional Style
SMS Style Conventional Style
1. Miss, How long will The test 1. Miss, how long will the test last?
last? 2. Oke deh dengan senang hati
2. Oke Dh Dg Snang hT 3. Afri, I want to have a lunch
3. afri, I Want To have a luncH

4. Factors Influencing the Use of SMS Styles

The use of such SMS styles in WhatsApp Messenger was influenced by the
receiver of the messages. It can be seen the receiver has certain effects on the sender’s
choice of language styles. Holmes (2001) states that the better we know someone, the

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more casual the speech styles that we would use to them. People would use more standard
forms to those whom they did not know well, and they would use more vernacular forms
to their friends. This means that the relationship between the receiver and sender
determines what language style is used. The SMS style, as an example, which was
expressed by a student to a teacher was rather different than the one used to a friend. The
style for a teacher was more formal than for a friend.
Aside of that, the factor of age between the receivers and senders also influences
the choice of style. The SMS users have “dissimilar language behavior depending on
social contexts associated with age” (O’Grady, Dobrovolsky, & Katamba, 1996, p. 529).
It can be seen when the senders were still young, they tend to use more styles than the
ones which were older. It, perhaps, indicates the presence of natural change in language.
Also, speech accomodation is considered as one of the factors which influences the
use of SMS styles. It can be defined as the modification of style in a certain interaction.
As stated by (O’Grady, Dobrovolsky, & Katamba, 1996, p. 492). Holtgraves (2002) also
added “Accomodation can be upward (toward a more prestigious variety) or downward
(toward a less-prestigious variety)” (p. 80).
SMS style can become more polite if the users employ alteration. The senders can
employ a modification process which changes their style to diverge of become different
to each other. According to Holtgraves (2002), “speech divergence is considered as a
desire to emphasize one’s identitiy with a reference group which is external to the current
situation” (p. 80).

C. METHODOLOGY
This research belongs to the qualitative group since the data were interpreted in the
form of description rather than numeric. Based on Johnson and Christensen (2017),
“qualitative research is used to generate new hypotheses and theories” (p. 33). It means
that this type of research is used when a researcher wants to find out or learn more about
a certain topic or phenomenon which needs description to create a new theory or
hypothesis. Therefore, the data of this research belong to the qualitative group since they
were interpreted using description and they were gathered and analysed by using content
or document analysis technique.
Content analysis can be defined as one of the data analysis techniques which
examines contents to investigate certain topics or themes. Cohen, Manion, and Morrison
(2011) states “content analysis describes the manifest characteristics of communication,
infers the antecedents of the communication, and infers the consequences of the
communication” (p. 564). Analysing written data such as newspaper, books, articles,
musical lyrics, photographs, or works of arts is included into content analysis technique.
In this research, the data are in the forms of several WhatsApp Messenger messages’
screenshots which the messages were analysed and interpreted.
There were some steps which were conducted by the researchers to collect the data.
The first step was the researchers screenshot ten random WhatsApp Messenger messages.
The second step was the researchers analysed the messages using the Azhar’s theories
(2010) on SMS Style, which had been written on the literature review section. Finally, the
last step was the researchers presented the results of the analyses in the form of
description.

D. FINDINGS AND DISCUSSION

There are two research problems which were formulated by the researchers,
namely (1) What styles are used in WhatsApp Messenger (WA)? and (2) What factors are

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influencing the use of the styles in WhatsApp Messenger (WA)? Below is the table of the
findings of the language styles used in WhatsApp Messenger.

Table 5. The Findings of the Language Styles Used in WhatsApp Messenger

Picture Language Styles
# Clipping Substitution of Words Coinage Combination of Lowercase
Style with Numbers Style and Uppercase
Picture 7 - - -
1
Picture 2 1 2 -
2
Picture 1 - 1 1
3
Picture - - 4 -
4
Picture 3 - 13 1
5
Picture 1 - 1 -
6
Picture 9 - 2 -
7
Picture 8 - - -
8
Picture 3 28 - -
9
Picture 11 - 8 -
10
Total 45 29 31 2

Below is the discussion of each research question based on the table above. The
researchers added the screenshots of the chosen messages as the evidences to be analysed.
The first section discussed about the SMS styles used in WhatsApp Messenger messages.
The second section discussed about the factors which influenced the use of such styles.
Below is the description.
1. SMS Styles in WhatsApp Messenger Messages

Picture 1
From the picture above, the researchers found that there were only one style which
was used by the users, namely clipping style. The users clipped the words “tadi” into
“td”, “sudah” into “udh”, “sekarang” into “skrng”, “besok” into “bsk”, “aku” into “ku”,

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“kamu” into “km”, and “terserah” into “serah”. The users used such a style in order to
save more spaces and time. Thus, the style which was only found from the picture 1 was
only clipping style and it was used for 7 times.

Picture 2
From picture 2, the researchers found three SMS styles in the message. They were
clipping, substitution of word with number, and coinage styles. In clipping, there were
two words which were converted, namely “aku” became “ku”, “banget” became “bgt”. In
substitution of word with number, there was only one word, namely “right” became “R8”.
In coinage, there were two similar symbols to represent “LOL (Laughing Out Loud)”
expression. In short, the used SMS styles found in the picture 2 were clipping,
substitution of word with number, and coinage styles.

Picture 3
From picture 3, the researchers identified three styles. They were clipping,
combination of uppercase and lowercase, and coinage styles. In the clipping style, there
was one word; “saja” became “ja”. In the combination of uppercase and lowercase, there
was one word; “namanya” became “Namanxa”. In coinage style, there was the use of
symbol to represent “Laugh”. Thus, the receiver and sender employed clipping, coinage,
and combination of uppercase and lowercase.

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 Picture 4
From picture 4, the researchers found only one style that was used in the message,
namely coinage style. There were two letter symbols which were “G” for “gak (tidak)”,
and “Y” for “ya (iya)”. In addition, the receiver and sender used two emoticon symbols
which represented anger and laugh. Finally, the researchers concluded that there was only
one SMS style and there were four items of coinage which were found in picture 4.

Picture 5
From picture 5, there were three styles used in the message. The styles were
clipping, coinage, and combination of uppercase and lowercase. In the clipping style,
there were three words “giman” for “gimana”, “kpn” for “kapan” and “ra” for “ora”. In
the coinage style. there were nine emoticon symbols and four alphabet symbols. The
emoticon symbols consisted of seven symbols which represented “Laugh” and two other
symbols represented “be grateful”. The alphabet symbols were “Q” which represented
“aku”, and “d” which represented “di”. In the combination of uppercase and lowercase,
there was only one word; “sMpeaN” for “sampean”. From the message, the researchers
concluded that there were three SMS styles which were employed, namely clipping,
coinage, and combination of uppercase and lowercase styles.

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 Picture 6
From picture 6, the researchers found two styles which were used in the WhatsApp
Messenger. They were clipping and coinage styles. In the clipping style, there was only
one item, namely “yeah” became “yh”. In the coinage style, there was one emoticon
symbol which represented “Laugh”. In short, the SMS styles which were used in the
WhatsApp Messenger were clipping and coincage styles.

Picture 7
From picture 7, there were two styles which were used in the WhatsApp Messenger
message. They were clipping and coinage styles. In clipping style, there were nine items
which went through this process, namely “sudah” became “udh”, “belum” became “blm”,
“pakai” became “pake”, “kamu” became “km”, “belum” became “blum”, “ini” became
“ni”, “tunggu” became “tggu” and “dimana” became “dmn”. In the coinage style, there
were two kinds of symbols; numeric symbol and emoticon symbol. The numeric symbol
“apa-apa” became “apa2” and there was an emoticon symbol which represented
“Laugh”. Therefore, the researchers concluded that the used SMS styles were clipping
and coinage.

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 Picture 8
From picture 8, the researchers found that there was only one style, namely
clipping style. There were eight items which employed the clipping style. They were one
item “setir” became “str”, one item “dimulai” became “dimule”, one item “hari” became
“hr”, three items “jam” became “jm”, two items “tidak” became “tdk”, and one item
“besok” became “bsok”. In short, the only style which was found in the messages was
clipping.

Picture 9

From picture 9, the researchers found two SMS styles used in the WhatsApp
Messenger conversation. They were clipping and substitution of word with number
styles. In the clipping style, there were three items of “aku” became “ku”. In the
substitution of words, there are twenty-eight items. They were “Fri” became “Fr1”, “ijin”
became “1j1n”, “ndak” became “nd4k”, “dateng” became “d4t3ng”, “pertemuan” became
“p3rt3mu4n”, “pahuyubsn” became “p4guyub4n”, “besok” became “b3s0k”, “yak”
became “y4kkkk”, “udah” became “ud4h”, “di” became “d1”, “rumah” became
“ruma4h”, “simbah” became “si mb4h”, “soalnya” became “s04lny4” “minggunya”
became “m1ngguny4”, “palma” became “p4lma”, “disana” became “d1s4n4”. To
conclude, the used SMS styles from message 9 were clipping and subsitution of word
with number.

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 Picture 10

From the picture 10, the researchers found two styles which were employed by the
receiver and sender. They were clipping and coinage styles. In the clipping style, there
were eleven items, namely “banget” became “bgt”, “makasih” became “makasi”,
“ditunggu” became “dtunggu”, “lagi” became “lg”, “setelah” became “stelah”, “boleh”
became “blh”, “minta” become “mnta”, “fotonya” become “ftnya”, “sekalian” become
“skalian”, “sudah” become “udh”, and “tidak apa-apa” became “gpp”. In the coinage
style, there was only one kind of symbol, namely emoticon symbol. There were eight
symbols; two emoticons represented “LOL”, two emoticons represented “laugh”, two
emoticons represented “angel”, one emoticon represented “smile”, and one emoticon
represented “kiss”.
2. Factors Influencing the Use of SMS Styles in WhatsApp Messenger
From the messages which had been analysed by the researchers, it was found that
the factors of age and relationship between the sender and receiver were the most
influencing factors in using the SMS styles. In the first, second, third, fourth, fifth,
seventh, and ninth messages, the interactions between the senders and receivers mostly
used less-standard language because they have already known each other and their ages
are not far too different whereas in the sixth, eight, and tenth, they tended to use more
standard language due to the differences between ages and relationships. Therefore, the
factors which influenced at most are age and relationship.
According to the first, second, third, fourth, fifth, seventh, and ninth messages, it
could be seen that the receivers and senders used speech style more freely since they
knew each other. As stated by Holmes (2001), “the better you know someone, the more
casual and relaxed the speech style you will use to them”. It means that since they were
friends to each other and their ages were not different too far.
From the sixth, eighth, and tenth messages, the researchers found that the receivers
and senders used more standard language due to the relationship and age differences. In
picture 6, the sender was the receiver’s friend. The sender, however, was the receiver’s
junior so that he (the sender) used more polite form of language although he employed
different language styles. In picture 8, it could be seen that the relationship influenced
more in using styles. The receiver was a driving instructor and he was already 40 years
old. It made the sender send messages politely to him. In picture 10, the receiver was a 21
years old online shop seller. In the message, the sender was 19 years old so she sent the
message to the seller politely even though they used clipping and coinage styles. In
conclusion, the age factor influenced the use of such SMS styles.

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E. CONCLUSIONS
WhatsApp Messenger is the developed version of the traditional SMS (Short
Message Service). There are many SMS styles which are used by WhatsApp Messenger’s
users. In terms of graphology, the styles are clipping, substitution of word with number,
coinage, and combination of lowercase and uppercase. The examples of clipping style
from the WhatsApp Messenger which have been analysed by the researchers are ak, tdk,
hve, blum, and str. The examples of substitution of word with number style are k4mu,
k3m4n4, and s0alnya. The examples of coinage style are the use of emoticon and numeric
symbols such as Q, U, apa2, and d. The examples of combination of lowercase and
uppercase are Namanxa and sMpeaN. The researchers concluded that the use of styles
depends on the people’s styles in writing WhatsApp Messenger.
Next, there were some factors which influenced the use of the SMS styles in
WhatsApp Messenger. The factors that influenced the most were age and relationship.
From the data analysed, there was an evidence that more and less standard language were
used by those whose relationship was close. On the other hand, if there was no clear
relation between the sender and receiver, they tended to use standard language and more
polite form of language. The younger people prefered to use more SMS styles rather than
the older ones.
From the findings of the data analysed by the researchers, it was found that the
clipping style was used 45 times by the users. Second, the coinage style was used 31
times. Third, the substitution of word with number was used 29 times. Fourth, the
combination of lowercase and uppercase was used 2 times. In conclusion, the style which
was used at most was clipping style.
From the research which has been conducted, the researchers would like to suggest
that the future researchers or linguists who love to study about the language styles in
messengers can conduct another similar study in quantitative way and different
messengers (LINE, BBM, and Twitter). The researchers also hope that this research can
be useful for readers or students who are interested in learning stylistics in the linguistics
course.

REFERENCES
Aitchison, J. (2003). Teach yourself: Linguistics. New York: Hodder & Stoughton Ltd.
Ary, D., Jacobs, L. C., & Razavieh, A. (2002). Introduction to research in education (6th
ed.). Belmont: Wadsworth Thomson Learning.
Azhar, I. N. (2010). Style bahasa SMS. Metalingua, 8 (2), 1-20.
Bergmann, A., Hall, K. C., & Ross, S. M. (2007). Language files (10th ed.). Columbus:
The Ohio State University Press.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.).
Oxon: Routledge.
Djatmika (2009). SMS gaul sebagai sebuah kasus permainan bahasa di kalangan remaja.
Kolita, 7, 263-267. Jakarta, Indonesia: Kajian Bahasa dan Budaya Unika Atmajaya
Jakarta.
Emmitt, M. & Pollock, J. (1991). Language and learning. Victoria: Oxford University
Press.
Holmes, J. (2001). An introduction to sociolinguistics (2nd ed.). London: Longman.
Holtgraves, T. M. (2002). Language as social action: Social psychology and language
use. Mahwah: Lawrence Erlbaum Associates, Publishers.
Johnson, R. B. & Christensen, L. (2017). Educational research (6th ed.). Thousands Oaks:
SAGE Publications.

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Moralent, Y. (2009). Bahasa SMS dari segi grafologis, sintaksis, dan psikolinguistik.
Kolita, 7, 269-272. Jakarta, Indonesia: Kajian Bahasa dan Budaya Unika Atmajaya
Jakarta.
O’Grady, W., Dobrovolsky, M., & Katamba, F. (1996). Contemporary linguistics: An
introduction. London: Longman.
Permatasari, S. N. & Yulia, M. F. (2013). An analysis on the language style of the
utterances in magnum advertisements. A Journal on Language and Language
Teaching Journal, 16(1), 31-40.
Perwitasari, A. P. & Tannia, Y. (2014). Language style in short message service. In
Listyarian, M. A. E. Agustianie, V. D. R. Pratiwi, P. A. Darmawan, T. Mintarini,
T. L. Pratiwi, S. N. Kusumaningsih (Eds.). Proceedings of the Second
Undergraduate Conference on ELT, Linguistics, and Literature. 60-64.
Yogyakarta, Indonesia: Sanata Dharma University Press.
Verdonk, P. (2002). Stylistics. Oxford: Oxford University Press.

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 TEACHER’S STRATEGIES TO OVERCOME STUDENTS’
MISBEHAVIOR IN FREEDOM WRITERS MOVIE
Rosiana Azhar1, Trikaloka Handayani Putri2
azharrosiana@gmail.com1, princess.naura@gmail.com2
University of Pesantren Tinggi Darul ‘Ulum

Abstract

This research aimed to identify students’ misbehaviors and describe how the teacher’s
strategies in facing students’ misbehavior that appears in Freedom Writers movie.
Education is the place for human moral training. Thus, teachers need to focus not only on
students’ intelligence but also on students’ morality. Through Freedom Writers movie
which is based on true story, the researchers analyzed the teacher’s teaching strategies in
facing students’ misbehaviors. The design of this research applied qualitative research to
describe the phenomenon in the movie as the object of the research. The way to collect
data was an observation through watching the movie. Then a research instrument was
used to gather the data. Apathy, disruption, aggression and fighting are kinds of
misbehavior that can be found in Freedom Writers movie. Each of students’ misbehavior
needs different treatments. Hence, by analyzing the teacher’s teaching strategies, those
kinds of misbehavior can be solved.

Keywords: teaching strategy, misbehavior, Freedom Writers movie

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Teachers have a pivotal role in a teaching and learning process. There are some
aspects that should be developed by teachers in the classroom: academic and non-
academic aspects. Since those aspects are needed by students, teachers have a big role in
developing students’ intelligence, as well as developing their behavior. In developing
students’ intelligence, teachers stimulate students to achieve new knowledge during the
teaching and learning process. But in developing students’ behavior, teachers must do
implicitly during developing students’ knowledge in the teaching and learning process, as
what Bernstain (2000) argues that “Morality will be transmitted implicitly through class
activities through the regulative discourse and its expectations of conduct, regardless of
the content of the instructional discourse” (as cited in Qoyyimah, 2016). Therefore in
dealing with Indonesian official curriculum, Qoyyimah (2016), states that “the goal of
character education is thus not limited to meeting the academic needs of students but also
focuses on the students’ moral development” (p. 5).
Teachers need to focus on improving students’ behavior. Since education is the
place for human moral training, Qoyyimah (2016) states that “Education is used as a
means to promote good behavior and attitudes, regard for diversity and differences, and
dispositions to face an increasingly competitive world” ( p. 5). Any misbehavior conducts
need to be corrected otherwise students will not be aware of what they should do to
behave properly. Students’ misbehavior means some behaviors that break the rule or
activities that disrupt teaching and learning process. Charles (2007) defines misbehavior
as “any action that, through intent or thoughtlessness, interferes with teaching or learning,

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threatens or intimidates others, or oversteps society’s standards of moral, ethical, or legal
behavior” (p. 32).
In facing students’ misbehaviors, there is an inspiring movie entitled Freedom
Writers. It is a movie with an educational theme released in 2007. Freedom Writers
movie is a true story based on the teacher’s experience. It tells about a teacher named
Mrs. Gruwell (Hilary Swank) who is assigned to a classroom with “at-risk” students.
Many of the students are failing, have no desire to perform well in school, and have no
respect for their teachers or their peers. Instead of simply giving up on these students, the
teacher sacrifices her lifestyle, challenges the board of education, and shows these
students that she truly wants them to succeed. This movie has inspired the viewers,
especially how to handle misbehavior. The main character implements some interesting
strategies to solve the students’ misbehavior in the classroom.

B. REVIEW OF RELATED LITERATURE

1. Teaching Strategies
Teaching is an activity that is done by teachers. The success of a teaching and
learning process could not be separated from the strategy which is implemented by
teachers themselves. There is a proverb that says “thousand teachers, thousand methods.”
It means every teacher has different strategies to make the students interested in learning.
Some experts define the term of teaching strategy David (1976) defines “strategy is a
plan, method, or series of activities designed to achieve a particular educational goal” (as
cited in Sanjaya, 2006). Another expert Killen (2000) argues that “teaching strategies,
and several others, can be used in a wide variety of teaching situations and stresses that
no one strategy is a suitable way to help students achieve all learning outcomes”. What
Killen means is that teachers cannot use only one strategy, but he supposes teachers to
vary their teaching strategies to achieve all the students learning outcomes.
In line with those experts in defining a teaching strategy, Shinn (1997) states
“teaching strategy is a complex educational behavior of a teacher in using methods,
techniques, tools, discipline and communications in order to achieve goals and/or
objectives”. Thus, a strategy can be seen as the technique that makes the learning
activities interesting. Teachers can use indoor or outdoor activities in the teaching and
learning process. Whatever the strategy is used by teachers, it is their authorities when
teaching students as long as the goal of the learning process can be achieved by students
in an appropriate way. It is supported by Lo’s opinion (2012) “teachers can choose
teaching principles and strategies derived from any learning theory and use them in the
classroom, as long as the strategies help students to learn better”.
Newcomb et al., (1986) classify “teaching techniques into two groups namely the
group techniques which include discussion, demonstrations, field trips, role-playing and
resource people. The individualized techniques include supervised study, experiments
and independent study” (as cited in Shinn, 1997). Similarly, Henson (1988 as cited in
Shin, 1997) calls them "strategies," mentioned others including lecture, tutoring, inquiry
learning, questioning, discovery learning, and simulation games. Those kinds of the
teaching strategies or techniques can be teachers’ choice. In other words, teachers are the
one who determine and implement their own strategies in teaching. “The main concern of
most teachers is whether the teaching strategies produced from learning theories are
practicable and useful in actual classroom situations” (Lo, 2012, p. 10). Teaching strategy
is very various and teachers are free to choose and implement the strategies. Sometimes,
the conducted strategy is based on teachers’ knowledge and experiences.

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2. Misbehavior
There are many problems faced by teachers in a teaching process. One of the
problems is students’ misbehaviors. Sometimes teachers feel stressed or unhappy when
the class is not conducive caused by the students’ misbehavior. There a lot of definitions
of students’ misbehavior. One of them is what Charles (2008) defines “Misbehavior is as
any action that, through intent or thoughtlessness, interferes with teaching or learning,
threatens or intimidates others, or oversteps society’s standards of moral, ethical, or legal
behavior” (p. 32). It means that any action done by the students in the classroom that
causes the teaching and learning process cannot run conducive.
There are many types of students’ misbehavior. Charles (2008) defines thirteen
types of students’ misbehavior that are commonly done by students in the classroom.
Those are:
a. Inattention: daydreaming, doodling, looking out the window, thinking about
things irrelevant to the lesson.
b. Apathy: a general disinclination to participate, as demonstrated by sulking, not
caring, being afraid of failure, not wanting to try or do well.
c. Needless talk: chatting during instructional time about matters unrelated to the
lesson.
d. Moving about the room getting up and moving around without permission,
congregating in parts of the room.
e. Annoying others: provoking, teasing, picking at, and calling names.
f. Disruption: shouting out during instruction, talking and laughing inappropriately,
having confrontations with others, causing “accidents”.
g. Lying: falsifying to avoid accepting responsibility or admitting wrongdoing or to
get others in trouble.
h. Stealing: taking things that belong to others.
i. Cheating: making false representations or wrongly taking advantage of others for
personal benefit.
j. Sexual harassment: making others uncomfortable through touching, sex-related
language, or sexual innuendo.
k. Aggression and fighting: showing hostility toward others, threatening them,
shoving, pinching, wrestling, hitting, bullying.
l. Malicious mischief: doing intentional damage to school property or the
belongings of others.
m. Defiance of authority: talking back to the teacher, hostilely refusing to do as the
teacher requests.

C. METHODOLOGY
To collect the data, observation was applied. Observation is a basic method for
obtaining data in a qualitative research. The observation was done by watching the movie
three times. Through the observation, the data which were scenes showing students’
misbehavior actions and the teachers’ strategies to overcome it were received. Then the
most common misbehavior done by the students in the movie was identified. While
identifying the students’ misbehavior, the researchers also listed the teacher’s strategies to
eliminate the students’ misbehavior. After obtaining adequate data, then it was analyzed
by describing the data. In observing the movie, the researchers used an observation sheet
as the tool to record the data.

D. FINDINGS AND DISCUSSION

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 This section presents findings and discussion of the types of misbehavior appeared
in the movie and also the teacher’s teaching strategies to overcome it.
1. Identification of Types of Misbehavior Appeared in the Movie
a. Inattention
There are five classifications of this type of misbehavior. From those
classifications, only one action appears in the movie, which is doodling. It happens in the
classroom on scene 00:10:03 when the teacher calls the students’ names to check their
attendance.
b. Apathy
One of the most common misbehavior done by the students when Mrs. Gruwell
gets into the class for the first time is apathy. It is clearly seen when the teacher starts the
class on scene 00:10:32. The students show that they are not interested in studying. They
show their sulking, not caring, and also they are disinclined to be involved in the teaching
and learning process.
c. Moving about the Room
In this movie, class 203 consists of four races. Almost all students in that class
show their hostility toward other races or group in a classroom. It can be seen in minutes
00:09:10 when they enter the class and also on their seating arrangement in minutes
00:09:06. They congregate in parts of the room by sitting side by side or make a group
based on their races.
d. Annoying Others
Another misbehavior conducted by the students is annoying others. It can be seen
in the movie during the teaching process in class. They call one of their African-
American friends by giving a picture. The picture is meant to look down upon African-
American’s people physical appearance who have dark skin and thick lips. It occurs in
minutes 00:28:41.
e. Disruption
Talking to each other and having a confrontation are the classifications of a type of
misbehavior called disruption. In the movie, disruption appears when the teacher teaches
them in the classroom scene 00:09:35. The students are talking to each other until one of
the students is provoked by their friends and causes a confrontation during the teaching
and learning process.
f. Aggression and Fighting
In the movie, this type of misbehavior happens most commonly. Shoving,
wrestling, hitting are actions happen among students in the school even in the classroom.
Not only doing those actions, but the students also show hostility toward others. Then,
there is a scene in minutes 00:11:06 shows that they do bullying in the class during a
learning activity and it makes the teaching and learning process not conducive.
g. Malicious Mischief
This kind of misbehavior only occurs once, that is when the students intentionally
damage the school property or the belongings of others. It appears on minutes 00: 06:58 –
00:07:01 when a student doodles but not in an appropriate place. The student doodles on
the school wall.
h. Defiance of Authority
This misbehavior occurs when Mrs. Gruwell teaches poetry. It begins when the
teacher discusses Tupac Shakur. Then students look down the teacher by saying “Have
you ever been a teacher before?”. That is one of the students’ misbehavior actions that
indicate their defiance authority to their teacher. They do not respect their teacher and
shout the teacher instruction. The scene occurs in minutes 00:31:48.

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2. Teachers’ Teaching Strategies to Overcome the Students’ Misbehaviors
a. Overcoming Inattention and Apathy
Mrs. Gruwell has the same strategies to overcome those kinds of misbehavior.
According to the classification types of misbehavior, that is inattention. It appears only
once that is doodling. Doodling is an activity that the students do to ignore when the
teacher teaches them. While according to the types of misbehavior, it is called apathy.
The students show that they are not interested in studying. They show their sulking, not
caring, and also they are disinclined to be involved in the teaching and learning process.
Here, to overcome this kind of misbehavior, Mrs. Gruwell tries to stimulate her students
to build their willingness to study. Taking students’ attention is the first step that Mrs.
Gruwell does before delivering the learning material. She uses a medium of learning
when she teaches her students. The medium used by the teacher is a kind of a tape
recorder which will be listened to the students when Mrs. Gruwell teaches poetry. This is
an important point in a teaching and learning process especially to overcome this kind of
misbehavior.
b. Overcoming Moving about the Room
This kind of misbehavior appears in the movie when the students enter in the class
and on their seating arrangement. They congregate in parts of the room by sitting side by
side or make a group based on their races. Knowing this situation happens in her
classroom, Mrs. Gruwell applies different borders among the students. She changes the
students seating arrangement by gathering them together. Mrs. Gruwell hopes that the
new class situation can be more conducive and enjoyable. Although it does not run well
on the first day, it inculcates a good habit for her students to break their limitation
because of their races.
c. Overcoming Disruption
In the movie, students’ disruption occurs twice: when they are talking to each other
and having a confrontation in the classroom. This behavior needs to be corrected by the
teacher otherwise the students will not behave properly. When this kind of misbehavior
happens in the class, the first step Mrs. Gruwell does to handle is that she tries to warn the
students to go back to their seats. Just because some of the students feel provoked, the
situation is not conducive anymore. Then the students start to shove, wrest, and hit until
they fight which makes the situation becomes more out of control. Then Mrs. Gruwell
asks for a help from the security to break up the fight directly.
d. Overcoming Annoying Others
There are three occurences of these types of misbehavior. Those are provoking,
teasing, picking at, and calling names. This happens when a student named Jama is called
by his friend in an inappropriate way. The student tries to humiliate his physical
appearance by drawing thick lips in a piece of paper and giving a name “Jamal” who is
one of the African-American students in the class. Mrs. Gruwell is angry at her students
about that case.
After some discussions and through this case, Mrs. Gruwell realizes that there is a
misunderstanding among her students in dealing with gangs, and a wrong view of others’
races. It is a starting point to overcome the problem that happens among them. The first
strategy that Mrs. Gruwell does to overcome the students’ problem is giving some of
reading books based on her students’ condition. By giving appropriate books, the teacher
inures a good habit to her students to solve their misunderstanding and wrong view about
gangs. The next strategy that Mrs. Gruwell does is inviting the students to have a tour to a
museum because she wants the students to learn from any violence victims in the

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museum and it works. The students start to know about the harmful of violence that
happens among the gangs. Through those strategies, Mrs. Gruwell is successful to
overcome students’ misbehavior caused by misunderstanding and wrong view about
others’ races and gangs.
e. Overcoming Aggression and Fighting
Shoving, wrestling, hitting can be seen happening among the students in school,
even in a classroom. Those actions are included in the types of misbehavior called
aggression and fighting. When Mrs. Gruwell’s students do those kinds of actions, it is
actually same as overcoming disruption. If students’ actions are out of control, Mrs.
Gruwell will ask for a help from the security to separate them. It indicates that they
already have a chronic problem. If it is not solved early, it can cause accidents in the
classroom.
Another classification of this type of misbehavior done by students is showing
hostility toward other. It can be seen in the movie that Mrs. Gruwell’s students hate each
other, especially toward other different races. The way they look at each other and treat
others show their hostility. Mrs. Gruwell solves this misbehavior in a different way. She
tries to find out the problem by using a game that called Stay on the Line. Through this
game, Mrs. Gruwell asks some questions to explore the students’ experiences of life and
find out the reasons why her students misbehave. After knowing students’ experiences of
life, Mrs. Gruwell gives a journal for each student. She wants all of the students to write
everything about their experiences of life on that journal just like a diary. Mrs. Gruwell’s
students’ journal is her starting point to know deeper about students’ experiences and
background of life. By knowing the students’ background of life, it will be easier for Mrs.
Gruwell to teach her students based on their needs.
f. Overcoming Malicious Mischief
Unintentionally damaging the school property or the others’ belongings is
identified as one of the kinds of misbehavior. The example is what the student does in the
movie, which is doodling on the school wall. That is called misbehavior because the
student does it in public facilities which are inappropriate. The teacher’s strategies to
overcome it is by asking the students to repair the property by repainting the wall just like
it used to be. The message of that punishment is that the students have to learn about
responsibility for what they have already done.
g. Overcoming Defiance Authority
This misbehavior appears when the teacher teaches poetry. It begins when the
teacher discusses Tupac Shakur. Then the students look down upon the teacher by saying
“Have you ever been a teacher before?” Mrs. Gruwell tries to understand what the
students have already done to her, but she still tells them if they want to get respect from
others, they have to do it first.

E. CONCLUSIONS
Teachers play a big role in developing students’ intelligence as well as developing
their behaviors. Teachers need to focus on improving students’ behavior to avoid
students' misbehavior since education is the place for human moral training. Education is
meant to promote good behavior and attitudes, regard for diversity and differences, and
dispositions to face an increasingly competitive world. Speaking of students’
misbehavior, there is an inspiring movie with a title Freedom Writers. It tells about a
teacher who is successful in overcoming her students’ problems in dealing with behavior.
This research aims to identify the students’ misbehavior and describes what the teacher’s
teaching strategies are in facing students’ misbehavior that appears on Freedom Writers
movie. The data were collected by observing through watching the movie. In addition,

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the researchers used a research instrument as a tool to gather the data. The instrument
used by the researchers was an observation sheet.
After analyzing the data, it can be identified the types of misbehavior appear are 1)
Inattention misbehavior conducted is doodling. 2) Apathy with the students’ action
appears general disinclination to participate, sulking, not caring. 3) Moving about the
room shows with congregating in parts of the room. 4) Disruption the action appears such
as talking each other, having confrontations, causing accidents. 5) Aggression and
fighting: showing hostility toward others, shoving, wrestling, and hitting. 6) Malicious
mischief: doing intentional damage to school property or the belongings of others’. 7)
Defiance of authority: talking back to the teacher. 8) Annoying others: calling names
during the teaching and learning process. Those kinds of misbehavior can be solved by
the teacher by using a medium of learning, changing the students’ seating arrangement,
give the students a warning and breaking up the fight directly, giving the students
appropriate books and inviting the students touring to the museum, exploring students’
experience of life through game Stay on Line, giving a journal or diary.
Based on the results of this study, some suggestions can be proposed as follows:
a. For the Readers
Through this movie paper, readers can learn about different point of views in
facing students’ misbehavior, therefore, readers should not underestimate any
misbehavior conducted by students. This movie also tells and gives a deeper
understanding about how to cope with misbehavior.
b. For Educators
It is expected that this research will be useful in the practical side for educators and
teachers to cope students’ problems and deal with misbehavior.

REFERENCES
Ary, D., Jacobs, L.C., & Sorencen, C. (2006). Introduction to research in education.
Wadsworth: Thomson.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language
pedagogy. New York: Addison Wesley Longman.
Charles, C. M. (2007). Preventing misbehaviour: Taking proactive steps to prevent the
occurrence of misbehaviour in the classroom. Retrieved from
http://ptgmedia.pearsoncmg.com/imprint_downloads/merril_professional/images/0
205510701Charles_ch02_18-33.pdf.
Devito, D., Shamberg, M., & Sher, S. (Producers). Lagravenese, R. (Director). (2007).
Freedom Writers. Paramount Picture.
Killen, R. (2000). Outcomes based education. Retrieved from
www.sciepub.com/reference/ 156269.
Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Acta
Universitatis Gothoburgensis, Goteborg. Retrieved from
https://www.google.co.id/url?sa=t&source=web&rct=j&url=https://gupea.ub.gu.se/
bitstream/2077/29645/5/gupea_2077_29645_5.pdf&ved=2ahUKEwjS_PjAs_zaAh
VFs48KHZMfBPUQFjAAegQICRAB&usg=AOvVaw1VyLC9XpurPMYeZ1p-
NsZ9.
Qoyyimah, U. (2016). Inculcating character education through EFL teaching in
Indonesian state schools. Pedagogies: An International Journal. 3-7. DOI:
10.1080/1554480X.2016.1165618.
Sanjaya, W. (2006). Strategi pembelajaran. Jakarta: Kencana Prenada Media Group.

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Shinn, Y. H. (1997). Teaching strategies, their use and effectiveness as perceived by
teachers of agriculture: A national study. Retrospective Theses and Dissertations.
12244

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 THE EFFECT OF STUDYING IN ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM TO STUDENTS’ DESIRE
OF BECOMING A TEACHER
Diva Safira
divasafira97@gmail.com
Sanata Dharma University

Abstract

Responding to the lack of interest of the pre-service teacher to become a teacher, it is

essential to know what causes them to be so. Pre-service teacher is distinguished into two
types: those who want to become a teacher after graduating and those who do not want to
be teachers. This study is aimed to discover how studying in the English language teacher
training program affects pre-service teachers’ desire of becoming a teacher. Since it is
necessary for pre-service teachers to have the passion, the factors causing them to change
is studied as well. Therefore, this study used cognitive evaluation theory proposed by
Deci and Ryan (1985). The proposition of the theory used in this study is that external
events (the English language teacher training program courses) could motivate the
internal behaviour. Finding from this research showed positive shift on the pre-service
teachers.

Keywords: pre-service teachers, teacher training program, cognitive evaluation theory

motivation

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Committing oneself to a job needs motivation and passion. Motivation and passion
are needed not only in a relationship, but in committing oneself to a job as well. One of
those jobs is being a teacher. Firestone and Pennel (1993) define commitment as
voluntary state in which intrinsic motivation towards the goals and values of an
institution (a school) inspires efforts beyond expectation (as cited in Beijaard, 2005).
Being a teacher needs a commitment since it is the essential of education. Teachers are
responsible for the majority of next generation leading competency in a continuous time.
Often seen to be too demanding, it causes high school graduates who are the
outmost edge of the current generation to have no desire to become a teacher. However,
many of those high school graduates enroll themselves into the teacher training study
program, including English Language Education Study Program or ELESP of Sanata
Dharma University, due to their parents’ will whether they like it or not. These high
school graduates who become student-teachers have to go through a series of course
which educates them into being a teacher. In four to five years, these student-teachers
who then become pre-service teachers are expected to have mastered the art of teaching
English and to have the passion for it.
At any rate, the previously mentioned student-teachers were not willing to become
a teacher at the beginning. Hence, it is still unknown if four years of teacher training
program changes their minds into wanting to become a teacher. On the other hand, it is
also unavoidable if four years of teacher training program doesn’t have any effect on the
student-teachers. In this study, the effect of studying in the English language teacher

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training study program will be discussed for furthermore. The factors that contribute to
the effect are dug out deeper as well.
The target of the research was the senior students of teacher training program who
unwillingly enrol themselves in the study program at the beginning. The pre-service
teachers are in their fourth to fifth year of teacher training program. The target in this
research was the pre-service teachers who have taken courses related to teacher training
program, including the basic courses related to English language. The students were
expected to turn out to be either wanting to become a teacher or not.
The purpose of this study is to know how learning education can affect pre-service
teachers’ desire that do not want to become teacher into the opposite. It is also important
to know what motivates a student that once does want to become a teacher then does not
want to become a teacher after going through the teacher training program courses. By
learning the contributing factors that changes the desire, the quality of teacher training
program can be improved to arouse students’ desire to be a teacher.

B. REVIEW OF RELATED LITERATURE

According to the Oxford Dictionary, a teacher is a person whose job is teaching,
especially in a school. Being teachers means to have mastered certain fields of knowledge
and to transfer the knowledge to students. In Indonesia, student-teachers or pre-service
teachers who are going to teach are required to have graduated 12 years of compulsory
education and an undergraduate program focusing in their fields. They are also required
to attend Pendidikan Profesi program for a year. The program is intended to qualify the
pre-service teachers’ professional skills in teaching. Teaching, as defined by Gage (2009),
is the influence on one person aimed at improving other persons’ learning. Teaching is
the process of distributing one’s knowledge to the others (the students) which causes one
from being not knowing into knowing.
As has been mentioned before, student-teachers or pre-service teachers must
undergo through several compulsory education in order to be qualified as professionals.
Student-teachers are college students who are trained to be teachers but are not yet to
experience the formal teaching simulation such as microteaching. Microteaching is a
technique developed by a teacher training program where pre-service or in-service
teachers teach a planned encounter with a group of students, often video-recorded and
peer-reviewed to be given feedback on what to improve (Bush, 1968). On the other hand,
pre-service teachers are college students who are trained to be teachers and have
experienced of being assessed on their formal teaching simulation, including
microteaching and professional placement or PPL (Program Pengalaman Lapangan).
In addition, it is required that teachers should be university graduates and graduates
of their respective fields that they are going to teach. For English language teachers, it is
recommended that they attend an English language education study program. An English
language education study program offers a series of course related to its fields and the
aspects of teaching. The whole process of educating students to become teachers is called
teacher training program. Manichander (2016) defines that, “teacher training program or
teacher education is a program related to the development of teacher’s proficiency and
competence that would enable and empower the teacher to meet the requirements of the
profession and face the challenges therein”.
Every student must have their dream job, including the pre-service teachers that are
previously mentioned. In the past, Indonesian students have the same average dream
professions: doctors, teachers, and police. A survey held by LinkedIn from June to July
2017 found that working in the industry of information technology (IT) and financial
field is the most desired dream job of Indonesian students these days. The survey

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involved 1.000 respondents in Indonesia, including students aged 16-23 and young
professionals aged 25-36 that had a working experience for two years. The survey
showed that professions such as doctors, police, soldiers, teachers, and lecturers were the
young professionals’ childhood dream professions. Even so, there were only 13% of
young professionals who got their dream jobs. The rest (58%) of them did not get their
dream jobs, and 29% of them worked in fields related to their dream jobs. It can be
assumed that working as a part of the IT industry and financial field is the most desired
dream job of the current generation. Hence, being teachers is seen as outdated and is not
the major dream job of the current generation.
Incidentally, to cause the students’ desire to become teachers aroused, there must
be motivational factors. The motivational theory that is applied in this research is the
cognitive evaluation theory. Deci and Ryan (1985) state that, “cognitive evaluation theory
describes the effects of events that initiate or regulate behaviour on motivation and
motivationally relevant processes” (p. 62). The theory suggests that there are two
motivation triggers: intrinsic and extrinsic. Deci argues that external events relevant to
the initiation of behaviour will affect a person’s intrinsic motivation. In the pre-service
teacher’s case, the external events are the series of courses in the teacher training
program, including microteaching and professional placement. After finishing their
studies, pre-service teachers are expected to have aroused their internal motivation on
becoming teachers or not to have it at all.

C. METHODOLOGY
This study was led by the question: how does studying in the English language
teacher training program affect students’ desire of becoming teachers? To answer the
question, the researcher used qualitative research based on a survey. Hence, the aim of
the study was to see whether or not pre-service teachers who did not want to be teachers
change their mind after undergoing their English language teacher training program.
With the goal in mind, the research is aimed for the seventh semester students and
so forth that are usually referred to as pre-service teachers. There were 5 students from
the seventh semester that became participants in the research. Thus, sampling method that
suited the best for this study was purposive sampling. Furthermore, the research was
conducted in the English Language Education Study Program Sanata Dharma University
at the end of 2017/2018 fall semester.
The research employed a questionnaire instrument. The questionnaire was
developed using Google Form which consisted of 2 parts, that was close-ended and open-
ended. The final report included numerical results regarding how many students were
willing to become teacher and how many students were not willing to become teachers.
Not to mention the open-ended answers are discussed as well.

D. FINDINGS AND DISCUSSION

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 Figure 1

Figure 2

Figure 3

The findings showed that all of the respondents entered the study program not
because of their own will, but of their parents’ or relatives’ will (Figure 1). As expected
from the previous statement, 4 out of 5 respondents answered that they did not want to
become a teacher even after undergoing their English Language Teacher Training
Program (Figure 2). There was only one respondent who still wanted to be a teacher after
undergoing the teacher training program. From the two survey question results, it could
be concluded that since it was not their own decision to enter the study program, the
respondents did not have any interest or desire to become teachers. They did not have the
desire to become teachers because it was neither their liking nor choice. They were forced
to enter a study program which they did not have any interests in. Even so, the findings

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also indicated that 40% of the respondents admitted to have had desire changes. They had
desire changes as in when in the first semester they had no desire to become teachers.
Then, they had the desire emerged in the second semester, and had it vanished again in
the next semester.
It can be seen that the respondents did not want to become teachers due to two
major factors; teaching is not their passion, and they think that they are not good enough
to be a teacher. As has been stated previously, the respondents entered the study program
due to their parents’ will and they were forced to go through something that was not their
passion. Since they underwent the study program unwillingly, they were not happily
grasping the materials. Consequently, by not sincerely grasping the materials, they
became inattentive and thus incompetent. From the correlation of the two factors, it can
be implied that the respondents were aware they had not achieved the minimum
competency or criteria needed in being teachers because they entered the program not due
to their own will. On the other hand, there were two respondents who wanted to become
teachers. One of them admitted to have found their passion in teaching. The other
admitted that they wanted to become a teacher because they only wanted to share their
knowledge.
The courses in ELESP are other contributing factors to the respondents’ changing
desire in the previous semesters. One respondent answered that courses such as Speaking,
Listening and Critical Listening and Speaking (CLS) contributed a trigger in desire
changes of becoming a teacher. The rest of the respondents (four respondents) also
cohesively believed that courses in ELESP trigger their desire changes, especially
Microteaching course (Figure 3). The findings tell that Microteaching course stimulates
the respondents’ desire of becoming a teacher. The respondents said that the course
obligated them to be involved in the teaching and learning process. They were made to be
accustomed to teaching and to be prepared to become a teacher. They were made to teach
and it can be implied that they unexpectedly grew the good feeling of being a teacher
from it. Hence, it gave them a small trigger to their internal behaviour to have the desire
of becoming teachers. Although, one respondent admitted to be good at teaching but s/he
was not good at basic English knowledge. Not only factors involving the teacher training
program, but also one respondent answered teaching experiences outside the study
program, such as tutoring, is proven to stimulate the desire to become a teacher. One
respondent added PKM and SPD course as the courses that stimulated him to become a
teacher as well. Another respondent thought that the satisfaction of seeing their students’
improvement in learning English was an external factor which changed them into wanting
to become teachers.
As for the final question, the respondents were asked on whether they want to
become a good teacher or not. The results show 4 out of 5 respondents answered yes. The
respondents’ reasons vary in this question. One of their reasons is because by being a
good teacher, they have to be a good example for the students. The second respondent
clarified that they did want to become a good role model but not in the term of being a
teacher. They stated that being a good teacher does not always require a person to teach
in a class. They believed that becoming a teacher can also be done by giving lessons to
people who need help. Other respondents said that they wanted to become teachers
because they have done nothing in their life. They added that if they could not be a part of
the generation who made changes, they wanted to be the educators of the next change-
makers generation.
From the discussion, it can be seen that from all respondents who entered the study
program not due to their own will, there was only one respondent who eventually wanted
to become a teacher genuinely. Meanwhile, the other four were consistent with what they

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felt about not wanting to become a teacher. Thus, Deci and Ryan’s motivational theory
which proposes that external events relevant to the initiation of behaviour will affect a
person’s intrinsic motivation is legitimate. It is proven by seeing the fact that all of the
respondents admitted to experience desire changes during the period of their study.
External events which are the series of course in ELESP have affected the respondents’
desire of becoming teachers although they do not absolutely change their desire of
becoming teachers. Besides, microteaching course is included in the series of course in
the teacher training program. These findings correspond Deci and Ryan’s motivational
theory. Motivational theory by Deci and Ryan in title ‘cognitive evaluation theory’
proposes that events that initiate or regulate behaviour on motivation and motivationally
relevant processes have effects on each individual. Deci believes that external events
relevant to the initiation of behaviour will affect a person’s intrinsic motivation. The
external events from the theory being discussed in the pre-service teachers context are the
series of course in the teacher training program, including microteaching. Thus, Deci and
Ryan’s motivational theory which proposes that external events are relevant to the
initiation of behaviour which will affect a person’s intrinsic motivation is legitimate. It is
proven by seeing the fact that all of the respondents admitted to have experienced desire
changes in between the period during their study. The respondents also admitted that
these courses have affected their desire of becoming a teacher (their internal behaviour)
although they do not absolutely change their desire into wanting to become a teacher.

E. CONCLUSIONS
Studying in the English language teacher training program does affect the students’
desire of becoming a teacher. Microteaching course, especially, have contributed a small
trigger to the students’ desire who were not willing to become a teacher in the beginning
of becoming teachers. However, that trigger does not affect their desire perfectly. It only
triggers the students’ desire temporarily. After all, one’s desire to be one thing depends
on their internal behaviour.
Since these students’ were not willing to become a teacher since the beginning, it
will be difficult to change their desire just by giving an input from the outside such as
putting them into teacher training courses. Thus, it is true that external events (everything
involving the English language teacher training program) can motivate the internal
behaviour of the previously mentioned pre-service teachers. That being said, cognitive
evaluation theory proposed by Deci and Ryan (1985) which is used as the theoretical
framework in this paper can be proven as true.

REFERENCES
Beijaard, D. (2005). Teacher professional development in changing conditions. New
York: Springer.
Cahya, K. D. (2017). Profesi dokter dan tentara tak lagi jadi cita-cita utama remaja.
Retrieved on July 23, from
http://lifestyle.kompas.com/read/2017/07/23/092000220/profesi-dokter-dan-
tentara-tak-lagi-jadi-cita-cita-utama-remaja.
Deci, E. L., Ryan, R.M. (1985). Intrinsic motivation and self-determination in human
behavior. New York: Springer.
Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and
differential incentive policies. Review of educational research, 63(4), 489-525.
United States: SAGE Publications.
Gage, N.L. (2009). A conception of teaching. New York: Springer.
Manichander, T. (2016). Teacher and teaching process. (n.p.): Ashok Yakkaldevi.

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Moses, I., Berry, A., Saab, N., & Admiraal, W. (2017). Who wants to become a teacher?
Typology of student-teachers’ commitment to teaching. Journal of Education for
Teaching, 43(4), 444-457. London: Carfax Publishing Ltd.

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 THE ROLE OF EXTENSIVE READING STRATEGY IN
IMPROVING ENGLISH LANGUAGE EDUCATION
STUDENTS’ VOCABULARY KNOWLEDGE IN
VOCABULARY CLASS
Kristian Florensio Wijaya
Kristianwijaya500@gmail.com
Sanata Dharma University

Abstract

Vocabulary is one of the essential elements of English Language Teaching. Therefore, it

is important to ensure that the students are able to obtain sizable vocabulary knowledge
during their academic performance. Extensive reading strategy played a major role in that
process. Two research problems were proposed in this study. The first is to know the
effectiveness of extensive reading strategy in vocabulary class. The second is to discover
the significant improvement of English Language Education students’ vocabulary
knowledge through extensive reading strategy. In this qualitative study, three research
instruments: observation, classroom survey, and focus group discussion were employed.
Qualitative content analysis was implemented to draw meanings out of the data gathered.
Five major findings were as follows: (a) ELESP students viewed vocabulary as an
important element in English language mastery (b) Loved reading extensively (c) Had
limited time to read (d) Lose their reading motivation easily (e) Suggested regular
checking of vocabulary books.

Keywords: vocabulary, extensive reading strategy, qualitative content analysis

---------------------------------------------------------------------------------------------------

A. INTRODUCTION
Learning English cannot be separated from vocabulary since it determines EFL
learners’ success in acquiring the target language. Vocabulary is the heart of English
language since the learners will not be able to produce any utterances, listen well, read
effectively, and create good pieces of writing if they do not have enough vocabulary in
their mind. However, language teachers think that vocabulary can be learned
independently by the learners. Coady (1997) states EFL teachers are accustomed to teach
English to their learners by applying an old teaching method which only requires less
attention to vocabulary (as cited in Gardner 2004). Due to this fact, language teachers
have strong reasons that they can abandon vocabulary learning when teaching the target
language to their learners in the past. As time goes by, many language teachers believe
that conducting vocabulary teaching-learning processes to the learners is extremely
important for it makes their learners become proficient English learners. Nation (2001)
argues there is a close correlation between vocabulary knowledge and language use since
vocabulary eases the language use and similarly, language use improve the amount of
words (cited in Alqahtani 2015). In relation to the importance of vocabulary learning, this
research is aimed to investigate more about the implementation of extensive reading
strategy in vocabulary class for the researcher believes reading is one of the essential
skills which should be learnt and mastered by EFL learners in every language classroom

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setting with a purpose enabling them to recognize some important elements forming in
their texts such as main idea, vocabulary, language styles, and whole information written
by the authors. Extensive reading strategy played an important role in improving English
Language Education students’ vocabulary knowledge for this strategy is one of the most
effective vocabulary learning strategies, which can promote some new words to EFL
learners by assigning them to read their texts or books which they favor. Day and
Bamford (1998) state extensive reading strategy has one clear objective namely the
learners are allowed to read their favorite texts constantly in order to enrich their
vocabulary knowledge (as cited in Day 2015).
Accordingly, language teachers need to be more thoughtful in selecting the
appropriate teaching methods while implementing extensive reading strategy to their
learners. Berrezag (2007) states that EFL teachers should ensure that their vocabulary
teaching method can be presented in various ways by integrating many kinds of
vocabulary learning’s activities in order to fulfil the learners’ needs successfully (as cited
in Benettayeb, 2010). Further, language teachers can accomplish this challenging task by
focusing more on their learners’ vocabulary growth through the texts which they have
chosen deliberately. Lewis (1993) argues language teachers should put their concern
more on vocabulary in teaching the target language to the learners since learning a
language does not merely talk about structure but also lexical items (as cited in
Benettayeb, 2010). As a consequence, the teachers should be able to make all of the
activities associated with extensive reading strategy become more enjoyable and
meaningful for the learners with a purpose improving their vocabulary more significantly.
This study will explain more about how extensive reading strategy employed in the
vocabulary class improved students’ vocabulary and how extensive reading strategy
increased students’ vocabulary.

B. REVIEW OF RELATED LITERATURE

1. Constructivism Learning Approach
Constructivism learning approach is a learning theory which believes that learners
are able to seek and construct their knowledge independently. In other words,
constructivism reflects the learning processes vividly since the learners enrich their
knowledge based on their previous experiences, ideas, and background knowledge.
Regarding this definition, constructivism learning theory is also closely related to
meaning-focused input learning since it allows the learners to discover meanings, ideas,
and knowledge which enable them to relate all of these learning experiences into their
particular fields which they are interested. Cortazzi and Jin (1996) state that meaning-
focused input learning has the learners pay more attention to the meanings rather than
forms (as cited in Day & Bamford, 2002). Therefore, the teachers should encourage
learners to make their learning processes become more meaningful by discovering
knowledge independently while making use of constructivism learning theory.
2. Extensive Reading Strategy
Day, et al. (2016) states that extensive reading strategy is an approach in teaching
which triggering the learners to read as many texts as possible in order to improve their
reading fluency and vocabulary in the target language (as cited in Levy, 2016). This
teaching method is closely related to incidental vocabulary learning. Incidental
vocabulary learning is an approach in which the learners are exposed to some words
through many types of contexts and they will be engaged in this kind of learning process
continuously.
As a result, the learners will experience significant improvements in their reading
skills and vocabulary growth through incidental vocabulary learning because they are

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encouraged to read their favorite texts in order to make them feel interested to gain new
words through their reading passages. Hulstijn (1992) argues that incidental vocabulary
learning can give more opportunities to the learners to grow and nourish their vocabulary
knowledge since they feel free to choose any reading texts which they favour (as cited in
Coady & Huckin, 1997). Nagy and Herman (1987) argue the teachers should make use
of extensive reading strategy since it promotes significant vocabulary improvements for
students (as cited in Coady & Huckin, 1997).
3. Vocabulary Learning
Taylor (1990) states that long time ago, language teachers ignore vocabulary in
EFL teaching. However, the situation has already changed as they prioritize vocabulary
learning to learners. Hence, language teachers should not neglect vocabulary learning in
their EFL classroom contexts in order to enable the learners to improve their amount of
words more enormously. Coady and Huckin (1998) argue that vocabulary is the heart of a
language and it is essential to be applied in language learning (as cited in Alqahtani,
2015).
In order to make vocabulary learning become more meaningful, Nation (1990)
states that the teachers need to apply simplified materials to learners in order to keep
them feel motivated in learning the target language and they will be able to use their
acquired language in certain circumstances. Therefore, the teachers should determine a
number of words which their learners have to learn especially in vocabulary class. Nagy
and Anderson (1984) claim that there are around 20,000 words which need to be learned
by college students means they are more likely increase their vocabulary around 1,000
and 2,000 words each year (as cited in Nation, 1990).

C. METHODOLOGY
1. Data Analysis Technique
In order to accomplish this study successfully, the researcher had made use of three
research instruments in this study namely observation sheet, classroom survey, and
interview questions. In addition, qualitative content analysis was also applied in order to
maintain the credibility of this study. Qualitative content analysis is aimed to maintain the
reliability of the data and make the arguments become stronger with a purpose bridging
the gap between the background of a systematic approach and carefully text analysis.
Mayring (2014) suggests ten ways how to conduct a qualitative content analysis namely:
a) Definition of the material.
b) Analysis of the Situation of Origin.
c) Formal Characteristics of the Material.
d) The direction of the Analysis.
e) Theoretical Differentiation of Sub-Components of the Problem.
f) Determination of Techniques of Analysis and Establishment of a Concrete Procedural
Model.
g) Definition of Content Analytical Units.
h) Analytical Steps were taken by Means of the Category System: Summary/ Inductive
Category Formation; Explication/ Context Analysis; Structuring.
i) Re-checking the Category System by Applying It to Theory and Material.
j) Interpretation of the Results in Relation to the Main Problem and Issue.
k) Application of Content-Analytical Quality Criteria.
These research procedures derived from content analysis. Cole (1998) states
content analysis is a research method used to analyze the written, verbal, or visual
information (as cited in Elo and Kyngas, 2007). In the past, it is applied to analyze
hymns, newspapers, and magazines. Krippendorff (1980) argues content analysis can

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yield proper and reliable inferences from the data, which have been analyzed in order to
give knowledge, some new perspectives, appropriate representatives of the facts, and
simple guidance relevant to the real actions (as cited in Elo & Kyngas, 2007).
2. Research Participants
There were two vocabulary classes in English Language Education Study Program,
which the researcher had to decide to conduct a study of extensive reading strategy and
vocabulary. The first class was 1D and it was conducted on Wednesday from 09:00 to
11:00 at I/K.13. Another class was 1F and it was held on Thursday from 11:00 to 13:00 at
I/K.15. There were 27 students and 1 lecturer in this vocabulary class. However, there
were only 25 students who filled out the questionnaire since two of them were absent on
the D-day of the first data gathering.

D. FINDINGS AND DISCUSSION

1. Extensive Reading Strategy and Students’ Vocabulary Knowledge
The following discussion is attempted to answer the first research question,
namely: How did extensive reading strategy employ in the vocabulary class to improve
students’ vocabulary? The data were in the form of classroom survey. The self-reported
data clearly suggested that Extensive Reading strategy: (a) had impact on enjoyment, (b)
expanded students’ personal theories on literacy, (c) promoted significant vocabulary
improvements, and (d) reinforced vocabulary acquisition.

20 20
18
17 17

8
7
6
5 5
1 0 0 1 0

ENCOURAGED TO ACTIVATING BEING MORE SATISFYING OWN ENGAGED IN

EXPLORE BACKGROUND ENTHUSIASTIC TO INTEREST MORE
SIMPLIFIED TEXTS KNOWLEDGE READ CONTINUOUS
PRACTICE

Disagree Neutral Agree

Figure 1. Impact of Extensive Reading on Enjoyment

In general, it could be stated that 74% of the participants came to agree that
Extensive Reading strategy has positive impacts on vocabulary learning since it
influences students’ enjoyment in reading. The data revealed five consecutive steps
leading the students to a higher degree of enjoyment in Extensive Reading. The first step
was Extensive Reading encouraged the students to explore simplified texts. Simplified
reading texts enable the students to experience a big excitement in Extensive Reading as
they discovered that their texts were understandable and interesting for them. This fact
was clearly shown as 18 out of 25 participants agreed with this second statement forming
in the classroom survey. After being encouraged to explore simplified texts, the students

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also contended that activating background knowledge in reading their texts was the next
important step they have to deal with. This step determined whether the students enjoyed
reading their texts or not for they would not be able to read the texts more enthusiastically
without possessing sizable vocabulary knowledge in their mind. This fact had a general
truth since there were 20 out of 25 participants showed their agreement to this fifth
statement.
In addition, after the students found their texts were easy and able to activate their
previous knowledge, they would definitely be more enthusiastic to read. As a result, their
big enthusiasm allowed them to improve their vocabulary knowledge more greatly
through a wide variety of texts. This fact had been strongly supported as 17 out of 25
participants agreed with this sixth statement. When the students had already experienced
a big pleasure in reading, automatically also satisfied their own interest through various
interesting texts for they were allowed to select any kinds of texts, which could arouse
their interest and appropriate with their reading levels. This fact was true since 17 out of
25 participants allocated their agreement to this tenth statement. Eventually, the higher
degree of enjoyment could be experienced more tangibly by the students if they were
engaged more in continuous practice. It means the students are addicted reading different
genres of texts continuously as they recognize that in order to increase their word
amounts more enormously; they should have strong willingness to read plenty of texts
constantly. This fact had been proven scientifically as 20 out of 25 participants agreed
with this last statement.
In brief, the students should be encouraged to read simple texts and make use of
their previous knowledge first with a purpose enabling them to be more interested in
reading by fulfilling their own reading interest. Finally, it ends up with a strong eagerness
to be more engaged in continuous reading practice, which can make the students improve
their vocabulary knowledge more greatly.

25

23
20 22
21
20

15

13
10
11

0 2 0 3 1 3 0 4 1
0
Reading skills Raising Acquiring Defining a Assessing own
facilitated by awareness of vocabulary in successful progress on
adequate reading for incidental vocabulary vocabulary
vocabulary pleasure settings learning learning
knowledge

Disagree Neutral Agree

Figure 2. Expanding Students’ Personal Theories on Literacy

Generally, it could be said that 79% of the participants were in agreement with the
importance of expanding students’ personal theories, particularly regarding their own
perspective toward literacy. The data showed five important reflections, which can be
employed to indicate whether the students had successfully improved their amount of

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vocabulary through free reading activities or not. The first reflection was reading skills
facilitated by adequate vocabulary knowledge. This reflection means the students will
only be able to improve their reading skills only if they have already possessed sizable
vocabulary knowledge. In other words, adequate vocabulary knowledge assists the
students to read their texts better and good reading skills also help them to increase their
words amounts at once since the improvements of both vocabulary knowledge and
reading skills are simultaneous processes. This fact had already been acknowledged as 23
out of 25 participants showed their agreement with this first statement of the classroom
survey.
The second reflection had a tight-knit relationship with raising awareness of
reading for pleasure. This next reflection means the students are only able to increase
their word amounts if they read the texts in which they interested. Hence, it is quite
sensible to admit that the students will gain significant word amounts since they are being
attracted by a variety of interesting texts. This fact had been reinforced by 22 out of 25
participants as they agreed with this fourth statement. In addition, the third reflection was
also essential for students’ further vocabulary development for they acquire vocabulary in
incidental settings. Acquiring vocabulary in incidental settings means the students will be
able to learn as many words as possible through their selected texts. It is important to note
that in incidental vocabulary learning, the students are exposed to the information instead
of being directed to learn and memorize the words in their texts. Hence, their vocabulary
acquisition will be increased more enormously as they shape a better understanding of the
texts. This fact had been admitted strongly since 20 out of 25 participants proposed their
agreement to this seventh statement.
The way how students define successful vocabulary learning is completely
different from each other for they have different learning goals to be accomplished. One
common belief of defining successful vocabulary learning is the students will succeed in
vocabulary learning if they are able to recognize most of the running words in the texts.
This definition of successful vocabulary learning is true since the students will not be able
to acquire more new words if they do not familiar with most of the common words
forming in their texts. This fact had been approved decisively as 21 out of 25 participants
agreed with this ninth statement.
The last important reflection the students need to ask was whether extensive
reading had already improved their vocabulary knowledge more significantly or not. This
reflection can only be answered by the students since they have been engaged in reading
many types of texts during their daily routines. Furthermore, the students need to ask this
question to their selves in order to evaluate their whole vocabulary learning processes
through extensive reading. In addition, there were only 13 out of 25 participants who
approved that extensive reading strategy had increased their word amounts more
enormously. Regarding this result, it is fair to be concluded that most of the students have
successfully improved their vocabulary knowledge through extensive reading.
On the whole, the students need to possess sizable vocabulary knowledge, view
Extensive Reading as a pleasurable reading activity, obtain as many words as possible
through incidental vocabulary learning, have their own perception toward successful
vocabulary learning, and conduct a profound checking toward their vocabulary
improvements through extensive reading in order to develop their knowledge of the
words into the utmost level.

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 25

20
20

16

15 14
13
11 11
10
10 8 8
6

5 4

1 1 1 1

0
Enjoyable texts Maintaining words Knowing reading Nurturing big Having good
increase reading retention by levels profoundly excitement in reading
interests engaged more in reading comprehension
reading

Disagree Neutral Agree

Figure 3. Significant Vocabulary Improvements Obtained through Extensive Reading

Generally, it could be inferred that 57% of the participants totally agreed that
significant vocabulary improvements obtained through Extensive Reading. The data
represented five important things need to be possessed by the students to improve their
amounts of vocabulary more greatly through Extensive Reading. The first matter was
related to enjoyable texts increased reading interests. In Extensive Reading, the students
should be able to choose any kinds of texts, which can arouse their interests in reading.
Therefore, this is one of the main principles the students have to take for granted in free
reading activities in order to maintain their enjoyment and induce significant vocabulary
improvement through Extensive Reading successfully. This fact had strongly been
supported as 20 out of 25 participants came to agree with this third statement forming in
the classroom survey. After the students enjoy reading their texts passionately, they need
to maintain their words retention by engaged more in reading. This second point
suggested that the students should keep meeting with previously known words by
continuing reading as many texts as possible with a purpose establishing their prior
knowledge of old words. This fact was true since 13 out of 25 participants allocated their
agreement to this eighth statement.
However, great excitement and continuous reading practice will not promote
significant vocabulary improvements to the students unless they know their reading levels
profoundly. Admittedly, the students are not able to find their texts enjoyable and engage
more in reading when the texts extremely exceed their reading levels. More simply, the
students found reading was a frustrating experience in terms of few familiar words
forming in their texts. As a result, the students felt reluctant to read more texts since they
felt frustrated. Hence, the students should be able to select the texts compatible with their
reading proficiency in order to enable them to experience a big enjoyment and engage
more in reading. This fact had such a strong endorsement since 14 out of 25 participants
were in agreement with this eleventh statement.
Good reading fluency can nurture big excitement in reading since the students only
focus their attention on the content instead of being attracted to some unfamiliar words
forming in the texts. Thus, Extensive Reading gives more emphasis on incidental
vocabulary acquisition where the students are able to acquire world knowledge along

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with excessive word amounts through a wide variety of texts at once. Regarding this one
major principle of Extensive Reading, language teachers should discourage the use of
dictionary when the students read their texts for it will distract their whole attention to the
definitions of unknown words. After finishing reading, the students are allowed to open
their dictionary to check the meanings of some difficult words they encountered in the
texts in order to increase their word amounts after having procured more knowledge and
improved reading skills. This objective can be realized successfully if the teachers are
able to ask students to take notes of some unknown words during reading the texts and
encourage them for not being apprehensive to consult the meanings of these difficult
words in their dictionary. There were only 8 out of 25 participants who agreed with this
twelfth statement means language teachers need to be more aware of every step taken by
the students in Extensive Reading.
After having made use of four principles of Extensive Reading mentioned above
successfully, the students need to construct a clear understanding of the texts they read. In
other words, the students should have good reading comprehension within their selves.
As we have known before, Extensive Reading does not entail the students to answer
various questions related to every single idea forming in their texts. Otherwise, the
students only need to possess a sufficient understanding to comprehend the information in
their texts and experience a big enjoyment at the same time. Hence, the teachers should
ensure that students have already shaped sufficient understanding of their selected texts
with a purpose maintaining their enjoyment and vocabulary growth in such a better way.
This last principle had been fully supported since 16 out of 25 participants were in
agreement with this fifteenth statement.
Overall, if the students are eager to make their vocabulary growth become more
prolific through , they should always remember that interesting reading texts need to be
prioritized first in order to engage more in continuous reading practice. In the same way,
the students should check their reading levels thoughtfully in order to promote enjoyment
through free reading activities as it sustains their general understanding of various reading
texts.

30
24 25
25 23

20
15

10
5 2
4
5
1 0
0

Possessing Maximum use Having a strong Involved more Sufficient

strong of ER eagerness to actively in understanding
commitment in learn supportive of reading
reading vocabulary vocabulary materials to
more learning maintain
activities vocabulary
growth

Disagree Neutral Agree

Figure 4. Reinforcement of Vocabulary Acquisition in Extensive Reading

In general, it could be concluded that 90% of the participants came to agree that
reinforcement of vocabulary acquisition could be experienced in Extensive Reading. The

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data demonstrated five essential factors, which could reinforce students’ vocabulary

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acquisition through Extensive Reading. The first factor was the students have to possess a
strong commitment to reading. Without having strong desire to read different types of
texts continuously, the students would not be able to increase their word amounts more
enormously as the significant vocabulary improvement can only be obtained by
continuous practice in Extensive Reading. Therefore, this good learning attitude is closely
related to constructivism theory since the students are required to be responsible for their
own learning by constructing their knowledge autonomously. Surely, the students will get
more benefits in Extensive Reading if this learning spirit resides increasingly within their
selves. This fact was true since 20 out of 25 participants agreed with this fourteenth
statement of the classroom survey.
Another factor may also come from outer side means it is the teachers who can
promote meaningful impacts to students’ vocabulary development by making use of
Extensive Reading more intensely. In simpler words, this second factor was closely
correlated with the maximum use of Extensive Reading. Assuredly, the teachers can also
maximize vocabulary learning outcomes through Extensive Reading and it can be done
by accommodating their roles as great instructors together with facilitators. The teachers
can be great instructors by transforming themselves becoming good facilitators first.
Therefore, they need to encourage the students to read more and train their mind to be
more critical in reading. In addition, the teachers can also build an intimate conversation
with the students to inquire their difficulties, challenges, and objectives in reading. By
doing so, the students will feel more comfortable in reading their texts and it ends up with
significant word improvements. This fact had been strongly supported as 24 out of 25
participants came to agree with this sixteenth statement.
After the teachers and students have cooperated well with each other in terms of
strong reading eagerness and maximize vocabulary learning outcomes through Extensive
Reading, the students should not have complacency of their presence vocabulary
knowledge. It can also be said that the students need to have strong eagerness to learn
vocabulary more in order to make their vocabulary development grow more fertile.
Accordingly, the teachers can provide assistance for their students to accomplish this
learning objective successfully by creating such a positive learning atmosphere in which
the students are able to express their opinions, arguments, feelings, and ideas regarding
the texts they have read. There are three usual activities the teachers can utilize to
accommodate their students’ particular understanding of some texts namely weekly book
reports, oral book reports, and discussion groups. All of these three activities are aimed to
make them become more excited to reading, accommodate their general understanding of
particular reading texts, and monitor their continuous reading progress. This fact was
completely true since 25 participants were in agreement with this seventeenth statement.
Regarding the successful creation of positive learning environment, the students
should involve more actively in supportive vocabulary teaching-learning activities
conducted by their teachers in order to gain more merits with a regard to vocabulary
development. As previously explained before, social constructivism theory played a
major role in this learning context since the teachers have renewable functions like
observing their students’ learning dynamics during the following teaching-learning
processes and giving motivations to them when they encounter many kinds of obstacles.
Consequently, the students should be more active and persevere while engaging in the
teaching-learning processes. Otherwise, they will be left behind the classroom learning
dynamics. Similarly, the teachers also need to be more friendly and open-minded toward
students’ different abilities and progress by establishing an intimate relationship with
them since significant learning outcomes cannot be generated unless the students feel

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secure. This fact had been proven scientifically as 23 out of 25 participants devoted their
agreement to this eighteenth statement.
Extensive Reading only demands sufficient understanding of reading materials
from the students. This last factor enables the students to maintain their vocabulary
growth continually since they will be able to obtain more new words when they have
good reading comprehension. In the previous occasion, we have already known that good
reading comprehension also allows the students to feel the amenity of Extensive Reading
as they have understood the main information in their texts. The teachers are able to fulfil
this learning need by providing various activities, which can accommodate their students’
general understanding of particular reading texts. Aforementioned, three common reading
activities can be implemented in order to develop students’ reading comprehension.
Although these three activities take a considerable amount of teaching-learning time, both
the teachers and students will obtain impressive results from it. This fact had been
strongly supported as 21 out of 25 participants allocated their agreement to this
nineteenth statement.
Ultimately, the successful reinforcement of vocabulary acquisition in Extensive
Reading comes from both parties namely the teachers and students. The students are in
charge of having strong passionate in reading, continuing improving their vocabulary
through many kinds of texts, becoming active participants in the teaching-learning
processes, and establishing such a good understanding of their particular reading texts.
While the teachers transform into great instructors who are able to give encouragement,
motivation, and suggestion regarding their students’ learning needs. By doing all those
things, a great incremental of word amounts are already in the grip.
2. Five Powerful Ways to Improve Students’ Vocabulary
The following discussion was attempted to answer the second research question,
namely: How did extensive reading strategy increase students’ vocabulary knowledge?
The data gathered was in the form of focus group discussion. The data analysis clearly led
to five powerful ways to improve students’ vocabulary: (a) an enhancement of strong
reading motivation, (b) a great number of easy reading materials, (c) practicing reading
faster continuously, (d) raising high learning awareness, and (e) the significant
contributions from an instructor.
a. An Enhancement of Strong Reading Motivation
An enhancement of strong reading motivation can only be generated if the students
experience both enjoyment and comfort when reading their texts. By all means, it is the
students who are able to take advantages from their reading activities since they acquire
both language skills and aspects through their texts such as reading skills, writing skills,
grammar, and vocabulary. The last thing to consider as an important element in language
learning for the students is that they will not be able to communicate, listen, read, and
write well without possessing a large amount of vocabulary, which will specifically be
facilitated through extensive reading. Nation (2009) claims enjoyment and broad
knowledge can be found in reading.
Nation (1997) also claims that extensive reading favours for independence in
reading, and enables the students to read based on their reading speed and proficiency. In
brief, all of these theories remind language teachers that positive perspective toward
extensive reading need to be corroborated by flexibility in selecting the texts with a
purpose enhancing the students’ strong reading motivation (as cited in Levy, 2016).
b. A Great Number of Easy Reading Materials
A great number of easy reading materials are obligatory for the students in order to
make them be more engaged in extensive reading. By holding this principle, the students
will be eager to read their texts more enthusiastically. As a result, their vocabulary

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knowledge can be improved more significantly. For this reason, language teachers need
to ensure whether the students have already recognized most of the words forming in
their texts or not. Hu and Nation (2000) state the students should be familiar with 95-98%
words presenting in their texts with a purpose not giving learning burdens to them in
extensive reading (as cited in Nation, 2009).
In order to ensure the students have already familiar with most of the running
words in their texts, Wallace (1992) states many extensive reading experts suggest that
simplified reading texts need to be integrated especially for the students, who are still
beginners (as cited in Coady & Huckin, 1997). Nevertheless, he also recommends that the
learners should continue reading more advanced reading materials after mastering their
simple texts. This stage is important as the students are able to maintain their vocabulary
growth continuously with the help of simple and advanced reading texts.
c. Practicing Reading Faster Continuously
Reading fluency is another essential element that needs to be integrated into
extensive reading since the students are able to read their texts more fluently without
spending most of their time to deal with unknown words in the texts. Hence, the students
have to practice reading faster continuously in order to strengthen their interests and
maintain their fluency in extensive reading.
In order to attain this main objective, language teachers need to employ two
beneficial strategies to preserve students’ reading fluency and interests as proposed by
Nation (2002) namely:
a) Practicing reading faster is believed to improve the amounts of reading done by
students and enable them to obtain interests toward what they have read.
b) The students are allowed to avail dictionary with a regard it does not interrupt their
reading processes. There are two ways they can do to avoid any kinds of disruptions in
extensive reading like taking notes of unknown words on cards and interpret the
meanings of new words after finishing reading.
d. Raising High Learning Awareness
Before taking extensive reading for granted, language teachers have to raise
students’ high learning awareness in order to make them become more proficient in terms
of language aspects and world knowledge. High learning awareness has a tight-knit
relationship with constructivism learning theory as the students should be responsible for
their own learning by constructing their knowledge independently. By being responsible
for their own learning, the students will gain more benefits through the learning
processes. In other words, they experience a big success in learning. Glasersfeld (1989)
argues that big learning responsibility needs to be possessed fully by the students in
constructivism (as cited in Savery & Duffy, 2001).
e. The Significant Contributions from an Instructor
The role of teachers has already changed drastically as the students are required to
be responsible for their own learning in extensive reading. Accordingly, the teachers need
to be great instructors in the presence of their students. In order to be great instructors,
they should be good facilitators first by knowing their students’ needs and trying to create
various supportive teaching-learning activities functioning as positive learning
environments. In order to do so, the teachers need to transform their selves become good
role models during the teaching-learning processes.
In line with this main objective, Day and Bamford (2004) mention two out of ten
extensive reading principles how to be great instructors namely:
a) The teacher orients and guides the students: Before making use of extensive reading,
the teachers should explain the main objectives of it, why the students have to deal with

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it, and how to run it successfully. Also, the teachers need to know genres and amount of
the texts, which students have read in order to help them obtain the essence of reading.
b) The teacher is a role model of a reader: One of the most promising ways to be great
instructors is the teachers need to be involved reading similar texts, which students read.
This approach should be done to give some tips for the students how to be effective
readers. Last, the teachers can also form an informal reading community where they are
able to give suggestions about the texts students should read and experience the outcomes
and enjoyment through free reading activities.

E. CONCLUSIONS
Three major conclusions were drawn in this study namely enjoyment, strong
reading eagerness, and positive learning atmosphere. The first matter needs to be
possessed by students in order to enable them to read their selected texts more
enthusiastically. Enjoyment could also lead the students to strong reading eagerness. As
the students find the reading materials are pleasurable and suitable with their learning
needs, they will always have strong intention to read as many texts as possible. These two
factors create a positive learning atmosphere for the students since they shape a better
understanding of their texts and discover that free reading activities giving them a
rewarding experience in terms of the significant improvements of world knowledge,
reading skills, and most importantly vocabulary knowledge.

REFERENCES
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be
taught. International Journal of Teaching and Education, 3(3), 21-34. doi:
10.20472/TE.2015.3.3.002
Benettayeb, A. (2010). Extensive reading and vocabulary teaching. Revue Academique
des Etudes Sociales et Humaines. 3(1), 20-30. Retrieved from http://web.univ-
chlef.dz
Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for
pedagogy. NY: Cambridge University Press.
Day, R. R. (2015). Extending extensive reading. Reading in a foreign language. 27(2),
294-301. Retrieved from https://files.eric.ed.gov/
Day, R. R. & Bamford, J. (2002). Top ten principles for teaching extensive reading.
Reading in a foreign language. 14(2), 136-141. Retrieved from
https://search.proquest.com
Day, R. R. & Bamford, J. (2004). Extensive reading activities for teaching language.
Cambridge: Cambridge University Press.
Elo, S., & Kyngäs, H. (2007). The qualitative content analysis process. Journal of
Advanced Nursing, 62(1), 107-115. Doi: 10.1111/j.1365-2648.2007.04569.x
Gardner, D. (2004). Vocabulary Input through extensive reading: A comparison of words
found in children's narrative and expository reading materials. Applied Linguistics.
25(1), 1-37. Retrieved from https://academic.oup.com
Levy, L. S. (2016). Extensive reading in English as a foreign language/ English as a
second language contexts. Reports from the Faculty of Clinical Psychology. 9, 69-
85. Retrieved from https://www.kbu.ac.jp
Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic
procedures and software solution. Klagenfurt: Primary Publication.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle Cengage
Learning.
Nation, I. S. P (2002). Managing vocabulary learning. Singapore: SEAMEO Regional

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 Language Centre.
Nation, I. S., & Macalister, J. (2009). Language curriculum design. New York:
Routledge.
Savery, J. R., & Duffy, T. M. (2001). Problem based learning: An instructional model
and its constructivist framework. Center for research on Learning and Technology:
Indiana University.
Taylor, L. (1990). Teaching and learning vocabulary. New Jersey: Prentice Hall.

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 THE ROLE OF THE SPY TEAM TO OPTIMIZE ENGLISH
FLUENCY DEVELOPMENT IN SAMPOERNA ACADEMY
Kadek Yuni Antari1, Lawrence Sa Benning2
antariyuni37@gmail.com1, lawrencesabenning@gmail.com2
Sampoerna University

Abstract

The use of English in school raises issues especially in terms of English fluency
development. Therefore, this study aims to identify the student’s fluency English
development and establishing the Spy Team program to improve student’s ability in term
of English communication skills. The Spy Team is a group consisting of teachers who are
proficient in English and some student representatives who have good English ability and
have passed the selection tests. In addition, this program had already been implemented
in Sampoerna Academy. It has successfully shown a major improvement in the students’
English fluency. There are several mechanisms in the Spy Team program, which are the
“Catch You Program” and the “Point Counter Program”. This study employed a
qualitative and descriptive method to answer the research question. Maximizing the role
of the Spy Team at school is able to accelerate the student’s fluency development.

Keywords: the Spy Team, fluency, EFL, learning, high school

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
English fluency development is one of the persistence issues in Indonesia. The
global world ranking shows that Indonesia belongs to the low group category in English
implementation (EPI, 2017). It is one of the serious issues that all of the education
stakeholders in Indonesia need to focus on. Indonesia also still needs improvements to
prepare good qualification students to compete in the globalization education world.
Therefore, the use of English in schools needs to be maximized and improved. Most of
the teachers and education stakeholders in Indonesia should be aware of these issues
since the lack of English ability would bring some negative impacts on students’
development in their future career and they will not be able to compete in this
globalization education world. Many results of research show that the better English the
country has, the better economic development the country pursue (McCormick, 2013).
One of the important aspects of English communication in Indonesia is the English
fluency development. Fluency is one of the important factors that need to be improved by
students. By improving the speaking fluency, students can seek a good job opportunity
since they are able to communicate effectively and deliver the ideas coherently. However,
the English fluency in Indonesian schools still raises an issue. Most of Indonesians find
that speaking English is challenging, and it makes them hard to adapt with the
international system. The obstacles that Indonesians face caused by the lack of learning
innovation and inappropriate learning system. It can be seen from the fact that there is
lack of recognition and implementation towards the English skills in their environment
(Indonesia skills report, 2010). As a result, there are significant gaps between the skills
that are demanded in the competition.

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 Due to these issues, the researchers would like to optimize an idea to improve
students’ ability in improving the use of English language by optimizing role of the Spy
Team. The Spy Team is one of the programs that had been implemented at Sampoerna
Academy Malang, Bali, Palembang, Jakarta, and Bogor. This is one of the English
programs in Sampoerna Academy which improves students’ English speaking. The Spy
Team consists of teachers who are proficient in English and students who are already
selected through several tests. Those selected teachers have a responsibility towards the
students by creating the Spy Team program; there would be a significant progress in order
to improve the English fluency development in schools. The Spy Team has several
responsibilities to observe, control, and evaluate. They also conduct the “Reward and
Punishment” process for students who obey or break the rules. We also would like to
embrace our innovative idea by modifying and adding some programs that would support
the Spy Team program. The innovation that the researchers would like to address is
creating the two sub-programs, they are CYP (Catch You Program) and PCP (Point
Counter Program). Those two sub-programs are the major part of this Spy Team
program. Therefore, this study aims to identify the system and bring a new innovation for
a better education learning method. In particular, this research paper would elaborate the
mechanism and the specific details about the Spy Team. As a result, after conducting this
program, the researchers believe that The Spy Team would help students accelerate their
English ability, especially in terms of fluency.

B. REVIEW OF RELATED LITERATURE

1. The Definition of English Fluency
In Indonesia, more than 600 languages spoken in the country, and English is one of
the major languages that has become a significant language in Indonesia. As a second
language, English is one of the important aspects that will play a vital role in the
educational development in Indonesia itself. One of the essential parts of English
language is the English fluency development. There are several opinions from the expert
about the definition of English fluency development. Based on Hartmann and Stork,
English fluency is defined as an ability to speak properly and to use the language
structure correctly and accurately whilst concentrating on the content rather than form,
using the units and patterns automatically at normal conversational speed when they are
needed (Brown, n.d.). In addition, English fluency can also be defined as a manner to talk
with a coherent sentence. A coherent sentence means that there should be cohesiveness
from one sentence to others as well as good understanding to others. Besides that, based
on Richards et al, fluency is the speech close to a native speaker’s pausing, rhythm,
stress, and intonations. EFL (English first language) class also described a fluency is
about the level of communication competence (Yang, 2014). Regarding those English
fluency development definitions, this research would like to bring an innovation of
English language learning system that focuses on the English fluency development and
addresses the innovation of learning method.
2. English Implementation in School
The fact shows that English is an important part that needs to be learned by
students in Indonesia (British Study Center). However, in reality, the effort of schools in
Indonesia has not shown a real evidence to improve students’ ability in speaking English.
The implementation of English language in Indonesia needs to be optimized in order to
improve the students’ ability in speaking English. Ironically, the English implementation
in Indonesia is only implemented as a theory that can bring an assumption to students that
English is a complex theory that must be understood. As a result, students will not enjoy
the way they study. Therefore, through this research, the researchers would like to come

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up with an innovation of learning method by encouraging schools in Indonesia, especially
national schools to implement English conversation outside the schools. In this research
paper, English implementation in the school means that the school uses full English
language during the school time whether outside or inside the class. The use of English
language in school is one of the good ways to leverage the students’ ability in speaking
English. The purpose is to familiarize students with the English conversation environment
and to enable students to use a foreign language that can be obtained from learning. The
ability of English language can be obtained from the surrounding environment, by
directly engaging in schools applying the English language.
3. The Definition of the Spy Team
In order to make the English program works, therefore, we would like to enhance
the innovation by creating the Spy Team program to maintain it. The Spy Team consists of
two words which are “Spy” and “Team”. A spy can be defined as a person who keeps
watching on others secretly or someone who collects information about something to use
in deciding how to act (Oxford Dictionary). While team can be defined as two or more
people who work together to achieve an objective that has been targeted before.
Therefore, from those two words, Spy Team can be described as a team that consists of
more than one person that keeps observing each other secretly and collecting the
information. In this research paper, the researchers use the Spy Team as a term to improve
the students’ development and ability in communication in terms of English fluency
development. The Spy Team in this study, is a group that consists of teachers who are
proficient in English and student representatives who have good English ability and pass
the selection tests. The role of the Spy Team is to record students who do not use the
English language in their daily conversation whether inside or outside the class that is
recorded through Catch You Program and Point Counter Program. The main function of
the Spy Team can be divided into three parts, which are observing, controlling, and also
evaluating the role of the Spy Team regarding the development of the English fluency.
This program had been successfully applied in Sampoerna Academy. This could be
seen through several factors. The first one was the fluency in using the English language
that could increase their confidence in competing with other students from other
institutions whether in a national level or international. Secondly, the academic record in
Sampoerna Academy showed that the results of the test and examination that had
increased significantly such as IGCSE, a level and TOEFL, and IELTS. Sampoerna
Foundation Annual Report also showed that the alumni of Sampoerna Academy who
continued their study overseas increased rapidly within a year.

C. METHODOLOGY
The researchers used a qualitative and descriptive method in collecting the data and
developed the idea in explaining the Spy Team program in this research paper. The
descriptive method used in this research paper was to provide a situation as a naturally
happened. In addition, it is used to make an impression and to develop the theories
(Wagner, n.d.). For the purpose of this research, the descriptive method was used to
obtain the definition of the Spy Team in terms of English fluency development. The
qualitative research method used a form of systematic empirical that inquired into
meaning. By the empirical, it means that the type of inquiry was grounded in the world of
experience (Wegner, n.d.). In this research paper, the qualitative method collection was
done through observation and the original resources inspected were gained from the
secondary research (Internet) such as a journal, an online report, and a discussion paper.
This Spy Team program had been implemented in senior a high school which is
Sampoerna Academy. On the other hand, the program that was implemented did not run

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effectively. Therefore, the researcher would like to innovate by creating two main
programs to support the Spy Team, which are “Point Counter Program” and “Catch You
Program”.

D. FINDINGS AND DISCUSSION

1. The Spy Team
The implementation of English fluency needs to be optimized and improved. One
thing that schools need to do is implementing a full-day English school in the learning
process or in a daily conversation. In fact, only those international schools in Indonesia
adopt a full-day English system. However, most schools in Indonesia generally still
implement a conventional way of learning English by focusing on the learning theory in
the classroom instead of focusing on the practice (Taher, 2018). As a result, not everyone
can get the equal access to the education itself. According to English, practicing English
through a daily conversation is far more effective compared to only learning in the
classroom (Bradley, 2012). Therefore, to maintain students’ fluency in speaking English,
the researchers would like to come up with the idea of modifying the Spy Team program
that would help the students. The Spy Team Program is a current program that was
developed by the Sampoerna Foundation program development. The existence of Spy
Team in Sampoerna University is because many Sampoerna Academy students come
from various kinds of regions in Indonesia that not all of the people understand English.
Therefore, the Spy Team was created to improve the ability of students in English
correctly, especially in speaking in everyday life. This program had been introduced to all
students of Sampoerna Academy. In grade 10, they are introduced to a program that
becomes a foundation for freshmen, so they can adapt to their environment easily.
The Spy Team consists of teachers and five students who become the
representatives of each class. The representatives are chosen based on their willingness to
become the Spy Team members and their capability to pass the test. The test is conducted
by teachers who have a good qualification and are trusted by the education department.
Several stages of test are done by answering basic skills about English, such as interview
using English language. Once they have done the test, the teachers determine who
become parts of the Spy Team program by looking at some of the considerations. The
consideration is their commitment and their ability to participate in the Spy Team. The
selected team has five people in each class. It is announced online and privately via
email. After the formation of the five representatives, they carry out the obligation to
become spies who work with the school to help carry out the task in turning the learning
method of English into fun. Each person has a three-month working term and is given a
reward in the form of money.
After the five representatives of each class have been chosen, the Spy Team needs
to run their responsibility. The responsibility of the representatives needs to be done
including observing, controlling, and evaluating. Those three fundamental pillars need to
be done by the Spy Team. This team also has several programs that include the CYP
(Catch You Program) and the PCP (Point Counter Program).
2. Catch You Program
After the Spy Team is chosen by the school department, the whole students need to
contribute in order to accelerate the success of the Spy Team itself. One of the students’
contributions is doing Catch You Program. Catch You Program is a program that
involves the students in the class to spot students who do not talk in English language
during the school time. The mechanism of this program can be implemented by point
them out and say “I catch you” to make them realize that they speak languages other than
English. The whole students can write the name of the students who do not speak

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English, as well as what sentence that they say. In addition, the Spy Team also performs
the same task, and they record their names secretly. Then, after they collect the data, the
representatives have to report the final result to the teacher that is in charge. Here, the Spy
Team’s responsibility is to note every conversation as a source of the weekly report that is
announced every Saturday. The weekly report consists of people who are already
successfully in speaking in English, and people who disobey the rules. On Saturdays, the
Spy Team announces the most persistent person in this English program, the best
progress, and the troublemaker that consists of the three highest points of each class. For
those who obey the rules, they receive a reward from the Spy Team department.
Meanwhile, for those who break the rules, they get some punishment since they disobey
the rules.
3. Point Counter Program
After the Catch You Program is done, the Spy Team has a responsibility to count
all of the points of each individual in the classroom. The calculation is held on Thursdays
and announced on Fridays. The calculation is named as The Point Counter Program. The
Point Counter Program is the calculation strategy to determine the student’s progress.
The detailed mechanism of this Point Counter Program begins when the Spy Team
finishes The Catch You Program. The calculation is based on the report that is already
gained by the Spy Team and the students in the class. The Spy Team counts the points that
they get from their own database, also they get the record from students report’s result in
a small box which is put in the class. After that, the final result is announced on Friday to
the students in the class. When the final result is announced, the Spy Team needs to
record the result to the teacher department. Then, together with the school department, the
Spy Team decides the top three students that consist of the most persistence students and
the top three most troublesome students. After that, the Spy Team announces those
students in each class.
4. Job Description
Job description identifies the important task that is assigned to a specific position.
The job description also describes the qualification, work condition, and control
responsibility. In addition, to get the maximum results in running the program, it needs a
systematic step. With the systematic and specific step, the task can be done in a
professional way. In order to maintain the work performance of the Spy Team, the teacher
department needs to give them the job description in order to make them on the right
track. The major point of the job description can be classified into three parts that which
are observation, controls, and evaluation.
a. Observation
In performing the role, the Spy Team has the task to make daily observations to all
students. The observation focuses on students’ conversations whether inside or outside
the class. The Spy Team records the students’ who do not use English in their
conversations through CYP and PCP. In the case of observation, the Spy Team also has to
make an activity report related to this program. The reported activity is discussed in the
regular meeting conducted at the end of the week. Each of the Spy Team member presents
their own observation to discover whether the program runs well or not.
b. Controlling
Controlling is the process of ensuring the implementation of the program to meet
the goals. In order to make sure the program run base on the goals or not, controlling has
a significant role. In the Spy Team program, controlling is not only controlling the
implementation of the program but also making a correction about the program. In
addition, to make sure that the program runs well according to the plan, the spies also
control each other among the Spy members. Teachers who have been selected into the

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Spy Team has the responsibility to control the Spy Team members to guarantee they run
their roles well.
c. Evaluation
Evaluation is a part of activities to assess the whole Spy Team activity. The
evaluation is one of the important programs to evaluate the activity and to review the
whole activities which are implemented. In this part of evaluation, the Spy Team needs to
discuss their job that has been done among the Spy Team. Therefore, the Spy Team has an
obligation to discuss and determine the right action to keep this program going and
produce a maximum outcome. In addition, the reported activity done in the observation
step is discussed in the evaluation part. The Spy Team evaluates whether or not the
program works as intended and finds solutions to improve shortcomings for better results.
d. Reward and Punishment
Reward and Punishment is part of this program. It is a representation of an
appreciation and a reminder for students who break the rules. On Fridays, they announce
the result of the final report this program. Then, it is continued with the next program on
Saturdays, which is Reward and Punishment. The school’s department has several things
to conduct such as a performance by the English speaking from the students in daily
activity and appreciation for the most consistent students. There are several punishments
that bring some sense of deterrent for the students. The punishment is related to the
English program itself, such as a storytelling, a speech, and a spelling bee. By creating
those kinds of punishment, the students are able to accelerate their fluency development
and boost their confidence. Meanwhile, the Spy Team gives a reward for those who
perform a consistent and good progress in the daily activity. The Spy Team has to elect
those five students of each class and one outstanding person to receive the reward. The
type of the reward consists of certificates and souvenirs.
e. Weakness
The implementation of the Spy Team that had been implemented in Sampoerna
Academy (Bogor, Malang, Palembang and Bali) gave the significant effect that could be
seen through the several benefits obtained by the students mentioned in the previous
discussion which are developing English fluency, expanding students networking and
competing with other people from all over the world. Although it has successfully
provided a significant effect, the Spy Team still has weaknesses that need to be improved.
The weaknesses are classified into several parts such as emotional of the Spy Team in
choosing the students that become the victim and also being consistent with the Spy Team
itself. The emotion of the Spy Team can be suddenly changed since the actors are the
senior high school students. Due to the reason, the unstable emotion can affect the Spy
Team’s performance. For instance, they tend to bring their personal problem in this
English activity and it can bring an emotional tendency. Another weakness is consistency,
it also related to the emotions that can give an impact on a negative tendency towards the
Spy Team’s performance. Besides that, another weakness that may occur is the Spy Team
assesses their friends subjectively. For example, the students become the Spy Team
members might not record their close friends who break the rules, since they think that
they are close friends.
To overcome the weaknesses occurred in the Spy Team program, the researchers
give a solution, which is giving the Spy Team a form of appreciation that can increase
their responsibilities and re-evaluation that will give impact on the performance.

E. CONCLUSIONS
Conclusively, schools in Indonesia play a significant role in order to improve the
English fluency development. For instance, schools in Indonesia need to focus on the

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practice in daily conversation instead of learning based on the theory in the classroom.
Therefore, the existence of the Spy Team program that had been successfully
implemented in Sampoerna Academy gave a positive impact to train the students’ English
fluency development. In addition, the sub-programs of the Spy Team, which consist of
Catch You Program and Point Counter Program, have been proved successful in
Sampoerna Academy in accelerating the English fluency development. As a result, the
researchers believe that this program is effective and capable to be implemented in other
schools in Indonesia.

REFERENCES
Bradley, S. (2012). Vanesho design. Retrieved from http://www.outputeducation.com/10-
reasons-why-practical-education-is-more-important-than-theoretical/
Brown, J. D. (n.d.). Promoting fluency in EFL classrooms. Kyoto Institute of Technology,
1-2. Retrieved from http://hosted.jalt.org/pansig/2003/HTML/Brown.htm
EF English Proficiency Index. (2017). The world's largest ranking of countries by
English skills. Retrieved from https://www.ef.co.uk/epi/
Go Nature English. The amazing impact of mastering English fluency in your life.
Retrieved from: https://gonaturalenglish.com/impact-mastering-english-fluency/
McCormick, C. (2013). Countries with Better English Have Better Economies. Retrieved
on November 2015, from Harvard Business Review:
https://hbr.org/2013/11/countries-with-better-english-have-better-economies
Oxford Dictionary. (n.d.). Retrieved from https://en.oxforddictionaries.com/definition/Spy
Taher, A. (2018). Bagaimana cara belajar Bahasa Inggris yang baik dan
menyenangkan? Retrieved from Kompasiana:
https://www.kompasiana.com/arditaher/5a4b4d48f133441b67210c94/bagaimana-
cara-belajar-bahasa-inggris-yang-baik-dan-menyenangkan
Wagner, R. F. (n.d.). Qualitative research. Encyclopedia of leadership. Retrieved from
http://ualr.edu/interdisciplinary/files/2010/03/Qualitative_Research.pdf.
World Bank Group & Human Development Department. (2010). Indonesia skills report.
Retrieved from
http://siteresources.worldbank.org/EASTASIAPACIFICEXT/Resources/226300-
1279680449418/HigherEd_IndonesiaSkillReport.pdf

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 THE ROSY-BIRD AS LEARNING MEDIA: ROLE OF
STORYBIRD IN EFL LEARNERS’ READING MOTIVATION
Oktari Firda Hibatullah1, Sayida Ralia Mawalia Zulkifli2, Queen Fiqi Ardillah3,
Aisha Ganesh Ratnasari4
ochasf01@gmail.com , raliamawalia@gmail.com2, queenxia3vicky@gmail.com3,
1

aisyahgr17@gmail.com4
Muhammadiyah University of Yogyakarta

Abstract

The addiction of technology has dominant effects on all activities in this modern era. One
of the dominant effects of technology on learners is being a concern in this study. That is
lack of motivation for learners to read due to several factors, such as films, videos, and
television programs. Those factors make learners become demotivated to read, especially
for paper-based reading. The aim of this study is looking for innovative learning media to
foster reading motivation of English as a foreign language (EFL) learners through the
domination of technology. The use of Storybird as the innovative media for learning
English had been chosen and led to the best finding. Interview and observation were two
instruments of collecting qualitative data as part of this research. The result revealed that
Storybird was innovative learning media which successfully fostered EFL learners’
reading motivation.

Keywords: technology in teaching and learning, EFL Reading Motivation, Storybird

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Reading is an activity which has a lot of impacts on students. For example, reading
can improve their vocabularies and understanding of a text or book which has been read.
Based on William (1984), reading is a process whereby one looks at and understands
what has been written. Another definition comes from Collins’ English Learners’
Dictionary (1819) which define that reading is an event which a poetry or an extract from
a book is being read by the audience.
Reading is important to enhance students’ ability in understanding new
information. They can gain many benefits from reading, such as the improvement of their
reading comprehension and vocabulary mastery. Dev (2009) mentions several benefits of
reading for students as improving reading skills, writing skills, analytical thinking, and
memories. Indeed, reading can make them smarter.
Moreover, the development of technology eases students to get a lot of reading
resources as the addition of their printed sources. While having printed reading sources,
such as academic journals, textbooks, and articles, the development of technology also
enables students to access online sources, for instance, e-book and web-based. Those
readings sources can broaden the students’ knowledge and improve their skills. However,
the enhancement of the technology and students’ motivation do not occur concurrently.
Instead of visiting the online reading sources, students prefer to use media of the
technology such as videos, films and television programs. This shows that students’
interest in reading is decreasing. The researchers admitted that the media technology is
much more interesting and entertaining because they have various objects, colors, and

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even sounds. Whereas reading activities were only offering reading with a lot of words
with a few interesting pictures. Thus, to reduce negative impacts of the technology on
students’ reading motivation, the researchers believe that reading should engage with
technology.
In this study, the researchers propose to use one of the web-based readings, that is
Storybird, as learning media to enhance EFL students’ reading motivation. Storybird is a
digital storytelling platform or a language arts tool to inspire members to write stories,
and encourage on-going writing practice with badges and other rewards (Storybird,
2008). Related to the statement, Storybird is not only building students’ reading skills but
also enhancing other skills, such as writing skills, and storytelling abilities (Chuang &
Kuo, 2013).
To find out further advantages of Storybird and factors why Storybird is an
appropriate media to foster students’ reading motivation, this research to address these
following research questions:
1. What are benefits of Storybird for EFL learners?
2. What are factors of Storybird which can affect students’ reading motivation?

B. REVIEW OF RELATED LITERATURE

1. Reading motivation
Reading is considered as one of the most essential skills to be mastered in learning
English. Alyousef (2006) conveys that “Reading can be seen as an interactive process
between a reader and a text which leads automaticity (or reading fluency)” (p. 64). Grabe
(1991) also exclaims that reading can be seen as an active process to understand that
students need to be taught and strategies to read more efficiently, such as guessing out of
contexts, determining expectations, and drawing conclusions about a text (as cited in
Alyousef, 2006). Usually, skills and motivation will go together, for instance the students
who have high motivation to read can be caused by several factors such as being inspired
by wonderful teachers and being interested in reading naturally. Both factors apparently
can grow students’ reading skills (Cambria & Guthrie, 2011). Based on Dun (2007),
motivation means as the inner ability and the stimulus that push a person to take an action
in order to reach a goal. Cambria and Guthrie (2011) add several important things
surrounding motivation include values, beliefs, and behaviors. Those three things are
always surrounding the students’ motivation especially in reading activity. A motivation
has important role in reading motivation (ÜLPERa, 2011). The main role of motivation
for students’ reading skills is gaining their interest and dedication to read (Cambria &
Guthrie, 2011). One of the main factors to make students’ get better motivation is
providing interesting stories. Thus, students will not feel difficult to comprehend the
content of stories (Hidi, Renninger & Krapp, 2004).
2. Introduction of Storybird
Technology has rapidly developed and it gives benefits in all sectors, especially in
education. For instance, an educational field utilizes a web-based reading or digital
storytelling, called Storybird platform to foster students’ reading motivation. Mohammed
(2017) claims that Storybird is easy to use and can transform learners’ experiences of
reading and creative writing. Learners can browse stories based on their interest, and
create their own picture books, stories and poems. In addition, everyone can access
Storybird for free. Ryder and Ullman (2012) also assert that Storybird is an art-inspired
digital storytelling website that is easy to use, free of charge, collaborative with others
and is classroom-friendly (as cited in Chuang & Kuo, 2013).

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 Figure 1. Storybird transforms learners’ experiences of reading.
Taken from: https://Storybird.com/read/

Figure 2. Storybird provide Learners’ experience to make creative writing by digital storytelling.
Taken from: https://Storybird.com/home/

3. The use of Storybird

Chuang and Kuo (2013) explain that Storybird is a useful website for students to
improve their reading comprehension, vocabulary and storytelling abilities. Storybird
contains a lot of interesting pictures so that the students can choose pictures they like for
their reading story or the teacher can select a specific storybook for a reading task. With
the aid of digital images, the students get new vocabularies and increase their reading
comprehension. Meanwhile, Nordin and Anderson (2010) profess that Storybird is a
beneficial website for young learners to tell and share their stories. It can also help
learners to express and develop ideas. Storybird gives learners a choice of real artwork,
characters and scenes to inspire them to create any story from a picture book with just a

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few words per page to a full-length novel with chapters, or even a piece of poetry
(Mohamed, 2017). Storybird is an integrated learning and teaching media that the EFL
learners can use it both to improve their reading and writing skills even their reading and
writing motivation. Likewise, the teachers can also use Storybird to improve the EFL
learners’ reading and writing skills so as the EFL learners’ reading and writing
motivation. Therefore, Storybird is a very useful technology as integrated learning and
teaching media to be used by both of the EFL learners and the teachers.

C. METHODOLOGY
1. Research design
The study was conducted using a qualitative approach. By doing an interview and
observation, the researchers tried to find the data in order to know participants’
perceptions toward their reading motivation by using Storybird. After finding two
appropriate participants, a process of collecting data was done through interview. The
interview process was chosen because it was a flexible instrument for data collection and
made the participants feel free to express their own beliefs toward the problem of the
study (Cohen, Manion, & Morison, 2011). In the process of collecting data, the
researchers constructed some statements about experiences of the selected participants by
generating general information into deep explanation so that this study was called as a
grounded theory design (Creswell, 2012). As soon as the data were collected, an
observation was done to know the validity of the interview results. By using event
sampling based on Cohen et al. (2011), the researchers found some frequencies of
activities that most participants did in Storybird.
2. Participants and setting
Participants of this study were English Foreign Language (EFL) learners. They
were students at English Language Education Department (ELED), Muhammadiyah
University of Yogyakarta batch 2016. The number of participants were two students from
the same classroom. The researchers used pseudonym name to keep the real identity of
the participants. The first participant was named as Wati and the second participant was
named as Saraswati. They were selected because both had experiences in using Storybird
as their learning media. The method of selecting the participants was done by a purposive
sampling technique. Based on Cohen and Morrison (2011, p. 156), “a purposive sampling
technique as a feature of qualitative research that researchers hand-pick the cases to be
included in the sample on the basis of their judgment of their typicality or possession of
the particular characteristics being sought.”. In this context, the researchers built up a
sample based on specific needs including some criteria of the target participants such as
behavior, impression, and skills while they used Storybird.
3. Data gathering
As this type of research focused on grounded theory design, the data were gathered
by an interview. First, the researchers look for the participants who already got
experience in using Storybird. The participants were discovered in an intensive learning
classroom situation. The criterion of selecting the participants was their attitude and
impression. Second, after finding two appropriate participant, the interview was started
and it used face to face interview. A technique of the interview was based on the
interview guidance. The interview guidance was purposed to increase the
comprehensiveness of the data and made the data collection slightly systematic for each
respondent (Patton, 1980, as cited in Cohen, et al., 2011).
An interview guideline was prepared to collect the prior data. Open-ended items
also became the guideline for the interview. Kerlinger (1970) (as cited in Cohen, et al.,
2011) states that an interview guideline functions “to supply a frame of reference for

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respondents’ answers then it also put a minimum of restraint on the answer and their
expression” (p. 416). It means that there is not any restriction from the interviewers for
the participants’ answers. The interview questions focused on the roles of Storybird in
their reading motivation including the advantages and the ways of how it affects students’
reading motivation. The questions concerned with indirect approach to produce honesty
and open responses. Furthermore, Tuckman (1972) states that the questions were
purposed to ask for respondents’ views in a general way to get deeper information. An
unstructured response is described by Tuckman (1972) as “a type of responds which
allowed respondents to give whatever answer they want” (as cited in Cohen & Manion,
2011, p. 419). The interview was conducted in order to get deep information from the
participants. Furthermore, to know the validity of interview results, observation was
conducted.
4. Data procedures
This study used interview and observation as research instruments. The interview
was firstly conducted and followed by the observation. The permission of conducting
interview was done by personal chatting via WhatsApp. After the interview request was
accepted and the schedule was arranged, the interview was conducted. It took around 15
minutes for each participants. Besides, the interview was carried out through the
Indonesian language so that the participants felt free to express their beliefs without
feeling difficult to share their ideas. All of the interviews were also recorded and then the
verbal data were transcribed to subsequent data analysis. Afterwards, observation was
done for two days by observing directly to activities of the participants while logging in
Storybird. A focus of the observation was based on track or most recent activities record
that participants did on Storybird to support prior to responses in the interview process.

D. FINDINGS AND DISCUSSION

The findings were gathered after both of interview and observation were
successfully conducted. The findings in this study were divided into two parts. The first
part was based on interview and the second one was based on observation. Discussion of
experts’ judgement were available to support the findings of this study. The results
showed some advantages that students got from Storybird and some factors of Storybird
which could affect students’ reading motivation.
1. The advantages of using Storybird
There were some advantages had been found in this study. Based on the interview
results, those advantages include:
a. Improving EFL learners’ vocabulary
Storybird was one of the learning media used by the students especially for EFL
learners to master their vocabulary. Based on the interview results, Wati stated that, “by
using Storybird, I can gain a lot of new words that I have never learnt previously”. While
Saraswati said that, “Through Storybird I can get new vocabulary for writing a poem and
the short story”. It implied that Storybird could increase her vocabulary by finding new
words while reading some stories and writing some poems. In line with the prior
statements, Storybird can be one of the best alternatives to gain a lot of new words. This
is also in line with Chuang and Kuo (2012) who claim that Storybird is a useful website
for students to improve their vocabulary, reading comprehension and storytelling
abilities.
b. Improving EFL learners’ grammar skill
Storybird can enhance EFL learners’ grammatical ability particularly when they
read and publish some stories. As stated by Wati, “When I am writing some stories on
Storybird, grammar becomes my concern, and when I read other stories I also tend to

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focus on grammar they used”. The conclusion based on the data is that grammatical
ability can be fostered in two ways by either writing or reading some stories. In this
context, the EFL learners expressed the experience that using Storybird helped them to
learn grammar (Ramírez, 2013).
c. Improving EFL learners’ reading motivation
Storybird also could boost students’ motivation to read especially for beginners
who want to learn and to love reading. As many users of Storybird who already made lots
of stories and published them freely to be read by other users, it was a good chance for
students to build their reading habit easily. As implied by Wati, “By using Storybird, I
can build my reading skill, because there are lot of available and famous stories written
by other users of Storybird that we can easily read”. In addition, Saraswati also argued
that, “I can read some stories in Storybird without spend much money, other than that it is
also easy to be accessed, and easy to be read because of suitable font”.
In addition, Storybird could also be an alternative as web-based fun learning
media especially to foster reading motivation toward EFL learners. This web-based
reading has two features such as a long-form book and a picture book along with various
cartoon pictures. Pictures become another reason why the students are interested in
reading stories. It also becomes an alternative to enhance their reading motivation. As
Wati stated that, “Storybird provides various fun pictures so that I can read a story with
pleasure”. The other statement came from Saraswati that, “Storybird can be a tool for fun
English learning which has cool features and is not boring“.
d. Improving EFL learners’ reading comprehension
Storybird can make readers easy to understand the meaning of the storylines
because all passages in Storybird were served by several pictures. As stated by Saraswati,
“Storybird provides some pictures as a clue to help me understand the story easily”. In
this context, the pictures help the EFL learners easy to grasp the stories. In other side, the
EFL learners who had experienced to read several stories in Storybird have greater
improvement than who had not experienced to read several stories in Storybird yet. As
Wati told that, “After reading some English stories from Storybird for several times, I
could get better improvement, especially in my understanding because before I used
Storybird, I almost never took long time to read”. The statement implied that Storybird or
a web-based reading could be very helpful for EFL learners who want to learn and
understand some English stories.
e. Developing EFL learners’ creativity
Storybird is a web-based reading to facilitate the users not only to read various
English passages but also to write some stories. It implied that Storybird is beneficial for
students’ reading and writing skills. The statement was in line to Saraswati’s response
that “I could gain new words by reading and it made me easy to produce a story.”
Sarawati’s statement indicated that reading some stories could affect EFL students’
creativity in writing skills. Meanwhile, interestingly, the data of this study revealed that
many Storybird users were challenged to develop their creativity when they tried to make
a story by jumbled pictures. Wati’ responded, “My creativity in matching some pictures
to be a good story has a good progress.” Furthermore, she also mentioned that “Storybird
can help students to process and improve their creativity by writing.” It is in line with a
notion by Dabbs (2011) who professes that Storybird is a tool to foster the production of
learners’ ideas in a creative way.
f. Private learning media
Storybird was available for the EFL learners who have lack of confidence to
publish and do any activities in Storybird. Wati stated, “Storybird keeps my privacy. I
mean I am a shy person and I think the private features such as my personal data and even

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profile picture will not be published so that I can share and do anything on Storybird
comfortably without interrupted”. Privacy also becomes one of the benefits of using
Storybird especially to make their activities in Storybird more convenient. This notion is
supported by Zakaria, Yunus, Nazri and Syahri (2016) who argue that Storybird can help
the students who have lack of confident to show off any activities in the website.
2. Some factors of Storybird which could affect EFL learners’ reading motivation
The other findings found in this study were several factors of how Storybird could
affect students’ reading motivation.
a. Features of Storybird
One of the best features on Storybird is “Picture Book”. This facility is used by the
readers to read some stories along with cartoon pictures based on theme or topic of
stories. Some of the students agreed that the pictures could improve their interest in
reading and their imagination. The number of words in the picture book are not too many
and it was presented in brief passages so that it can be another reason that this feature can
make EFL students interested in reading English passages. This finding was proved by
Wati that, “Storybird was available for fun brief stories and it made someone not too
boring”. Furthermore, Saraswati complemented that, “I am interested to use Storybird
because many kinds of artistic pictures so I can improve my imagination“
It can be summarized that one of features on Storybird can be the best way,
especially for EFL learners who want to learn English by reading some fun and
interesting stories along with various cartoon pictures. This finding was supported by
Walsh (2010) who states that Storybird provides an activity to help students improve their
reading ability and imagination through beautiful pictures (as cited in Thonghattha,
Kittichartchaowalit, & Kittisunthonphisarn, 2016).
b. EFL learners’ characteristic: visual learners
Storybird was one of the suitable learning media for EFL learners who have
preference in a visual learning style. One of the features in Storybird using pictures was
the picture book, which became the main reason of the learners to use Storybird. A
statement from Wati answered the main question of this study. She was a visual learner
and thought that Storybird benefited her to change her reading motivation. She
mentioned, “I did not like reading English passages, but after using Storybird, I find some
pictures and I love to read by pictures because I am a visual learner so that I become
interested in reading English passages.” The statement implied that Storybird could
benefit all of students, especially for EFL learners who had preference in visual learning
styles. It could gain their reading motivation.
c. EFL learners’ ability: beginner learners
Not only for visual learners but also for beginner learners who want to read English
passages were explained in this study. According to the research data, Wati explained the
main characteristic of the beginner learners prefer to read some short stories. She
concluded that in Storybird, some of the stories consist of short stories and even though
other stories include long stories, the long stories will be divided into several parts or
chapters so it will not be very long stories. The larger number of passages was, the more
learners felt lazy to read. However, by an alternative from Storybird, she recommended
that, “Storybird is very useful for beginner learners to foster their reading motivation
because the passages were presented concisely so it will make them interested in
reading”.

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 Observation per day based on an event sampling method (Cohen, et al., 2011) of
the first participant (Wati) on February, 15-16th 2018 showed the same frequency.
Table 1. Day 1
Activities Frequency
She logs in to Storybird //
She reads picture book(s) //
She reads long form book(s) /
She reads poem(s) -
She gives feedback on comment column(s) /
6. She writes story(ies)/poem(s) /

Table 2. Day 2
Activities Frequency
1. She logs in to Storybird //
She reads picture book(s) //
She reads long form book(s) /
She reads poem(s) -
She gives feedback on comment column(s) /
6. She writes story(ies)/poem(s) /

Observation per day based on an event sampling method (Cohen et al., 2011) of the
second participant (Saraswati) on March, 30-31st 2018 showed the same frequency.

Table 3. Day 1
Activities Frequency
1. She log in to Storybird /
2. She reads picture book (s) //
3. She reads long form book(s) /
4. She reads poem(s) -
5. She gives feedback on comment column(s) -
6. She writes story(ies)/ poem(s) /

Table 4. Day 2
Activities Frequency
1. She log in to Storybird /
2. She reads picture book(s) //
3. She reads long form book(s) /
4. She reads poem(s) -
5. She gives feedback on comment column(s) -
6. She writes story(ies)/ poem(s) /

Based on the observation data above, the participants could log in Storybird by
reading one story or two stories in the form of either a picture or long form book, but they
seldom read poems. They also rarely write some feedback related to the story that they
have been read. However, they still actively write some stories or poems. In conclusion,
per day they could read one or two stories of either a picture or long form book and
become active to write stories. It means that the EFL learners spent most activities in
reading while using Storybird. The data showed a closed relation with the interview
results that the EFL learners gain positive reading motivation after using Storybird. It
indicated that the interview results were quite valid.

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E. CONCLUSION
Technology gives dominant effects for all activities, especially in education as
learning media. Innovative technology to motivate EFL learners in reading is by using
Storybird. Based on the results of this study, many teachers are suggested to use Storybird
in teaching and learning process because there are lots of advantages from it. The
researchers also stated that Storybird is a useful website to enhance vocabulary through a
reading activity. The results of this study showed that Storybird could give some
advantages to EFL learners such as improving their reading motivation and some factors
of Storybird which could affect EFL learners’ motivation. Besides, another finding
showed that reading Storybird could affect students’ writing skills, particularly their
writing style. Hence, it can be concluded that Storybird is one of the innovative media to
foster reading motivation in modern English learning.
This study was also a complement part of prior studies, which mostly discussed
Storybird, a web-based reading, as a digital storytelling to improve learners’ writing
skills. However, the results of this study could not be generalized specifically about the
learners’ characteristic that tend to focus on visual learners rather than other learners’
characteristics or styles. Therefore, other learners’ characteristics need to be elaborated
deeply for further study. In addition, more objectives need to be investigated to get
various findings. Thus, further study might examine other aspects instead of the benefits
and the factors of Storybird which could affect reading motivation. Likewise, an
investigation of another aspect or focus in place of reading motivation needs to be done
by other researchers. In general, the other researchers are expected to conduct better and
broader study than present study.

REFERENCES
ÜLPERa, H. (2011). The motivational factors for reading in terms of educational
sciences: Theory and Practice, 11(2), Spring • 954-960 .
Alyousef, H. S. (2006). Teaching reading comprehension to ESL / EFL learners. Journal
of Language and Learning, 5(1), 379-380.
Cambria, J., & Guthrie, J. T. (2011). Motivating and engaging students in reading. The
NERA Journal, 46(1), 16-29.
Chuang, W.-t., & Kuo, F.-l. (2013). Improving reading comprehension among taiwanese
EFL young learners using digital stories. Literacy, Culture and Technology:
From Local to Global.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.).
London: Routledge, ch. 8-21, p. 143-409
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (4th ed.). Boston: Pearson, ch. 1, p. 2-28.
Dabbs, L. (2011). New teacher boot camp week 3 - using Storybird. Retrieved from
Edutopia: https://www.edutopia.org/blog/Storybird-new-teacher-boot-camp-lisa-
dabbs
Duy, B. (2007). Güdülenme ve bireysel farklılıklar. A. Kaya (Ed.), Eğitim
Psikolojisiiçinde (p. 587-637). Ankara: Pegema
Harmer, J. (2007). The practice of English language teaching. Edinburgh: Pearson.
Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that
combines affective and cognitive functioning. In D.Y. Dai, & R. J. Sternberg
(Eds.), Motivation, emotion and cognition, integrative perspectives on intellectual
function and development (p. 89-115). Mahwah, NJ: Lawrence Erlbaum
Associates

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John. (2018). What is the difference between a print book and an ebook? Retrieved from
ebook launch: https://ebooklaunch.com/faq-items/difference-print-book-ebook/
Mohamed, S. B. (2017). Storybird - an innovative, inspiring tool to create stories
individually or in groups. Retrieved on May 7, 2018, from The Digital Teacher:
https://thedigitalteacher.com/reviews/Storybird
Online sources vs. print sources: Understanding the difference. (2018). Retrieved from
Write content solution: http://www.write.com/writing-guides/research-
writing/research-process/online-sources-vs-print-sources-understanding-the-
difference/
Ramírez, Y. E. (2013). Writing skill enhancement when creating narrative texts. Colomb.
Appl. Linguist. J., p. 166 - 183.
Storybird. (2008). What is Storybird and how is it used? Retrieved from desk.com:
http://help.Storybird.com/customer/en/portal/articles/2921319-what-is-Storybird-
and-how-is-it-used-
BIBLIOGRAPHY \m Tho16 \l 1033 Thonghattha, M., Kittichartchaowalit, K., &
Kittisunthonphisarn, N. (2016). Effects of using Storybird to enhance creative.
ISER 42nd International Conference, (p. 41-43). Tokyo.

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 USING DIGITAL STORYTELLING IN AN EFL WRITING
CLASS: THE PERSPECTIVE OF A WRITING TEACHER
Ardiana Sari1, Intan Wulandari2
ardianasari24@gmail.com1, intanwulandari1510@gmail.com2
University of Jember

Abstract

Currently English teachers use technology in their classroom. The purposes of using
technology in teaching and learning process are to motivate the students and assist the
students to learn. One of English teacher in senior high school in Jember used digital
storytelling as the application of technology in teaching and learning English, especially
writing skill. The aims of this study were to address writing teacher perspective about
using digital storytelling in writing class and to explore how digital storytelling can
influence the students’ motivation based on the teacher perspective. This study was a
qualitative research. The design was a case study in which the participant was a senior
high school English teacher in Jember. The data were collected by interview and analyzed
inductively, qualitatively, and interpretatively. The result of this study found that using
digital storytelling made the students feel motivated, be autonomous learners and helped
the teacher manage the classroom easily.
Keywords: digital storytelling, EFL, writing class, teacher’s perspective

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
In this 21st century, the emergence and development of technology has given
impact on the way teachers instruct in the classroom. Teachers currently use technology
in their classrooms because it can support their teaching and learning process. Based on
Sadiq (2008), technology offers a great potential for innovative teaching and learning
which calls as a valid constructive tool for promoting the students’ learning process; it
emphasizes production, thinking, collaboration, and project management. Thus, teachers
can apply technology in order to motivate and help students to learn. By using
technology, they can use their creativity to produce, think, collaborate, and do project by
their own about certain topic. Moreover, the use of technology in teaching and learning
process can equip the students to be autonomous and independent in their learning (Sun,
2010). It is because the students are given opportunities to produce and be responsible to
the product of their own.
Digital story telling is one of the technologies which can assist teachers in their
language teaching and learning process. At its most basic definition, digital storytelling is
the practice of constructing narratives or stories through the use of digital and multimedia
technology (Ohler, 2013). Recent research shows that digital storytelling is mostly
applied as a way to facilitate the teaching productive skills, for instance writing skills.
Franco, et al. (2008) stated that Writing is a complex activity that requires a certain level
of linguistic knowledge, writing conventions, vocabulary and grammar. Because of the
writing complexity, a teacher tries to find a way by using digital storytelling to make the
class more interesting and enjoyable. Moreover, a teacher can also make students feel
motivated in writing and be responsible of what they write. They challenge themselves to

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be able to make important critical choices while writing and asking themselves questions.
This way would enable them to become better thinkers and better writers.
Most studies have focused on students’ views of using Digital Storytelling without
exploring teacher’s perspective (e.g., LaFrance, 2013; Castaneda, 2013; Chao, 2014).
Thus, it is essential to gain insight of writing teacher perspective about using digital
storytelling in writing class and to explore how digital storytelling can influence students’
motivation based on the teacher’s perspective. The central research question is what was
the experience of an English writing teacher using DST to support EFL students? The
data of the research were collected by employing an interview and the results were
analyzed inductively, qualitatively, and interpretatively.

B. REVIEW OF RELATED LITERATURE

1. Overview of Digital Storytelling
There are so many innovation of technology growing in this modern era that are
used in teaching and learning English, especially in teaching writing. One of the digital
devices that is used in teaching writing is digital storytelling. Based on Yüksel (2011),
“there are many definitions of digital storytelling, but in general terms, digital storytelling
is defined as telling stories and sharing information with multimedia tools and resources”
(p. 20). It is commonly used to tell the users’ own story and it also provides a chance to
create a social community around these stories. It is supported by Robin (2011) that
digital storytelling is a process of creating short stories that allows students and educators
to enhance their information gathering and problem-solving skills, and to facilitate the
ability to work in a collaborative team. The digital storytelling process is creative and
cyclical as stories are revised, edited, and revisited several times, with established steps
that move the author from concept to completion. (Castañeda, 2013, p. 46).
Based on Robin (2011), there are three types of digital storytelling. He categorizes
the digital stories including (1) personal stories telling about one's own experiences,
memories, or events, (2) informative or instructive stories that teach specific subjects to
an audience, and (3) stories that examine historical events. Thus, digital storytelling is
one of devices that can be used by teacher to facilitate teaching and learning process,
especially in writing skill.
2. Benefits of Using Digital Storytelling
Using digital storytelling in writing class gives some benefits. Tiba, et al. (2013)
stated that digital storytelling is a beneficial tool in the classroom. Based on the study
result of Chao and Hung (2014), there are so many benefits of digital storytelling that can
be identified. The benefits of digital storytelling have been categorized into some themes.
a. Digital Storytelling Promotes Students Centered Learning
Digital storytelling facilitates students-centered learning (Condy, 2012, p. 278). It
is because digital storytelling lets students to create their own personal story based on
their experience. Besides, in creating digital storytelling, students need to practice their
ability of combining multiple modes of technology, such as photographs, text, music,
audio narration, and video clips, to produce a compelling, emotional, and in-depth story
by themselves (Castañeda, 2014, p. 45). Thus, they can explore their ability by
themselves. It also can be used to enhance writing lessons within a larger unit, as a way to
facilitate discussion for students about the topics, then they can summarize and give some
explanations about the story presented (Robin, 2011).
b. Digital Storytelling Motivates and Engages Students in Learning Activity
With regard to learning motivation, Chao and Hung (2014) have been proven that
“digital storytelling can motivate students” (p. 350). They found that digital storytelling
has the potential to provide a more motivating and relevant learning context that engaged

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the students not only in oral proficiency but also in writing. Digital storytelling improves
students’ attention, confidence, and satisfaction. It is because digital storytelling provides
interesting, creative, and authentic language learning contexts to engage students in the
learning process. Digital storytelling is a good way to engage students in both traditional
and innovative ways of telling a story (Signes, 2008b). It can motivate students to learn
more content with the help of multimedia technology (Tang, 2016). Thus, digital story
can serve as an anticipatory set or hook to capture the attention of students and increase
their interest in exploring new ideas as well as in writing (Robin, 2011).
c. Digital Storytelling Promotes Meaningful Learning
As digital storytelling gives an opportunity to students to write several kinds of
text, it lets teachers guide students to connect their own experiences and social life
actively and creatively (Tang, 2016). It can be a platform for students to construct
meaningful written reports about their digital stories in English (Xie, 2016). Moreover,
digital storytelling gives students real world task in the foreign language classroom
(Castañeda, 2014), for example in writing class. Meaningful contexts help teachers follow
professional requirements while relevant activities connect to learners’ needs.
Consequently, EFL teachers constantly seek innovative activities that practice language
in purposeful contexts.
d. Digital Storytelling Promote Collaborative Learning
Digital Storytelling may increase collaboration between learners. During digital
storytelling projects, learners may be divided into groups to help each other to complete
their stories (Tiba, et al., 2017). While creating digital story projects, students work
collaboratively helping and seeking help from others working on the projects and tap on
each other potentials (Gakhar, 2007). Furthermore, learning with peers raises student-
student interaction, which allows them to develop learning strategies and adjust their
own study efforts (Chao & Hung, 2014).
3. Using Digital Storytelling in Writing Class
Digital story writers can use a range of tools from the simplest (e.g. digital images
and Photostory) to more complicated ones (e.g. Flash to create their own animations)
depending on the purpose of the activity, and the level of computer literacy of the
students (Signes, 2008). There are some tools to create digital storytelling that can be
used in writing activity for example in Widodo (2016) used Microsoft photo story 3,
Zakaria et al. (2016) used Storybird, and Yüksel (2011) used Movie maker. Using digital
story in writing activity, some previous researchers have some steps that can be followed.
Based on Signes (2008), the steps are described: a) Script development, b) Record the
author reading the story (audio recording and editing), c) Capture and process, d)
Combining different types of media such as audio and images (and any additional video)
onto a timeline, add music tracks (video editing), so developing their visual literacy and
the last, e) Present or publish the finished version of the story. Yamaç and Ulusoy (2016)
stated that in the digital story making process, students worked through the following
steps: preparation, drafting, revision, editting, story-boarding and gathering multimedia
resources, producing, and sharing.

C. METHODOLOGY
This research used a qualitative method in which the design was a case study. A
case study is a type of ethnographic research study that focuses on a single unit, such as
one individual, one group, one organization, or one program to arrive at a detailed
description and understanding of the case (Ary, et al., 2010, p. 29). A case study approach
allows researchers to examine a situation analytically and holistically. It refers to “a
process of inquiry about the case and the product of that inquiry” (Stake, 2000, p. 436).

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1. The Participant
The participant in this research was an English teacher in one of senior high
schools in Jember. In teaching writing, she sometimes uses some technology such as
online dictionary and Wikipedia to facilitate and help students in learning writing.
Besides, she also applied digital storytelling in her writing class. Her purpose in applying
digital storytelling was to make the teaching and learning process interesting and
enjoyable, so that the students could feel motivated.
2. Data Collection and Data Analysis Method
In this research the data was collected by conducting a depth interview with the
participant to get deeper information about her perspective on the use of digital
storytelling in writing class. The researcher applied a semi-structured interview in which
the researcher created a list of questions as the guidance, but researcher might modify
questions during the interview process (Ary et al., 2010). In this interview, the researcher
was free to adjust the questions based on what was important to understand about the
phenomenon under study, the condition and the answers that came from the student, but it
kept in the concept of the questionnaire guidance. The result of the interview was
analyzed inductively based on the phenomenon under the study. Then, it was organized
and categorized based on the theme so that they could be described and interpreted
qualitatively. Finally, the data were interpreted and explained related to the theory about
how and why the relationships appear as they do and reconnect the new knowledge with
what is already known from the interview in the narrative form.

D. FINDINGS AND DISCUSSION

According to the result of the interview with one of English teachers in Jember
who applied digital storytelling in the writing class, she found that digital storytelling was
a new teaching media that gave powerful impact in her English teaching activity,
especially in teaching writing. She found that digital story telling could change the
students from unmotivated students to be motivated students in the teaching and learning
process. Besides, it also let students to be autonomous learners. Digital story telling really
helped teacher to manage her classroom easily. The results of the data collected are
discussed under the themes that followed.
1. Digital Storytelling Has Potential to Motivate Students
One of impacts that was noted by the English teacher was digital storytelling can
boost students’ motivation in learning writing because digital storytelling was a new tool
for the students. Moreover, by using digital storytelling in the classroom, teacher could
use technology which was closely related to the students’ life. Therefore, teacher
combined digital storytelling and writing to motivate students and decrease the students’
boredom. On this point the English teacher remarked that:
“That is the first time for me in using digital storytelling in teaching writing as
media, so it makes the students interested in that application, as we know that most
of the time students use their gadget or cellphone so when they know about the new
application that can be used in studying English, they are interested in it”
Besides, the teacher also found that digital storytelling was interesting because it
was simple. In using digital storytelling, teacher only asked the students to use their cell
phone and download the application. The teacher used WeVideo as an application in
smart phone to create digital storytelling. This finding was in line with Xie (2016) that
stated “as digital storytelling requires only pictures, audios and background music and a
laptop, it is relatively easier and interesting for students of the new technology age to get
and to engage in this new form of learning”. The teacher also reported that:

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 “Telling a recount or narrative text by using digital storytelling is interesting and
challenging for them. Inserting the pictures and also recording their voice are the
steps that made them interested and challenged. Thus, when they are interested
and challenged in it, of course they are motivated in studying English”
From the teacher’s report, it could be said that digital storytelling was interesting
because it could be used in teaching various kinds of text, such as recount texts that tell
students’ experiences, narrative texts that tell about narrative stories or even historical
events.
Besides it is interesting, the English teacher also found that digital storytelling was
challenging for students. The English teacher stated:
“It is challenging for the students especially when they try to insert the pictures
and pronounce the words of the story in English. It is because my students are EFL
learners that really seldom to speak English and get drilling of correct
pronunciation, so sometimes they make some mistakes in pronouncing the English
words”
In creating digital storytelling, students needed to insert an appropriate picture that
related to the story. Then, they needed to record their voices as the narrators. They could
also add stickers, notes and also background musics to make the digital storytelling more
interesting and creative. Moreover, Gakhar (2007) found that digital storytelling
experience as challenging and time-consuming yet a very valuable learning one for
students.
The last thing that the English teacher found in using digital storytelling in writing
class was digital storytelling could cover all the students’ learning styles. It is supported
by Robin (2011) that said digital storytelling appeals to students with diverse learning
styles. The English teacher stated:
“Digital storytelling can complete the students’ needed in learning English
because as you know that digital storytelling provides audiovisual lesson to the
students. Besides that, the students who love to do such kind of experiment or doing
project, they love doing that”
As stated before, digital storytelling involves pictures, audio, text, and sound, so it
could cover all the students’ learning style. For the visual learners, they were provided
with some pictures which could easily help them to understand what the text is about. For
the audio learners, the students could listen to the recorded voice or narrator and also the
background sound added. Then, for students who were tactile learners, they could imply
their creativity in doing the digital storytelling. Given digital storytelling’s reliance on
visual (images) and verbal (words and audios) information, the Net generation can often
memorize and recall the information released from digital storytelling easily and
impressively (Tang, 2016). Moreover, before asked the students to create digital
storytelling, the teacher played the example of digital storytelling which could help the
teacher to cover all students’ learning styles.
2. Digital Storytelling Makes the Students be Autonomous Learners
The teacher also noted that by asking the students to make digital storytelling in the
language learning class, it had the potential to make them being autonomous learners. It
was because the students would be a center in teaching and learning process that led
themselves to create a story by their own. “Digital Storytelling is a technological tool that
has the potential to engage students in learner-centred activities” (Barrett, 2005; Hayes,
2011, p. 291) since learners were challenged in creating their own stories. Therefore, the
teacher did not need to be busy in the classroom, she could ask the students to help their
friend who were still having difficulty to make digital storytelling. With regard to
students being autonomous learners, the teacher indicated that :

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 “I am only being an observer and a motivator in the classroom. They do the
project by their own. If they have any problem, they solve it by asking to their
friend. So they are able to be autonomous learners by using digital storytelling.”
In line with the teacher’s experience in using digital storytelling in learning
process, learners were given an opportunity to take pictures with digital cameras or taken
from any sources, develop their story based on the pictures taken, produce a film based
on the pictures by adding subtitles and a background sound, and present their stories. This
means that learners take an active responsibility for their learning (Menezes, 2012) which
has been proven to improve the academic performance (Hayes, 2011, p. 291; Sadik, 2008,
p. 487).
In addition, according to the English teacher, the teacher also applied peer-teaching
which could help the students who still had difficulties in creating their own digital
storytelling. In line with this, the teacher indicated that:
“Using digital storytelling will lead my students to do collaborative learning.
Collaborative here means even they do it individually, they could share with their
friend how to create their own digital story telling by doing peer-teaching the
students can assist their friends who do not know how to apply digital
storytelling.”
The implementation of the peer-teaching technique in making digital storytelling
project was highly recommended to support the students to be active and be autonomous.
By learning with peers, it enhanced student-student interaction which allowed them to
develop learning strategies and adjust their own effort. Moreover, peer-teaching in digital
storytelling class was able to give the students opportunities to have peer teaching and
also help the teacher to ease her work in class. The students who could apply digital
storytelling well, they could assist their friends to make digital storytelling.
3. Digital Storytelling Manages the Classroom Easily
Using digital storytelling in teaching writing skill helped the teacher in managing
the classroom easily. According to the English teacher, the students were easy to be
instructed. They also could keep their attention and focused to the task given. This was
because the students had their own project that should have been be done and submitted.
Yet, some of students were not interested and less motivated in doing the project, they
still did the project by having helps from their friends. In line with this, the teacher stated
that:
“I can manage the classroom well. This is because each student has an individual
project to be done.. therefore, they focus to do the project of their own ”
“Most of students focus in learning writing using digital storytelling, only a few of
them who could not focus because they were having troubles with the technological
tool. Yet, event though they did not focus in the classroom, they still did the
project”
The finding above reveals that using digital storytelling helped her in the
classroom. It could be seen that most of students focused and kept their attention to do the
project well. In line with this, Figg and McCartney findings (2010, p. 12) showed that
using digital storytelling as a technological tool attracts learners’ attention as they spend
more time on tasks. Therefore, the teacher could make the teaching and learning process
run well.

E. CONCLUSIONS
The English teacher was using digital storytelling in her English class especially in
writing class for the first time. She was very interested in it because it had so many
impacts to her teaching and learning process. According to the English teacher, she found

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that digital storytelling made students motivated in teaching and learning process because
digital storytelling was interesting and challenging for the students. Besides, it also could
cover all the students’ learning styles. Digital storytelling provided the students
audiovisual lessons and also let them to do a project. In addition, digital storytelling also
made the students autonomous learners as they did the project by themselves. Thus, the
teaching and learning process was a student-centered learning and the role of the teacher
was only being an observer and motivator for the students. Because the students were
being autonomous learners, it made the teacher easier to manage the class. Most of the
students focused and gave their attention on their task in creating digital storytelling.
Despite many impacts and benefits of digital storytelling which may help teacher
in teaching and learning process, there are some recommendations for language educators
should be taking into account to maximize the benefits of using digital storytelling. First,
teacher should make sure that all students are facilitated with technology that can support
them to create digital storytelling. A teacher can use a cell phone or computer as tools in
using digital storytelling in the classroom. Besides, a teacher should find an appropriate
application to make the students easier to do the project. Second, a teacher may use
digital storytelling in teaching the other English skills, such as listening, reading and
speaking. Third, a teacher can use digital storytelling as a collaborative task. The use of
collaborative digital storytelling tasks is highly recommended because learning with peers
raises student-student interaction which allows them to develop learning strategies and
adjust their own study efforts. Fourth, teachers should provide students with feedback and
support to their processes of a language learning and a digital storytelling task
completion. It is, thus, hoped that the findings and the suggestion of this study can help
future researchers to gain a deeper understanding of the effectiveness of digital
storytelling in teaching and learning English.

REFERENCES
Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to research in education.
Wadsworth: Cengage Learning
Barrett, H. C. (2005). Researching and evaluating digital storytelling as a deep learning
tool. Retrieved on March 25, 2018, from
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 WHATSAPP MESSENGER BEYOND AN EFL CLASSROOM
VIEWED FROM STUDENTS’ PERSPECTIVE
Apin Pratama
apinpratama1818@gmail.com
Teknokrat University of Indonesia

Abstract

The current trend of language learning in this digital era is employing Mobile Assisted
Language Learning (MALL). Smartphones are becoming popular with all their smart
applications. WhatsApp Messenger is one of smartphone applications which offers
smartphone users some features (text, image, voice notes and video) that enables users to
share information using personal chat or group. This study investigated students’
perception on the use of WhatsApp Messenger in English language learning beyond a
classroom. The participants of this study were 34 students of English for business class.
Observation, questionnaire and interview were administered in this study as data
collecting techniques. The results were analyzed through descriptive analysis. This study
revealed that WhatsApp Messenger is an effective mobile application in enhancing
students’ English language learning beyond the classroom.

Keywords: Mobile Assisted Language Learning (MALL), WhatsApp Messenger, EFL

classroom

------------------------------------------------------------------------------------------------------------

A. INTRODUCTION
Technology develops rapidly in this modern era. It is considered as an important
tool that can facilitate people in some areas. In education area, technology plays
important role in which this technology helps teachers and students to have easy access
on teaching and learning materials and media. Technology includes the development of
computers, internet and smart phones. It is believed that the utilization of technology in
learning process can motivate students to learn better as well as the teachers. Teachers
can modify the materials and teaching media to create such an interesting way of
teaching. It is also believed that students nowadays are the native users of this computers,
internet, and smart phones. Through these devices, students can find out instructional
media and adopt the knowledge which is available.
One of technology mentioned in the previous paragraph is smart phones. Smart
phones are mobile phone which is supported by internet connectivity. It is used to bridge
communication to people living far away from their relatives. There are some changes on
the function of mobile phone itself. Instead of connecting voices wirelessly, mobile
devices are now very effective in sending photograph and video. In addition, mobile
devices provide easy access to email, updated news, travel information, and various
games which can be coped only through simple and small smart phones. In language
learning, smart phones become an important device that supports students to improve
their language acquisition. The use of mobile phones in language learning is known as
Mobile Assisted Language Learning (MALL). With mobile assisted language learning,
students and teachers can have access on materials and have communication each other
anytime and anywhere.

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 Utilizing instruction through mobile phones in language learning results different
environment compared to traditional ways. Students are exposed to materials given by
teachers in the classroom which later on they need to complete their home task outside
the classroom. This home task is expected to be completed by students by making use of
smart phones. It enables students to consult their works with peers and teachers at any
time. (Creseen & Lee, 2011)
Mobile phones are equipped by some applications that support the users. One of
applications used in language learning is WhatsAp Messenger. WhatsApp Messenger is an
application that is widely used by students that help them to send multimedia message,
like photos, audios, and videos. Connected to internet, WhatsApp Messenger enables
teachers and students to share information and it is easily accessed any time. It is used to
provide an entertainment. People largely depend on it in order to know a lot of news
around the world. Besides, they may help them in their learning through exchanging
information needed in learning English language since it is used by most of the students.
It provides access to learning resources when teachers and students are separated by time
and distance (Honeyman & Miller, 1993).
This research took place at Universitas Teknokrat Indonesia. Students majoring
Informatics system become the participants of this research. The students are obliged to
take English for Business. At this point, students were assigned to complete their
assignment and discuss it through WhatsApp Messenger. Based on this description, this
research is intended to analyze the students’ perception towards using WhatsApp
Messenger beyond EFL classroom.

B. REVIEW OF RELATED LITERATURE

There are some studies related to utilizing WhatsApp Messenger in language
learning. Attewell (2005) carried out a study about the effect of mobile technologies on
learning. Her participants were from three countries. She developed an SMS-based course
to motivate learners to study foreign language through mobiles. The findings showed that
the learners achieved a great improvement in reading comprehension. Besides, they
revealed that learners' motivation had increased towards learning and using the target
language.
Yeboah and Ewur (2014) examined higher education students’ use of WhatsApp
Messenger. Four hundred and eighteen students completed a questionnaire. The results
showed that most were heavy users of WhatsApp Messenger. More than 96% of the
participants reported using it for more than three hours a day. Most participants used
WhatsApp Messenger for chatting while only 7% reported using it for academic work.
Alsaleem (2013) examined the effect of the use of WhatsApp Messenger on
English as Foreign Language (EFL) students in written vocabulary tasks in Saudi Arabia.
The author found that WhatsApp Messenger had a positive effect on students’
performances. The students enjoyed using WhatsApp Messenger as a learning tool. They
perceived the use of WhatsApp Messenger as a game rather than a formal class
requirement.
Ngaleka and Uys (2013) reported that WhatsApp Messenger can be used to
facilitate mobile learning. In their study the students used WhatsApp Messenger as a
communication tool outside the classroom to exchange information about meetings and
projects. Barhoumi (2015) found that the use of WhatsApp Messenger to facilitate
blended learning had a positive and significant impact onstudents’learning performance
and their attitudes toward blended learning. Bansal and Joshi (2014) examined college of
education students’ experiences of WhatsApp Messenger mobile learning and found that
the use of WhatsApp Messenger increased students’ social interactivity with each other

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and with the instructor, and this facilitated collaborative learning. In addition, the authors
found that students had positive attitudes toward the use of WhatsApp Messenger in their
learning. Bere (2013) found that WhatsApp Messenger could be useful to “create
alternative dialogic spaces for student collaborative engagements in informal contexts,
which can gainfully transform teaching and learning”. Tang and Hew (2017) reported that
WhatsApp Messenger had been used in different academic disciplines to support students’
learning.
Malecela (2016) examined students’ perceptions of the use of WhatsApp
Messenger as a learning tool in a university in Malaysia. A qualitative research design
was followed in which interviews were conducted with some students. The results
showed that the students believed that WhatsApp Messenger could be helpful in their
learning by facilitating: communication with other students and with the instructor,
collaborative learning, and access to and sharing of educational information. WhatsApp
Messenger can be used as a medium for learning and teaching the English language. So
Malacela (2016) found that university students who experienced using WhatsApp
Messenger to support their learning and those who did not, had positive perceptions
towards the use of WhatsApp Messenger to support teaching and learning in higher
education. The students agreed that WhatsApp Messenger can be a useful learning tool.
The advantages of the use of WhatsApp Messenger for students’ learning included:
providing immediate messaging support, bringing new opportunities of learning,
facilitating communication between students and teachers, enabling fast feedback in
learning, providing flexible learning, supporting multimedia learning, and supporting
collaborative learning.

C. METHODOLOGY
This study used qualitative data. In this section, the author discusses the procedure
in conducting this study; they are respondents, instruments, procedures and statistical
analysis. The respondents of this study were the second semester students of the academic
year 2017/2018 enrolling in English for Business class at Universitas Teknokrat
Indonesia. They were 34 students majoring Informatics System.
Instruments used to gain the data were questionnaire, interview, and observation.
The questionnaires were developed through Likert Scale. The questionnaires measured
the students’ perceptions in using WhatsApp Messenger beyond the EFL classroom. Each
item in questionnaire was developed by referring the theory about perception itself. There
were five scales used in this questionnaire started from strongly agree until strongly
disagree (5-1). The evaluation criteria of the questionnaire are as follows:

Table 1. Students’ Perceptions on Using WhatsApp Messenger beyond an EFL

Classroom
Scales Mean
1.00 – 1.50 Very low
1.51 – 2.50 Low
2.51 – 3.50 Moderate
3.51 – 4.50 High
4.51 – 5.00 Very High

The procedure in conducting this research was that the author cooperated with the
lecturer. The lecturer gave home task which means that students needed to complete their
task at home. Then, lecturer asked the students to consult their tasks via WhatsApp
Messenger before they finally submitted their work. The interactions can use some
features provided by WhatsApp Messenger application such as chat room, picture, video,

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and voice/audio. Then, lecturer would give comment on students’ works. They were also
given a WhatsApp Messenger group which some students could conduct communication
in it. After completing the assignments and submitting their work, the author then
examined students’ perceptions in using WhatsApp Messenger in English language
learning.
To evaluate the students’ perception, the author used questionnaire. These
questionnaires were then analyzed by finding out the means and deviations by using
Office program. The program would find out the final score of the questionnaire. The
data were then presented in this paper descriptively.

D. FINDINGS AND DISCUSSION

The finding focused on the students’ perceptions in using WhatsApp Messenger
beyond EFL classroom whether this application is significance helping students to
enhance English language learning or not. The data gained from the questionnaires are
presented below.
Table 2
No. Perception Mean SD Interp.
1 WhatsApp Messenger is easy to use. 4.50 0.51 High
2 WhatsApp Messenger helps me to discuss any 4.24 0.43 High
informations easily.
3 Learning English through WhatsApp Messenger is 3.18 0.87 Moderate
convenient for me.
4 WhatsApp Messenger helps me to discuss materials 4.44 0.50 High
with peers and lecturers in any time and place.
5 WhatsApp Messenger voice note helps me on my 4.18 0.46 High
pronunciation.
6 WhatsApp Messenger helps me to improve my 2.47 0.75 Moderate
performance in English language learning.
7 WhatsApp Messenger features help me to consult 3.79 0.59 High
my assignment to my lecturer.
8 Assignment can be easily submitted through 3.21 0.96 Moderate
WhatsApp Messenger.
9 WhatsApp Messenger group helps me to have 4.76 0.43 Very High
interaction with my friends.
10 WhatsApp Messenger enables me to check and 2.59 0.96 Moderate
correct my English to my lecturer.
11 Learning English through WhatsApp Messenger is 4.09 0.67 High
flexible.
12 Learning English through WhatsApp Messenger is 2.82 0.87 Moderate
time consuming.
13 Learning language via WhatsApp Messenger is a 3.97 0.72 High
good idea.

Students’ perception in using WhatsApp Messenger was that they agreed that
WhatsApp Messenger is easy to use. WhatsApp Messenger is an application of smart
phones that can be easily downloaded. Equipped with internet connection, WhatsApp
Messenger can be easily used by students for many purposes. This statement is supported
by some researchers; one of them is Cohavi (2013). He said that WhatsApp Messenger is
learning resources can be accessed anytime, anywhere and in any features. It could help
in developing the student’s learning performance though. Therefore, this application has
become very popular in the last two years where it had gained over 350 million users.

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 Students also agreed that WhatsApp Messenger helps them to discuss teaching
materials and share information to peers and lecturers anytime and anywhere. The
usefulness of WhatsApp Messenger enables students to have interactions beyond the
classroom. The Interaction conducted through mobile phones employed Vygotsky
Constructivist Learning Theory. This theory aims to develop the students’ social
interaction as well as to raise and share information. Norfaezah (2015) stated that the use
of WhatsApp Messenger can help the students to share many things with the lecturer. It
allows a two-way communication in a very short time. Instead of discussing materials and
sharing information through WhatsApp Messenger, students can also discuss about
personal issues to the lecturer under mutual process, so that students can get advice and
suggestion towards problem they face. Nowadays WhatsApp Messenger is highly helping
the students especially in the university in order to deliver and receive any information
quickly and effectively. At this point, it is clearly stated that social interaction is not only
conducted in the classroom, but also outside the classroom. The interview session
resulted that students got benefits learning by using WhatsApp Messenger.
“I think that learning through WhatsApp Messenger beyond the classroom is very
effective because it eases students to develop communication skill not only for
facing to get a job but also for daily life”
(student A)
Learning English beyond the classroom can be meant that learning English doesn’t
need to take place in the classroom. At this point, students were given home task that
needed to be completed. Based on the research conducted in Informatics system class,
where the students were exposed to learn English independently, lecturer gave an
assignment that needed to be completed outside the classroom. Students had to submit
their work through WhatsApp Messenger. Students had positive attitude towards
submitting assignments through WhatsApp Messenger. They agreed that WhatsApp
Messenger really helped them to submit their works. All features provided in WhatsApp
Messenger supported the task submission. This statement is supported by Ida Sanjaya
(2012) who found that majority of users are interested in using WhatsApp Messenger
application because this application provides many attractive facilities such as sharing
information in the form of audios, videos, images, or even sharing location of the user’s
place. Many things can be done via this application.
“I used to send my task through email. However, I didn’t get feedback directly
from my lecturer. Moreover, when I was assigned to submit audios or videos, my
lecturer cannot directly see my task. The existence of WhatsApp Messenger has
changed the previous term of task submission. I can easily submit my task to my
lecturer. Sometimes, I can get feedback direcly from the lecturer. It’s really
interesting. WhatsApp Messenger really supports my learning activity”
(student B)
Some features offered by WhatsApp Messenger give positive advantages to the students.
One of the advantages is that the students can practice their pronunciation well. Students
agreed that their English pronunciation improved. They needed to practice their
pronunciation before they submit their assignment through voice notes or audios. By
practicing over and over, students can easily pronounce the English words. Based on the
result of the questionnaire, students did preparation before they submitted the final task.
“I always practice speaking to my friends before I submit my task. I check my
pronunciation by using dictionary. After that, I pronounce the English words or
sentences. When it is fixed, I record my voice then I send it to my lecturer. I want to
get good score. So, I do my best on my task”
(student C)

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 Students did agree that learning English through WhatsApp Messenger was a good
idea. Students were exposed to have blended learning. It means that students need to have
a face-to-face interaction in the classroom and an online learning through social media,
WhatsApp Messenger. The face-to-face interaction gives possibility for the lecturer to
discuss materials, while online learning gives possibility for students to consult their tasks
and their problem related to academic or non-academic thing. This statement is supported
by Barhoumi (2015) which explains that the effectiveness of blended learning process
using WhatsApp Messenger learning activities to discuss questions posed by the online
instructor. The results verified that online lectures are more effective when combined
with attending face-to-face lectures. Willemse (2015) in her study divulges positive
experiences in using WhatsApp Messenger groups; it is effective in integrating theory and
clinical practice, the resources and clarification availability, including anonymity
although some learners are excluded due to them lacking the device or the running out of
the battery on their devices.
Among those positive attitudes perceived by students, it is obviously seen that
learning English by using WhatsApp Messenger is time consuming. Some students agreed
that direct feedback to their task given by lecturer was not as fast as face-to-face
interaction. Moreover, having interaction in the WhatsApp Messenger requires students to
focus on their mobile phones. Many effects can be caused by too much focus on mobile
phones, such as distracting eyes contact. Students who focus a lot on smart phones screen
will have problem on their eyes. This statement is supported by Bouhnik and Deshen
(2014) they say that not all students have access to the application is temporary, since the
number of students with smartphones increases daily. Message flooding, time consuming
and eye strain were the other technical disadvantage observed in the present study with
63.23%, 75.28%, and 68.53% students agreeing to it. Since the group comprised of 40
students in the present study, it could have led to message flooding and consumption of
more time. However, this problem can be overcome by providing a bigger screen on the
phones.
The challenge in learning English nowadays is how the students and lecturer can
cope with technology in the teaching and learning process. The term of online learning
can be a brilliant idea to be implemented. A face-to-face interaction is to open a good
relationship between students and lecturer. Mobile language learning is one of the
solutions to help students to learn English better.

E. CONCLUSIONS
From the discussion above, it can be concluded that applying mobile assisted
language learning (MALL) is a solution for students to learn English beyond the
classroom. WhatsApp Messenger as one of applications provided in mobile phones is
considered as an effective tool to learn English. Students showed positive attitude
towards learning English through WhatsApp Messenger. Easy access and usefulness of
WhatsApp Messenger become the key factor in succeeding English learning. However,
blended learning is suggested, a face-to-face interaction and mobile learning need to be
exposed to the students.

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