ISBN 978-602-74965-1-4

PROCEEDING OF THE 2nd ELTiC CONFERENCE

ELT ixC
The 2nd English Language Teaching Learning Conference
st
Revitalizing English Teaching Learning beyond the 21 Century :
Challenges, Paradigms, and Implications

Editors:
Dr. Junaedi Setiyono, M.Pd
Dr. Sudar, M.Pd

Published by
English Education Program
Muhammadiyah University of Purworejo
 Welcome Speech from the Rector of UMP

Assalamu’alaikum Wr. Wb

The honorable the keynote speakers, Prof. Dr. Endang Fauziati, M.Hum. Brooke Nolan, M.A.,
and Dr. Junaedi Setiyono, M.Pd.
The honorable the Vice-Rectors, Deans, and all faculty members of Purworejo Muhammadiyah
University.
The honorable, all the speakers and the participants of the conference
All students and committees of this conference
Ladies and gentlemen, good morning
First of all, let’s thank to Allah SWT, the Almighty God, who has given us blessing and
mercy so that we can assemble here in The Second English Language Teaching and Learning
Conference (ELTiC) 2017 (twenty seventeen) with the theme of Revitalizing English
teaching Learning beyond the 21st Century: Challenges, Paradigms, and Implications.
Ladies and gentlemen, in this opportunity I would like to say welcome to Purworejo
Muhammadiyah University and also to express my sincere gratitude to everyone in this room
who has responded to our invitation either as speakers, presenters, or as participants especially to
the keynote speakers,Prof. Dr. Endang Fauziati, M.Hum. from Surakarta Muhammadiyah
University, Brooke Nolan, M.A. from University of Western Australia, Dr. Junaedi Setiyono,
M.Pd.from Purworejo Muhammadiyah University to share their valuable ideas and experience as
great educators.
Ladies and gentlemen, English learning is a complex undertaking and full of challenges.
Teaching English is a highly dynamic activity that requiresbroad knowledge and various skills.
The English learning should play an important role so that the Indonesians can be successful for
global competitiveness.
Therefore, I am optimistic that this conference will give a lot of contribution to the effort
of improving our Education in general and English skills in particular.
In this opportunity I also want to give my deepest appreciation to the committee who has
worked hard to organize this program, and I hope that the experience of organizing this
conference will become a valuable asset of your life.
To the keynote speakers, presenters, and all participarts, I would like to express my
apology if there is any inconvenience during this conference, and on behalf of Purworejo
Muhammadiyah University, I wish you have an inspiring and fruitful conference.
Ladies and gentlemen, The Second English Language Teaching and Learning
Conference (ELTiC) 2017(twenty seventeen) is officially opened by saying
Bismillahirrohmanirrohim. Have a nice conference and thank you.

Wassalamu’alaikum Wr. Wb.

i
 Chairperson’s Speech of The 2nd ELTIC National Conference
Assalamu’alaikumwr.wb.
Ladies and Gentlemen,
Let’s state our gratitude to Allah SWT who give us blessings, so we are together here, in
this conference. Sholawat and salam go to our deep respected and beloved Prophet Muhammad
SWA, who has changes us from darkness to lightness, then we are all able to enjoy our life of
peacefully.
On behalf of the 2nd ELTIC National Conference committee, I would like to welcome you
in our conference at the PurworejoMuhammadiyah University. The theme of the conference is
“Revitalizing English Teaching Learning beyond the 21stCentury, Challenges, Paradigms, and
Implications”.This conference aims at lightening and sharing among of the people who are as
lecturers, teachers, and students from English Education Program. This conference is attended by
more less than two hundred and forty eight participants. Then there will be twenty five papers
that presented in parallel session, and there are three papers from keynote speakers, thus will be
presented in the plenary session. The Keynote speakers in this conference are Prof.Dr.
EndangFauziati, M.Hum.She is from Surakarta Muhammadiyah University, the second is
Ms.Brooke Nolan, M.A., and she is from University of Western Australia. She is the Ph.D.
candidate of Asian Study and Anthropology. Actually she has been a long time stay in
Indonesia, more less than seven years, so she is not difficult to speak Bahasa Indonesia, even
Javanese language. The third key note speaker is Dr.JunaediSetiyono, M.Pd.hisNick name is
Mas Yon. He is the Lecturer of English Education Program, PurworejoMuhammadiyah
University. He has other side unique particular talent, it is a novel writer. His novel has
successfully published in the USA, the title is” DASA MUKA”. It means that people has more
than one faces. He knows well the lexical and literary meaning of DASA MUKA.
Ladies and Gentlemen,
Here, I would like to thank to the Rector of PurworejoMuhammadiyah University, the
Dean of Teacher Training and Education Faculty, and the head of English Education Program for
their support, and encouragements. I also thank to all the presenters and participants who are
willing to take part in this conference, Allah SWT blesses you all, aamiin.
It is not forgetful, I thank to all members of the 2nd ELTIC National Conference who have been
working seriously from January, 2017 until the conducting this conference, and of course for
further discussion of this conference.
Finally, this conference gives us brilliant and valuable inspiring on education particularly
about Teaching and Learning English dynamically. Further, I would like to the Rector of
PurworejoMuhammadiyah University to give us speech and officially open this conference.
Thank You,
Wassalamu’alaikumwr.wb.
Purworejo, August, 2017.

Dr.SUDAR,M.Pd.
Chairperson of The 2ndELTIC National Conference

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 TABLE OF CONTENTS
Page
Welcoming Speech from UMP i
nd
Chairperson’s Speech of The 2 ELTIC National Conference ii
Table of Contents iii
From Traditional to Scientific Approach: The Changing Winds
and Shifting Sands of Foreign Language Teaching Method vi
Endang Fauziati

Revitalizing English Teaching by Globalizing Students’Local

Wisdom: A Case at English Education Study Program of Purworejo
Muhammadiyah University xv
Junaedi Setiyono

The Cultural Filter: Developing Awareness between Teachers and Students

to Enhance the Learning Journey xxxi
Brooke Nolan

Speaking, Its Problem and Solution in SMK Students

Abdul Ngafif, Refi Idha Anggraeni 1

Activating the Desire to Learn 7

Agus Widyantoro

The Students’ Product Presentation

Video as Assessment Tools of English for Economics Class 13
Anandha

The Students’ Mastery in Using ‘To Be’ and ‘Auxiliary Verb’

in Simple Past Tense Sentences of the First Grade at SMA Negeri1
Kutowinangun in the Academic Year of 2016/2017 18
Basuki, Emi Kurniasari

Pragmatic Studies: the Use of Code-Switching in Javanese Art

Performance Done by Students of SMPN 1 Kesesi Kabupaten Pekalongan 26
Edi Sunjayanto Masykuri, Menik Widiyati, Latifah Femi Nuraini

Revitalizing Culture as a Local Wisdom to Make

Sense the Character Building in the 2013 Curriculum 34
Heru Purwanto

iii
The Analysis of Phrasal Verbs Used by Mas FM Radio’s Broadcasters
and Its Application in Teaching Vocabulary
at the Tenth Grade of Senior High School 39
Ismawati Ike Nugraheni, Mahlinda Septiyanto

Hortatory Exposition Texts in Interlanguage E-Textbook and Their

Comformity to English Context of Culture and Situation 44
Juita Triana

Graphic Organizers in EFL Teaching 56

Mega Mulianing Maharani
The Essential Elements of Guided Reading
in Enhancing Young Learners’ Reading Comprehension 63
Miftahul Furqon

Retrospective Evaluation of ELT Textbooks: Why And How? 74

Muh Kuntoaji

Junior High School English Teachers’ Perceptions

and Practices of Authentic Assessment 84
Mutmainah

The Influence of Classroom Management on Students’ English Achievement

at the Eleventh Grade of SMK N 1 Purworejo
in the Academic Year of 2016/2017 97
Puspa Dewi, Yenny Oktaviani

The Effectiveness of Using Cambridge Electronic Dictionary as Media

to Teach Pronunciation of Pure Vowel Sounds at the Eleventh Grade of SMK
Batik Perbaik Purworejo in the Academic Year of 2016/2017 105
Ria Ratna Dewi, Andrian Nuriza Johan

Contrastive Analysis of Discourse Markers

between English and Indonesian President Speeches 112
Semi Sukarni

The Analysis of the Students’ Ability in Using Question

Tags at the Eleventh Grade of SMK Yayasan Pendidikan Pembangunan (YPP)
Purworejo in the Academic Year of 2016/2017 127
Sri Widodo, Dwi Apriliani

Sociodrama as a Method to Foster Students’

Authentic Communication 139
Sudar

iv
The Utility of Compensation Strategies
in the Sentence Level-Translation Practice 143
Tia Lintang Timur

Using Information-Transfer Activities

in Teaching Reading 153
Titi Rokhayati, Diana Wahyu Andriani

The Error Analysis of Subject-Verb Agreement Found in Dialogues

Written By the Eleventh Grade Students of SMA Negeri 1 Purworejo
in the Academic Year of 2016/2017 159
Tri Jampi Setiyorini

The Error Analysis of Simple Past Tense in Recount Text 171

Tusino, Rio Pambudi

The Use of Log Book as a Means of Improving

Students’ Ability in Writing Recount Text 181
Tuti Purwati

Is Combination of Deductive Method and Active Learning

Appropriate in Teaching Grammar for Teenager? 187
Umi Rahmawati

The Analysis of Commissive Speech

Acts Found in Spectre Movie 199
Zulia Chasanah

v
FROM TRADITIONAL TO SCIENTIFIC APPROACH: THE CHANGING WINDS AND
SHIFTING SANDS OF FOREIGN LANGUAGE TEACHING METHOD

Endang Fauziati
Universitas Muhammadiyah Surakarta
endang.fauziati@ums.ac.id

INTRODUCTION
Foreign language teaching has been around for many centuries, and over the centuries, it
has undergone change. Various influences have affected foreign language teaching. Goals for
learning a foreign language have been different in different periods and in different places. In
particular eras, foreign languages were mainly taught for the purpose of understanding text
(reading comprehension). In others, it was taught mainly to people who needed to use it for oral
communication. These differences influenced how foreign language was taught in various
periods. In addition, theories about the nature of language and the nature of learning have
changed. These also contribute to the change in trends of foreign language teaching.
Thus, the history of foreign language teaching methodology has always been
characterized by a search for more effective ways of teaching foreign languages. Language
scholars and practitioners have been trying to find the right method for foreign language
teaching. They have got the impression that improvements in foreign language teaching will
result from the improvements in the quality of methods, and ultimately an effective language
teaching method will be developed. Some insights from the fields of linguistics, psychology,
sociolinguistics, or second language acquisition give significant contribution to the development
of foreign language learning.

The Changing Winds and Shifting Sands

Language teaching methods are just like fashions. They come into existence, are used,
and replaced. What follows is a sketch of these changing winds and shifting sands of foreign
language teaching over the years. The foreign language teaching methods which emerged in the
early history of foreign language teaching methodology were Grammar Translation Method,
Reading Method, Direct Method, Situational Language Teaching, Audiolingual Method, and
Cognitive Code Learning (for better understanding of the characteristics of these methods, see
Jack Richards, 2002; Fauziati, 2014).
Looking back at the past century of foreign language teaching, we notice an interesting
portrait in which teaching methods grew and declined in popularity. They are designed, used,
and then replaced. Albert Marekwardt (1972) in Brown (2004: 52) saw these “changing winds
and shifting sands” as a cyclical pattern in which a new method emerged about every quarter of a
century. Each new method emerged as a negative reaction against the old but brought with it
some of the positive aspects of the previous practices. Such a cyclical pattern, for example, can
be seen from the emergence of Direct Method which broke away entirely for Grammar
Translation Method whereas Situational Language Teaching borrowed tenets from Direct
Method and gave little modification to its practices. Audiolingual Method then came into
existence, brought with it some tenets from its predecessors for almost half a century.

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 The changing winds and shifting sands can also be seen in the emergence of a number of
new theories on teaching and learning. Among these theories have been popular and become the
bases of the theoretical foundations in the field of education. They are socio-cultural and
constructivism. The socio-cultural theory of Vygotsky posits that social interaction plays a
fundamental role in the development of cognition (Kearsley, 1994). Constructivism, on the other
hand, states that learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge (Kearsely, 1994). If we go deeper into these theories,
we will come to an understanding that they focus on the learner, while the teacher’s role is that
of an inquirer, observer, facilitator and creator of ‘rich’ learning environments from which the
learner can make his/her own discoveries. These two perspectives (socio-cultural and
constructivism) became the foundation of learner-centered instruction, which is often contrasted
with the old tradition, namely, teacher-centered approach.
The decade of the seventies was historically significant for the era of the innovative
methods. The “designer” methods became symbol of professionalism which tried to invent a new
method when the very concept of ‘method’ was eroding. These identifiable methods have
enabled language practitioners today to incorporate certain elements thereof in the current
communicative, interactive, eclectic approach to language teaching.
The innovative methods of the seventies have laid some important foundation, for the
growth of notional functional syllabus, which then quickly provided for the development of
communicative textbooks and materials in English language courses. There are several concepts
that are closely allied to Communicative Language Teaching such as Task-Based language
Teaching, Cooperative Language Learning, Content-Based Instruction etc. Within Indonesian
context, the Ministry of education and culture of Indonesia has recently published the new
curriculum, called the 2013 curriculum. With this new curriculum, it is expected that Indonesia
can promote its national education The new curriculum, among other things, is intended to
empower teachers to develop down to earth learning activities relevant to the learners’ need,
based on actual condition of the school, and the necessity to link it to the environment, called a
scientific approach. This term is simply an expression for the latest fashion in language teaching.

Early Foreign Language Teaching Methods

Dated back in the 17th, 18th and 19th centuries, foreign language learning in the western
world was associated with the learning of Latin and Greek. The goal was to promote their
speakers' intellectuality. Learning just focused on grammatical rules, syntactic structures, along
with rote memorization of vocabulary and translation of literary texts. There was no provision
for the oral use of the languages under study. Late in the nineteenth century, the Classical
Method came to be known as the Grammar Translation Method.

In the last two decades of the nineteenth century a new age began. Francois Gouin (1880)
with his Reform provided bases for language teaching methodology. This strongly criticized the
inadequacies of Grammar Translation Method and stressed the value of conversing in foreign
language. He devised a teaching method which was later known as Direct Method. In this light,
there should be lots of oral interaction, spontaneous use of the language, no translation, and little
if any analysis of grammatical rules and syntactic structures. The Direct Method enjoyed great
popularity at the end of the nineteenth century and the beginning of the twentieth but it was
difficult to use, mainly because of the constraints of budget, time, and classroom size. Yet, after

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a period of decline, this method has been revived, leading to the emergence of the Audiolingual
Method.

The outbreak of World War II heightened the need for Americans to become orally
proficient in the languages of their allies and enemies alike. To this end, bits and pieces of the
Direct Method were appropriated in order to form and support this new method called the Army
Method, which came to be known in the 1950s as the Audiolingual Method. This method was
based on linguistic (structural linguistics) and psychological theory (behaviorism). However, its
popularity waned after 1964, partly because of its shortcomings. It fell short of promoting
communicative ability.

THE DESIGNER METHOD

In the 1970’s and early 1980, the Chomskyan revolution in linguistics drew the attention
of linguists and language teachers to the "deep structure" of language, while psychologists took
account of the affective and interpersonal nature of learning. As a result, new methods were
proposed, which attempted to accommodate the importance of psychological factors in foreign
language learning. These innovative methods were not widely adopted as standard methods;
however, they were symbolic of professionalism in the invention of a new method. These
methods emerged to fill the vacuum created by the discrediting of Audiolingualism. David
Nunan (1989: 97) referred to these methods as "designer" methods, on the grounds that they took
a "one-size-fits-all" approach. Such methods include Community Language Learning, Silent
Way, Total Physical Response, Natural Approach, and Suggestopedia (for better understanding
of the characteristics of these methods, see Jack Richards, 2002; Fauziati, 2010).

Communicative Language Teaching

Amids the popularity of the designer methods in the 1970’s, some very significant
foundations for future growth of foreign language teaching methodology were laid. It began with
the work of council of Europe (Van Ek and Alexander, 1975), that is, the Notional Functional
Syllabus (NFS). This was followed by some interpretations of ‘Notional’ Syllabuses (Wilkins,
1976). The distinguishing characteristics of NFS were its focus on function as the organizing
elements of English language curriculum. It is different from structural syllabus that uses
grammatical structures as the organizing elements of language teaching. This emerged as
reaction against methods that strongly focused on grammatical form. NFS tried to focus its
attention on the pragmatic purposes of language use. In fact, NFS was not a method but an
approach, which was specifically focused on curricular structure.
According to Van Ek and Alexander (1975), notion can be both specific and general.
General notion refers to abstract concepts such as existence, space, time, quantity, and quality.
These are the domains in which we use language to express thought and feelings. Within general
notion of space and time, for example, there are concepts of location, motion, dimension, speed,
length of time, frequency, etc. Where as specific notion refers to contexts or situation. For
example, personal identification which includes name, address, phone number and other personal
information is specific notion. Other specific notions include travel, health, education, shopping,
services, free time, etc. The functional part of the NFS refers to language functions. Curriculums
are organized around such functions as identifying, reporting, denying, accepting, declining,
asking permission, apologizing, etc. Van Ek and Alexander have listed some seventy different
language functions.

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 It is important to note that as a syllabus, NFS was clearly a precursor to Communicative
Language Teaching or Communicative Approach. It sets the stage for better thing. By giving
focus to functional purposes of language and providing context (notion) for the realization of
these purposes, NFS provided a link between the era of methods that was eroding and a new era
of foreign language teaching.

Beyond Methods
The late 1980’s and 1990’s witnessed the development of approaches that highlighted the
communicative properties of language. Beyond the grammatical and discourse elements in
communication, scholars are focusing on the nature of social, cultural, and pragmatic features of
language. They are trying to get learners develop linguistic fluency, not merely accuracy. They
are concerned with ways to facilitate life long language learning among the learners and treat
them as partners in a cooperative work. These theoretical interests underpin the communicative
language teaching.
There exist a number of interpretations of CLT since it is a cat-all term. There are many
possible versions of CLT and this term may continue to capture current language teaching
approaches. Closely associated to CLT, there are several concepts that have become popular,
such as whole language education, content-centered education, interactive learning, active
learning, task-based learning, competency-based instruction, etc. The whole language education
is a label that has been used to describe cooperative learning, participatory learning, student-
centered learning, focus on the community of learners, focus on the social nature of language,
use of authentic, natural language, meaning-centered language, integration of four skills (Brown,
2004 : 82). Content-centered education is a label that has been used to describe immersion
model, theme-based model, sheltered model, and adjunct model (Snow in Celce-Murcia, 2002).
All these represent the latest fashions in language teaching and can be viewed as current teaching
approached within a CLT frame work (Brown 2004: 40).
The cumulative history of foreign language teaching has taught us the value of interactive
use of language, the emotional and cognitive side of learning, automatic, acquisition of language,
conscious analysis of it, and authenticity of material language use. Such values have been
accommodated to design an integrated and unified communicative approach to language
teaching. Furthermore, we had learned to be cautiously eclectic in choosing teaching practices,
basing on the best of what we know about second language learning and teaching. Since learners
are idiosyncratic and they demand an eclectic blend of tasks. Nunan (1991: 228) has stated that,
“it has been realized that there never was and probably never will be a method for all, and the
focus in recent years has been on the development of classroom tasks and activities which are
consonant with what we know about second language acquisition, and which are also in keeping
with the dynamics of the classroom itself”. Thus, nowadays teachers should be enlightened,
eclectic (Brown 2004: 40).
As enlightened, eclectic teachers, we have to think of a number of possible
methodological options which suitable with our classes. The approach we use includes a number
of basic principles of learning and teaching on which we can base for designing and evaluating
classroom lessons. The approach should be dynamic that makes us change and develop with time
and experience we have through learning and teaching. The key to dynamic teaching lies on the
interaction between the approach and the classroom practices. Good teachers and those who take
risks in trying new teaching practices. The experiences gained through such practices will give
rise to a new insight for more innovative teaching (Brown, 1994: 200).

ix
 Thus, the approach used in teaching is guided by a number of factors as Brown (2004:
41) has listed as follows: (1) our own experience as a learner in classroom; (2) whatever teaching
experience we may already had; (3) classroom observation we have made; (4) Books we have
read; and (5) the previous courses in the field. The choice we make depends on the students, the
context in which they are learning and the purposes of learning. In addition, an approach is by
definition dynamic and, therefore, subject to some ‘tinkering’ as a result of one’s observation and
experience. And research in second language acquisition as well as pedagogy almost always
yields findings that are not conclusive, therefore, are subject to interpretation (Brown 2004: 40).
Brown (2004: 14) confirms that current language teaching methods cannot be easily
categorized into methods or trends. Instead, language teacher is requested to develop an overall
approach to various language classrooms. This approach is a principled basis upon which the
teacher can choose particular designs and techniques for teaching a foreign language in a
particular context. This may seem difficult since there are no instant recipes; no quick and easy
method is guaranteed to provide success. Every learner is unique. Every teacher is unique. Every
learner-teacher relationship is unique, and every context is unique. Teacher’s task is to
understand the properties of those relationships. Using an enlightened, eclectic approach, teacher
can build a theory based on principles of second language learning and teaching.

The Scientific Approach

Most educators are in agreement around the idea that students nowadays need “21st
century-skills” to succeed in today’s information-driven academic environment. Students need to
know how to find, use, manage, evaluate and convey information efficiently and effectively.
Such skills include critical thinking and problem solving skills, creativity and collaboration,
communication and collaboration, visual literacy, etc. As a result, educators need to integrate
technology into their curriculum to transform learning and to meet the goals of the 21st century.
Though not a panacea, scientific approach to language teaching provides the answer to the
challenge. The basic principle is that people learn by creating their own understanding. This
approach includes effective teaching procedure that promotes students’ involvement in thinking
deeply about the subject at an appropriate level. Meanwhile teachers monitor that thinking
process and guide them to be more scientist-like. Some methods allied with this approach are
Inquiry-Based Language Learning, Project-Based Language Learning, Problem-Based Language
Learning, Discovery Learning, and Task-Based learning.
The cumulative history of foreign language teaching has taught us the value of interactive
use of language, the emotional and cognitive side of learning, automatic, acquisition of language,
conscious analysis of it, authenticity of material language use, and critical thinking and problem
solving skills. Such values have been accommodated to design an integrated and unified
communicative and scientific approach to language teaching. Furthermore, we had learned to be
cautiously eclectic in choosing teaching practices, basing on the best of what we know about
second language learning and teaching. Since learners are idiosyncratic and they demand an
eclectic blend of tasks. Nunan (1991: 228) has stated that, “it has been realized that there never
was and probably never will be a method for all, and the focus in recent years has been on the
development of classroom tasks and activities which are consonant with what we know about
second language acquisition, and which are also in keeping with the dynamics of the classroom
itself”. Thus, nowadays teachers should be enlightened, eclectic (Brown 2004: 40).
As enlightened, eclectic teachers, we have to think of a number of methodological
options which suitable with our classes. The approach we use includes a number of basic

x
principles of learning and teaching on which we can base for designing and evaluating classroom
lessons. The approach should be dynamic that makes us change and develop with time and
experience we have through learning and teaching. The key to dynamic teaching lies on the
interaction between the approach and the classroom practices. Good teachers are those who take
risks in trying new teaching practices. The experiences gained through such practices will give
rise to a new insight for more innovative teaching (Brown, 1994: 200).
Thus, the approach used in teaching is guided by a number of factors as Brown (2004:
41) has listed as follows: (1) our own experience as a learner in classroom; (2) whatever teaching
experience we may already had; (3) classroom observation we have made; (4) Books we have
read; and (5) the previous courses in the field. The choice we make depends on the students, the
context of learning, and the purposes of learning. In addition, an approach is by definition
dynamic, therefore, subject to some ‘tinkering’ as a result of one’s observation and experience.
Research in second language acquisition and pedagogy almost always yields findings that are not
conclusive, therefore, are subject to interpretation (Brown 2004: 40).
Brown (2004: 14) confirms that current language teaching methods cannot be easily
categorized into methods or trends. Instead, language teacher is requested to develop an overall
approach to various language classrooms. This approach is a principled basis upon which the
teacher can choose particular designs and techniques for teaching a foreign language in a
particular context. This may seem difficult since there are no instant recipes; no quick and easy
method is guaranteed to provide success. Every learner and teacher is unique. Every learner-
teacher relationship and context is unique. Teacher’s task is to understand the properties of those
relationships. Using an enlightened, eclectic approach, teacher can build a theory based on
principles of second language learning and teaching.

Scientific Approach in Indonesia

The 2013 Curriculum
Ministry of education and culture of Indonesia has recently published the new
curriculum, called the 2013 curriculum. This reform is based on Ministry of Education
Regulation No. 32 Year 2013 about the change of Ministry of Education Regulation No. 19 Year
2005 about the National Education Standards. The 2013 curriculum replaced the previous one,
that is, the competency-based school level curriculum based on national standard of education.
With this new curriculum, it is expected that Indonesia can promote its national education. The
new curriculum, among other things, is intended to empower teachers to develop down to earth
learning activities relevant to the learners’ need, based on actual condition of the school, and the
necessity to link it to the environment, called a scientific approach.
Teaching learning processes in the education unit should maintain in an interactive,
inspiring, fun, challenging, motivating learners to actively participate. It also provides enough
space for initiative, creativity, self-reliance, talents, interests, and physical and psychological
development of the students. The learning process is conducted based on the following
principles: (1) moving from students as receiver of knowledge to students who search for
knowledge; (2) moving from the teacher as the sole learning recourse to a multiple resource-
based learning; (3) moving from textual-based approach towards process as reinforcement for
scientific approach; (4) moving from content-based learning toward competency-based
learning;(5) moving from partial learning towards an integrated learning; (6) moving from
learning which emphasizes single answer toward learning which highlights the true multi-
dimensional answers; (7) moving from learning which emphasizes verbal skills tradition towards

xi
learning which stresses on applicative skills; (8) improving the acquisition of booth hard skills as
well as soft skills; (9) learning that acculturate and empower the learners as long life learners;
(10) learning applies teacher values as an exemplary member, developing a will and expanding
the creativity of the students in the learning process;(11) learning can take place at home, at
school, and in the community; (12) learning applies the principle that anyone is a teacher,
everyone is a student, and everywhere is classroom; (13) the use of information and
communication technology to improve the efficiency and effectiveness of learning; and (14) the
recognition of the difference of individuals and the cultural background of the students. (Ministry
of Education Regulation No. 32 Year 2013)
Based on the above principle a process standard (Ministry of education Regulation No 65
year 2013) for teaching and learning was developed; this includes the lesson planning, the
implementation of the learning process, learning outcomes assessment, and monitoring of the
learning process. The goals of learning are to develop the students’ competencies, namely:
attitudes, knowledge, and skills that are elaborated in each education unit. The three domains of
competency are achieved through different psychological processes. Attitudes are acquired
through activities such as receiving, conducting, appreciating, understanding, and practicing. The
knowledge is gained through activities such as remembering, understanding, applying, analyzing,
evaluating, and creating. And skills are acquired through activities such as observing, asking,
trying, reasoning, serving, and creating. The learning process is entirely directed at the
development of the three domains of attitudes, knowledge, and skills.
With regards to classroom procedure, the scientific approach as discussed previously is
materialized in the learning cycle which comprises of five main steps, namely: (1) observing:
This includes activities such as reading, listening, scrutinizing, and watching (with or without a
device). These are intended to develop students’ attitude such as seriousness, thoroughness, and
curiosity in looking for information; (2) questioning: This covers raising questions about the
information the students do not understand from what is observed or requests for additional
information about what is observed (starting from factual questions to the hypothetical ones. The
purpose is to develop the students’ creativity, curiosity, and the ability to formulate questions to
develop critical thought necessary for intelligent living and lifelong learning; (3) gathering
information or experimenting: This includes doing experiments, reading references other than
textbooks, observing objects or events, or conducting interviews with resource persons. The
purpose is to develop the students’ attitudes such as meticulousness, honesty, politeness, and
tolerance and to develop the students’ ability to communicate, to implement information
gathered through a variety of ways to learn, develop study habits and lifelong learning; (4)
associating or information processing: This covers processing information already gathered
from the previous steps or activities such gathering information and observation. These are
intended to develop students’ attitudes such as honesty, thoroughness, discipline, obedience, hard
work, as well as to develop the students’ ability to apply the procedures, to think inductively and
deductively in making conclusion; and (5) communicating: This covers some activities such as
delivering the observations, presenting the conclusions verbally or in written form, or through
other media. The purpose of this activity is to develop the students’ attitudes such as honesty,
thoroughness, tolerance, as well as to develop their ability to think systematically and to express
their idea briefly but succinctly, and to develop their language skills.

xii
CONCLUSION
This paper has discussed a brief history of foreign language teaching methodology. It specifically
discusses the progression of methods of language teaching in the course of a century or more of
language teaching history. Each method has been developed based on certain theoretical
assumptions. In 1940’s and 1950’s scholars in the fields adopted Behaviorism in the teaching
practices, which was colored by rote learning and the mim-mem. The 1960’s witnessed
Chomsky’s generative grammar that had influenced the teaching field. This gave emphases on
mental power in learning. Cognitive Code Learning became basic practices in the classroom. The
spirited seventies with the designer methods brought affective factors to some experimental
language teaching methods. They gave humanistic touch in language teaching. The late 1970’s
and early 1980’s witnessed the beginnings of the Communicative Approach. NFS was a
precursor to its emergence and language teaching had to include factors such as notion and
function. The late 1980’s and 1990’s witnessed the development of approaches that lightened the
communicative properties of language. Classroom practices were characterized by authenticity,
real world simulation, and meaningful task. Nowadays, there come into existence several
approaches that are associated to communicative approach such as CLT, Cooperative Language
Learning, Content-Based Instruction, Competency-Based Instruction, and Genre-Based
Instruction. The last but not the least is the scientific approach which is believed to provide the
answer to the challenge of the 21st century education. Some methods allied to scientific approach
are Inquiry-Based Language Learning, Project-Based language Learning, Problem-Based
Language Learning, Discovery Language Learning, and Task-Based Language Learning. They
are the labels of the current concerns within a scientific approach frame work.

REFERENCES
Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. New York: Prentice
Hall.
Brown, H. D. 2000. Principles of Language Learning and Teaching. New York: Longman.
Brown, H. Douglas. 2004. Teaching by Principles: An Interactive Approach to Language
Pedagogy. London: Longman.
Celce Murcia, Marrianne (Ed). 2002. Teaching English as a Second or Foreign Language.
Boston, MA: Heinle and Heinle Thomson Learning.

Celce-Murcia, Marianne and Lois McIntosh (3rd Edition) (Eds.). 2004. Teaching English as a
Second or Foreign Language. Rowley, Mass.: Newbury Hose.
Chomsky, N. 1959. “A Review of B.F. Skinner’s Verbal Behavior”. Language, 35/ 26-58.
Fauziati, Endang. 2014. Introduction to Methods and Approaches in Second or Foreign
Language Teaching. Surakarta: ERA Pustaka Utama.

Kearsley, G. (1994a). ‘Constructivist Theory (J. Bruner)’. Explorations in Learning &

Instruction: The Theory Into Practice Database. http://www.gwu.edu/~tip/bruner.html
(Last accessed: 10 December 2006).

xiii
Kearsley, G. (1994b). ‘Social Development Theory (L. Vygotsky)’. Explorations in Learning &
Instruction: The Theory Into Practice Database. http://www.gwu.edu/~tip/vygotsky.html
(Last accessed: 10 December 2006).

Nunan, David. 1991. Language Teaching Methodology: A Textbook for Teachers. London:
Prentice Hall.
Richards, Jack C. and Theodore S. Rodgers. 2002. Methods in Language Teaching. Cambridge:
CUP.
Van Ek, J.A. and Alexander, L.G. 1975. The Threshold Level English. London: Longman
Vygotsky. L. 1978. Mind in Society. Cambridge MA: Harvard University Press.
Wilkins, D.A. 1976. Notional Syllabus. Oxford: Oxford U.P.

xiv
REVITALIZING ENGLISH TEACHING BY GLOBALIZING STUDENTS’
LOCAL WISDOM: A CASE AT ENGLISH EDUCATION STUDY
PROGRAM OF PURWOREJO MUHAMMADIYAH UNIVERSITY

Junaedi Setiyono
Purworejo Muhammadiyah University
junaedi.setiyono@yahoo.co.id

ABSTRACT

In this internet era, Non Native English Teachers (NNETs) have the duty not only to teach
English for Indonesian learners but also to globalize the Indonesian local wisdom. It is because
every nation has the responsibility to participate in the human civilization progress in the world.
The attempt to do so can be started from the English classes held in English Education
Department study program in which the prospective NNETs are educated before being certified
to teach in the lower and upper secondary schools. One of the subjects available which are
potential to realize such an attempt is Indonesian-English translation. Furthermore, the
Indonesian-English Translation class held by applying Task-Based Language Teaching (TBLT)
is the promising choice. This paper is written based on the research conducted in English
Education study program of Purworejo Muhammadiyah University. The research dealt with
whether or not the Indonesian-English Translation class applying Task-Based Language
Teaching(TBLT) is effective to develop students’ translation skill. The research findings
resulted, among others, that such a translation class was effective not only to develop students’
translation skill but also to promote the local wisdom belonging to students. The products of such
a research were both the model of Indonesian-English Translation teaching and its course book.

INTRODUCTION
The lecturer of Indonesian-English Translation usually utilizes the textbooks of translation
especially which are written by Indonesian scholars. Unfortunately, in such textbooks there are
only few materials of Indonesian-English translation and there is obviously no information of
how to use these communicatively in the classroom. As a matter of fact, the lecturers of such a
subject should not rely only on the textbooks. As one of Non-Native English Teachers(NNETs)
he should be able to make use his being bilingual to develop a teaching model to improve the
traditional method called “read and translate” method.
The researcher often thinks that he gets such a job as a lecturer at university because a
lecturer like him is easy to get and cheap to hire. This thought possibly emerges because he
already taught English together with native speakers from England whose certificates are to
teach English as a foreign language in countries that English belongs to a foreign language
category like in Indonesia.
The researcher’s experience of being involved in teaching English together with native
speakers who are professional to teach English as a foreign language tells him some valuable
things. One of them is that the Native English Teachers (NETs) teaching English at university
attracts the students learning English better thanthe Non-Native English Teachers (NNETs)
teaching English. Furthermore, dealing with pronunciation and culture, NETs are to some extent
better than that of NNETs teaching English.

xv
 Based on the research done by Florence (2012), NNETshave both the advantages and
disadvantages. The advantages include their proficiency in students’ L1, their knowledge of
students’ learning difficulties, the ease of students’ experience in understanding their
teachingand in communication. The disadvantages appear to be the reverse of what NETs have,
i.e. NETs have good English proficiency and have ability to facilitate student learning. In this
paper, the researcher tries to find out other advantages of being NNETs.
From the interaction with NETs, the researcher canconclude that NETs kept respecting
NNETs because, among others, NETs are monolinguals, whereas NNETs are bilinguals. They do
not exaggerate the matter to behave in such a way. As teachers venture into the far corners of the
earth and teach English, one of his primary tenets should be the highest respect for the languages
and cultures of his students (Brown, 2000). If NETs do not consider wisely and appreciate highly
the languages and cultures of their students, they will face the problem like what happen in
Hongkong. NETs perceive challenge to their self-positioning as professional English teacher
from some local English teachers and school managers who seem to question the value of their
teaching experiences and practices in the context of English language classrooms in Hong Kong
(Trent, 2012).
Being bilinguals is also respected by many English Language Teaching (ELT)
professionals. Dealing with language teaching, there is some positive evidence on foreign
language reading and writing. It says that selective translation into the native language may play
a positive role for some, if not many, language learners in the comprehension, retention, and
production of written texts (Cohen, 1999).
In Indonesia, there are some anxieties dealing with the domination of English as an
international language that can threaten the position of Indonesian as a national language. The
current sociolinguistic situation in Indonesia implies that Indonesian is facing a threat from
English language in its status as a symbol of national pride, particularly among the young
generations (Djiwandono, 2002). Actually, the code-switching, i.e. using Indonesian during
English learning-teaching activity, is not ill-advised. Code-switching may not necessarily be
connected to ability level and serves multiple communicative and learning purposes. This
indicates not only that total proscription of L1 is ill-advised, but that the mother tongue can be
usefully exploited for learning, for example when performing contrastive analysis (Sampson,
2012).
The importance of English is generally accepted by educated people in Indonesia. They
realize that English manages to spread sciences and technologies around the world. International
federation of documentation, a world institution that deals with information distribution, reported
that almost 85 percent of information of science and technology are written or abstracted in
English (Nurkamto, 2003).
The anxiety has already been responded by some ELT professionals in Indonesia. They
argue that such an anxiety can be ignored. Even they state that English does not threaten the
superiority of Indonesian, but, on the contrary, English teaching in Indonesia can helpdeveloping
Indonesian teaching (Mulkhan, 1996; Ramelan, 1994).
The findings of research conducted mainly based on the student’s written tasks taken
from a classroom activity should be considered by ELT professional. The importance of
approach which is based on classroom-based research is widely known. Studies of naturalistic
acquisition (both L1 and L2) are drawn extensively to advance a theory that has had considerable
impact on language teaching. The attractions and the dangers of an approach rest on the
application of non-classroom-based research (Ellis, 1990).

xvi
 The last is what is called “cultural imperialism” through English teaching. The traditional
view of English language teaching and applied linguistics has nothing to do with politics is
challenged. Educational institutions should be thought as cultural and political arenas. Teaching
is a process of political engagement and the curriculum should be based on themes of social
relevance to students (Pennycook, 1994). Nationalism matters because it is a vital part of
collective projects that give shape to the modern world, transform the very units of social
solidarity, identity, and legal recognition within it, and organize conflicts (Calhoun, 2006).
The researcher is quite certain that holding a learning-teaching activity by making use of
students’ national language appropriately is a promising attempt and hopefully a good model to
protect Indonesia from such a threat. Thus, it is no exaggeration ifnationalism is wisely and
carefully consideredas an important entity in implementing English teaching in Indonesia.
Based on what the researcher has already stated above, in this research the problem can
be formulated as follows: how to revitalize English teaching by globalizing students’ local
wisdom. Thus, to describe how to do so is going to be presented. Just as an example, the
researcher only examines an essay written by student named Nuryaningsih Kusmaresti
(10.212.0202) which has been read and improved by NET. She is one of the students of English
Education Department at Purworejo Muhammadiyah University. The NET is Mr. Jack H.
Rouzer, Ph.D of the Ohio State University, Ohio, United states of America.

REVIEW OF RELATED LITERATURE

Some studies on translation class especially Indonesian-English translation class and the
role of NNETs were already conducted by some ELT professionals. Such studies become an
important issue in English teaching because in this globalization era there are many institutions
in non-English speaking countries which hire both NNETs and NETs. In the educational
institutions which hire them, they, both NNETs and NETs, are supposed to be able to work
together.
As one of NNETs, the researcher tries to find the advantages of being NNETs comparing
with NETs. Of course, he tries to find something different from what have already been found by
the previous researchers. Hehasasked the students to write an narrative essay, a non-fictional one,
based on their own experience in their national language, i.e. Indonesian; and then to translate
such an essay into English directly.
The research on Indonesian-English translation has been conducted in higher learning
institution in Makassar. Before conducting the research investigating the quality of Indonesian-
English translation by English Department students of higher learning institutions in Makassar,
the researcher, who was a lecturer of State University of Makassar, managed to find several
theses and papers on translation research.
From the studies above, the researcher knows that the student’s problems related to the
natural or idiomatic translation are not investigated yet. Besides, the studies do not describe how
to develop a coursebook about natural or idiomatic translation. Above all the studies do not
discussed the Task-Based Language Teaching (TBLT) in translation class.
The studies were conducted in five higher education institutions, i.e. Makassar
State University (UNM), Hasanudin State University (UNHAS), Atmajaya Foreign Languages
Academy (ABA Atmajaya), Indonesian Muslim University (UMI), and Makassar
Muhammadiyah University (UNISMUH). The researcher found that the quality of the students’
translations was very poor; the average grade was only 0.65 on (0-4) grading scale. All aspects

xvii
(accuracy, clarity, and naturalness) were poor and varied by institutions, by status of institutions,
and by semester (Akil, 2011).
The difference between this study and the previous ones lies mainly on the involvement
of students in writing the bilingual essays as an instrument in collecting the data. The essays are
written in accordance with the student’s written tasks.
Some ELT professionals have conducted studies to answer what the researcher thinks
something worrying as one of NNETs, i.e. just functioning as NET’s assistant. However, of
course, his question has already been changed into systematic research questions. They
questioned the advantages and disadvantages of beingNNETs. It needs to be researched because
it has been a common sense that the function of NNETs just to “represent” NETs.
The role of NETs and NNETs can be differentiated. Although NETs can be reliable
informants, NNETs have advantages over NETs in the role of instructor. Furthermore, NETs and
NNETs each have their own strengths because of their different linguistic backgrounds. It is
because native speakers obviously have the more extensive experience as English language
users; meanwhile, the non-native speakers have had experience as English language learners.
Thus, linguistic knowledge of teachers should not be more highly regarded than pedagogical
expertise (Florence, 2012).
The research related to the students’ perception, both secondary school students and
university ones, has already held in Hungary. The research reports that NNETs are perceived to
adopt a more structured approach to teaching grammar, to help students with grammatical
difficulties, to prepare students thoroughly for examinations, to promote learning more
effectively, and to supply L1 equivalents. However, they have some weaknesses, i.e. their
incorrect pronunciation, excessive use of L1, and outdated language use. Dealing with NETs,
such a research reports that some lower level learners found that they were difficult to
understand and that they only provided with few grammatical explanations (Benke and Medgyes,
2005).
In the newest research about the advantages and disadvantages of NNETsand NETs that
the researcher can find so far, the research reports that the main disadvantages of NNETs were
their inaccurate pronunciation and grammar, their traditional and textbook-bound teaching styles,
and fewer opportunities they created for practicing English. Furthermore, it is reported that
“nonstandard” and nonnative pronunciation has always been students’ main criticism of NNETs
in the literature. It is even also reported that to some students, NNETs’ pronunciation was
perceived as “fake”, “unreal”, and “untrustworthy”. Thus, it is clear that students hope to imitate
the native speaker model, which they perceive as the standard, whereas other varieties are
“substandard” (Mahboob, 2004).
After examining such a research report, the researcherconcludes that among the three
language items of English teaching, i.e. phonological, lexical, and structural items, the
phonological item is one of some weaknesses of NNETs that is somewhat difficult to improve. It
does not mean that NNETs are not aware of such a weakness and that they are not eager to
improve it. Instead, they need to find other strength that can compensate such a disadvantage to
be NNETs. In such a research, it is found that code switching constitutes one of NNETs’
superiority comparing with NETs. In this research, he tries to promote another NNETs’
superiority. Such superiority is not only to facilitate the students in preparing their English
examination but also, among others, to facilitate them in writing a non-fictional composition or
in writing a narrative essay.

xviii
 A narrative, in its most basic form, requires at least three elements: an original state of
affairs, an action or an event, and the consequent state of affairs. In a narrative, there must be
plot. Plot can bring a list of events into a meaningful whole. The easiest way to do this is by
introducing chronology, which in the mind of the reader easily turns into causality (Czaniawska,
1998). A narrative can be understood to organize a sequence of events into a whole so that the
significance of each event can be understood through its relation to that whole. A narrative
conveys the meaning of events (Elliot, 2006).
In English lesson, narrative text or story becomes an integral part. In fact, any text
belonging to narrative is usually called story. The reason why narrative text is an essential thing
is quite reasonable. It is related to the language itself as a social phenomenon. As a consequence,
language is always related to the entity that society is fond of, i.e. telling and being told a story.
It is not exaggerating when human beings is said to be fond of story, either fictional or factual
one. However, it must be admitted that not all people are able to tell a story well. It must also be
admitted that writing a story well is not easy. Even, many people believe that writing a story is
more difficult than telling a story. It means that those who can tell a story well do not mean that
they can also write a story well. In fact, one is the broadening of curricular goals to include not
only language, but also the stories that are told in that language; such stories serve as exemplars
of social interaction within the particular culture (Kern, 2000).
In the English Education Study Program of Teachers Training and Pedagogy Faculty,
writing a narrative text or story, especially non-fictional ones, can be found in the subject of
Essay Writing. As we know, in Essay Writing, we can find several kinds of essay, among others,
narrative and descriptive. What is meant by story in this case is mainly narrative and descriptive.
Actually, another factor that has an impact on processing difficulty is the type or ‘genre’ of text.
Furthermore, genre theorists argue that narratives, recounts, and descriptive texts will be easier to
process than abstract or argumentative texts involving the expression of opinions and attitudes
(Nunan, 2006).
Based on some studies it is known that students could accomplish their writing task well
if they wrote the key words of their essay in their first language or mother tongue first, and then
translated such key words into their second or foreign language. If the students did such a thing
(i.e. writingthe key words of their essay in their first language or mother tongue), their essay
would be better dealing with its organization and idea, and they would write more detailed essay.
Chinese ESL students translated key words into Chinese while writing in English ‘to get stronger
impression and association of ideas for the essay’. Such language switches improved the quality
of students’ writing in terms of ideas, organization, and details (Kern, 2000).
Thus, the narrative text written by students, if they are allowed to make use of their first
language in the process of composing it, will have some positive characteristics. The narrative
text will be a detailed one, have a good idea, and have a good organization.
In language teaching in the classroom, it is widely known that it traditionally has two
polar focuses. These polar focuses claim that the truth belongs to either of them, either the polar
focusing on meaning or the polarfocusing on form. A balanced perspective is important to create
indeed. Some problems in English teaching consist of, among others, to find out the nature of the
relationship between form and meaning. During the audio lingual era, language teaching went
through a period of focus on form at the expense of meaning. This was followed by
communicative period of focus on meaning at the expense of form (Kern, 2000). Indonesian-
English Translation class held by employing TBLT can obviously create a balanced perspective,
i.e. considering both form and meaning.

xix
 The researcher collected the tasks when he taught the subject. The directions of the task
are that: the students are either to write about their most interesting experience or to write about
someone inspiring them a lot first inIndonesian and then translate it directly into English.
Dealing with writing a good English essay, it is found that Chinese English as Second Language
(ESL) students produced longer and better essays when they planned the essay in the language in
which the topic was primarily experienced(Kern, 2000). Furthermore, it is found that the most
proficient writer in her group of ESL students would write her essays in her native language and
then translate them into English (Kern, 2002).
In fact, when the researcher taught Essay Writing, the problems he encountered, among
others, were the problems dealing with determining the idea, specifying the detail, and arranging
the organization. In writing their essay, the students tended to write based on the idea which was
very simple and trivial, and they tended not to write in detail. Besides, they tended to have
difficulties in organizing their essay. In addition, what the researcher experienced had already
been thought by ELT professionals. Theyconducted some research dealing with the student’s
essays. They found that student’s essays would be better in terms of idea, detail, and organization
if they wrote their essay first in their mother tongue.

METHODS
The use of the mixed methods which has been proposed by Hesse-Biber(2010) is
employed by the researcher.Some ELT professionals say that the rigid distinction between
qualitative and quantitative research is simplistic and naive. Although writers on research
traditions have made a binary distinction between qualitative and quantitative research, it has
been argued that the distinction is sometimes quite nonsensical.
Because the research held is mainly qualitative-descriptive in nature, the population and
sample are not necessarily determined. The researchwas conducted in September until October
2014 at the university in which the researcher is one of the teaching staffs namely English
Education Department of Teacher Training and Pedagogy Faculty of Purworejo Muhammadiyah
University. Because the research is qualitative-descriptive in nature, what is meant by variables
are by all meansboth being accurate and comprehensive.
The data collected consists of the students’ written tasks. The students’ written tasks are
students’ bilingual essay telling either their most interesting experience or the most inspiring
person for them. The number of essays examined depends on the time the researcher has, i.e. the
length of time to discuss the bilingual essays with the NET.
Research instruments are arranged to obtain the reliable and valid data about the
differences found between students’ bilingual essays and the NET’s revision. The differences
include the lexical and structural items which possibly influence the sense of the sentences. In
this case, the students’ bilingual essays constitute the main instrument to collect the data.
The researcher does realize the importance of NET’s improvement, so he interacts
intensively with the NET. The improvement accomplished by the NET is especially done when
he visited the NET at the Ohio State University in August 2013 until December 2013. Before and
after his visiting, the researcher also interacted with the NET.
If the essays are examined more carefully, it is clear that the essays belong to the genre of
narrative and descriptive texts. It is intentionally done because both genres are considered easier
than the other genres. Another factor that has an impact on processing difficulty is the type or
‘genre’ of text. Narratives, recounts, and descriptive texts will be easier to process than abstract

xx
or argumentative texts involving the expression of opinions and attitudes. However, it is still
argued by genre theorists (Nunan, 2006).
The following students’ bilingual essay is an example of student’s written task used as an
instrument for collecting the data:

Tradisi Unik di Desaku

By Nuryaningsih Kusmaresti (10.212.0202)

Daerah kalian tentu mempunyai tradisi yang unik. Setiap daerah pasti mempunyai tradisi. Karena
dari tradisi tersebut menunjukkan ciri khas atau keunikan dari suatu daerah. Tradisi dapat berupa
suatu kegiatan unik yang dilakukan setiap minggu, bulan, tahun oleh suatu daerah tertentu.
Tradisi unik di daerahku adalah acara yang diperingati setiap satu tahun sekali, tepatnya pada
saat hari lebaran.
Nuryaningsih Kusmaresti adalah nama lengkapku. Teman-teman biasa memanggilku
Resti. Sekarang aku mahasiswa Pendidikan Bahasa Inggris semester 5 di Universitas
Muhammadiyah Purworejo. Aku berasal dari Desa Tlogopragoto, Kecamatan Mirit, Kabupaten
Kebumen, Jawa Tengah. Di daerah tempat tinggalku ada sebuah tradisi unik yang diperingati
setiap setahun sekali, tepatnya pada saat Lebaran. Orang-orang di daerahku menyebut hari-hari
lebaran Grebegan. Menjadi tradisi daerahku kalau Grebegan itu berlangsung seminggu. Sudah
dua puluh tahun aku tinggal di sini, tapi aku tidak tahu asal usul mengapa harus seperti itu.
Setiap kali aku tanya kepada keluargaku maupun orang-orang di daerahku mereka hanya
menjawab: ini sudah tradisi turun temurun.
Hari pertama Lebaran, Hari Lebaran, merupakan hari besar umat Islam, hari-hari yang
penuh dengan ampunan. Kita semua para Muslim melakukan shalat Iedul Fitri di masjid daerah
kita masing-masing. Hari Lebaran merupakan hari besar umat Islam, hari-hari yang penuh
dengan ampunan.Setelah melakukan shalat Iedul Fitri, kami melakukan silaturahmi, saling
bermaaf-maafan antarsesama umat Muslim. Dilanjutkan di rumah dengan orangtua dan keluarga,
kemudian dengan tatangga-tetangga untuk mempererat persaudaraan kami.Hari Lebaran ini juga
merupakan hari “kenikmatan” setelah sebulan menjalankan ibadah puasa. Setiap rumah
menyediakan aneka macam kue Lebaran, snack-snack dengan aneka macam rasa, warna dan
bentuk; minuman-minuman segar dengan aneka rasa. Kadang juga banyak yang menyediakan
angpau juga, tapi biasanya disediakan untuk anak-anak. Katanya aku sudah gede, jadi tidak
dapat jatah. Makin gede kan makin gede juga angpaunya ya?
Pada hari kedua Lebaran, orang-orang di daerahku biasanya sibuk silaturahmi ke tempat
saudara yang rumahnya jauh, luar daerah, luar kota, bahkan ada yang luar provinsi. Hari ketiga
inilah yang unik. Pada hari ketiga inilah yang unik. Pada hari ini semua orang di daerahku pagi-
pagi berduyun-duyun pergi ke pantai. Mengapa di pantai? Mandi apa mancing? Keduanya salah,
kami di pantai hanya untuk makan. Orang-orang di daerah tempat saya tinggal, tradisinya: saat
lebaran ke pantai dengan membawa nasi Rasul (nasi asin yang dibuat seperti gunung) dengan
sayur mie, tempe dan kubis serta ingkung (seekor ayam yang direbus dan diasini) serta ada juga
jajan pasar (suatu makanan atau buah yang dibeli di pasar) seperti ketimun, pisang, kacang asin,
kerupuk, dll. Biasanya satu keluarga membawa satu paket nasi Rasul. Kami makan apa yang
kami bawa tadi. Bagi yang tidak membawa, nantinya juga dikasih juga. Enak rasanya makan di
pantai bersama keluarga dan saudara-saudara sekampung
Pada hari keempat kami pergi ke dekat pantai untuk melihat pacuan kuda. Tiket
masuknya bagi yang nonton sambil duduk Rp 10.000,00, berdiri Rp 8.000,00. Ini merupakan

xxi
pertunjukan yang sangat menarik. Kuda-kuda yang mengikuti pacuan adalah kuda-kuda pilihan.
Kuda-kuda berasal dari seperti Cilacap, Magelang, Yogyakarta, Pangandaran, Semarang, dll.
Pada hari kelima dan keenam tidak ada kegiatan yang menarik. Pada hari ketujuh, inilah acara
puncak yang menjadi serangkaian acara Lebaran di daerahku, yaitu Syawalan.
Syawalan adalah pergi ke Pantai Rowo, salah satu nama desa di kabupaten
Kebumen.Pantainya yang indah nan elok dengan dikelilingi pohon cemara dan bakauserta sungai
yang menghubungkan pantai dengan pasir hitamnyadengan perahu-perahu nelayan yang
membawa para pengunjung menikmati indahnya panorama pantai.Acara dilanjutkan pada malam
harinya, kami tidak merasa lelah.Di pasar malam tersedia aneka permainan anak-anak dan aneka
pameran, seperti baju, sepatu, peralatan rumah tangga, elektronik, makanan, minuman, dll.
Inilah tradisi unik di daerahku, walaupun capek tapi aku sangat puas mengikuti
serangkaian acara tersebut, rasanya ada yang kurang kalau tidak mengikuti satu rangkaian acara
Lebaran di daerahku. Aku sangat bangga menjadi gadis yang terlahir di sebuah desa yang
mempunyai segudang tradisi unik.

The essay above can be analyzed by using a table consisting two columns. To clarify to
change, namely from Indonesian text into English one, the translation is performed sentence by
sentence with the help of rows. The following table can clarify the student’s translation.

Table 1: Student’s Essay and Its English Translation

Student’s Indonesian Essay Student’s Translation

Tradisi Unik di Desaku A Unique Tradition in My Village
By Nuryaningsih Kusmaresti (10.212.0202) By Nuryaningsih Kusmaresti (10.212.0202)
......................................................................................................................................
………………………………………………………………………………………………………
…………………………………….
Nuryaningsih Kusmaresti adalah nama Nuryaningsih Kusmaresti is my full name, and
lengkapku. Teman-teman biasa memanggilku my friends call me Resti.
Resti.
Sekarang aku mahasiswa Pendidikan Bahasa Now, I am a student of English Department,
Inggris semester 5 di Universitas fifth semester in Muhammadiyah University of
Muhammadiyah Purworejo. Purworejo.
Aku berasal dari Desa Tlogopragoto, I come from Tlogopragoto village, Mirit
Kecamatan Mirit, Kabupaten Kebumen, Jawa district, Kebumen regency, Central Java.
Tengah.
Di daerah tempat tinggalku ada sebuah tradisi In a village where I lived, there is a unique
unik yang diperingati setiap setahun sekali, tradition held every year, precisely in the
tepatnya pada saat Lebaran. moment of Lebaran day.
………………………………………………………………………………………………………
…………………………………….
………………………………………………………………………………………………………
…………………………………….
Pada hari ketiga inilah yang unik. Pada hari ini On the third day, a unique tradition is held. On
semua orang di daerahku pagi-pagi berduyun- that day, in early morning, all villagers go to
duyun pergi ke pantai. Mengapa di pantai? the beach. What do they do there? Are they

xxii
Mandi apa xxiiiemped ? Keduanya salah, kami swimming and eating? Both of them are
di pantai hanya untuk makan. wrong.We just eat there.
Orang-orang di daerah tempatku tinggal, The villagers go to the beach by bringing a
tradisinya: saat lebaran ke laut dengan Rasul rice, i.e. briny rice which is shaped like
membawa nasi Rasul (nasi asin yang dibuat tumpeng with various vegetables such as,
seperti gunung) dengan sayur mie, xxiiiemped tempe, noodles, string bean, cabbage, and also
an kubis serta ingkung (seekor ayam yang ingkung (a chicken which is braised and given
direbus dan diasini) serta ada juga jajan pasar salt) and also there is a jajan pasar (snacks and
(suatu makanan atau buah yang dibeli di pasar) fruits which are brought in the market) such as
seperti ketimun, pisang, kacang asin, kerupuk, cucumber, banana, peanuts, crisply, etc.)
dll.
Biasanya satu keluarga membawa satu paket Usually every family brings one package of
nasi Rasul. Rasul rice.
Kami makan apa yang kami bawa tadi. Bagi We eat what we bring, and for people who do
yang tidak membawa, nantinya juga dikasih not bring anything, they will be given later.
juga.
Enak rasanya makan bersama keluarga dan The food is so delicious when we eat it
saudara-saudara sekampung di pantai. together with family, relatives, and all villagers
in the beach.
Enak rasanya makan bersama keluarga dan The food is so delicious when we eat it
saudara-saudara sekampung di pantai. together with family, relatives, and all villagers
in the beach.
Paragraph 5
Pada hari keempat kami pergi ke dekat pantai On the fourth day of Lebaran, we go near the
untuk melihat pacuan kuda. beach to see a horse race.
Tiket masuknya bagi yang nonton sambil The ticket is 10,000.00 rupiahs to get a seat
duduk Rp 10.000,00, berdiri Rp 8.000,00. and 8,000.00 rupiahs for standing.
Ini merupakan pertunjukan yang sangat It was an interesting race. Horses that join the
menarik. Kuda-kuda yang mengikuti pacuan race are the chosen horses coming from
adalah kuda-kuda pilihan. Kuda-kuda berasal Cilacap, Magelang, Yogyakarta, Pangandaran,
dari seperti Cilacap, Magelang, Yogyakarta, Semarang, etc.
Pangandaran, Semarang, dll.
………………………………………………………………………………………………………
……………………………………
………………………………………………………………………………………………………
……………………………………
Inilah tradisi unik di daerahku. That was the tradition in my area.
Rasanya ada yang kurang kalau tidak We felt there was something lost if we did not
mengikuti maupun melewatkan satu rangkaian follow one of them.
acara.
Aku sangat bangga menjadi gadis yang terlahir I am proud as a girl who was born in a village
di sebuah desa yang mempunyai segudang which is full of unique traditions.
tradisi unik.

FINDINGS AND DISCUSSIONS

xxiii
After the researcher asked the NET, i.e. Mr. Jack H. Rouzer, Ph.D., to read the student’s
bilingual essay, he knew that the student’s translation could be understood by the NET.
However, according to the NET, many parts of such a translation was still recognized its
“foreign”, i.e. it sounded unnatural. The parts which sounded unnatural were already improved
by the NET. The improvements can be found in the following table.

Table 2: Student’s English Translation and NET’s Improvement

Student’s Translation Native Speaker’s Revision

A Unique Tradition in My Village A Unique Tradition in My Village
By Nuryaningsih Kusmaresti (10.212.0202) By Nuryaningsih Kusmaresti (10.212.0202)
………………………………………………………………………………………………………
……………………………………
.....................................................................................................................................
Nuryaningsih Kusmaresti is my full name, and My full name is Nuryaningsih Kusmaresti, but
my friends call me Resti. my friends call me Resti.
Now, I am a student of English Department, I am a student in the English Department, fifth
fifth semester in Muhammadiyah University of semester, at Muhammadiyah University of
Purworejo. Purworejo.
I come from Tlogopragoto village, Mirit I am from Tlogopragoto village, Mirit district,
district, Kebumen regency, Central Java. Kebumen regency, Central Java.
In a village where I lived, there is a unique In the village we live, as mentioned above, I
tradition held every year, precisely in the observe a festival every year that comes right
moment of Lebaran day. around Lebaran Day.
………………………………………………………………………………………………………
……………………………………
………………………………………………………………………………………………………
……………………………………
On the third day, a unique tradition is held. On On the third day of Lebaran, our village
that day, in early morning, all villagers go to observes a unique festival tradition: everyone
the beach. What do they do there? Are they goes to the beach – not to swim but to eat.
swimming and eating? Both of them are
wrong.We just eat there.
The villagers go to the beach by bringing a The villagers bring Rasul rice, i.e. briny rice
Rasul rice, i.e. briny rice which is shaped like which is shaped like tumpeng with various
tumpeng with various vegetables such as, vegetables such as, tempe, noodles, string
tempe, noodles, string bean, cabbage, and also bean, cabbage, and also ingkung (a chicken
ingkung (a chicken which is braised and given which is braised and given salt) and also there
salt) and also there is a jajan pasar (snacks and is a jajan pasar (snacks and fruits which are
fruits which are brought in the market) such as brought in the market) such as cucumber,
cucumber, banana, peanuts, crisply, etc.) banana, peanuts, crisply, etc.)
Usually every family brings one package of Each family brings a big pot of Rasul rice.
Rasul rice.
We eat what we bring, and for people who do Everybody eats what they bring and then
not bring anything, they will be given later. shares what they have left over to those who
did not bring.

xxiv
The food is so delicious when we eat it The food tastes better when we eat it together
together with family, relatives, and all villagers with family, relatives and all villagers at the
in the beach. beach.
On the fourth day of Lebaran, we go near the On the fourth day of Lebaran, we go back
beach to see a horse race. down near the beach to watch the horse races.
The ticket is 10,000.00 rupiahs to get a seat The ticket is 10,000.00 rupiahs to get a seat
and 8,000.00 rupiahs for standing. and 8,000.00 rupiahs to stand.
It was an interesting race. Horses that join the It is always an interesting horse races with
race are the chosen horses coming from horses coming from Cilacap, Magelang,
Cilacap, Magelang, Yogyakarta, Pangandaran, Yogyakarta, Pangandaran, Semarang, etc.
Semarang, etc.
………………………………………………………………………………………………………
……………………………………
………………………………………………………………………………………………………
……………………………………
That was the tradition in my area. That is an example of some of cultural
observances in my area.
We felt there was something lost if we did not We would feel that we had lost something if
follow one of them. we did not follow every one of them.
I am proud as a girl who was born in a village I am proud to be a girl from a village that has
which is full of unique traditions. its own unique tradition.

To clarify the change and to compare between student’s translation and NET’s
improvements, the researcher needs to provide the readers with some symbols, such as >>
symbolizes the change, [ … ] symbolizes the words/phrases/clauses/sentences improved, and ;
symbolizes the separation of analysis. These symbols are used to analyze the change from
student’s translation to NET’s revision or improvements, as follows:
In revising the student’s translation of “Daerah kalian tentu mempunyai tradisi yang
unik. Setiap daerah pasti mempunyai sebuah tradisi. Karena dari tradisi tersebut menunjukkan
ciri khas atau keunikan dari suatu daerah.” The native speaker changed you into every region,
so the tenses change too. Besides, he rephrases the sentences and adds the information passed
down over time by the people native to that region. Furthermore, he made some corrections,
namely [unique tradition >> unique cultural observances]; [the individuality of the area >>
unique local features]; [shows >> take on]; [you >> every region]; [your >> its]
In revising the student’s translation of “Tradisi dapat berupa suatu kegiatan unik yang
dilakukan setiap minggu, bulan, tahun oleh suatu daerah tertentu.”, the native speaker changes
singular form tradition into plural for these cultural observances. Furthermore, he made some
corrections, namely [tradition >> these cultural observances]; [held every week, every month, or
every year >> take place for a day or a week or a month]; [be the form of the unique event >> be
tied to the calender year].
In revising the student’s translation of “Tradisi unik di daerahku adalah acara yang
diperingati setiap satu tahun sekali, tepatnya pada saat hari Lebaran.”, the native speaker
changes a unique tradition into the village; as a consequence, is commemorated is changed into
observes. Furthermore, he made some corrections, namely [a unique tradition >> a festival];
[precisely in the moment of Lebaran Day >> around Lebaran Day]; [in my village >> the village
where I come from]

xxv
 In revising the student’s translation of “Nuryaningsih Kusmaresti adalah nama
lengkapku. Teman-teman biasa memanggilku Resti.”, the native speaker made some corrections,
namely [Nuryaningsih Kusmaresti is my full name >> my full name is Nuryaningsih
Kusmaresti]; [and >> but].
In revising the student’s translation of “Sekarang aku mahasiswa Pendidikan Bahasa
Inggris semester 5 di Universitas Muhammadiyah Purworejo.”, the native speaker made some
corrections, namely [now >>... ]; [a student of English Department >> a student in the English
Department]; [in Muhammadiyah University of Purworejo >> , at Muhammadiyah University of
Purworejo]
In revising the student’s translation of “Aku berasal dari Desa Tlogopragoto, Kecamatan
Mirit, Kabupaten Kebumen, Jawa Tengah.”, the native speaker made some corrections, namely
[I come from >> I am from]
In revising the student’s translation of “Di daerah tempat tinggalku ada sebuah tradisi
unik yang diperingati setiap setahun sekali, tepatnya pada saat Lebaran.”, the native speaker
made some corrections, namely [in a village >> in the village]; [I >> we]; [lived >> live]; [there
is a unique tradition >> I observe a festival]; [precisely in the moment of >> that comes right
around]; [day >> Day]; [ ... >> as mentioned above]
In revising the student’s translation of “Orang-orang di daerahku menyebut hari-hari
lebaran Grebegan. Menjadi tradisi daerahku kalau Grebegan itu berlangsung seminggu.”, the
native speaker made some corrections, namely [day >> Day]; [The villagers name Lebaran day
as Grebegan >> In my village Lebaran Day is called Grebegan]; [It is usually done as our
tradition for a week >> and in our tradition it marks a week-long festival]
In revising the student’s translation of “Sudah dua puluh tahun aku tinggal di sini, tapi
aku tidak tahu asal usul mengapa harus seperti itu.”, the native speaker made some corrections,
namely [how come it becomes like that >> how our traditional observances originated]
In revising the student’s translation of “Setiap kali aku tanya kepada keluargaku maupun
orang-orang di daerahku mereka hanya menjawab: ini sudah tradisi turun temurun.”, the native
speaker made some corrections, namely [whenever I ask >> ... ]; [answer >> say]
In revising the student’s translation of “Hari pertama Lebaran, Hari Lebaran,
merupakan hari besar umat Islam, hari-hari yang penuh dengan ampunan.”, the native speaker
made some corrections, namely [the great day >> an important day]; [Moslems, >> all
Muslims;]; [the day which is full of forgiveness >> it is the day of forgiveness]
In revising the student’s translation of “Kita semua para Muslim melakukan shalat Iedul
Fitri di masjid daerah kita masing-masing. Hari Lebaran merupakan hari besar umat Islam,
hari-hari yang penuh dengan ampunan.”, the native speaker made some corrections, namely [It
was the prayer of Ied (Iedul Fitri) by Moslems in the mosque of ours >> On this day everyone
goes to the mosque to pray the prayer of Ied (Iedul Fitri); [the day which is full of forgiveness >>
to ask God’s forgiveness for our sins].
In revising the student’s translation of “Setelah melakukan shalat Iedul Fitri, kami
melakukan silaturahmi, saling bermaaf-maafan antarsesama umat Muslim.”, the native speaker
rephrases the sentence. Furthermore, he made some corrections, namely [We continued to do
silaturahmi>> Then we ask our friend’s forgiveness for any wrongs we have done them]; [It
means we apologize for mistakes among Moslems >> -- this is called silaturahmi]
In revising the student’s translation of “Dilanjutkan di rumah dengan orangtua dan
keluarga, tetangga-tetangga dekat, kemudian dengan tatangga-tetangga untuk mempererat
persaudaraan kita. ”, the native speaker made some corrections, namely [with parents >> of our

xxvi
parents]; [members of family >> other family members]; [our brotherhood >> the bonds of
brotherhood between us]; [We continue it at home >> Then we go home]; [ ... >> to ask
forgiveness]
In revising the student’s translation of “Hari Lebaran ini juga merupakan hari
“kenikmatan” setelah sebulan menjalankan ibadah puasa.”, the native speaker made some
corrections, namely [day >> Day]; [the “delicious” day too >> a day of feasting as well as
prayer]; [comes after doing fasting for a month >> after a month of fasting]
In revising the student’s translation of “Setiap rumah menyediakan aneka macam kue
Lebaran, snack-snack dengan aneka macam rasa, warna dan bentuk; minuman-minuman segar
dengan aneka rasa.”, the native speaker rephrases the sentence. Furthermore, he made some
corrections, namely [lebaran >> Lebaran]; [drinking water >> beverages]; [there are many kinds
of lebaran cakes, biscuits, snack whose tastes are delicious >> one can find many kinds of
delicious Lebaran cakes, biscuits and snacks]; [and whose shape are various >>... ]
In revising the student’s translation of “Banyak yang menyediakan angpau juga, tapi
biasanya disediakan untuk anak-anak. Katanya aku sudah gede, jadi tidak dapat jatah. Makin
gede kan makin gede juga angpaunya ya?”, the native speaker rephrases the sentence.
Furthermore, he made some corrections, namely [money that are given especially to the children
>> Younger children receive gifts of money]; [as the older children I should get more than the
younger ones, shouldn’t I? >> teenagers like myslef do not, which does not seem quite fair to
me]; [Many of them also provide themselves with >>... ]; [shouldn’t I? >> ... ]
In revising the student’s translation of “Pada hari kedua Lebaran, orang-orang di
daerahku biasanya sibuk silaturahmi ke tempat saudara yang rumahnya jauh, luar daerah, luar
kota, bahkan ada yang luar provinsi.”, the native speaker rephrases the sentence. Furthermore,
he made some corrections, namely [usually were still busy to do silaturahmi>> are still busy
doing silaturahmi]; [out of village >> outside the village]; [regency >>... ]; [and also province >>
throughout the district and province]
In revising the student’s translation of “Pada hari ketiga inilah yang unik. Pada hari ini
semua orang di daerahku pagi-pagi berduyun-duyun pergi ke pantai. Mengapa di pantai? Mandi
apa mancing? Keduanya salah, kami di pantai hanya untuk makan.”, the native speaker
rephrases the sentence. Furthermore, he made some corrections, namely [a unique tradition >> a
unique festival tradition]; [all villagers go >> everyone goes]; [On that day, in early morning,
>>... ]; [all villagers go to the beach >> everyone goes to the beach]; [What do they do there?
Are they swimming and eating? Both of them are wrong. We just eat there >> -- not to swim but
to eat]
In revising the student’s translation of “Orang-orang di daerah tempatku tinggal,
tradisinya: saat lebaran ke laut dengan membawa nasi Rasul (nasi asin yang dibuat seperti
gunung) dengan sayur mie, tempe dan kubis serta ingkung (seekor ayam yang direbus dan
diasini) serta ada juga jajan pasar (suatu makanan atau buah yang dibeli di pasar) seperti
ketimun, pisang, kacang asin, kerupuk, dll. ”, the native speaker made some corrections, namely
[go to the beach by bringing a Rasul rice >> bring Rasul rice]
In revising the student’s translation of “Biasanya satu keluarga membawa satu paket nasi
Rasul. ”, the native speaker made some corrections, namely [Usually every family >> each
family]; [one package >> a big pot]; [brought in >> bought in]
In revising the student’s translation of “Kami makan apa yang kami bawa tadi. Bagi yang
tidak membawa, nantinya juga dikasih juga.”, the native speaker rephrases the sentence.
Furthermore, he made some corrections, namely [We eat what we bring >>Everybody eats what

xxvii
they bring]; [, and for people who do not bring anything >> to those who did not bring]; [, they
will be given later >> and then shares what they have left over]
In revising the student’s translation of “Enak rasanya makan bersama keluarga dan
saudara-saudara sekampung di pantai.”, the native speaker rephrases the sentence.
Furthermore, he made some corrections, namely [the food is so delicious >> the food tastes
better]; [in the beach >> at the beach]
In revising the student’s translation of “Pada hari keempat kami pergi ke dekat pantai
untuk melihat pacuan kuda. ”, the native speaker made some corrections, namely [we go near >>
we go back down near]; [to see >> to watch]; [a horse race >> the horse races]
In revising the student’s translation of “Tiket masuknya bagi yang nonton sambil duduk
Rp 10.000,00, berdiri Rp 8.000,00. ”, the native speaker made some corrections, namely [for
standing >> to stand]
In revising the student’s translation of “Ini merupakan pertunjukan yang sangat menarik.
Kuda-kuda yang mengikuti pacuan adalah kuda-kuda pilihan. Kuda-kuda berasal dari seperti
Cilacap, Magelang, Yogyakarta, Pangandaran, Semarang, dll.”, the native speaker rephrases the
sentence. Furthermore, he made some corrections, namely [it was an interesting race >> it is
always an interesting horse races]; [horses that join the race are the chosen horses >> with
horses]
In revising the student’s translation of “Pada hari kelima dan keenam tidak ada kegiatan
yang menarik. Pada hari ketujuh, inilah acara puncak yang menjadi serangkaian acara Lebaran
di daerahku, yaitu Syawalan.”, the native speaker rephrases the sentence. Furthermore, he made
some corrections, namely [On the fifth and sixth day >>... ]; [there is no an attractive event >>
not much happens]; [The seventh day of Lebaran >> but on the seventh day of Lebaran]; [is the
culmination event of all events during Lebaran in my village >> is the culmination]; [and the
name is Syawalan >> called Syawalan]
In revising the student’s translation of “Syawalan adalah pergi ke Pantai Rowo, salah
satu nama desa di kabupaten Kebumen.”, the native speaker rephrases the sentence.
Furthermore, he made some corrections, namely [Syawalan means going to the beach in Rowo
>> On the seventh day, everyone in my village goes down to the beach at Rowo]; [one of the
villages >> a village]
In revising the student’s translation of “Pantainya yang indah nan elok dengan dikelilingi
pohon cemara dan bakau ”, the native speaker made some corrections, namely [a beautiful beach
>> Rowo has a beautiful black sand beach]
In revising the student’s translation of “serta sungai yang menghubungkan pantai dengan
pasir hitamnya”, the native speaker rephrases the sentence. Furthermore, he made some
corrections, namely [the beach whose sand is black >> a beautiful black sand beach]
In revising the student’s translation of “dengan perahu-perahu nelayan yang membawa
para pengunjung menikmati indahnya panorama pantai.”, the native speaker rephrases the
sentence. Furthermore, he made some corrections, namely [that bring the visitors to enjoy the
beach view >> to carry visitors from the village down to the beach]; [with boat of the fisherman
>> Rowo fishermen hire their boats]
In revising the student’s translation of “Acara dilanjutkan pada malam harinya, kami
tidak merasa lelah.”, the native speaker rephrases the sentence. Furthermore, he made some
corrections, namely [being continued in the night >> the festival continues on into the night];
[.we did not feel tired >> but no one feels tired]

xxviii
 In revising the student’s translation of “Di pasar malam tersedia aneka permainan anak-
anak dan aneka pameran, seperti baju, sepatu, peralatan rumah tangga, elektronik, aneka
makanan dan minuman, dll.”, the native speaker rephrases the sentence. Furthermore, he made
some corrections, namely [there were various games >> there is a fair with games]; [, household
and electronic equipments >> to household wares to electronics]; [many kinds of drinks and
foods >> all kinds of food and drink]; [, the exhibition of clothes, shoes >> and vendors selling
everything from clothes to shoes]
In revising the student’s translation of “Inilah tradisi unik di daerahku.”, the native
speaker rephrases the sentence. Furhermore, he made some corrections, such as [That was the
tradition >>That is an example of some of the cultural observances].
In revising the student’s translation of “Rasanya ada yang kurang kalau tidak mengikuti
maupun melewatkan satu rangkaian acara.”, the native made some corrections, such as [we felt
>> we would feel]; [there was something lost >> we had lost something]; [one of them >> every
one of them].
In revising the student’s translation of “Aku sangat bangga menjadi gadis yang terlahir
di sebuah desa yang mempunyai segudang tradisi unik.”, the native speaker rephrases the
sentence. Furthermore, he made some corrections, namely [as >> to be]; [who was born >>
from]; [which is full of unique traditions >> that has its own unique tradition].

CONCLUSIONS
1. Study Program of English Education Department in Teacher Training and Pedagogy Sciences
is very potential to educate the prospective English teachers who are able to help the progress not
only English teaching but also Indonesian one. The Indonesian-English translation class which is
implemented by using the strategy of TBLT can be a conducive class to inseminate the
prospective English teacher whose competence is to teach English communicatively.
2. In the Indonesian-English Translation class implemented by using the strategy of TBLT will
obtain very good result if it is done collaboratively with a NET. However, such a class still can
be done if the pesence of a NET cannot be realized.
3. There are three steps implemented when Indonesian-English Translation using the TBLT is
conducted. These steps are to assign students to write an Indonesian essay, either narrative (i.e.
about their experience) or descriptive (i.e. about someone they know well) ones, to translate their
own Indonesian essay into English, to discuss in order to improve their English essay both
lexically and structurally, and finally to collaborate with the NET to improve the English essay
idiomatically (i.e. to be accepted culturally by English native speakers).
4. The improvements made by English native speaker can further be analyzed by emphasizing on
the nativelikeness of the writing, i.e. the way the English native speakers write, in order that the
writing culturally accepted. The improvements consist of: rephrasing the students’ writing,
omitting the words or phrase translated by students, and adding the words or phrases translated
by students.

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xxix
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and Educational Discourse in Hongkong. Tesol Quarterly. June, 2012

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 THE CULTURAL FILTER: DEVELOPING AWARENESS BETWEEN TEACHERS
AND STUDENTS TO ENHANCE THE LEARNING JOURNEY

Brooke Nolan, IELC Solo

This presentation explores intercultural challenges faced by teachers and students in English
language learning environments in Indonesia. The classroom is understood as a space where
language learning journeys and specific cultural frameworks coincide. Within these spaces,
cultural expectations and assumptions accumulate between teachers and students. These
processes are inseparable from the pedagogical process itself. Subjectivity necessarily influences
language learning development and methods of communication. The subject is understood here
as an active cultural being, engaged in learning. All learning requires communication. It cannot
be assumed that communication is simply absorbed by the student as the teacher intended it,
moving unscathed from A to B. Instead, it passes through numerous filters, of which ‘culture’ is
one.
Within this presentation, I suggest that teachers have a particular responsibility to develop a self-
reflexive awareness of their role within this complex space. Effective learning environments
require sensitivity towards cultural, social and religious factors at play while the learning process
unfolds. Drawing on my teaching experience in Indonesia, this presentation explores situations
where such environments have been successfully created, and others where this process has
faltered. By setting up a comparative analysis of this sort, I aim to show where opportunities for
growth lie, and how such growth enhances English language learning experiences for Indonesian
students.

xxxi
 SPEAKING, ITS PROBLEM AND SOLUTION IN SMK STUDENTS

Abdul Ngafif1, RefiIdha Anggraeni2

1
Purworejo Muhammadiyah University, Jln. K.H.A. Dahlan No 3 Puworejo, Indonesia
2
Purworejo Muhammadiyah University, Jln. K.H.A. Dahlan No 3 Puworejo, Indonesia

ABSTRACT
Language means the human’s way to communicate each other by using three ways namely spoken,
written, and sign language. In learning English, there are four basic skills should be mastered namely
listening, speaking, reading, and writing. From those four basic skills, speaking is seemed to be hard skill
for SMK students in Purworejo regency. The main problem are the differences of sound system (due to
having Javanese and Indonesian mother tongue), having shy to speak in front of their friends and to be a
shame when they are laughed by their friends because of their mistakes in pronouncing English words,
and the teacher found them to be kept in silent when he gives questions or asking for their comments.
The key solution of the problems above is making the students have self confidence in speaking and one
of the media might be used is by using real objects or realia. In this research, the researchers want to
know how realia could increase students speaking skill ofdescriptive text SMK at Batik PerbaikPurworejo
in the academic year of 2016/2017. Here, the researcher did treatment on one class only which has low
performance of speaking. After being treated using realia, it shows that the mean score increased from
pretest (52.9) to posttest (67.3).

Keywords: problems in speaking, realia, smk students

INTRODUCTION
The existence of human race can be seen from the number of the speaker of the
language. The more of the speakers of the language, means that the bigger language it is. As
being found internationally, each nation has their own language which interprets the culture,
habitual, and tradition of the nation. The use of English can vary and it goes as its needs at
leastwhen going abroad, when having an appointment with foreigners and when they have a
business partnership with people from different countries.
In Indonesia, English is a foreign language that is important to learn because it is not
a mother tongue. As a foreign language English is taught in school that is as compulsory
subject from elementary school, junior high school, senior high school and university.
Furthermore, to master English, there are four basic language skills should be learned by the
L2 learners and from those four basic skills, speaking is regarded as the important skill
because it related to many components of English such as vocabulary and grammar.
For vocational high schools’ (SMK) students, speaking is not an easy skill to be
mastered. The students are confused what to speak although they know the topic which has
been given by the teacher. They are confused to express their ideas. The studentshave rare
chance to speak upbecause the lack of the vocabulary, low pronunciation, limited knowledge
of grammar and they never practice to speak. The fact has shown that the students are quite
difficult to improve their speaking skill because they are accustomed to use their native
language in their daily life than using English. Moreover, they feel shame and they tend to be
silentwhen the teacher gives question to them, and as a result they got low experience in
communication using English. Besides, the students have low confidence to speak due to

1
worry that they are going to make a mistake or the listeners do not understand what are
saying. When someone speaks, he or she interacts and uses the language to express her or his
ideas, feeling and thought. He or she also shares information to other through
communication. Many English teachers do not concern to teaching speaking. They assume
that speaking is not important because it is not included in National Examination material.
Furthermore they do not use a various strategies to teach speaking. In the classroom, the
teacher must create the situation that can encourage real communication, many activities can
be designed to make majors’ element lively.
To overcome the students’ problem in speaking, the researchers usedrealia as a media
in teaching speaking on descriptive text.There are some additional points might be got such
as the teaching process will be more interesting so that the students are motivated to learn the
material given by the teacher, the material will be clearer so that students can understand the
material easily, realia can motivate students to express their idea orally. It is because realia is
the real objects which are brought into classroom, it allows the students to see or hear and in
some cases touch the material directly.

METHOD
In conducting the research, the researchers use descriptive qualitative research
(Sugiyono, 2015:109) because they would like to answer three questions as the research
problems found during the observation and interview with the English teacher of SMK Batik
PerbaikPurworejo. Those questions are 1) what are the problems faced by the students in
speaking? 2) What media can be used as trigger for students to speak? 3) Is the media used
effectively?
To answer those three questions, the researchers analyzed the speaking skill of the
tenth grade students of TKJ Class at SMK Batik PerbaikPurworejo in the academic year of
2016/2017 and it is used as the subject of the research and the instruments used are
observation which goal to know the problems aroused and oral test to know the students’
speaking skill before and after the treatment using realia.
Harrell and Jordan (2000:23) state that realia is a term for real thing (concrete object)
that are used in the classroom to build background knowledge and vocabulary. Furthermore,
Anitah (2009: 628) states realia is a model and a real object of an object, such as, plants,
animals. So, realia means the real object which is used in the classroom to build background
knowledge and vocabulary. There are three types of realia and those are model (imitation of
the object), specimen (the example of the object) and manipilatif (the doll which consists of
marionette and hand doll) (Sudjana and Rivai, 2011: 156). The researchers chose realia
because it has advantages namely 1) provide experience directly, 2) Show the whole object
both construction and how it works, 3) show clearly the organizational structure, 4) show the
rule of a process clearly (Daryanto, 2013: 29).
Because the subject of the research is the students of TKJ class, the researchers used
specimen as the media in teaching speaking and the media is the part of computer, in this
case the motherboard and the computer peripherals. The reasons are the students have
already known about the computer but they did not know well the specific parts of the
computer itself such as the part of motherboard and its function. Here, the key is making the
students feel confident to tell his/her friends about the part of computers in detail.
In teaching speaking using realia, the researchers followed the theory of Harrel and
Jordan (2000:23) in which starting from identifying the use of realia, then collecting realia,

2
followed by building library of realia, and the last is using field trip as realia. Moreover, the
conducting the teaching process, the researcher did pretest to know the students’ speaking
skill and after the teaching process, it ends with posttest to know the effectiveness of the
media.

RESULT
The sequences of process in having the research are having an observation and
interview, conducting pretest, having treatments, and the last is conducting posttest. The
researcher will explain the result of each sequence
1. Observation and interview
The initial steps of the research are having an observation and interview with the teacher
and the result of it are it is known that there are problems faced by the students in
speaking. Those are as follows:
a. The differences of sound system
The first problem is the differences of sound system between Indonesian as their
mother tongue and English as the target language. Indonesian words are read as its
letters and English words are read as words. For example, the word meja in Indonesia
are read as [m3jΛ] but the word “table” is read as [‘t3ibel] not [table]. Then, English
knows diphthong (e.g. ei in word cake) but Indonesian does not. It makes the students
got problem in pronouncing words consists of diphthong.
b. The limitation of vocabulary and grammar
The second problem is the students are having limited vocabulary and grammar. They
have low stock of English words and they got difficulties in arranging those words
into sentence correctly. In speaking, those two components are vital and when the
students do not have those two components, it would be hard for them to speak.
c. The low self confidence
The key of success in speaking is having high self-confidence. If the students do have
it, they would have no worry to have mistaken in speaking. In fact, the students have
low self-confidence when speaking in front of the class. They are afraid to be laugh
by their friends or they are worry to be ashamed when making mistakes or when they
pronounce the wrong words.
d. The unvaried media used
The next problem is the unvaried media used by the teacher. The teacher frequently
uses the only one teaching aid that is students’ worksheet or LKS. Of course, it makes
the students confused to develop their speaking skill because worksheet only train the
students to read and write, not to listen and to speak. The teacher needs certain media
which can trigger to build the students’ motivation and vocabulary and the media
might be used is realia.
2. Pretest
Before giving a series of treatments to students, the researcher did pretest to know the
students’ competency in speaking. From the pretest, it is known that the mean score of
the students is 52.93 and based on table of achievement proposed by Arikunto (2009:
245), it is categorized as fairly sufficient.
3. Treatments
The treatments were done for 5 (five) times with the goal to maximize the students’ result
of speaking and to make their self-confidence increase. From the researcher’s

3
 observation, it seems that the students followed the treatments enthusiasm and when they
are asked to come forward, firstly they feel ashamed but since the third treatments, they
feel encourage to explain in front of the class. There are three factors as the researcher
observe, they are the rate of self-confidence, the vocabulary mastery, and the way they
speak. The result of progress can be seen in the chart below

Chart of Progress
80
70
Psercentage

60
50
40
30
20 self-confidence
10 vocabulary
0
speaking skill

Number of treatments

Picture 1. Progress chart of treatments using realia

4. Posttest
The posttest was held to know the significance of students’ speaking skill after the
treatments done and the result shows that the mean score of students’ speaking skill is
67.3 and based on Arikunto’s table of achievement, it belongs to Good.
5. Students’ response
Besides having speaking test to measure the students’ speaking skill, the researcher also
spread out the questionnaire to know the students’ response when they are taught by
using realia. The result shows that 55% students have high enthusiasm, 30% students
have middle enthusiasm, and 15 students have low enthusiasm. Then, the researcher also
wants to know the students’ response about the use of realia and the result is 70% of
students say it is good, 20% of students say that it is common, and 10% of students say it
is not good.
6. The effectiveness of realia
In order to know the effectiveness of using realia in teaching speaking, the researcher
employs statistics that is using t-test. From the computation, it shows thatt-value is higher
than t-table (4.169 > 2.000) which means that it is effective to use realia in teaching
speaking at the tenth grade students of TKJ Class at SMK Batik PerbaikPurworejo in the
academic year of 2016/2017.

DISCUSSION
After the researchers got findings, they then would like to discuss in detail the
findings and the discussion is as follows:
1. Observation and interview
The goal of observing and interviewing is to identify the problems arisen in the class of
TKJ. Then after recognizing the problems, the researchers would like to determine the

4
 appropriate media to be used to solve the problem. From the observation and the
interview, it is known that the students faced problems in speaking, in vocabulary
mastery, in grammar, and in pronunciation. Moreover, they also get problem in self-
confidence, too.
2. Determining media
Knowing the students’ problems in speaking are many, the researchers then decided to
use realia to teach speaking. The aim is to make the students have high self-confidence,
increasing their vocabulary mastery on computer, and make their speech correct in
grammar and pronunciation. The researchers chose realia because it is real object in
which the students can see and touch it directly so that they can explain it real time.
3. Pretest
The result of pretest shows that the mean score of students’ speaking is 52.93 which
belong to fairly sufficient category. From the pretest, it can be said that the students’
speaking skill is fairly bad because from the five aspects of speaking skill which consists
of comprehension, grammar, vocabulary, fluency, and pronunciation, the students did not
fulfill the qualification of good speaker.
4. Treatments
The treatments are designed with the goal to make the students’ speaking skill better.
From the five meetings, there are always some improvements of the students speaking
skill each meetings. There are three aspects that the researcher observed during the
treatments that are self-confidence, vocabulary mastery, and speaking skill. The self-
confidence increases from 40% at the first meeting then rose till 70% at the fifth
treatment. Then, vocabulary mastery also got increased from 45% goes to 75% and
speaking skill from 35% to 76% at the fifth treatment.
5. Posttest
The posttest was done after the treatments end and from the test, it is known that the
mean score of students’ speaking skill is 67.3 which belongs to Good category. From the
test, it is also known that there is an improvement of students’ speaking skill compared to
mean score of pretest. From the achievement, it can be seen that the students speaking
skill got improved well.
6. Students’ response
There are two responses that the researchers asked the students to comment that is their
enthusiasm and their comment about the media used. From the questionnaire given, the
result shows that most of the students have high enthusiasm (55%) and most of them also
said that the media used (realia) are good (70%).
7. Effectiveness of using realia
As the end of the research, the researchers calculate the effectiveness of the use of realia
in teaching speaking and he uses t-test to calculate it. From the computation, it shows that
the t-test is higher than t-table (4.169 > 2.000) which means that it is effective to use
realia in teaching speaking at the tenth grade students of SMK Batik PerbaikPurworejo in
the academic year of 2016/2017.

5
 CONCLUSION
After having a series of research and computation, the researchers draw the conclusions as
follows:
1. There are 3 problems in speaking: differences of sound system, English speaking skills,
self confidence
2. The trigger to push them speak is by using realia
3. The real objects used are computers peripherals because the object of the research is TKJ
students in SMK Batik PerbaikPurworejo
4. The result shows that they have good progress (posttest > pretest), they can use
vocabulary well, they have high enthusiasm, the media is effective to be used to teach
speaking in SMK Batik PerbaikPurworejo

ACKNOWLEDGEMENT
Praise to Allah SWT, the Almighty, the creator of the Universe, just because of His
Mercy, the writer could finish this paper. In this chance, he would like to express his
gratitude the committee of ELTiC 2017 who has given a chance for the writer to present
the result of our research. Moreover, he also would like to thank to the member of the
research RefiIdhaAnggraeni who helped him in conducting the research and the head of
SMK Batik PerbaikPurworejo.
Then, as the wise-word says “there is nothing perfect” and so does this paper. He
welcomed to those who want to have critics, comments and advice related to the paper.
However, the writer expects that it will give some contributions to assessment especially
related to test.

REFERENCES
Anitah, Sri. (2009). Strategipembelajaran di SD. Jakarta: Universitas Terbuka

Daryanto. (2013). Media Pembelajaran. Yogyakarta: Gava Media

Harrell, Adrienne and Michael Jordan. (2000).Fifty Strategies for Effective English Language
Learners. Colombia: Person Merrill Prentice Hall

Sudjana, Nana and Ahmad Rivai. (2011). Media Pengajaran. Bandung: SinarBaruAlgesindo

Sugiyono. (2015). StatistikUntukPenelitian. Bandung: Alfabeta

6
 ACTIVATING THE DESIRE TO LEARN

Agus Widyantoro
Yogyakarta State University, Karangmalang, Yogyakarta, Indonesia
Corresponding e-mail: aw_aguswidyantoro@uny.ac.id

ABSTRACT
English teachers often complain that their students have difficulty in learning English. They have
tried hard to teach English, and yet, it is very difficult for students to master English. They say
that the students seem to have low motivation in learning English. They do not have the desire to
learn. To solve this problem, teachers need to teach in such a way that the students have the
desire to learn. It is not enough to teach the materials. This paper tries to explore the reason why
it is important to activate their desire to learn, ways to activate the students’ desire to learn, and
the advantages when the students have the desire to learn.

Keywords: activating, desire, learn

INTRODUCTION

English has been taught in Indonesia for a long time. It has also been taught in different
levels, starting from the elementary level to the university level, although at present, the
government does not encourage the teaching of English in elementary schools due to some
reasons.
Although English has been taught for a long time, some still think that the teaching of
English is not successful. Students still have difficulty in communicating, even simple ideas, in
English. They cannot understand texts written in English.
Many students also think that English is a very difficult subject. They have difficulty in
mastering English. Because of this, they may not be interested in learning English anymore.
They give up their efforts to learn English.
In such a situation, it is important for teachers to encourage students to learn English on
their own. The teachers’ job is not only teaching the materials to the students, but they also have
a job to inspire students to learn English. They must make sure that English is actually not
difficult. English is the same as the students’ mother tongue in that it can be mastered easily if
they know the way how to learn it. In other words, it is important for teachers to try to activate
the students’ desire to learn.

WHY IS IT IMPORTANT TO ACTIVATE THE STUDENTS’ DESIRE TO LEARN?

A good introduction to the reason why it is important for teachers to activate students’ desire to
learn is what is said by Clay P. Bedford. He said, “You can teach a student a lesson for a day; but
if you can teach him to learn by creating curiosity, he will continue the learning process as long
as he lives.”
When teachers focus on the materials, they have very limited time, that is, the time available in
the classroom. Meanwhile, when they can inspire their students to extend their learning, not only
limited in the classroom but outside the classroom, the students can get more and more materials.
They can even go very fast, beyond the teachers’ expectations.

7
In addition, Richards (2015: 30) argues that learners build their understanding of the language
they learn from exposure to and experience of it. This means that if teachers want their students
to master English, the students must be encouraged to experience using the language.
Another reason is that learners need to be involved in managing their own learning. They should
be made aware of the strategy they use and they are also encouraged to reflect on their own
learning processes. This in accordance with what is now the focus of teaching, that is, the
learner-centred approach. Students should not be viewed as passive participants but they must be
viewed as active participants. In the last few decades, it has been suggested that teachers use the
learner-centred approach in their teaching. This means that what is experienced by learners in the
classroom should be related to their own out-of-class experiences.It is believed that the focus on
the learners in the teaching learning process will result in better achievement by the learners.
Dilworth and Boshyk (2010: 16) argue that learners should be the centre of the teaching learning
process. Teachers have the duty to empower the learners. Learners should be encouraged to take
their personal responsibility for their own learning. Teachers should also give freedom to
learners to exercise their curiosity as this can lead to better learning.
The fact that there are more successful learners than others should be used by teachers as
consideration for focusing more on the learners. They can read books related to successful
language learners and try to find information on what strategies they use in learning English.
Then, they encourage their students to use the strategy in their English language learning.
The most important point of the use of the learner-centred approach is that the learners are
expected to be able to manage their own learning. And, finally, they can do the learning process
not only in the classroom but also anywhere.
Teachers can plan the activities and the content materials they want to teach to their students, but
what expressions the students will use in their real life cannot be determined at the very moment.
Learners may use English in their real life (in their jobs) in four or even ten years. The kind of
expressions they will use depends on the situations in which the learners will use English in the
future (Chapelle, 2003: 16). This is especially true when talking about English for Specific
Purposes.
When students are accustomed to learning independently, they will not find difficulties when, in
the future, they will have to find information on their own. They will not depend on others.
Many people believe that this era is called ‘the learning era’. In order not to be left behind,
people have to learn, learn, and learn. In this modern world, they will face new things, they will
face new problems, and so on. These problems cannot be solved by using the knowledge and
skills that they have learned in schools. New skills and new knowledge is needed to solve these
problems. This means that people, again, need to develop further through learning.Students must
be encouraged to like learning. Learning should be considered as something important and
necessary for their life.
In the 21st century, people will need higher order thinking and processing skills (Benade, 2017:
29). And, this will start in schools. Teachers need to train students to have higher order thinking
skills. As teachers will not have enough time at schools to train students to do this, students must
be encouraged to learn autonomously.
Learners may not be able to develop their independence in learning unless teachers encourage
them to do so. It is the teachers’ duty to raise the learners’ awareness and knowledge of
themseleves, their learning needs and preferences, their beliefs and motivation, and the strategies
they can use to develop their language competence (White, 2008: 3).

8
Learners will have to continue learning even if they have finished schools (Benade, 2017: 31).
Learning is not limited only in the classroom or at schools. All people will have to continue
learning. This is what is called lifelong learning. This is because the rapid development of
science and technology will require people to adjust with the new development of science and
technology.
Sternberg (2010: 172-173) argued that to be successful in life in the 21st century, people need to
develop four key skills: analytical or ‘academic’ intelligence, practical intelligence, creativity,
and wisdom. These skills were not taught at schools before. So, this means that learners will
have to learn these skills out of school.

WAYS TO ACTIVATE THE STUDENTS’ DESIRE TO LEARN

It should be understood that the success of the foreign language learning is not the result of
the teachers’ teaching. Teachers will have to work collaboratively with the students in order to
achieve the best achievement, i.e. the success in mastering the foreign language.
It is believed that there are many kinds of means which can be used by teachers to raise
students’ awareness and knowledge of themselves, their learning needs and preferences, their
beliefs and motivation and the strategies they use for trying to master the foreign language.
Barnett (2007: 115) proposes the term ‘a pedagogy of inspiration’. Teachers are expected
not only to teach the materials to their students, but what they do in the teaching learning process
is expected to be able to inspire students to be better people. This is in line with what is stated by
William Arthur Ward. He says, “The mediocre teacher tells. The good teacher explains. The
superior teacher demonstrates. The great teacher inspires.”When students are inspired by the
teachers and what they teach, these students will continue their learning, not only at school or at
home when they still attend schools, but they will continue their learning as long as they live.
One of the very important factors which can be used by teachers for activating the
students’ desire to learn is by motivating them to learn English. This can be done, for example,
by presenting the advantages of mastering English. They can get better jobs when they master
English. They can also expand their knowledge if they can master English well because a lot of
books are written in English. English is also important for their everyday life, for example, when
they use the computer, the menus in the computer are also presented in English.
Teachers will not have enough time to teach the materials or what is needed by their
students in their real life.
To activate the students’ desire to learn, teachers should use the learner-centred approach
in their teaching. This means that the learners should be given as much opportunity as possible to
develop their own skill and capacity. This seems to be easily understood, but this can be very
difficult to be implemented in the classroom (Nunan, 2015: 18).
Oxford (1990) suggests that teachers should let the learners do a task without any strategy
training. Then, they may also teach other helpful strategies which may be used by the learners in
their foreign language learning. This is followed by providing opportunities for the learners to
practise using the strategies taught by the teachers. And the last, teachers should show to the
students how the strategies can be applied in doing other tasks.
Teachers are suggested to focus on four issues when teaching learning strategies (Cohen,
2011: 683). They are the awareness of the strategies used by the learners, the presentation and
model of strategies, the provision of opportunities for the learners to be independent learners, and
the provision of the opportunity for learners to evaluate the effectiveness of their strategies.

9
 In language learning, learners interact with others (Richards, 2015: 45).The communication
happening when learners interact with others can facilitate their language acquisition. So, it is
important for teachers to encourage students to work with others in their learning.
Learners may not be able to develop their independence in learning unless teachers
encourage them to do so. It is the teachers’ duty to raise the learners’ awareness and knowledge
of themseleves, their learning needs and preferences, their beliefs and motivation, and the
strategies they can use to develop their language competence (White, 2008: 3).
Teachers can design activities which ask students to use the Internet and encourage them to
find information on their own. Teachers should give credits to the work done by students on their
own initiative.
Now, we can find thousands of web pages which can be used for learning different
languages, including English (Chapelle, 2003: 35). Internet users can get access to websites and
find a lot of information on language learning.
With the development of smartphones, internet users can even learn the foreign languages
almost everywhere. They can learn English, for example, in different places. This is different
from what happened a few years ago. Due to the limited sources, students can only work in class
or at home.
Michael and Modell (2003: 4) argue that learning is the result of experience. Therefore, in
order to develop autonomy in learning, learners should be provided with experience in learning
on their own.
Learners learn with their own pace (Pankratz and Petrosko, 2000: 134). Some can learn
very fast while others may learn very slowly. This means that it is much more appropriate for the
learners to be encouraged to learn by themselves. The teachers must not expect that the students
will have to learn the same materials at the same speed. Teachers must encourge those who can
learn fast to do as they wish.
Michael and Modell (2003: 4) argue that learning is the result of experience. Therefore, in
order to develop autonomy in learning, learners should be provided with experience in learning
on their own.
In order that the learners are willing to learn, the materials must be meaningful (Pagliaro,
2013: 58). The materials that teachers teach must also be meaningful to the students. Learners
can be encouraged to find materials which they think meaningful for them.

THE ADVANTAGES WHEN STUDENTS HAVE THE DESIRE TO LEARN

One of the advantages of having the desire to learn is that students will be accustomed to
learning. Those who have been accustomed to learning will not find any difficulties when they
have to face new problems, they have to master new skills, or they have to master new
knowledge.
With the development of information technology, those who are accustomed to learning
will also not find difficulties when they have to find websites which are suitable for their
purposes and their levels of language mastery, for example. There are a lot of materials specially
designed for beginners, for example.So, they will have no problems in their life.

10
CONCLUSION

Based on what has been presented before, it can be concluded that it is important for teachers to
activate the students’ desire to learn. This is especially true as people will have to continue
learning in their life. They will not stop learning only because they have finished school. In their
job later, they will have to learn new things or even new skills. Teachers are encouraged to
develop their students’ autonomy in learning.

REFERENCES

Barnett, R. (2007). A Will to Learn: Being a Student in an Age of Uncertainty. Backshire:

McGraw Hill.

Benade, L. (2017). Being a Teacher in the 21st Century: A Critical New Zealand Research
Study. Auckland: Springer.

Chapelle, C.A. (2003). English Language Learning and Technology. Amsterdam: John
Benjamins Publishing Company

Cohen, A.D. (2011). Second Language Learner Strategies. In E. Hinkley (ed.). Handbook of
Research in Second Language Teaching and Learning. Vol II. New York: Routledge. Pp.
681-98

Dilworth, R.L. & Boshyk, Y. (2010). Action Learning and its Applications. New York: Palgrave
McMillan.

Gage, N.L. (2009). A Conception of Teaching. Stanford: Springer.

Hurd, S. & Lewis, T. (Eds.). (2008). Language Learning Strategies in Independent Settings.
Bristol: Multilingual Matters.

Michael, J.A. & Modell, H.I. (2003). Active Learning in Secondary and College Science
Classrooms: A Working Model for Helping the Learner to Learn. Mahwah: Lawrene
Erlbaum Associates, Publishers.

Murray, G., Gao, X. & Lamb, T. (Eds.) (2011). Identity, Motivation, and Autonomy in Language
Learing. Bristol: Multilingual Matters.

Nunan, D. (2015). Teaching English to Speakers of Other Languages. New York: Routledge.

Pachler, N. & Redondo, A. (Eds.). (2007). A Practical Guide to Teaching Modern Foreign
Languages in the Secondary School. London: Routledge.

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Pagliaro, M.M. (2013). Academic Success: Applying Learning Theory in the Classroom.
Lanham: Rowman & Littlefield Education.

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Richards, J.C. (2015). Issues in Language Teaching. Cambridge: Cambridge University Press.

Sternberg, R.J. (2010). College Admissions for the 21st Century. Cambridge: Harvard University
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Sullo, B. (2007). Activating the Desire to Learn. Alexandria: Association for Supervision and
Curriculum Development.

Webster-Wright, A. (2010). Authentic Professional Learning: Making a Difference through

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White, C. (2008). Language Learning Strategies in Independent Language Learning: An

Overview. In Hurd, S. & Lewis, T. (Eds.). (2008). Language Learning Strategies in
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12
 THE STUDENT’S PRODUCT PRESENTATION VIDEO AS AN
ASSESSMENT TOOLSOF ENGLISH
FOR ECONOMICS CLASS

Anandha
Semarang University (USM), Indonesia
Email: anandha.pbi@gmail.com

ABSTRACT

The education process nowadays demands a large of skillful human resource. On the
digital era, student needs to be able to communicate well. They compete in the borderless
worldwide. That is why oral communication considered as important thing in life. Student ability
to communicate should be trained regularly in a daily basis. Economics Business English is a
general lecture on the Economics Faculty of Semarang University to enhance the students’
ability. The English lecture is one of language training media, in which students can elaborate
their English speaking skill. The students of Economic Faculty in Semarang University learn
English as their second language. Teaching and learning process on the classroom use modern
technology as learning media. One of the media is assessing students to make a video of product
presentation in order to know their ability on speaking. The paper highlighted the video as
assessment tools of English class. A questionnaire and semi-structured interview was used to
complete the triangulation. The data were qualitatively analyzed. Results of the study revealed
how the video as an assessment tools implemented in a language classroom enhance the
students’ English skills.

Keywords: video, assessment tools, English for Economics.

INTRODUCTION
The information and communication technology nowadays has profound impact on
students. In adult education, the ASEAN economics market brought new paradigm of English,
since it used as the language of communication. As a result, English is being taught and learned
around the world.Adult students learn English at college so that they will be able to
communicate. They are supposed to speak correctly and effectively, because any gap and
communication results in nmisunderstanding and problems. When we speak, we should have
knownourselves, as Robert Frost said, “…I talk in order to understand…”. So that, on the digital
era, student needs to be able to communicate well in order to compete in the borderless
worldwide.
There are four kinds of language skills: reading, writing, listening, and speaking. Oral
communication is an important aspect in English to be mastered. The skill of speaking is needed
by the students to communicateon the target language. Language is a communication tool to
express ideas. Communication takes place, where there is speech. The speaking skills is
important. We use language in a various situations. As Rivers (1981) argues, speaking is used
twice as much as reading and writing in our communication.Speaking ability needs a lot of
practice. The adult education, especially college students, should applied English speaking
mastery by putting English as a matter of communication. The economics students of Semarang

13
University learn English as the general lecture. It means they do not learn English language
everyday, beside, English were not their major. They were found tongue-tied in English
speaking. That is why learning English speaking on class is not enough. Lecturer needs to let the
students experiencing their oral English by practice.
To practice the speaking skill, the economic students of Semarang University need to
assess. In Mikre, Van den Akker (2010: 15), explain that assessment is a process for obtaining
information in curriculum operation in order to make decisions about students’ learning,
curriculum and programs, and on education policy matters. Assessment is a fundamental tools in
the learning process, especially in speaking. There are many ways to assessing students.
Assessment is ongoing process that encompasses a much wider domain. According to Brown
(2003: 4), assessment is a popular and sometimes misunderstood term in current educational
practice. The paper will limit assessment in terms of giving students task to record the product
presentation video as a tools of assessment. The students were asked to practice their
presentation skill.The lecturer give task that push the students’ improvement in English speaking
by ask them to provide a product presentation video.
Types of assessment according to Brown (2004: 5),there are two huge classification of
assessment, namely informal and formal assessment and formative and summative assessment.
The detail information is as follows: (1) Informal and Formal Assessment: Informal assessment
can take a number of forms, starting with incidental, unplanned comments and responses,
along with coaching and other improve feedback to the students. On the other hands, formal
assessment is exercises procedures specifically designed to improve the skill knowledge. (2)
Formative and Summative Assessment: The formative assessment means evaluating students
in process of “forming” their competencies and skills with the goal of helping them continue that
growth process. The key to such formative is the delivery by the teacher and internalization by
the student of appropriate feedback on performance, with an eye toward the future continuation
or formation of learning. Some example of that assessment is when the teacher gives students
comments or suggestion as a feedback to improve the learners’ language ability. Summative
assessment aims to measure, or to summarize. A summation of what a student has learned
implies looking back and taking stock of how well that student has accomplished
objectives. Final exams in a course general proficiency exam are examples of summative
assessment.
The posterior analysis of the videos reveal what was an unexpected product of the
activity: they produce a fine assessment tool, for they reveal some aspects which cannot be easily
assessed in content learning. But there isanother possibility, related to learning assessments.
In making a video, students have to access their cognitiveresources, define the strategies
that allow them to fulfill what was asked by the lecturer.This activity has some meta-cognitive
characteristics, for it makes the students think about their actions, planning and re-planning them,
trying different language forms till they find the appropriate one, recognizing and overcoming
their limitations in the process ofproduction.
Lecturer evaluation occurs in three occasions: in the brainstorming of presentation draft,
when students ask the teacher for help, during theprocess of video makingwhen the students have
to interact with other people.
My purpose in the paper is discuss the product presentation video as an activity used as
an assessment tool in economics students of Semarang University.The students were asked, after
formal instruction, to produce a short video of product presentation. The students have to
presents a product to other people. They have to work individually, and also write the consumers

14
feedback of their English skill.How students prepare the presentation? What is the impact of
product presentation to the students English speaking ability? Those are the basic questions for
the observer to conduct a research entitled “The student’s product presentation video as an
assessment tools of English for economics class”.

METHODS
The subject of research are the economics students of Semarang University. The research
was conducted during the semester progress. Lecturer become facilitator on the preparation of
student’s product presentation video. Students work individually and looking for the consumers
to practice their product presentation task. The observer observed the students preparation and
seek the impact to the students English speaking ability.
The paper falls into a descriptive research.The research instruments were the
questionnaire that was designed to view the students participation on the preparation process and
to view the product presentation video impact on students English speaking ability. Data were
taken from the questionnaire and interview. The observer also took some theories as literature
review to explore the power point as assessment tools.
The data were collected on the learning progress. First, lecturer give explanation about
the assessment and ask them to write the presentation draft. Second, the lecturer explain how to
do presentation and how to deliver the materials. Students create their draft in a week. The
meeting after, lecturer explain further on how to do a good presentation. The lecturer also
explain thoroughly about things should presenter said and done. In the meeting, lecturer explain
the scoring system, so students would be aware of their performance later. The next meeting,
lecturer allow the students to consult anything related to the presentation. The recording process
of product presentation start the week after, lecturer give them one week to record and edit
it.While they submit it, the observer have some interview and distribute the questionnaire.

DISCUSSION
The videos provided a very useful assessment tool. The students were given the
possibility of presenting a product to the consumers, and they did what it takes to be able to
speak in English. In general, the kind of assessment is only possible with students’ good
preparation. In preparing the product presentation video, students are actively communicate. The
progress checked by the lecturer. Result from analysis of data indicate that all students can
perform the product presentation fluently. It can be seen from the video they submitted.
At the beginning, students look for the product they want to presents. Students also look
for the information related to it. They easily found the product and found the information.
Students may work together with their friends on the process.
On the second week, they brainstorm the presentation script based on information about
the product. Lecturerexplain how to do presentation and give some tips to be a better presenter.
Students create their draft in a week.The lecturer allow them to consult anytime.
In week 3, lecturer check the student’s progress. They follow the progress, wrote the
draft. Some errors that found were corrected. General information related to the error shared on
class. Students are actively engaged on the process.Lecturer also explain further some points
about things should presenter said and done. On the stage, students were able to grasp the
material, it have been proven on the week after when they submit the video.Furthermore, lecturer
explain the scoring system, so students would be aware of their performance later.

15
 The fourth week, lecturer allow the students to consult anything related to the
presentation. She also remind them to submit the video next week.
Findings at the stage showed that more than a half of students were able to perform well
on the product presentation video. Employing individual assessment, the process of speaking
practice was going on through the process of product presentation video making.
From the short interview and questionnaire, the result are: all of the students have
prepared the presentation scripts well before presentation (100%). The lecturer has given them
time to consult on every meeting. The students record the video using their own gadget. Some of
them edited the video (7,1%), while the others are not (92,9%). According to the students, the
video presentation assessment encourages them to develop creative thinking (100%). They also
absolutely believe that the assessment have improved their English speaking skill and their
critical thinking (100%). The students feels positive about the assessment because it have
improve their English ability (100%). On the interview, students think that they have been
encouraged to have critical thinking and feels good about it. On the process of recording the
product presentation video, some students did not feel confident (71,4%). On the interview,
students said that they can not stand the nervous in front of camera. While the rest (28,6%) feel
confident about it. As the students of economic faculty, students are fully agreed that the
assessment of product presentation really improve their understanding about English for
economics (100%), and they have been encouraged to use a proper English in speaking (100%).
Beside, product presentation video recording process would improve students speaking ability,
since they have to do the presentation in front of other people.

CONCLUSION
This paper proposes that the production of product presentation videos is a very
appropriate assessment tool for economics students.In fact, videos can be used for measuring the
students speaking ability.The proposed activity include in the lecture of English for Economics
as a general lecture. This activity requires more skills: requires students comprehension of the
material given, active participation of the students in their process of learning, and are related to
the use of technology they are familiar with.
The videos allowed the lecturer to check precisely how the students interpreted what he
or she have been taught. The videos revealed how the students practice the speaking skill, and
surprisingly they seem to have spent time in preparing the videos. The main conclusion is that
the product presentation video by economics students is a possible and reliable assessment tool.
Students are actively engage on the preparation process and improve their speaking skill.

REFERENCES

Brown, H.D. (2003). Language Assessment: Principles and Classroom Practices. London:
Longman.

Brown, H. D. (2004). Language Assessment. New York: Longman.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy.

White Plains, NY: Longman.

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Brown. G. and G. Yule. (1983). Teaching the Spoken Language ; An Approach Based on the
Analysis of Conversational English. Cambridge: Cambridge University Press.

Craig, Russell; Amernic, Joel H. Innovative Higher Education, 2006, Vol.31 Issue3, p147-160,
14p.

Ellis, N.C. (2003) Constructions, chunking and connectionism: The Emergence of Second
Language Structure. In C.J. Doughty and M.H. Long (eds) The Handbook of Second
Language Acquisition (pp. 63 103). Oxford: Blackwell.

McCarthy, P. & Hatcher, C. (2002) Presentation Skills. London; Sage Publications,

267pp.

Mikre, Fisseha. (2010). The Role of Assessment in Curriculum Practice andEnhancement

of Learning. [online]. http://www.nate.org.uk. Accessed on March 4, 2017.

Rivers, W. (1981). Teaching Foreign Language Skills (2nd ed.). Chicago: University of
Chicago Press.

Taras, Maddalena. (2005). Assesment – Summative and Formative Some Theoretical

Reflections. BristishJounal of Educational Studies. ISSN 0007-1005. Vol. 53, No.
4: University of Sunderland.

17
 THE STUDENTS’ MASTERY IN USING ‘TO BE’ AND ‘AUXILIARY
VERB’ IN SIMPLE PAST TENSE SENTENCES OF THE FIRST GRADE
AT SMANEGERI1 KUTOWINANGUN
IN THE ACADEMIC YEAR OF 2016/2017

Basuki
master_basuki@yahoo.com

Emi Kurniasari
emykurniasari99@gmail.com

Abstract
The aims of this research are (1) to describe students’ mastery level in using to be and auxiliary
verb in simple past tense sentences of the first grade of SMANegeri 1 Kutowinangun in the
academic year of 2016/2017 (2) toidentify students’ difficulties in mastering to be and auxiliary
verb in simple past tense sentences of the first grade of SMANegeri 1 Kutowinangun in the
academic year of 2016/2017.This is a quantitative descriptive. This thesis explains about the
usage of to be and auxiliary verb on first grade of SMANegeri 1 Kutowinangun. In collecting
data, the researchers prepared the research instrument, giving the test to the students, collected
the students’ worksheet, analyzing the data, the researcher made the percentage of correct and
wrong answer for to be and auxiliary verb. This research was conducted at SMANegeri 1
Kutowinangun on Thursday April 20th 2017. The samples of this research are 66 students which
have chosen by random sampling. The researcher took two classes, X MIA 1 and X MIA 4 as the
subject of this research. The result shows that the students can not differentiate between to be
and auxiliary verb in simple past tense sentences and to get the solution the students should give
more attention about to be and auxiliary verb. The mean score of the students’ mastery level of
using to be and auxiliary verb is 65.88. Based on the table achievement it is on the range 56-65
which is categorized as fair. Then the mean score of the students’ mastery level of using to be is
71.36, based on the table achievement it is on the range of 66-79 which is categorized as good.
The mean score of the students’ mastery level of using auxiliary verb is 64.77, based on the table
achievement it is on the range 56-65 which is categorized as fair. And based on the result of
interview, the researcher found some of the students difficulties in mastery to be and auxiliary
verb in simple past tense sentences, those difficulties are confused about the subject (singular
and plural), confused about the verb whether irregular or regular verb, confused to differentiate
to be and auxiliary, do not know the structure and meaning.

Keywords:Tenses, To Be, Auxiliary Verb, Sentence

18
INTRODUCTION
English is one of the most important subject to graduate from senior high school.
Unfortunately, many students think and feel that studying English is very difficult.
One of factors that make students difficult to study English is they are difficult to
understanding about grammar. As we know that grammar is one of the most important things
to master English, because grammar is used for listening, speaking and writing
Some students are still confuse about past tense, especially in mastering to be and
auxiliary verb in past sentences. Based on the writer observation at SMANegeri 1
Kutowinangun, especially at the first grade students, there are still many error made by
students in using to be and auxiliary verb in simple past tense sentences. They should master
them well because this kind of pattern often appears in daily communication and
examination. The levels of students’ mastery in using to be and auxiliary verb in simple past
tense sentences have not measured yet, so this is important to measure it.
This research tries to describe the students’ level and difficulties that faced by students’ in
using to be and auxiliary verb in simple past tense sentences. Because the students’ of
SMANegeri 1 Kutowinangun still made some error and have some difficulties in using to be
and auxiliary verb in simple past tense sentences.
METHOD
This research can be categorized as a quantitative descriptive research, because the
researcher describe the students’ mastery level and the students’ difficulties in using ‘to be’
and ‘auxiliary verb’ in simple past tense sentences. The research will be held in SMANegeri
1 Kutowinangun. This research is conducted to know the students mastery level in using ‘to
be’ and ‘auxiliary verb’ in simple past tense sentences and the students’ difficulties in using
‘to be’ and ‘auxiliary verb’ in simple past tense sentences. The research will be done for 4
months from March to June 2017.
The population in this research is the first grade students of SMANegeri 1
Kutowinangun. Consisting 9 clases, and the students’ total number is 354 students. In this
research, the researcher takes 66 students as sample by random sampling. The sample taken
from two classes, those are X MIA 1 class with 32 students and X MIA 4 class with 34
students.
The researchers used test as the instrument to collect the data which consist of 25
questions. The steps of collecting the data are preparing instrument, giving the test, and
giving score to the students’ worksheet, with 4 point for each correct number. And then the
researcher interviewing some sample to know the students difficulties in using ‘to be’ and
‘auxiliary verb’ in simple past tense sentences. To analyze the data, the researchers use
quantitative descriptive and make transcription from the interview results.

19
 FINDINGS AND DISCUSSIONS
This study presents the research findings and discusses the research study analyze how
the students’ mastery in using to be and auxiliary verb in simple past tense sentences.
Research Finding
1. Data description
The data was taken from the tenth grade students of SMA Negeri 1 Kutowinangun, from
class X MIA 1 and X MIA 4 which is total consist of 66 students. The researchers gave
test with 25 question and interview with 10 students. The score from the test is between
0-100. The minimal score is 0 and the maximal score is 100.
Table 1
The classification of the students’ mastery
No Percentage Category
1. 80-100 Very good
2. 66-79 Good
3. 56-65 Fair
4. 40-55 Poor
5. 0-39 Very poor
Based on the table above we can see that the students who get score less than 39 is
categorized have very poor level. The students who get score 40-55 can be categorized have poor
level. The students who get score 56-55 can be categorized have fair level. The students who get
score 66-79 can be categorized have good level. And the students who get score 80-100 can be
categorized have very good level.
Based on the score category above the mean score of the students mastery in using to be and
auxiliary verb is 65.88, they can be categorized in “fair” level, because almost a half students get
score more than the mean. The researcher also interprets every score of the students based on
category by Arikunto, it can be seen in table below:
Table 2
Students’mastery In Using ‘to be’ and ‘Auxiliary verb’
Precentage Criteria Of To be and
Precentage
Level Ability Level Auxilairy
80-100 very good 12 18.18%
66-79 Good 21 31.81%
56-65 Fair 18 27.27%
40-55 Poor 13 19.69%
0-39 very poor 2 3.03%

20
 Based on the table above there are: 2 students or 3.03% have very poor mastery level, 13
students or 18.18% have poor mastery level, 18 students or 27.27% have fair mastery level, 21
students or 31.81% have good mastery level, and 12 students or 18.18% have very good mastery
level. From the data above we can conclude that most of students categorized have fair mastery
level. The complete resume of each mastery level can be seen in the chart below.

Chart 1
Degree of the students’ mastery in using to be and auxiliary verb

the students' mastery in using to be

and auxiliary
25
20
15
10
5
0
Very Good Good Fair Poor Very Poor

Because the mean is 65.88 we can say that, the average of mastery level of the students is
categorized “fair”.

The students mastery level in using ‘to be’

There are 17 questions that contain to be. They are number
1,2,3,4,5,6,8,12,13,14,16,17,19,21,23,24,25. The following table shows the result of the students’
mastery level in using ‘to be’.
Table 3
The students’ percentage level in using ‘to be’
Percentage Criteria of To be Percentage
level ability level
80-10 Very good 18 27.27%
66-79 Good 23 34.85%
56-65 Fair 15 22.73%
40-55 Poor 8 12.12%
0-39 Very poor 2 3.03%

Based on the table above there are 18 students or 27.27% have very good mastery
level, 23 students or 34.85% have good mastery level, 15 students or 22.73% have

21
 fair mastery level, 8 students 12.12 % have poor mastery level and 2 students or
3.03% have very poor mastery level.
Chart 2
Chart students’ mastery in using ‘to be’

to be
30
20
10
0 to be
Very Good Fair Poor Very poor
good

Because the mean score is 71.36 we can say that the average mastery level of students in
using ‘to be’ is categorized “good”.

2. The students’ mastery level in using ‘auxiliary verb’

There are 8 questions that contain auxiliary verb, they are 7,9,10,11,15,18,20,22. The
following table shows the percentage students mastery level in using ‘auxiliary verb’.
Table 4
The students’ percentage level in using ‘auxiliary verb’

Percentage Criteria of To be Percentage

level ability level
80-10 Very good 26 39.39%
66-79 Good 17 25.76%
56-65 Fair 8 12.12%
40-55 Poor 13 19.70%
0-39 Very poor 12 18.18%

Based on the table above we can there are 26 students or 39.39% have very good
mastery level, 17 students or 25.76% have good mastery level, 8 students or 12.12%
have fair mastery level, 13 students or 19.70% have poor mastery level and 12
students or 18.18% have very poor mastery level.

22
 Chart 3
Chart students’ mastery in using ‘auxiliary verb’

auxiliary verb
30
25
20
15
10 auxiliary verb
5
0
Very Good Fair Poor Very poor
good

Because the mean score is 64.77 we can say that the students’ mastery level in using
auxiliary verb is categorized “fair”.
Table
Result of the computation

Name of the computation Result

Mean (average) 65.88
Standard deviation (SD) 9.34
Modus 76
Median 64
Range 60
Highest score 92
Lowest score 32

The researchers conclude that the students mastery in using to be and auxiliaryverb in simple
past tense sentences is categorized “fair”, it shown by mean of the data is 65.88 and the standard
deviation is 9.39.

INTERPRETATION AND DISCUSSION

1. Interpretation
a. The test
1) 18.18% students are classified into very good category,
2) 31.18% students are classified into good category,
3) 27.27% students are classified into fair category,
4) 19.60% students are classified into poor category,
5) 3.03% students are classified into very poor category,

23
 The highest score of the students’ mastery in using to be and auxiliary verb in simple past
tense sentences is 92, and the lowest score is 32. The mean of the students’ mastery in using to
be and auxiliary verb in simple past tense sentences is 65.88.
b. The interview
The researcher used the interview method besides testing the students. The reason why
the researcher took interview as the research instrument is to dig more information about the
students’ difficulties in mastery using to be and auxiliary verb in simple past tense sentences.
The interview was in Bahasa, so that the students could understand the questions and answer it
easily. From the interview the researcher found seven points of the students’ difficulties in
mastery simple past tense. Those points as follow:
1) Confuse about the subject (singular and plural)
2) . Confuse about the verb whether irregular verb or irregular verb (changing the verb into past
form)
3) Confuse about to be, which to be should be used
4) Confuse to differentiate to be and auxiliary verb
5) Do not know about the structure
6) Do not understand the meaning

CONCLUSION
Based on the result of the research, there are some conclusions which can be drawn.
First, the students’ mastery level in using ‘to be’ and ‘auxiliary verb’in simple past tense
sentence is 65.88 and can categorized as fair. Second, The students’ mastery level in using ‘to
be’ in simple past tense sentence is 71.36 and can be categorized as good. Third, The students’
mastery level in using ‘auxiliary verb’ in simple past tense sentence is 64.77 and can be
categorized as fair. Then based on the interview result, the researcher conclude that there are
some students’ difficulties in mastery ‘to be’ and ‘auxiliary verb’ in simple past tense sentences
such as confuse to differentiate to be and auxiliary verb and do not know the structure. This
means some students can using to be and auxiliary verb is simple past tense sentences correctly
and the other cannot using to be and auxiliary verb in simple past tense sentences correctly,
because they have some difficulties in mastering it.

REFERENCES
Arikunto, Suharsimi. (2014). ProsedurPenelitianSuatuPendekatanPraktik. Jakarta: PT.
RinekaCipta
Brown, H Douglas.(2004). The grammar of English Grammar. United States: Karl Hagen and
The Online Distributed Proofreading Team.
Brown, H Douglas. (2007). Principles of Language Learning and Teaching. United States:
Pearson Education.
Creswell. John. (2012). Educational Research. United States of America: Pearson.
Davidson, George.(2006). Phrases, Clause, and Sentence. Singapore: B & Jo EnterpisePte.Ltd
Decapua, Andrea. (2008). Grammar for Teacher. A guide to American English for Native and
Non-Native Speakers. New York: Springer.
Eastwood, John. (2005). Oxford Leader Grammar. China: Oxford University Press

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Kolln, Martha.,& Funk, Robert. (2012). Understanding English Grammar. United States:
Pearson.
Marsh, Philip Michael. (2007). Get It Right. Jakarta: GramediaWidiasarana Indonesia
Murphy, Raymond. (201)2. English Grammar in Use Fourth Edition. Cambridge University
Press.
Sittah, Annafiah. (2000). Simple English Learning Grammar, Story and Conversation.(taken
from http://www.belajarbahasainggris.us accesed on Mei 26th 2017 at 22.05pm)
Sugiyono. (2010). MetodePenelitianPendidikan. Bandung: Alfabeta.
Swan, Michael. (2005). Practical English Usage. Oxford: Oxford University Press.
Teschner, R. V., & Evans, E.E. (2007). Analyzing The Grammar of English 3rd Edition.
Washington, D.C.: Georgetown University Press

25
 PRAGMATIC STUDIES: THE USE OF CODE-SWITCHING IN
JAVANESE ART PERFORMANCE DONE BY STUDENTS OF SMPN 1
KESESI KABUPATEN PEKALONGAN

Edi Sunjayanto Masykuri, Menik Widiyati, Latifah Femi Nuraini

Purworejo Muhammadiyah University Jln. KHA Dahlan No 3 Purworejo, Indonesia
esunjayanto@gmail.com

ABSTRACT
The study examines the language used by students in Javanese art performance in junior
high school. The studentswho are multilingual tried to portrayJavanese, English, Bahasa
combined with their accent of Pekalongan Javanese. This language context association process
may represent students’ knowledge. The art performance is story telling about fable and it is in
Javanese combining with Pekalongan accent. The aims of the study are to explain the
conversational functions of code switching occuring in Javanese Performing art done by
students of SMPN 1 Kesesi and to describe the factors accounted for the code switching. The
study is descriptive qualitative. This methodology are recorded, transcribed, identified,
categorized and reduced. Finally, the classification falls into 6 conversational functions. Factors
such as participants, topics, setting, attitudes, values and culture accounted for switching codes
at Javanese art performance in SMPN 1 KesesiKabupatenPekalongan, Central Java. The result
of the analysis also shows that 3 languages are used by students in switching codes.
Keywords: code switching, story telling, multilingual.
INTRODUCTION
Language is one of the important things for humans to think and socialize. In many ways
we use language to express, to communicate, to show the mood. Actually in context of
sociology, we know that language is as a symbol of social term. For example we use English to
discuss about science; we use Bahasa Indonesia to show our nationality, we use Javanese to
show our identity and so on.
Goffman (1983) gives the example the social structures which do not determine ways of
speaking but merely provide a repertoire of information to draw on in interaction. Agha (2003)
states that process of association relies on the existence of metadiscourses about language use
that might initially be found in dictionaries and prescriptive grammars, magazines and television.
Then metadiscourses concern and develop into discourses about type of people who habitually
speak a certain variety of a language.
A speech event which contains the type of metadiscourses along with senders and receivers
involves in speech chain. Some people know the varieties of language will relate with social
structures and characteristics and they will use the particular variety(Agha: 2003).
Marasigan (1983) seeks answers of a variety of code switching and code mixing in
Metropolitan Manila. She investigates the complexity of Tagalog, Spanish and English which are
commonly used all over Metro Manila area. The situation of Spanish occupation, then English,
and follows by Pilipino promotion influence its language situation. In her study, she tries to
identify the socio-cultural and individual factors; to establish when and to what extent they

26
switch codes; and to interpret the social meaning of this switching; then to discover sufficient
bases for considering mix-mix as either a pidgin or a Creole or both. Mix – mix, the resulting
language of code switching is spoken in the capital city of Philippines on school campuses, in
classy shopping areas, offices, homes, etc when people have informal meeting, party and other
social gatherings. She points that code switching and code mixing are serving particular
communicative ends and there is a hope that the assimilation of English and Pilipino will become
more effective communication.
In Javanese communication, the speakers involve locating themselves in an appropriate
social position before starting with their utterances. This position will influence the selection of
variety they will use in the conversation. There are five varieties: (1) the Ngoko variety, used by
(grand-)parents to (grand-)children, teachers to students, elders to the younger, and between
close friends; (2) the Madya variety, mostly used by those who lack of language courtesy; (3) the
Krama variety, used by children to parents, students to teachers, among strangers, and workers to
supervisors; (4) the Kedhaton variety,used in the Javanese kingdoms, i.e. in Keraton Solo and
Yogya; and the Kasar variety, which is used mostly by people who do not know language
courtesy at all.
In Pekalongan, students which are multilingualwho use language mixture, speak not only
Javanese as the mother tonguebut also other languages which contribute the education and media
at school and they set the formation of association of language context. It will draw the
sociolinguistic which represents of Pekalongan Javanese.

The aims of the study are to explain the conversational functions of code switching
occuring in Javanese Performing art done by students of SMPN 1 Kesesi and to describe the
factors accounted for the code switching.

METHODS
The research used qualitative approach. The data of the research were focused on code-
switching in drama, art performance. Code-switching is in the form of discourse made by
students of SMPN1 KesesiKabupatenPekalongan as multilingual, non-English users were
analyzed by using the theory which is found by the linguists.
To achieve the goal, the study is conducted to descriptive stage where there will be
description details of certain phenomena of any individual or a certain group in a society and
carefully explained how the phenomena occurred in the group in the explanatory stage
development.

1. Object of the Study

The object of the study is script of fable entitled KetheklanMerak. It is performed in
graduating celebration in SMPN1 KesesiKab. Pekalongan in April 2015. The script is used
Javanese with Pekalongan accent. The speakers are the native and some hearers are non-native.
In constructing code switching, participants may have different terms. It means that they may
switch the codes in the form of words, phrases or sentences.
2. Unit of Analysis
The unit of analysis of the study in this research was the utterances and text in
presentation made by speakers. The utterances produced were recorded and transcribed.

27
3. Analyzing the Data
The first step of analyzing the data was transcribing the record data. The researchers
transcribed the discourse of code-switching by the speakers which are multilingual. The
researchers identified the form of code-switching. This identification helps to classify the form
of code-mixing, whether form of words, phrases, or sentences.

RESULTS
The data is a script from storytelling of graduate school SMPN1 Kesesi 2015. According
to the data, it is shows that there are language varieties, functions and factors of switching code:

Language variety Function of Factor of switching

Switching code code
Javanese Expressing proper Lack of knowledge
Bahasa Indonesia language
English
Arabic Showing humor Indicate a change
more or less formal
Showing group Impress another with
identity virtuosity in one
language
Showing Interjection

Showing addressee
specification
Showing quotation
Showing
personalization
Showing facility
expression

28
1. Language Varieties
They are found in the data:

E B Bsl A
OK kompetensi dasar Biasa aja keleus Assalamu’alaikum
dongeng fabel ngeliatnya. warohmatullahi
Lebay wabarokatuh.
Indicator mempelajari Alhamdulillah
dongeng fable
Beracamwarna
Seksi
Wajib

Note:
E : English
B : Bahasa Indonesia
Bsl : Slank of Bahasa Indonesia
A : arabic
Code variety in Javanese
Ngoko Madyo Kromoalus Meaning
Ono Enten Wonten (v) Exist
Arep Ajeng Badhe (v) Will
Ngrungoake Mirengke Mirengke (v) Hear/listen
Wenehane Paringane Peparinge (n) Gift
Ketemuan Kempalan Pepanggihan (n) Summit

29
 Code variety in accent
Surakartan/ Pekalongan Meaning
Jogjakartan Javanese Javanese

Iki Kiye It/ this

Arep Apan Will
Oraopo-opo Orakaiki Never mind
Terus/ banjur Dongan Next
Aku Nyong I
Kowe sampeyan You

DISCUSSION
Corpus 1
Teacher : Ajeng Ritahana ...onoopora? (AjengRitahana…. Is she coming?)
(Ngk)
Student 1 : Wonten, Bu. (Present, Ma’am.)
(Krm)
Teacher : Siti Kustanti ...hadir?(Siti Kustanti ... Also coming?)
Student 2 : Wonten, Bu. (Present mom)
(Krm)
Teacher : Aurora Kusuma Ratu ...mangkatyo?
(Ngk)
(Aurora Kusuma Ratu ... present, aren’t you?)
Student 3 : Wonten, Bu. (Present mom)
(Krm)
Teacher : OK. Pepanggihan menika kita badhe sinau kompetensi dasar dongeng
fabel.
(Krm)
(OK. Today we are learning about basic competence of understanding
fable)
Teacher as speaker, she is Javanese but not from Pekalongan. She does not know how to
speak in Javanese in Pekalongan Accent. The speaker is older and more superior than hearers.
The hearers are students from Pekalongan and know how to use Pekalongan accent.
When the speaker said to the hearers (the students), she usedngoko (Ngk) to show her
superiority. But when she made conversation with the audience which may be more superior to
her, she usedKrama (Krm). At the same time the hearers were aware and used the proper
language.
So in this conversation, the teacher switched the code to show expression in proper
language. It means that the speaker practices in speaking proper language function of Javanese.
The factor of switching code is indicating a change to less or more formal situation. Corpus 2
Storyteller : Assalamu’alaikum warohmatullahi wabarokatuh.
Kagem bapak ibu sedoyo, ngaturaken sugeng pepanggihan.

30
 (Krm)
(Assalamu’alaikum warohmatullahi wabarokatuh).
(Dear ladies and gentlemen, welcome here)
Hei konco-konco, piye kabare? Apik?
(Ngk)
(Hi guys, how are you? Always better?)
The storyteller was the student as the speaker. The speaker switched the code from krama
(Krm) to ngoko (Ngk) because she expressed the proper language. The first utterance was for
older which was more superior. So she usedkrama (Krm). Then she made conversation to the
audience which is same superior by using ngoko (Ngk). So the factor of switching code is giving
a signal to hearer more or less formal.
Corpus 3
Storyteller :Dumadakan, Kethek teko. Kethek ndlongop nyawang wulu Merak kang
alus beracamwarna.
“Eh, Thek. Biasa aja keleus ngeliatnya. Lebay.”
“nyong yo pingin nduwe wulu koyo sampeyan.”, ujare Kethek marang
Merak.
Ngk
(Suddenly, the monkey is up. He stares the peacock’s feathers which is
colorful.
“Don’t stare like that.This is my feather”. the peacock tells.
“I want to be like you” says the monkey.
The speaker as a peacock said “Eh, Thek. Biasa aja keleus ngeliatnya. Lebay.”. Speaker
used Javanese slank to show the group identity that the speaker was a teenager. Also it has a
function as showing humor. Because when the speaker said that, the audiences were laughing
spontaneously. And the same time, it shows emotion because it expresses dislike. So the factor of
switching code is impressing another with virtuosity in one language.
Corpus 4
Storyteller: “Thek, nyongroawakmu ki mung sadhermo nompo opo kang dadi
peparinge Pangeran.
Wuluku kokiye. Wulumu kokui. Kabeh mesthi duwe piguno dhewek.
Ngk
“you and I are just accept what the God give to us. Your skin is like that,
and my feather is like this. It must have its function”
The speaker switches the code from Ngoko (Ngk) to Krama (Krm), by appearing the
phrase peparinge Pangeran. The speaker must know the phrase is addressee to God. And God
must be the most superior than the speaker. So the function of switching code is addressee
specification and the factor of switching code is indicating a change to less or more formal.

Corpus 5
Storyteller :Kesesi kaline banjir. Pingin seksi monggo dipikir.
Kesesi bathike suwek. nyongseksi rodo kemenyek.
Wulu dadi banyu. nyong dadi seksi. Sopo pengen koyo nyongkiye?
The speaker may quote the utterance or makes a comical limerick and uses the word
seksi. In English means sexy (adj). This word is adapted to Bahasa or in Javanese because it is
simple meaning. So the function of switching code is showing quotation and personalization, the

31
speaker uses the word to make the audience simply understand what she said. The factor of
switching code is lack of knowledge or facility.
Corpus 6
Storyteller :Assalamu’alaikum warohmatullahi wabarokatuh.
Kagem bapak ibu sedoyo, ngaturaken sugeng pepanggihan. Hei konco-
konco, piye kabare? Apik? Alhamdulillah. Pak Raharjo makani cemeng.
Hei konco-konco, nyong pak ndongeng.
The speaker said ‘Assalamu’alaikum warohmatullahi wabarokatuh’, which not only has
meaning salutation but also praying for the prosperity and safeness. The second, she said
‘Alhamdulillah’, means all praise for God. It is the thanksgiving utterance. The speaker said the
words in Arabic. So it has function to personalize because the speaker switched the code to set
the audience in easy language so that easy for them to understand and the factor of switching
code is impressing another with virtuosity in one language.
Corpus 7
Teacher : OK. Pepanggihan menika kita badhe sinau kompetensi dasar dongeng
fabel. Indicator siswa saged ndongeng fabel. Monggo dipun pirsani
rumiyin mempelajari dongeng fabel.
The teacher as a speaker switched the code from Javanese to English by saying ‘OK’ and
‘indicator’. The teacher wanted to ask all teachers not only playing act but also learning
competence, and it ‘indicator’ as a goal. The teacher showed the other knowledge on syllabus
and curriculum.
She got difficulty in finding the right words at the time of speaking or writing which also
signed that she was lack of familiarity with the style she was using. So the function of switching
code is facility of expression and the factor of switching code is impressing another with
virtuosity in one language.

CONCLUSIONS
In this discussion we found language varieties. Many codes are used by multilingual
students. They are Javanese, Bahasa Indonesia, English and Arabic. According to the analysis,
the codes they set have their own function, such as: indicating a change to less or more formal
situation, impressing another with virtuosity in one language, showing quotation and
personalization and facility of expression. Indicating a change to less or formal situation is
always done to set to whom they speak and how they will speak. It is related to the speaker’s
intention. In other way, speaker sometimes drew the way to impress virtuosity in one language.
In this case the speaker and most audience are in same level as a teenager. The speakers are
likely want to touch audience to show humor.
Showing quotation and personalization is rarely done by speaker, because the speaker
here showed the art performance. It means they have to improve their act skill. It is different
from the science project like doing practical work, the quotation is always performed frequently.
Even though students are familiar to use Javanese and Bahasa Indonesia, they bold the words in
English or Arabic to bridge the communication.
People must understand that language is not only to communicate each other but also for
thinking and show emotion. By switching code, speaker can set the language use. It is more than
grammar and vocabulary but the taste of language; how we use it and how we respond it. The

32
speaker’s intention, the knowledge and the culture background is setting the factor of using
switch code. In other words, the more speaker recognizes who the audience is, the more speaker
grips the communication.

REFERENCES
Agha, Asif. (1998). Stereotypes and registered honorific language. Language and Society.
_________. (2003). The Social Life of Cultural Value. Language and Communivation.
Bagdan, Robert C and Sari KnoppBikle. (1982). Qualitative Research for Education: An
Introduction to Theory and Methods. Boston: Align and Bacon, Inc.
Grosjean, F.(1982). Life With Two Languages: An introduction to Bilingualism. Cambridge:
HarvardUniversity Press.
Hoffmann, Charlotte. (1991). An Introduction to Bilingualism. New York: Longman Inc.
Holmes, Janet. (1992). An Introduction to Sociolinguistics. London: Longman Group Limited.
Juliana. (2003). deall.ohio-state.edu/chan.9/c580/c580-au00/Julaian_press.ppt.
Lestari, Sri. (2002). Code Switching and Code Mixing in ‘Gayeng Semarang’ Written Discourse:
A Qualitative Study of Code Selection Used by the Writers of ‘Gayeng Semarang’. Thesis.
Semarang: The Post Graduate Program – English Studies of Unnes. Unpublished.
Marasigan, Elizabeth. (1983). Code Switching and Code Mixing in Multilingual Societies.
Singapore: Singapore University Press for SEAMEO Regional Language Centre.
Millan, Mc, James H. and Sally Schimche. (1989). Research in Education: A Conceptual
Introduction 2nded. Illinois: Sutt Foreman & Company.
Mills, Sara. (2002). http// logos.uonegon.edu/explore/sociology/gender.html).
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: CambridgeUniversity
Press.

33
 REVITALIZING CULTURE AS A LOCAL WISDOM TO MAKE SENSE
THE CHARACTER BUILDING IN THE 2013 CURRICULUM

Heru Purwanto
SMA Negeri 5 Purworejo

ABSTRACT
The 2013 curriculum development uses socio-eco-cultural approach which integrates the moral
education of local wisdom to the subject matters. The challenge identified in English as one of
the compulsory subject matters is to what extent the moral values are integrated in the lesson
plan so that it will not lose its language focus to improve the students’ English competence.
While realizing the importance of moral education of the local wisdom to be integrated in the
lesson plan, this paper further aims at highlighting some important points of culture as a local
wisdom to make sense character building in English language teaching.
Keywords: 2013 Curriculum, Culture, Language Teaching

INTRODUCTION

To face the challenge of the globalization era, the 2013 curriculum development
framework uses socio-eco-cultural approach which integrates the moral education of local
wisdom to the subject matters. This curriculum aims to shape the individuals who are faithful in
God, good in characters, confident, successful in learning, responsible citizens and positive
contributors to the civilization (Ministry of Education and Culture, 2012). In its progress to be
implemented in the new academic year in 2013/2014, this framework has been supported by
Government Regulations No. 32/ 2013 as the revision of Government Regulations No.19/2005
on the National Educational Standard and elaborated by Education and Culture Ministerial
Regulations No. 67, 68, 69, and 70 on Fundamental Framework and Curriculum Structure for
Primary, Junior Secondary, Senior Secondary and Vocational Secondary School.
From the details elaborated in legal system framework, a big challenge is identified in
English as one of the subject matters. This essay will discuss the differences of conceptualizing
culture as a part of moral education of local wisdom vs. culture as the product of interaction in
language teaching as an effort to make sense the character building in the 2013 curriculum
framework.

ENGLISH IN THE 2013 CURRICULUM

Though the 2013 curriculumstill sustains the ideas of the previous school based
curriculum (KTSP) and uses genre-based approach, there are significant changes on how the
curriculum framework defines the notion of competence and performance.
In terms of competence, Wachidah (2013) mentions that “the competence in the Content
Standard (Standar Isi) need reformulating…Standar Isi will integrate all the four aspects of the
competence in the form that is not skill-based (listening, speaking, reading and writing skills)”.
The reason, she elaborates, in KTSP, “the competence-based curriculum is addressed in skill-
based format”. As a consequence, there were many wrong interpretations in the previous
curriculum framework such as: the policy of one Lesson Plan (Rencana Pokok

34
Pembelajaran/RPP) which covered Basic Competence (Kompetensi Dasar/KD) whereas in
English curriculum, one Basic Competence (KD) is supposed to cover the four skills. The 2013
curriculumrevises these mistakes so in the process of teaching these four skills will be integrated
as the notion of the competence refers to the notion of communicative competence. From
Wachidah’s (2013) explanation, it can be inferred that the development of the 2013 curriculumin
English language teaching aims to revise the mistakes happening in KTSP. In KTSP design, the
curriculum developer mixed the ideas of competence, performance and genre-based approach.
However, the Basic Competence (Kompetensi Dasar/ KD) in the 2013 curriculumfor
teaching English does not, in fact, adopt the definition of competence in the notion of
“communicative competence” (Chomsky, 1965; Paulston, 1974; Hymes, 1967; Canale & Swain,
1980; Bachman, 1990 as cited in Brown, 2007)– which have already been accepted in the field of
English language teaching as the expected competence that the second language learners need to
master . As Wachidah (2013) states, “The curriculum of 2013 is competence-based,
operationally integrating the four aspects of competence: religious values, attitudes, knowledge,
and skills”
By so doing, inthe 2013 curriculum, the competence in English as subject matter defines
in larger domains. It does not only cover knowledge (competence) and skills (performance), but
also cover moral education (religious values and attitudes). In other words, while in one side the
concept of the 2013 curriculumcan be good because it is integrated with the moral education. On
the other hand, it might lead to a single interpretation of what acceptable as morally right
without questioning or even acknowledging that there can be varieties in the real life situation
where multiculturalism is more likely to happen in the globalized world.

CULTURE AND LANGUAGE TEACHING

In the era of teaching English as an international language, culture has been one important
aspect to be considered. The question, such as: ‘which culture should be taught if the teacher and
students come from outer circle or extending circle countries?’, has been the discussions among
teachers, educational linguists, and policy makers. In Australia, for example, approaches in
culture teaching in language education have categorized four different paradigms in the history
of language teaching: “the traditional approach to teaching culture, the ‘culture studies’
approach, the ‘culture as practices’ approach and intercultural language teaching” (LoBianco,
Liddicoat, & Crozet, 1999). The first three approaches are more conventional while the last is the
most contemporary.

THE RECENT APPROACH: INTERCULTURAL LANGUAGE TEACHING

While the other conventional paradigm highlights one culture only, the contemporary
approach in integrating culture in language teaching considers the culture(s) of both the first and
the target language. Therefore, this paradigm offers a deeper understanding of the relationship
between language and culture and the cross-cultural encounters between the language learners’
culture and the culture which involves in the target language being learned. In other words this
contemporary approach provides the room for language learners to question and acknowledge
the differences values that exist among cultures. Lo Bianco et.all (1999) state that“To access
culture in language use requires … some form of inquiry...this also requires an effort from
language teachers to rethink the very nature of language: how it shapes human interactions and
relationships. The understanding of how language/culture works in language use is the first step

35
required from language teachers and language policy makers for them to be able to actively
support an intercultural approach to language teaching (p.10).”
From the quotation it is inferred that intercultural language teaching considers language
and culture as inseparable entities which influence the language learners’ world view. Once the
language learners comprehend the way the native speaker view the world, better interactions and
relationships among people from different culture are being created.

CULTURE AND LANGUAGE TEACHING IN INDONESIA

Culture in language teaching (in this case, the highlight is in teaching English) In Indonesia, is
embedded with religious values that mainly shape the students’ attitude. This paradigm is taken
because the pillars in Republic of Indonesia’s philosophy, Pancasila. One example on how the
Core Competence (Kompetensi Inti/ KI) is elaborated in the Basic Competence (Kompetensi
Dasar/ KD) is demonstrated in the core competence of year 10 students as followed:

Core Competence (KI) Basic Competence (KD)

Develop attitudes (honesty, discipline, 2.1. Develop and demonstrate honesty, caring,
responsibility, caring, politeness, friendliness and responsibility in interpersonal
environmental friendliness, responsive and communication by giving and responding for
proactive) and demonstrate the attitude as a persuasion, encouragement and delivering
part of the solutions for various national criticism
problems by interacting effectively with the 2.2. Develop and demonstrate cooperative,
social environment and nature and place responsive and proactive attitude and internal
themselves as a reflection of the nation in motivation by doing transactional
international relations. communication with the teacher, friends and
responding long text and advertisement.
2.3. Develop and demonstrate discipline,
responsibility, helpfulness, keeping peace and
environmental friendliness by listening and
speaking
(Translated from Kurikulum 2013:Kompetensi dasar Sekolah Menengah Atas (SMA)/ Madrasah
Aliyah (MA).

From the design of KI and KD above, it can be inferred that the details in more specific
language performance are missing because of the large domains that the language competence
cover. As the focus on language teaching is basically the development of the learners’ language,
this design might not give enough support to the learners’ language development for its complex
emphasis on the religious values and attitude domains.

TEACHING ENGLISH BASED ON 2013 CURRICULUM FRAMEWORK TO MAKE

SENSE THE CHARACTER BUILDING
As the essential problem of the design of the 2013 curriculum is identified, strategies must
be developed to support learners’ language development. There are two strategies offered in this
paper: First, by defining the ideas of religious values and attitude into “culture as a local
wisdom” ; Second, by suggesting the teacher to comprehend “culture as the product of
interaction”. By so doing, the teachers will accommodate the development of learners’ language
despite the complexity of what the curriculum proposes.

36
CULTURE AS A LOCAL WISDOM
Revisiting the idea of teaching English as an international language, teachers should not
only teach the “required religious values and attitude” as what the KI and KD of the curriculum
demand but also encourage the learners to think the “other” value that they might encounter from
the target language. In order to learn about the “other” culture, the teaching of literature is
suggested. By exposing themselves to read literature, students can learn some values that can be
uncommon in their own culture. Reading authentic literature can expand the students’ world
view on the target language. After reading the literature, the teacher may guide the students to
reflect on the “other” values and compare it to their own religious value and attitude. This
activity will enrich students’ understanding on how language and culture are connected in
shaping the world view and that there are varieties of moral standard in different places and
different time. By stimulating the development of thought in the target language, the target
language is developed.

CULTURE AS THE PRODUCT OF INTERACTION

In order to create intercultural language teaching within the2013 curriculumframework,
teachers should comprehend culture as the product of interaction. By this knowledge, teachers
will not be judgmental if there students have different values from what are expected in the KI
and KD. Teachers are responsible to provide a friendly and safe learning environment for their
students. As a consequence, any attempt to guide the learners towards the expected standards
must be combined with the understanding that the development needs patience.
This approach can also be implemented in assisting students’ language development. By
considering the language of instructions used can create better academic culture, teachers can
assist students to use the target language in higher level of intellectual development with wide
range of vocabulary, grammar complexity, and rhetoric of English. Therefore, learning language
does not only develop the fluency but also develop students’ critical thinking skill in the target
language.

CONCLUSION
This paper is aimed at making sense the character building in the 2013 curriculumby analyzing
the relationship of culture and language teaching. The potential problems identified in the 2013
curriculumsuch as lack of support on learner’s language development must be overcome by
some strategies. The redefinition of the Core Competence (KI) of religious values and attitudes
in Kurikulum2013 as local wisdom helps the students to expand their world view on other culture
which in turn will contribute to the language development. In addition, intercultural language
teaching should consider culture as the product of interaction. By so doing, the teacher will
choose the language of instruction which stimulate learners’ higher order thinking ability while
facilitating language production.
In addition to these efforts, supplementary documents which clearly state the goal of language
more precise performance are still needed because the KI and KD in Kurikulum 2013 only
elaborate the competence of the religious values, attitude and the knowledge and the macro skills
(such as listening and speaking) but miss the details on the micro skills such as vocabulary,
grammar and pronunciation.

37
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Pendidikan dan Kebudayaan. Retrieved on June, 20 2013. http://bsnp-
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Pendidikan dan Kebudayaan. Retrieved on July 1 2013.
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Linguistic Conference 2013, Yogyakarta, Indonesia.

38
 THE ANALYSIS OF PHRASAL VERBS USED BY MAS FM RADIO’S
BROADCASTERS AND ITS APPLICATION IN TEACHING
VOCABULARY AT THE TENTH GRADE OF
SENIOR HIGH SCHOOL

Ismawati Ike N., S.S., M.Hum, Mahlinda Septiyanto

Purworejo Muhammadiyah University, Jln. K.H.A. Dahlan No 3 Puworejo, Indonesia
Corresponding email: ike.wardhana@gmail.com, liendha_amour@hotmail.com

ABSTRACT
This study focused on analyzing phrasal verbs on MAS (Mulia Arifta Swaragaha) Fm radio’s
broadcasters. The aims are to find out the phrasal verbs found in MAS Fm’s radio including the
kinds of phrasal verbs, and the types of meaning of phrasal verbs in semantic by Leech. This
research is also to describe the application in teaching vocabulary at the tenth grade of Senior
High School. The researcher classifies the phrasal verbs found in the script. After the data
collected, the researcher makes a list of phrasal verbs found and analyzed them. Based on the
results, the kinds of phrasal verbs on HOT TRAXX chart are Intransitive phrasal verb 35
(46.05%), Transitive phrasal verb where the object after verb and particle 33 (43.42%), transitive
phrasal verb where the object between verb and particle 6 (7.89%), and transitive phrasal verb
with two object 2 (2.63%). Besides, the types of meaning of phrasal verbs found are Conceptual
31 (40.78%), Thematic 17 (22.36%), Social and Affective 15 (19.73), Reflected and Collocative
9 (11.84%), connotative 4 (5.26%), and associative. It can be applied in teaching vocabulary at
the tenth grade of Senior High School.

Key words: phrasal verbs, MAS Fm’s radio, teaching vocabulary

INTRODUCTION
English is an international language that used by people all around the world. And vocabulary is
the central to learning English and teaching English also. Without vocabulary students cannot
understand what the seaker said and how to express their idea. There are many words that
sudents must be mastery. According to Thornbury (2002: 106) teaching vocabulary includes
teaching lexical chunks, word grammar, phrasal verb, and idioms.
Nowadays, the people ability to learn English is very important because of style changing and
globalization. There are so many word that students have not find yet on daily activities and
using media is the best way to help students know about unfamiliar words and makes the lesson
more interesting. Learning English subject in Senior High School, includes four aspect; listening,
speaking, reading, and writing. The oher elements are also tought among vocabulary, grammar,
and pronounciation.
From those four language skills, learning vocabulary is still weak, especially on learning phrasal
verb. Hinkel (2004: 178) states in general term, lexical verbs have been devided into several
large classes that have been assigned different labels and components depending on the puprose
of a particular classification. It can be found arround you that students less of memorize phrasal
verbs on daily activity, whether that phrasal verbs is a part of vocabulary that often used in our
daily activities. The one factor is students unfamiliar with phrasal verbs itself.

39
Vernon in Mart (2012: 116) suggests that phrasal verb need to be learned in the same way as any
other type of verb. Students need to be learn the phrasal verb as a vocabulary item and also how
to use it in setences. According to Rahman and Abid (2014 : 2) Phrasal verb are commonly
defined as linguistic that are engendered from the malgamation of a verb proper and particle that
can be adverb, a preposition, or both. The meaning such combinations cannot always be infered
from the meaning of the verb and the particle independently (Rahman and Abid, 2014: 2).
Using media is the important ways by teacher to teach phrasal verb. The use of media can help
the teacher in teaching learning process in order to makes more interactive and makes students
fun. Besides, media is very important to help students understand with material, although some
teachers did not using media because of limitation knowledge. Usually electronic media having
new words that used in broadcasting even in Television or Radio. There are phrasal verb, idiom,
slang word, standard language and so on. But there are many phrasal verbs that you often listen
and only on Broadcast. When listening BBC World Service programme it can be found many
phrasal verbs that used by broadcasters and it can be applied to add the students context
vocabulary.

METHODS
Based on the aim of this research, which is to analyze phrasal verb used by Mas Fm Radio’s
Broadcasters, the nature of the research falls under qualitative method. According to Sugiyono
(2011: 7) this method also called art method cause the research process on a pattern. According
to Creswell (2012: 3), research is a process of steps used to collect and analyze information to
increase our understanding of a topic or issue. There are two ways to approach the research, a
quantitative study or a qualititative study-depending on the type of problem the researcher need
to research. According to the theory above, the method used, is descriptive method. It means that
disscussion of this thesis is by using words not number. In aplying this method, the data are
identified based on the kinds and the meanings of the phrasal verbs.
The researchers collected the data by hearing the HOT TRAXX programme. The researchers
analyzed the data by herself with some steps as follows: (1) the researchers classified the phrasal
verbs found on HOT TRAXX programme; find out the meaning of phrasal verbs found; gave the
similar meaning word that can be describde phrasal verbs found; analyzed the phrasal verbs
found; got the result of investigation; and made the conclusion.

RESULTS AND DISCUSSION

These result displayed in the following table in order to make the readers easy to
understand.

40
 Table 1 Kinds of phrasal verbs
No Kinds of Phrasal Verb Frequency Percentage
1. Intransitive 35 46.05%
2. Transitive:
a. The object between verb and
6 7.89%
particle
b. The object after verb and particle 33 43.42%
c. With two object 2 2.63%
TOTAL 76 100%

Table 2 Types Meaning of Phrasal Verbs

No Types of Meaning Frequency Percentage
1. Conceptual or Denotative 31 40.78%
2. Connotative 4 5.26%
3. Social and Affective 15 19.73%
4. Reflected and Collocative 9 11.84%
5. Associative - -
6. Thematic 17 22.36%
TOTAL 76 100%

On the table 1 we can see there are two kind of phrasal verbs found in the MAS Fm
Radio’s broadcaster. Based on Wyatt (2006, 4-5) there are intransitive and transitive phrasal
verb. Whereas transitive phrasal verbs divided into; transitive phrasal verb where the object
between verb and particle, transitive phrasal verb where the object after the particle, and
transitive phrasal verb with two object between verb and between particle. On the table 1
intransitive phrasal verbs has 25 phrasal verbs among 76 phrasal verbs found in MAS Fm
radio’s broadcasters with percentage 46.05%. Transitive phrasal verbs with the object
between verb and particle on the MAS Fm radio’s broadcaster found 6 with percentage
7.89%. Transitive phrasal verb with the object comes after the verb and the particle was
found 33 phrasal verbs with percentage 43.42%. And transitive phrasal verb with two object
there are 2 phrasal verbs with percentage 2.63%.
On the following table 2 we can see there are six types meaning by Leech in
Umaghandi&Vinonthini (2017, 71) found in MAS Fm radio’s broadcaster. There are
conceptual or denotative meaning, connotative, social and affective meaning, reflected and
collocative meaning, associative meaning, and thematic meaning. Conceptual meaning has
31 phrasal verbs found in MAS Fm’s radio with percentage 40.78%. The following is
connotative meaning with percentage 5.26% and 4 phrasal verbs found in MAS Fm radio’s
broadcasters. Social and affective meaning has 15 phrasal verbs found in MAS Fm radio’s
broadcaster with percentage 19.73%. Whereas reflected and collocative meaning has
founded 9 phrasal verbs with percentage 11.84%. There is nothing phrasal verbs found for
associative meaning in MAS Fm radio’s broadcaster. Thematic meaning has 17 phrasal
verbs found in MAS Fm radio’s broadcaster wih percentage 22.36%.

41
CONCLUSIONS
Based on the research, there are some conclusions which can be drawn. First, the kinds
of phrasal verbs found in HOT TRAXX programme are intransitive phrasal verbs with
46.05%, followed by transitive phrasal verbs where the object after the particle with 43.42%.
Then, transitive phrasal verb where the object between the verb and the particle with total
percentage 7.89% and the last transitive phrasal verb with two object with total percentage
2.62%. Besides, the types of meaning of phrasal verbs found in HOT TRAXX script is
conceptual meaning with total percentage 40.78%, Thematic meaning with 22.36%. Then,
social and affective meaning with total percentage 19.73%. Then, reflected meaning with
total percentage 11.84%. Connotative meaning with total percentage 5.26%. And the last
associative meaning with 0% percentage because of not founding phrasal verbs using
associative meaning in HOT TRAXX’s scriptSecond, this research proved the theory of
phrasal verbs that can be used in teaching vocabulary at the tenth grade of Senior High
School.

AKNOWLEDGEMENTS
In the name of Allah, the beneficent, the merciful. Praise be to Allah for the blessing
given to the writer, so that she can finally complete this work. Peace and blessing be upon
the lovely prophet Muhammad.
On this opportunity, the writer is willing to thanks for all who have helped in finishing
this thesis, as follows:
a. Sri Widodo, M.Pd, the Head of English Education Program of Purworejo
Muhammadiyah University.
b. All lecturers and Staff of English Education Program

REFERENCES
Cresswell, John W. (2012). Educational Research Fourth Edition. Boston: Pearson
Education.

Hinkel, Eli. (2004). Teaching Academic ESL Writing Practical Techniques in Vocabulary
and Grammar. London: Lawrence Erlbaum Associates.

Mart, T. Cagri. (2012). How To Teach Phrasal Verbs. International Journal of Education
and Research Vol 5, No. 6, June 2012, pp. 1916-4750 ISSN 1916-4742.

Rahman, Zuhair and Abid Z. Raith. (2014). Rarity or Non-Existance of Phrasal Verbs in
Written Discourse of Omani Student-Teachers of English. SAGE Open, Article,
December 2014, DOI: 10. 177/2 582440 4556988.

Sugiyono. (2011). MetodePenelitian Kuantitatif dan Kualitatif dengan R&D. Bandung:

Alfabeta.

42
Thornbury, Scott. (2002). How To Teach Vocabulary. Harlow: Longman.
Umaghandi R., and Vinothini M. (2017). Leech’s Seven Types of Meaning in Semantic.
International Journal of Multidisciplinary research and Development Vol 4, No.
3, March 2017, pp. 2349-5979 ISSN 2349-4182.

Wyatt, Rawdon. (2006). Phrasal Verbs and Idiom: Vocabulary Workbook. London: A&C
Black Publisher Ltd.

43
 HORTATORY EXPOSITION TEXTS IN INTERLANGUAGE E-
TEXTBOOK AND THEIR COMFORMITY TO ENGLISH CONTEXT OF
CULTURE AND SITUATION

Juita Triana
Purworejo Muhammadiyah Uuniversity
juitatriana8@gmail.com

ABSTRACT
A good English model text provides the students with language knowledge reflecting the
English context of culture and situation. This study is aimed at describing how hortatory
exposition textsfound in Interlanguage: English for Senior High School Students XIof the second
semester for Science and Social Study Programme, are constructed through the English context
of culture and situation.The result of the study shows that hortatory exposition texts found in the
e-texbook seem to apply their appropriate English generic structures and lexico-grammatical
features.

Keywords: hortatory exposition, generic structures, lexico-grammatical features, English

context of culture and situation.

INTRODUCTION
As one of the sources of English teaching and learning material, an ideal texbook should
provide the English model texts that apply the English context of culture and situation. The
context of culture determines how a text is constructed through its elements which are
understood and used by its parent community. Meanwhile, the context of situation influences the
realization of lexicogrammatical features used to achieve its social purpose.
Meanwhile, the factual condition shows that not every textbook provided for the students
in language learning contains model texts which are compatible with the requirement.
Realizing text as the focus of language learning, it is necessary to study whether the texts
in the textbook with which the students work fulfill the above requirements for being the English
model text. Interlanguage: English for Senior High School students XI is one of e-books
recommended to use by Departemen Pendidikan Nasional. So, based on Hammond’s theory,
through this study, I analyze the model written texts especially hortatory exposition texts
provided inthe e-book on to what extent the texts are compatible with the English context of
culture and situation.

The Text Role for Students

Text is important as the material of teaching and learning reading and writing. Harmer
(1998: 68) states that in English reading, some of the language sticks in their minds as part of the
process of language acquisition, and if the reading text is especially interesting and engaging,
acquisition is likely to be even more successful. In teaching and learning writing, texts are
functioned as good models for English writing that should be acquired by the students inspite of
applying their L1 style. The teachers need to show students models of what they are encouraging

44
to do. Reading texts also provide opportunities to study language: vocabulary, grammar,
punctuation, and the way to construct sentences, paragraphs, and texts.

Context of Culture and Situation in Text

As stated in Derewianka’s language model (cited in Hammond, et al., 1992:1), the context
of culture gives various kinds of texts used by the society of given culture. So in learning
English, the learners involve in creating and understanding not just the meaning of texts, but also
learning how the texts are constructed through their elements to convey their social purposes.
The context of situation, according to Butt, et al. (1995: 12) helpsa communicator (a
speaker or writer) chooses words (lexical items) and grammar to communicate successfully in
the concerned situation. Hammond (1992:3) explains that the choices of words and grammar are
influenced by three aspects, they are field, tenor, and mode. Field is related to the topic or the
subject matter of communication. It determines the choices of vocabulary, verb of doing, feeling
or being. Tenor as the participants involved in communication determines the use of modality,
modulation, and choices of personal pronouns. Mode as the channel (spoken or written) used
when communication takes place determines the cohesive ties operating in spoken or written
texts.

Hortatory Exposition Text

Hammond (1992: 82) states that the social purpose of Hortatory Exposition text is to
persuade the reader or reader to take action on some matters (exposition-persuading to). The
generic structures of the text are:
a. thesis : introduces issue and indicates writer’s position in regard to issue.
b. arguments: presented in support of the writer’s position
c. recommendation: recommended action
The lexicogrammatical features of the text are:
a. focus on generic participants (human or non-human) (in bold)
b. use of specific participants in order to refer to the writer(s) and audience, predominantly in the
thesis and recommendation (in italic and bold)
c. use of causal connectives to construct the argument (some casual connectives are implicit in
the genre)
d. use of verbs of being and having (in italic)
e. use of vocabulary items that indicate the writer’s attitude (italic and underlined)
f. use of strong modality to indicate the writer’s attitude (bold and underlined)
g. use of verbs of doing (is underlined).

45
DISCUSSION
Text 1
a. Analysis on Generic Structures

Title Agriculture
Thesis Nowadays, many people have realized thatagriculture is
much more important than as thesupporting tools in
economic development. InIndonesia, agriculture should be
the priority ofdevelopment because of some good reasons.
Argument 1 First of all, theagriculture’s contributionin the beginning of
thedevelopment is highestamong the other sectors. Atpresent,
almost half of totalIndonesian labors are workingin
agriculture sector, but thecontribution of agriculture sector
does not reach30 percent.
Argument 2 Second, agriculture sector is expected to fulfill the need of
food in a country. As thenumber of population increase in an
alarmingrate each year, food supply must also increase.But in
developing countries, food productionand agricultural
production per capita neverincrease more than one percent
each year, andin some extreme case, it even stagnant.
Argument 3 Last but not least, without agriculturaldevelopment, the
growth of industrial sectorwill be hampered becausethe
growth that comes fromindustry will bring a wider gapinto
the internal economy inthat country. In turn, this gapwill
create serious povertyproblem, wider inequalityof income
distribution, andincrease unemployment.
Recommendation Based on the above discussion, it is obviousthat the
government should put agriculture asthe priority of national
development.
From http://internationalagprograms.dasnr.okstate.edu(in Priyana et al, 2008: 129)
b. Analysis on Lexico-grammatical Features
Text 1 is an argument. The communicative purpose of the text is to persuade the
reader to convince that the government should put agriculture as the priority of national
development. The linguistic feature of the text focuses on generic participants many people
46
and agriculture, besides the specific participant the government. To convince the reader, the
text uses strong modality must. It uses verb of doing fulfill, bring, create. The verbs of
having used in the text are is and will be, but there is no verb of having. It uses causal
connective because of and in turn to construct the argument. The text uses vocabulary items
that indicate the writer’s attitude alarming, much more important, priority, some good
reasons,extreme, hampered, serious, obvious.The tenses used in the text are simple present
tense, present perfect, present continuous, and present future.
Text 2
a. Analysis on Generic Structures

Title Organic Farming A Solution for Harmless Food

Thesis Organic farming is a form of agriculturewhich excludes the
use of synthetic fertilizersand pesticides, plant growth
regulators, livestockfeed additives, and genetically modified
organisms. It is believed that organic farmingshould replace
conventional one for some reasons.
Argument 1 Firstly, as far as possible, organic farmersrely on crop
rotation, integrated pestmanagement,crop residue, compost
and mechanicalcultivation to maintain soil productivity
andcontrol pests.
Argument 2 Secondly, studies have shown that peoplewho work with
pesticides have an increasedrisk of developing Parkinson’s
disease. Thepesticides examined in these two long-
termstudies, paraquat and dieldrin, are not allowedon organic
farms. The herbicide paraquat andfungicide maneb together,
but not alone, havebeen shown to cause brain damage in
mice.Some organic farming standards do allow theuse of
natural methods of protection from pestssuch as those
derived from plants. Organicactivists state that natural
pesticides are a lastalternative, while growing healthier,
diseaseresistantplants, using cover crops and croprotation,
and encouraging benefi cial insects andbirds are the primary
methods of pest control.
Argument 3 Finally, a 2001 study demonstrated thatchildren who are fed

47
 organic diets experiencedsignificantly lower
organophosphorus pesticideexposure than children fed
conventional diets. Asimilar study in 2006 measured the
levels of organophosphoruspesticide exposure in 23
reschoolchildren before and after replacing theirdiet with
organicfood: levels of organophosphoruspesticide exposure
dropped dramaticallyand immediately when the children
switched toan organic diet. Although the researchers didnot
collect health outcome data in this study,they concluded “it
assumes that children whosediets consist of organic food
items would havea lower probability of neurologic health
risks.”
Recommendation Therefore, organic farming should replace conventional one
to reduce the using of pesticides which usually remain in arm
production such as fruits and vegetables since there are a lot
of research which prove that pesticides may be harmful for
the consumers if people use pesticides improperly.

Taken from:http://www.wikipedia.com(in Priyana et al,2008: 131)

b. Analysis on Lexico-grammatical Features

Text 2 is an argument. The communicative purpose of this text is to persuade the
reader to convince that organic farming should replace conventional one as the solution for
harmless food. The linguistic features of the text focus on non-human generic participant
organic farming and human generic participantsorganic farmers, people, and children. The
text uses causal connectives therefore and since to construct the argument. It uses verbs of
doing replace, do allow, show, state, measured, dropped, switched, collect, concluded, use,
and demonstrated. It uses verbs of having have and would have. It also uses verbs of being
is and are. It uses vocabulary items that indicate the writer’s attitude it is believed, as far as
possible, primary method, significantly, dramatically and immediately, do allow, and
harmful. The sentences in the text use simple present, present perfect, and past tense. The
use of past tense in this text is acceptable since it reveals an argument taken from a research
conducted in the past.
Based on the analysis above, text 2 seems to be compatible with the requirement of
Hortatory Exposition text.

48
Text 3
a. Analysis on Generic Structures
Title Why are Diazinon and Dursband should be Banned

Thesis Diazinon and dursban are chemicalsused on lawns, gardens,

agricultural cropsand livestock as an insecticide or
nematocide(for worms). They are banned for several
goodreasons.
Argument 1 Firstly, they cause nausea, dizziness,burning sensations,
headaches, blurredvisions, stomach and muscle cramps,
twitching,diarrhea, aching joints, disorientation and
aninability to concentrate.
Argument 2 Secondly, these chemicals causehuman and animal birth
defects in manyareas of the human body including the brain,
nervous system, teeth, eyes, ears, nipplesand genitals. They
can also cause profoundgrowth and mental retardation when
pregnantmothers are exposed. This may affect on lowerbirth
weights of infants if mothers are exposedbefore and during
pregnancy, and this isassociated with lower IQs.
Argument 3 Finally, residues, of course, are onsome foods--up to 14 days
on lettuce, forexample--and the chemical also seeps into the
nearby water.
Recommendation Therefore, the government must beurged to keep the safety
factor of pesticidesparamount in their thinking. Children are
somuch more sensitive than adults to the toxiceffects of
chemicals.
Taken from: http://www.sikiwise.com(in Priyana et al, 2008:136)
b. Analysis on Lexico-grammatical Features
Text 3 is an argument. The social purpose of this text is to persuade the reader to
convince that the government must be urged to keep the safety factor of pesticides
paramount in the people’s thinking. The linguistic features of the text focus on non-human
generic participantsdiazinon and dursban, and human generic participants children. It also
uses specific participant the government. To construct the argument, the text uses causal

49
connective therefore. It uses verb of being arebut it does not use verb of having. It uses
vocabulary items that indicate the writer’s attitude inability, be urged, and so much more
sensitive. It uses strong modality must. It uses verbs of doing cause, affect, and keep.
Text 4
a. Analysis on Generic Structures

Title Private Schools

Thesis Private schools are schools that are not runby the
government. They offer various types ofschools and levels of
education. Although thegovernment does not directly run the
privateschools, the government should give moreattention to
private schools for some goodreasons.
Argument 1 Private schools provide parents with analternative to the state
sector, and a learningenvironment, which might better suit
theirchildren. In addition, whilst there are manybad state
schools, there are also bad privateschools, and some
excellent state schoolswhich compete with the best private
schools.
Argument 2 The existence of private education canactually be financially
beneficial to stateschools. The state funds the education
systemthrough taxation. Parents who do not send
theirchildren to state schools still pay the sametaxes.
Therefore, there is more money per childin the state sector.
There is evidence that a largenumber of parents, who send
their children to private schools, are both ‘first time buyers’ –
i.e.
neither parent attending a private school – andnot from the
privileged elite that the oppositionwould have us believe.
Recommendation Based on the above discussion, it isobvious that the
government should give moreattention to private schools
because they alsocontribute much in the education world.

Taken from:http://www.idebate.org(in Priyana et al, 2008:146)

b. Analysis on Lexico-grammatical Features

50
 Text 4 is an argument. The communicative purpose of the text is to persuade the
readers to convince that the government should give more attention to private schools
because they also contribute much in the education world. The linguistic features of the text
focus on non-human generic participant private schools, and human generic participant
parents. The text also uses specific participant the government. It uses causal connective
because and therefore. It also uses verb of having and being are, can, be, is. It uses
vocabulary items that indicate the writer’s attitude various, directly, first time buyer,
financially. It uses verbs of doing run, offer, give, provide, funds, pay, and sends.
Text 5
a. Analysis on Generic Structures

Title School Uniform, another Good Lesson

Thesis School uniform is special clothes worn by all students of a
particular school. The uniform ofa school may differ from
others. Why should schools use uniforms? Below are some
reasons.
Argument 1 First of all, Notre Dame’s Department of Sociology produced
a study in 1998 concerning school uniforms. Their findings
using10th grade students showed that uniforms have no
direct effecton “substance abuse, behavioural problems or
attendance.” It alsoclaimed a negative effect on student
achievements for those studentsconsidered ‘pro-school’.
Argument 2 Secondly, uniform helps to create a strong sense school ethos
anda sense of belonging to a particular community. As such
it promotesdiscipline and helps to drive up academic
standards, which is why auniform is often adopted by schools
which are being reopened with afresh start after being
classified as failing.
Argument 3 Finally, uniform acts as a social leveller, under which all
studentsare equal in the eyes of the school and of each other.
In institutions without uniform students areoften competitive
and worry endlessly about their appearance and the clothes
they should wear.Pupils without expensive designer clothes
and trainers may be singled out as social outcasts,
orstigmatised as being from poor backgrounds. For these

51
 reasons many parents prefer uniformsas they save them
money on buying clothes for school wear.
Recommendation Considering the findings, schools should implement the
uniform as their identity. Thegovernment should also publish
some kind of rule which makes uniform compulsory
forschools.
Taken from:http://www.idebate.org(in Priyana et al, 2008: 154-155)

b. Analysis on Lexico-grammatical Features

This text is an argument. The communicative purpose of this text is to persuade the
readers to convince that schools should implement the uniform as their identity and the
government should also publish the rule which makes uniform compulsory for schools.The
linguistic features of this text focus on non-human generic participant school uniform. This
text uses the embedded causal connectives. It uses the verbs of being and having is, are,
being, may be,have. It use vocabulary items that indicate the writer’s attitude strong sense
school ethos, a sense of belonging, adopted, fresh start, social leveller, the eyes of the
school, endlessly, singled out as social outcasts, or stigmatised, and poor backgrounds. It
also uses verbs of doing produced, showed, claimed, helps, create, promotes, drive, adopted,
acts, wear, save, implement, publish, and makes.
Based on the analysis above, text 5 tends to be compatible with the requirement of
Hortatory Exposition text.
Text 6
a. Analysis on Generic Structures

Title Muslim’s Headscarf

Thesis The right to freedom of religion is enshrined in the UN
charter and considered by manyto be a basic human right.
Some religions require special diet, others prayer at
specifictimes. Why should a religious mode of dress receive
as much protection as these otheraspects of religious
freedom?
Argument 1 Many Muslim women view the veil as a means to protect
their modesty and privacy.Just as we would not force any
women to be seen in public in her underwear if she did
notfeel comfortable doing so, why should a woman be forced
to show her hair if she does notwant to? Modesty is a

52
 personal judgement call; some are comfortable in the
smallest bikiniwhile others prefer a lot more clothing. No one
but the woman herself should make thatdecision.
Argument 2 Muslim women are not the only ones to feel coerced over
their mode of dress. Mostpeople are affected by the societal
norms surrounding them. Fashion trends could be seenin
exactly the same light as religious traditions.
Argument 3 Banning head coverings is only likely to provoke a more
extreme reaction among highlyreligious communities.
Framing laws to ban only Islamic forms of dress could be
consideredan attack on one religion. Feeling under attack
could cause the Islamic community to closeoff into itself.
They could set up religious schools where their children can
dress as theywant them to and not mix with children from
other faiths. These effects could never be goodfor the
integration of society and would further the influence of
extremists. Internationally,the perceived attack on Islamic
values would inflame wider Muslim opinion, feed
conspiracytheories and add to the dangerous feeling that
there is a clash of civilisations.
Argument 4 Intolerant schools make up problems as an excuse for not
allowing Muslims freedomof religious expression. In a
multicultural society, students should be aware of the
differentreligious practise and cultural traditions of their
classmates, and be taught to understandand respect these.
Without such respect, Muslims and other groups with
distinctive dress,such as Orthodox Jews and Sikhs, will be
driven out of mainstream education and forced toeducate
their children separately, which will really create divisions
and alienation.
Recommendation Based on the above discussion, the government should not

53
 banned Muslim’s headscarfas a part of school or office
uniforms.
Taken from:www.wikipedia.com(in Priyana et al, 2008: 199)
b. Analysis on Lexico-grammatical Features
The text is an argument. The communicative purpose of the text is to persuade the
readers to convince that the government should not banned Muslim’s headscarf as a part of
school or office uniforms. The linguistic features of the text focus on generic participant
moslem women, and specific participants we refers to the writer and the reader in argument
and the government. The modality used is should. It uses verbs of doing considered,require,
prayer,receive, view, protect, force, seen, feel, doing, show, want, make, affected, provoke,
set up, dress, mix, inflame, feed, add, understand, respect, create. There is no causal
connective in this text. It uses vocabulary items that indicate the writer’s attitude the same
light, extreme, highly an attack, inflame, provoke feed, intolerant schools, mainstream. The
text uses present tense.
Based on the analysis above, text 6 seems to be compatible with the requirement of
Hortatory Exposition text.

CONCLUSION
Based on the analysis on the generic structure and lexicogrammatical feature, the
hortatory exposition texts found in Interlanguage: English for Senior High School Students XI e-
textbook are in line with the English context of culture and situation. It indicates that their social
purposes are achieved. As the consequence, those texts can be appropriate sources of material in
English teaching and learning.

REFERENCES

Butt, D, at al. (1995). Using Functional Grammar- An Explorer’s Guide. Macquarie: National
Centre for English Language Teaching and Research, Macquarie University.

Celce-Murcia, et al. (1995). Communicative Competence: Paedagogically Motivated Model with

Content Specification. Issues in Applied Linguistics, Vol.6 No.2. pp. 5-35

Arikunto, Suharsimi. (2013). Prosedur Penelitian. Suatu Pendekatan Praktik. Jakarta: Rineka
Cipta.
Celce-Murcia, M. And E. Oshtain. (2000). Discourse and Context in Language Teaching.
Cambridge: Cambridge University Press.

Depdiknas. (2006). Kurikulum 2006: Standar Kompetensi. Jakarta: Departemen Pendidikan

Nasional.

Gerot, L. and P. Wignell. (1994). Making Sense of Functional Grammar. Sydney: Antipodean
Educational Enterprises.

Hammond, J., A. Burns, H. Joyce, D. Brosnan, and L. Gerot, (1992). English for Social

54
Purposes: a Handbook Teachers of Adult Literacy. Sydney: National Centre for
English Language Teaching and Research. Macquarie University.

Harmer, Jeremy. (1998). How to Teach English. Edinburgh Gate: Addison Wesley Longman
Ltd.

Peter H., Fries. (2009). Lexico-grammatical Patterns and The Interpretation of Texts. Discourse
Processes Journal. Vol. 15, pp. 73-91.

Priyana, Joko,Ph.D, et al. (2008). Interlanguage: English for Senior High School Students XI.
Jakarta: PT Grasindo.

Rukmini, Dwi. (2009). Model Written Texts in The Recommended Senior High School English
Textbooks. TEFLIN Journal, Vol. 20. No. 2, August.

Tang, R. (2006). Helping Students to see Genres as More than Text Types”. The internet TESL
Journal. http://ramonatang.myplace.nie.edu.sg/

55
 GRAPHIC ORGANIZERS IN EFL TEACHING

Mega Mulianing Maharani

Sultan Agung Islamic University

Semarang Indonesia
megamulianing@unissula.ac.id

ABSTRACT
This a conceptual paper to study the effect of graphic organizers in EFL teaching. English
which is learned in foreign language setting affect almost every learning concept. This paper
elaborates (1) the way graphic organizers affect EFL teaching in terms of vocabulary, reading
and writing, (2) the way teachers implement graphic organizers in EFL teacher, and (3) the
implementation of graphic organizers in EFL teaching. By giving explanation of those three part,
the researcher wants to give EFL teachers understanding in paying attention to graphic
organizers as the strategy in EFL teaching. Graphic organizers can be the alternative strategy in
helping students mastering English in three aspect, namely, vocabulary, reading and writing.
Those aspects correlate each other. When students are capable of providing good vocabulary
production, their reading and writing will be better too.

Keywords:graphic organizers, EFL teaching

INTRODUCTION
English is a language used to reach across the countries and bridge the gaps.Today,
English is taught in three different settings: first language or mother tongue (L1), second
language (ESL), and foreign language (EFL) (Broughton, Brumfit, Flavell, Hill, & Pincas, 2003;
Spicer-Escalante & de Jonge-Kannan, 2014). In a foreign language setting, people learn English
for two different purposes, intrumental purpose and integrative purpose. As an intrumental
purpose, people learn English to be able to communicate with another English speakers and even
to be able to get information by reading many English sources such as newspaper and English
book. On the other hand, as an integrative purpose, people learn English to be able to be the part
of the English speakers family because they identify the speech coomunity of the English
speakers. (Broughton, Brumfit, Flavell, Hill, & Pincas, 2003).
Although the English foreign language speakers decide to have different types of
purpose, Savignon (2007) argues that the English emergence has had a great impact on every
concept of language teaching. The impacts which are discussed in this paper are on the concept
of vocabulary, reading and writing teaching. In teaching and learning a foreign language,
vocabulary plays an important role (Zardak, Kazemi & Omidvari, 2015). It is one element that
connects the four skills of speaking, listening, reading and writing all together (Thanh andThi,
2003). Blachowicz and Fisher (2011) suggest that teachers should focus on the whole aspects of
word-learning in order to enlarge students’ general vocabulary knowledge and also to elaborate
their word consciousness or motivation to learn new words.
Another impact of English emergence is on the concept of reading. Students’ major
reading problem arising when they are so worried about understanding every single word of a

56
text they are reading that they do not get the general idea from the passage (Osborne, 2010).
Students are difficult in illustrating their prior knowledge about every part of text reading.
Another difficulties are that they face problem in understanding concepts, generate thoughts, and
identify connections between ideas. As the result, they need to brainstrom their ideas to follow
the information which require their critical thinking.
The last impact of English emergence is on the concept of writing. Of all language skills,
writing is commonly rated as the most demanding and the most difficult to master (Tayib, 2015).
Students who learn English as a foreign language usually have limited writing abilities. The way
to face that problem is by struggling to write compositios that convey their thoughts and ideas.
Hence, teachers of English as foreign language should use proper techniques and suitable
methods to teach it.
One of proposed solutions by researchers to response the emergence of English as a
foreign language that contributes in every concepts of teaching is graphic organizers. There are
many reasons why graphic organizers are the choice. Graphic organizers help students to
organize, structure the information and concepts to relate with the other concepts (Zaini, 2010).
Graphic organizers can be used in all phases of learning from brainstorming ideas to present
findings (Zardak, et.al 2015).Graphic organizers are held as excellent evidence based practice
which teachers turn to when planning lessons in all subject areas (Humbert, 2014). According to
Clark (2007), graphic organizers not only enable students to record and categorize information,
but also help students to understand difficult concepts, generate thoughts, and identify
connections between ideas.Study by Oliver (2009)mentions that graphic organizer requires
students to express in writing dealing withlinking related concept, understand text structure and
improve reading comprehension.
There are three points discussed in this paper. The first is how graphic organizersaffect
EFL teaching in three subject teaching as follows: (1) vocabulary (Al-Hinnawi, 2012), (2)
reading comprehension (Gorjian, et.al, 2015), (3) writing (Miller, 2011). The second is the
implementation of English foreign language teaching. The third is the implication of graphic
organizers in English foreign language teaching.

DISCUSSION
How do graphic organizers affect English Foreign Language teachinginvocabulary?
Vocabulary acquisition is crucial to academic development, the teaching situation
becomes more difficult when the subject matter is English.What makes the situation even more
difficult is teaching new vocabulary of English as a foreign language (Al-Hinnawi, 2012).
Pittman (2003) considers EFL vocabulary building as the most important aspect of language
learning. A student’s existing language proficiency in vocabulary, grammar and idioms plays an
essential role in text comprehension, for example (Xiao-hui, Jun, & Wei-hua, 2007).Thus,
teachers should improve vocabulary instruction and provide strategies to help students in
increasing new and difficult words (Hall & Sabey, 2007).
The graphic organizers strategy can be utilized in teaching vocabulary, among other
courses, to EFL students because it is as a creative technique used to present complex
information and convert it into a simple and meaningful graphic display of the relationships
between concepts (Kang, 2004). Graphic Organizers are powerful; they can build supportive
classroom environment and integrative instruction; and they can be easy to implement tools that
allow teachers to examine students’ learning on a particular topic, assess ongoing learning, and
design and modify instruction to meet students’ needs (Mercuri, 2010).Furthermore, theycan

57
enhance their vocabulary acquisition.Graphic organizers instruction assisted the students to be
more successful on meaningful leaps of vocabulary knowledge and enhanced word meaning
acquisition (Stewart et al., 2012)

How do graphic organizers affect English Foreign Language Teaching in reading

comprehension?
Learners may struggle some areas while comprehending a passage. Firstly, while they
may be good at recognizing and pronouncing the words, they struggle to understand the central
theme of the passage. They read a passage in bits and pieces and fail to connect the ideas. This
results in fragmentary understanding. Next, they fail to follow the schemata while reading. They
fail to identify the main idea of a passage and how it is developed in the body paragraphs. Using
graphic organizers, they learn the skill of classifying information of a passage under a schema.
Once they master this skill, they can divide the passage into different lexias such as main idea,
supporting details, topic sentences, data, fact, opinion, etc.They elevate themselves from a stage
of mere fragmentation to a stage of logicalclassification of information. This leads to a holistic
comprehension of the passage, which in turn helps students decode the passage for its logical and
linguistic signals.Gorjian et.al(2015) mention that while comprehending a passage, most
EFLstudents mentally translate the content into their first language. Students may even respond
to the comprehension questions through the time-consuming process of thinking in their first
language and then translate it into English. Students cannot verify the accuracy of their
translation of the meaning of the passage into their mother tongue.
Using graphic organizers gives students alternatives to these inefficient methods of
reading or comprehending a passage. According to Rawson and Kintsch (2005), comprehension
skills aided by graphic organizers help a reader develop his/her reading abilities.According to
Slavin (2011), research in pedagogy and psychology demonstrates that visual learning is among
the most effective methods for teaching comprehension skills to students of all ages. Helping
students organize the content helps them better comprehend texts for information such as main
ideas supporting details, facts, opinions, comparisons and contradictions. Graphic organizers
show the context and structures of the text (Ezati & Soleimani, 2015). The text will be very clear
to students when graphic organizersare incorporated depicting the theme or content of a text they
read (Gorjian, 2015).

How do graphic organizers affect English Foreign Language Teaching in writing?

Graham, (2006) notes that students who do not learn to write well are at a disadvantage
throughout their education. At college level, he says, where English is a medium of teaching,
weaker writers are at risk; they are less likely to be able to express their learning to their
instructors who often assess their performance through writing. Hence these students may fail
their courses and consequently suffer academic delay, or even worse dismissal from college.
A wide spectrum of research has investigated and recommended the use of graphic
organizers to increase the teaching of various writing processes (Faull 2007; Servati, 2012;
Parker, 2013). Miller (2011) states that graphic organizers serve as visual representation of ideas
that help learners organize their thoughts and apply their thinking skills to the content in a more
orderly manner. Graphic organizers which often occur in the form of key words allow students to
focus more on the meaning rather than the format of complete sentence structure.Through the
use of organizers, learners acquire the structure of abstract concepts (Baxendell, 2003). Bishop
(2013) reports that graphic organizers can be used to make serious difficulties that less skilled

58
writers face as these organizers can improve planning, organization, word choice and
composition coherence. A few years earlier, Ching and Chee (2010) claim that organizers can
help weaker learners to get on of information and stay on the given topic as long as they are
writing.

How do teachers implement graphic organizers in English Forfeign Language teaching?

There are three ways how teachers implement graphic organizers in EFL teaching which
I categorized based on the purpose of teaching. The first of all is that graphic organizers are
implemented on the purpose of word-learning and achievement emotions in social studies (Ilter,
2016). The graphic organizers were used to promote language and cognitive skills in word-
learning by providing connections among and between key concepts as the base to enable storing
high-level concepts in different forms through the processes of linguistic and non-linguistic
processes. The students were provided with a word-learning environment in which they could
share their knowledge and experiences about the target words that they would learn in the social
studies throughout the instructional treatment. There were three types of graphic organizers used
for vocabulary instruction. They were concept definition map, circle thinking map and word
questioning strategy. They were illustrated as hierarchy flowchart, list, compare and contrast
matrix. During the process of the teaching and learning, the students were given the opportunity
to construct the graphic organizers with the partners.
The second is that graphic organizers are implemented on the purpose of developing EFL
learners’ reading comprehension (Gorjian, 2015). In one hand, graphic organizers were
developed by the researcher and they were directly reflected the discourse structures of the
selected texts. In order to understand whether those graphic organizers were appropriately
designed, the researcher asked five teachers to check them. On the other hand, the students were
also trained to use different organizers for different types of passages. They learned a variety of
existing graphic organizers and they also started creating their own organizers which should be
presented in front of the class by drawing on the board.
The third is that graphic organizers are implemented on the purpose of developing EFL
learners’ writing (Tayib, 2015). Graphic organizers were used for writing instructional tools
which were presented in a creative way. This reason was that students were more likely to
benefit more by these organizers if they are introduced in an exciting, creative manner. Graphic
organizers may not serve as effective writing tools unless they are clear and straightforward
because complicated organizers are likely to confuse students and hinder their learning process.
The researcher modelled their instruction tasks before he required his students to do the tasks
independetly. Hence, the students had every possible technical and psychological support in
handling the tasks.

The implication of graphic organizers in English Foreign Language teaching

There are many types of graphic organizers that can be used in English foreign language
teaching. Teachers can decide different graphic organizers for different purposes. For example,
in reading process, a large body of research have introduced a visual map of the actual text
structure which has different forms e.g. compare/contrast, problem/solution, cause/effect,
description). It functions to raise students’ awareness of the various text structures and facilitate
the identification of the passage as a critical factor in comprehension. However, the use of
different graphic organizers also contributes teachers’ hard work because different graphic
organizers should be placed in different reading stage. They show different function for different

59
reading stage. For example, in the pre-reading stage graphic organizers function as a
brainstorming activity to generate ideas, activate leaners’ prior knowledge, connect the students’
understanding of new information and supply a purpose for reading.
The second implication of using different graphic organizers is in word-learning or in
other word vocabulary in which graphic organizers help sustaining positive emotions in learning
new words. Moreover, in edcuational settings graphic organizers reduce negative emotions
related to failure. The way they work in activating positive emotions build the students’ word
consciousness development which can sustain the students’ motivation in learning words. Hence,
they are powerful predictor and pedagogical tools for fostering vocabulary development. As
teachers who will adopt graphic organizers in similar setting, they should consider the role of
graphic organizers in the development of reading comprehension. The most important one is that
teachers should consider graphic organizers not only as the strategy of building vocabulary
knowledge but also as the strategy to enhance achievement.
The third implication of using different graphic organizers is in writing. In writing,
graphic organizers which are modified by explicit instruction are effective strategy to teach
writing to EFL students. In order to get the maximum benefit of the graphic organizers usage,
teachers should present them in a creative way because students are more likely to benefit
graphic organizers which are introduced in creative way. Most importantly in teaching writing to
EFL students, teachers must model the instruction tasks before they require the students to do the
tasks independently. Hence, the position of the teachers are as the facilitator during the learning.
The teachers guidance provide every possible technical and psychological support.

Conclusion
Teaching English as a foreign language is not easy to handle. Teachers have to contribute
certain strategy to make it easy to deliver in order to help students achieving well understanding
and good performance. As the solution proposed in this paper is graphic organizers. Graphic
organizers provide many advantages to EFL learners. They do not only open the students’
thinking but also facilitate the students to follow the teaching and learning easily. Graphic
organizers build correlation between concepts of learning; vocabulary, reading and writing.

References

Al-Hinnawi, A. N. (2012). The Effect of the graphic organizer strategy on university students’
English vocabulary building. English Language Teaching Journal, 5 (12). Retreieved from
http://dx.doi.org/10.5539/elt.v5n12p62

Baxendell, B. (2003). Consistent, coherent, creative: The 3Cs of graphic organizers. Council
for Exceptional Children, 36(3), 46-53.

Broughton, G., Brumfit, C., Flavell, R., Hill, P. & Pincas, A. (2003). Teaching English as a
Foreign Language. London: Routledge.

Ching, L. & Chee, T. (2010). Scaffolding writing using feedback in students' graphic organizers:
Novice writers' relevance of idea and cognitive load. Educational Media International,
47(2)135-152.

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Clark, A. (2007). GOs and the school library program. University of Alberta Department of
Elementary Education.

Ezati, S & Soleimani, H. (2015). The role of graphic organizers in the comprehension of
different genres of literary text. Journal of Language and Literature. 6(4), 49.

Faull, T. (2007). Writing A-Level English literature essays: Professional reflection on text
organization. English Teaching Practice and Critique, 6(1) 164-174. (EF832184)

Gorjian et.al. (2015). Using discourse structure-based graphic organizers in developing efl
learners’ reading comprehension. International Journal of Language Learning and Applied
Linguistics World, 8(4) 67-79.

Graham, S. (2006) Writing. 1In Alexander A. & P. Wine (Eds.) Handbook of Educational
Psychology (pp. 457-477) Mahwah, NJ: Erlbaum.

Hall, K. M., & Sabey, B. L. (2007). Focus on the facts: Using informational texts effectively in
early elementary classrooms. Early Childhood Education Journal, 35, 261-268.
http://dx.doi.org/10.1007/s10643-007-0187-2

Humbert, A. R. (2014). The effectiveness of graphic organizers: a quantitative study on the

effects of venn diagrams versus concept maps on student test scores. Thesis: Master of
Science in Education Curriculum and Instruction (Grades 1-6) At the State University of
New York at Fredonia Fredonia, NY

Ilter, I. (2016). The power of graphic organizers: effects on students’ word-learning and
achievement emotion in social studies. Australian Journal of Teacher Education, 41(1)

Kang, S. (2004). Using visual organizers to enhance EFL instruction. ELT Journal, 58(1), 58-67.
http://dx.doi.org/10.1093/elt/58.1.58

Mercuri, S. P. (2010). Using graphic organizers as a tool for the developments of scientific
language. Gist Education and Learning Research Journal, 4(1), 30-49.

Miller, S. (2011). Using graphic organizers to increase writing performance. Unpublished MA

thesis. State University of New York at Fredonia.

Oliver, K. (2009). An investigation of concept mapping to improve the reading comprehension

of science text. Journal of Science Educational Technology (18) , pp. 402-414

Parker, S. (2013) The Write Way: Graphic organizers and responses to literature writing.
Unpublished MA thesis in Education. California State University, Sacramento.

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Pittman, W. (2003). Building vocabulary through prefixes, roots and suffixes. The Internet TESL
Journal, 9(7), 1-2. Retrieved from http://iteslj.org/Techniques/Pittman-
BuildingVocabulary.html

Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend upon time of test. Journal of
Educational Psychology, 97, 70-80.

Servati, K. (2012) Prewriting strategies and their effect on students' writing: htt://fisher
pub.sjfc.edu/education_ETD_masters.

Spicer-Escalante, M. L. & de Jonge-Kannan, K. (2014). “Cultural Mismatch in Pedagogy

Workshops: Training Non-native Teachers in Communicative Language Teaching.”
Theory and Practice in Language Studies. 4(12), 2437-2444.

Stewart, J., Batty, A. O. B., & Bovee, N. (2012). Comparing multidimensional and continuum
models of vocabulary acquisition: An empirical examination of the vocabulary knowledge
scale. TESOL Quarterly, 46(4), 695-721. http://dx.doi.org/10.1002/tesq.35

Tayib, A. (2015). The effect of using graphic organizers on writing. International Journal of
English Language and Linguistics Research. 3(1) 15-36.

Xiao-hui, L., Jun, W., & Wei-hua, W. (2007). Analysis of schema theory and its influence on
reading. US-China Foreign Language, 5(11), 18-21.

Zaini, S. H., et.al. (2010). The effect of graphic organizer on students’ learning in school.
Malaysian Jurnal of Educational Technology, 10(1).

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 THE ESSENTIAL ELEMENTS OF GUIDED READING
IN ENHANCING YOUNG LEARNERS’ READING COMPREHENSION

Miftahul Furqon
Universitas Negeri Yogyakarta, Kampus Karangmalang, Sleman, Yogyakarta, Indonesia
Corresponding e-mail: miftahulfurqon89@gmail.com

ABSTRACT

This paper is aimed at justifying theoretical reviews to utilize the essential elements of guided
reading to enhance young learners’ reading comprehension. The effort of elevating young
learners’ reading comprehension is conducted by concerning many factors; one of them is the
instruction applied by teachers in the classroom. The instructional approach in teaching reading
is designed to facilitate students’ reading needs. The fact that students come to the classroom
with different reading levels challenges teachers to construct effective instructions that meet
students’ various levels of reading. It then leads teachers to implement teaching reading methods
in which discrete aspects of reading such as texts, instructions, assessments, students, and
teachers can be integrally involved. Recent understandings of guided reading bring teachers to
appropriately face young learners’ problems in comprehending texts because the method is
believed to promote integrated activities which do not focus on teaching reading in an isolated
way. It is in line with one of the critical problems in guided reading which facilitates activities to
build literacy skills. It emphasizes on collaborative instructions that lead children into success in
comprehending texts.

Keywords: guided reading, young learners, reading comprehension

INTRODUCTION

Reading has been considered as a skill that carries many important abilities and it affects
people’s lives in many important ways. Moreover, much knowledge is retrieved through reading.
Reading helps people to clarify ideas, feelings, thoughts, and opinions. Therefore, reading takes
an important role for people to understand knowledge of the world. Gillet and Temple (1994)
propose that reading ability is a measure of one’s general knowledge. Through reading, people
will learn a process of relating the unknown to the known. Hence, people need to read texts
telling about the world. Moreover, by reading texts, they will understand the unknown.
Regarding the importance of reading in people’ lives, some essential promotions to develop
readers’ comprehension to read are necessarily viewed. Comprehension is needed to succeed
readers grasping meaning from the texts. Besides, it is worth considering a wide variety of
interesting, informative, and creative reading materials given to readers.

Even though reading brings myriad numbers of benefits in people’s lives, it is sometimes found
challenging to read. Difficulties or challenges related to reading rise for many causes. These
challenges experienced by many people including teachers, children, reading strategies, and
reading materials. One of the greatest challenges faced by teachers today is helping students to

63
become effective readers. Effective readers are those who read enthusiastically and purposefully
(Gillet and Temple, 1994). Readers who have finished certain books do not always comprehend
what they have read. Some of them may only read through lines without getting the actual
information from the books read. Stone (2009) argues that there are still many children who
cannot comprehend texts. They only read words without grasping meaning coming from the
words. Practically, making connections to text will be beneficial for children to get an
understanding of what they are reading. Thus, children can make meaning of their reading. They
are later able to read beyond the lines and accept the information or materials carried through it.
Following this challenge, teachers must know the appropriate procedure to facilitate students’
persistence in reading. A wide variety of teaching methods, materials, and strategies which are
concerned with developing students’ motivation and competence in reading must be well-
initiated. Besides, teachers should also know how to monitor students’ progress in their reading
to prevent literacy problems that they may encounter during reading.

Dealing with students’ reading development, there appear some problems to meet individuals’
needs in a reading class because students do not come with the same levels of reading. One of
the problems that come up in teaching reading for children is concerned with the way that
teachers conduct to cope with students’ different levels of reading in a reading class. Gillet &
Temple (1994) and Owens (2012) state that there are five stages of reading development that a
child acquires: emergent literacy, beginning reading, building fluency, reading for
pleasure/reading to learn, and mature reading. In a reading class, students’ reading levels may
vary from the emergent literacy stage to the mature reading stage. Giving the same level of
reading materials to all students will not meet their needs. By understanding how to use correct
strategies and to monitor the problems, teachers are expected to be able to deal with existing
problems. Corrective instructions that lead to effective monitoring of students’ progress can be
achieved by knowing students’ levels or stages in reading. Thus, a well-informed judgment and
strategies are crucially needed in order to diagnose or classify students’ reading development
effectively.

Improving a child’s reading comprehension is concerned with two key elements which are in
recent years centralized to the occurrence of cognitive growth. These elements are the manner in
which readers attain and process new knowledge from print; and the degree of their ability to
relate what is new to what is known (Gillet and Temple, 1994). In acquiring and understanding
information during reading, prior knowledge becomes crucial for students. It enables them to
take into account what they have already known and how they develop what they have not
known. Predictable organization in the text is also important to perceive. Students who can use
the presence of predictable organizational schemes in the text will develop their reading
comprehension. Stein (1978) in Gillet and Temple (1994) states that students’ understanding of
stories is increased when they have a set of predictions about how the stories are structured and
when what they read confirms their predictions.

There have been many practical strategies used by teachers to appropriately teach students in a
reading class. Achieving a comprehensive reading, a student should be able to extract required
information from what is read efficiently (Grellet, 2003). A comprehensive reading program is
believed to enhance students’ reading comprehension and motivation. Teaching reading for
meaning should not be discrete from the other skills because students face many cases, even in

64
real life, that require them to integrate language skills. Cunningham, Hall, and Cunningham
(2000); Fountas and Pinnell (1996) in Opitz and Ford (2001) argue that recent days, most
characteristics of comprehensive literacy programs include guided reading strategy as one of its
essential elements. Guided reading is believed to be a revolutionary in language teaching
strategies even though this strategy is viewed as a quite new practice.

Guided reading as one of the important elements in teaching reading to develop students’ reading
comprehension is shifted from a technique that is used with a small group of students in a class
to a technique to define group instruction (Fountas and Pinnell, 1996) in Opitz and Ford (2001).
In a guided reading lesson, a teacher works with students in a small group who have a similar
reading level and introduces and assists them to reach the goal of being an independent reader.
Students are focused on reading whole texts and challenged to read books to increase their level.
Ongoing observation and assessment are conducted to group and regroup students dynamically.
Teaching procedures conducted during guided reading are mostly meant to help students
understand reading purposes and are planned to meet their needs to resolve questions related to
information they get from the books they read. Those essential elements of guided reading place
this reading strategy as an intentional and focused instruction in which teachers support and
guide students in their learning process in a small group setting.

Various instructions like leveling students’ stage in reading are also effectively conducted in the
classroom. Teachers have also applied corrective procedures to support students to be persistence
conducting life-long reading habit. However, in Indonesia, a few teachers use differentiated
materials for reading in a class. Meanwhile, understanding students’ needs in reading is
necessarily concerned by teachers to meet the needs itself. There are still few teachers
understand the usefulness of reading levels. The concept of reading levels is defining students’
competence in constructing meaning from text. It is in line with the definition of reading
proposed by International Baccalaureate Organization (2009) that defines reading as a
developmental process that involves constructing meaning from text. The process is interactive
and involves the readers’ purpose for reading, the readers’ prior knowledge and experience, and
the text itself. In short, leveling students in reading is to help students effectively absorb
knowledge through book reading.

Concerning the challenges in facilitating children’s different level of reading in the classroom as
depicted above, this paper deals with the description of how teacher implementation of guided
reading strategy in primary schools can support students’ reading development. Mainly, this
article is focused on describing how guided reading essential elements and perspectives can
justify its implementation as an effective instructional approach to develop students’ reading
comprehension, especially those children in primary years.

Reading Comprehension

Defining reading comprehension might be related to the process of constructing meaning which
is derived from combining prior knowledge and information in the text (Pardo, 2004: 272). In
other words, it is a process in which a person making meaning by relating from what is known to
what is unknown. A learner who cannot unlock or relate what they already know and cannot
understand ideas depicted through text is not really reading. The learner does not acquire,

65
confirm, and create meaning from the text he/she reads. Combs (2012: 181-185) argues that there
are three factors that influence reading comprehension which also determine what a learner will
understand.

The first element affecting a learner’s reading comprehension is the reader. A learner who has no
sufficient expressive and receptive language skills seem to find difficulties in developing his/her
comprehension. Background knowledge owned by a learner is also an important part related to
the development of his/her comprehension. Those who can benefit their background knowledge
will be proficient readers. Vice versa, those learners who are unable to use it will have
misinterpretations and will draw unrelated information. They might be poor readers later on. A
learner’s awareness of reading strategies and reading motivation is another crucial variable
related to the reader in developing comprehension. Those who are successful to balance their
knowledge and self-regulation will be proficient readers. Here, metacognitive aspect is taking
into account. Metacognitive awareness takes an important part to enable the readers to balance
their knowledge about strategies and their ability to use it appropriately and effectively. At last,
they might be successful in comprehending text well.

The second element influencing comprehension development is the text. Challenges provided
through the text can be categorized as easy or hard for readers. The challenges can be about
genre, organization, and structure of the text. The amount content presented in the text will also
challenge readers to develop their reading comprehension. New words used in the text also
become a factor in developing readers' comprehension. However, challenges can be less
beneficial when it makes readers give up. Too hard challenges which are given too frequently
will result in the opposite, even to those proficient readers.

The third element affecting a learner’s comprehension is the context. A learner’s social
background and classroom environment take a crucial part in developing his/her reading
comprehension. Those who come from a community with a good understanding of the
importance of reading and have a high socioeconomic status will get more benefits in developing
reading comprehension. From this point of view, learning does not merely happen in a classroom
situation. The students’ construction of knowledge within the classroom then should be designed
to engage interactions between students and teachers, and also among students themselves.
Activities assigned in the classroom should impact positively to enhance students’ reading
comprehension.
Adding to elements affecting reading comprehension mentioned earlier, it is believed that
acquiring knowledge successfully through reading will give benefits for a learner. In an
academic setting, being able to read will succeed the learner to enhance their knowledge of the
world. Because reading is a fundamental skill to understand both social and scientific
knowledge, a learner who is able to read effectively can be considered having balance in reading
components. Burns, Roe, and Ross (1984) state that there are two components of reading: a
process and a product. The process of reading can generally be divided into two categories:
bottom-up and top-down processing (Owens, 2012: 363). The bottom-up processing emphasizes
the translating of written prints into speech. It deals with the lower level of phonemic processes
to later gain the higher cognitive function. In contrary, the top-down process emphasizes the task
of meaning making. The Higher process of problem-solving, inference, and concepts are gained
first to support the lower level of getting information from prints.

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In academic fields, teachers can benefit those two components to plan reading activities that
meet students’ needs. Even though the components are complicated to understand, teachers can
use some similarities exist in other reading theories to construct an effective teaching reading. As
the name suggests, reading process relates to the steps that a reader takes to achieve one end. A
reader must accomplish certain movements to get what the writer wants to communicate through
text. The steps are not gained in an exact sequence. In the other words, it is not performed in the
same way by other readers. Reading product is defined as the result of applying the steps in the
reading process in an appropriate sequence. If a reader understands what the writer wants to
communicate his/her thoughts and emotions, the components of the reading process and reading
product are harmoniously acted.

Reading is definitely not an isolated skill. One of some misperceptions about reading comes
from the point of view of the reading product. A reader who can pronounce words accurately is
sometimes considered as an effective reader. The learner is later viewed as a good reader who
can perceive knowledge carried through texts. This perception misleads the definition of the
reading product. The product of reading is communication (Burns, Roe, and Ross, 1984: 3). In
other words, the product of reading is the reader’s understanding of knowledge exists in the
texts. For example, a simple note can communicate the time when a mother will go home. If the
reader cannot grasp the knowledge from the note, he does not get the reading product. The
misperception of the product of reading in educational field will actually be unfortunate for
learners. Teachers should know that reading involves more aspects than only pronouncing words
beautifully. It is absolutely important to pronounce well, but the core of reading product must be
performed as well. To get a maximum result of the reading product, teachers should conduct
appropriate instructional programs in the reading process.

Avoiding the faulty product of reading, teachers should help learners to act well in the reading
process. Burns, Roe, and Rose (1984: 4-14) propose some aspects of the reading process:
sensory, perceptual, sequential, experiential, thinking, learning, association, and affective
aspects. Those eight aspects are complex, but children must be able to grasp a set of symbols
before reading. It happens in the sensory aspect. As the name suggests, it relates to the sensory
used to read such as vision or tactile for the blinds. In the perceptual aspect, children must
interpret what they see as words. It relates to the interpretation of sensory activities in the brain.
Then, children must follow grammatical patterns of written words in the sequential aspect. The
readers are required to read sequentially, not in regress. Next, children must relate words to
direct experiences to give the meaning of the word in experiential aspect. Children with more
background knowledge about certain topics will get benefits to be successful in reading. Children
must also infer and evaluate the materials read in the thinking aspect. Then, they need to
remember what they learn and relate to what they newly know. It happens in the learning aspect.
Children are then expected to be able to connect words or symbols to what they represent. It is
called the associational aspect. At last, children will deal with their interests and attitudes in
reading that affect their reading.

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Young Learners’ Reading Development

Experiencing appropriate sequence of the reading process, a learner may be more successfully
developing their reading comprehension. Gillet and Temple (1994) and Owens (2012, 366-371)
argue five stages of reading development that children acquire. The first stage is called the
emergent literacy. It refers to the child’s discovery about the concept of print. A child starts to
understand that writing is talk written down. In this pre-reading stage, a child understands that
the print talks and not the pictures. The print itself is composed of a certain set of letters arranged
on the page. The letters stand for spoken words in a certain way. In this process, children’s
discovery of how print works includes its production (writing) and its interpretation (reading).
Some other concepts that children begin to understand in this stage are the concept of word,
phonological awareness, and knowledge of the alphabet. The sorts of books that children at this
stage can read successfully are simple, very predictable texts with few words and many
supportive pictures.

The second stage in children’ reading development is the beginning reading stage. Children are
considered reaching this stage when they can learn to recognize words they meet. This stage is
stated as the beginning of the true reading, and of course, it comes after much prior learning.
Children are challenged to learn to recognize words and pay attention to their meaning at the
same time in this period. Adults should supervise children’s progress in this stage to make sure
that they do not only identify the words, but also the information embedded in it. There are some
concepts discussed in this stage such as word recognition, comprehension in reading and the
active search for information. In the period of beginning reading, children still do not have an
independent reading level, so adults must support them in the process of picking up and reading
the books. Adults may read the books first, so the children will understand the pattern better.
Learner-generated materials are also effective in this stage such as class poems, songs and
dictated experience accounts.

The third stage in children’ reading development is the building fluency. In this period, children
are learning to arrange word recognition and comprehension, and do both automatically and
quickly. If it is explained in an analogy of a person who practices riding a bicycle, the beginning
reading stage is the stage of getting balance and riding the bicycle without falling over, while
building fluency is the stage of pedaling successfully and getting around with the bicycle. Here,
children’s comprehension in reading increases in line with their faster reading rate. If children
recognize word automatically, they have more concentration to think about the meaning of what
they have read. The main learning task in this period is to practice reading continuously. Here in
this period, children start to have an independent reading level with easy reader books. Easy
readers can be identified as picture books or collections of three or four episodes per-title. It
consists of short repeated words and the lines are accompanied by supportive pictures.

The fourth stage is called reading for pleasure or reading to learn. Getting back to the analogy of
a person who rides a bicycle as mentioned before, this phase is the time where the person is
getting to go somewhere. This is a long period in which children’s ability is put to use. Readers
will read a great deal because they find reading an enjoyable activity and a source of
information. They who get benefits from reading will read dozens of books, while they who want

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to search for information will need adults or teachers’ guidance in order to really learn from the
text they read. In this stage, children have a lot of books to read including nonfiction books.

The fifth stage is the mature reading. This stage is also called critical reading. This term means
arguing back against books and analyzing books for hidden biases. The mature reading phase
includes the practice of reading on a certain topic that is viewed by some different groups.
Comparisons of different readings will give the readers a great deal about the topic. Another
aspect in mature reading is aesthetic reading. It deals with enjoying artistry or examining the
shortcomings of well-crafted prose. Students who grow in their reading maturity will find out
more challenging books. Later, it will deal with how they think about what they read. From all of
reading development stages mentioned previously, a child might be able to move from one stage
to another stage smoothly or even slowly. Those five stages are then used to provide appropriate
materials that will motivate a learner to develop their reading stages. Teachers can benefit the
information carried through the placement of students’ levels which mostly vary in a classroom
to conduct effective reading strategies. Effectively conducted, reading strategy can enhance
students’ reading comprehension.

The Notion of Guided Reading

Fountas and Pinnell (1996: 2) define guided reading as a context where a teacher supports his/her
students to develop their reading strategies for processing texts at increasing levels of difficulty.
Students read the same book that matches their reading level. The text is introduced and
discussed in a small group. The chosen text provides students new things to learn, and yet not too
difficult so that they can read it with the strategies they have while getting the opportunity of
new learning. In short, the main goal in guided reading is that students can later know how to
apply independent reading strategies successfully at any time.

In recent years, guided reading as one of the important elements in teaching reading to develop
students’ reading comprehension is shifted from a technique that is used with a small group of
students in a class to a technique to define group instruction (Fountas and Pinnell, 1996). The
strategy of learning in a guided reading lesson is that a teacher works with students in a small
group who have a similar reading level and introduces and assists them to reach the goal of being
an independent reader. Students are focused on reading whole texts and challenged to read books
to increase their level. Besides, there are also some activities integrally done in a guided reading
class. Children can do prediction, practice to solve problems, and get confirmation at the end of
the class. Ongoing observation and assessment are conducted to group and regroup students
dynamically. Teaching procedures conducted during guided reading are mostly meant to help
students understand reading purposes and are planned to meet their needs to resolve questions
related to information they get from the books they read. Those essential elements of guided
reading place this reading strategy as an intentional and focused instruction in which teachers
support and guide students in their learning process in a small group setting.

Ford and Opitz (2011: 236-237) propose six critical problems in guided reading. First, there is a
connection between guided reading and the other components of the literacy program. Guided
reading involves some literacy activities in its process. Second, there is an element of responding
to texts during the process of guided reading. Third, there is a process of selecting texts to
explore in guided reading. It is fitted to the level of students’ reading. Fourth, guided reading

69
provides learning opportunities. It supports students to be active learners because there is an
interactive process in this strategy. Fifth, guided reading opens a variety of assessments to
administer. Teachers may use various assessments to measure students’ reading development.
Sixth, guided reading avoids flawed grouping activities. It rather moves students up dynamically
as they develop their reading level. From those six crucial elements, guided reading is concerned
as one of the effective strategies to help students in developing their reading comprehension. In
other words, reading for meaning is the core of guided reading strategy. It also encourages
students to be independent readers. Experiencing joy in reading is another benefit of this
strategy. In short, guided reading is viewed and understood as one crucial component in reading
programs.

In the context of the literacy program, several kinds of reading and writing are regularly
provided. As mentioned earlier, some reading methods such as reading aloud may help students
who cannot read yet and shared reading engages students to participate in a reading activity. By
implementing guided reading, teachers can perform some ways of reading and encourage
students as they. Moreover, the place of guided reading in a literacy program leads students to
be independent readers by offering crucial opportunities in the reading process such as: (1)
giving students the opportunity to develop their individual ability in reading as they participating
supported activities in a social group; (2) giving teachers the opportunity to be able to observe
each individual as processing new texts; (3) giving each individual the opportunity to improve
reading strategies to be an independent reader; (4) giving students fun and effective experiences
in reading for meaning; (5) developing the abilities necessary for independent reading; and (6)
supporting students to learn how to deal with new texts (Fountas & Pinnell, 1996: 1-2).

Essential Elements and A Rationale of Guided Reading

The seven essential elements of guided reading are purposefully described to make guided
reading clearer to understand. In guided reading process: (1) a teacher works with small groups;
(2) students in the group have similar stage of reading development and are able to read the same
level of text; (3) a teacher introduces texts, assists reading, and helps students to develop reading
strategies; (4) each student reads the whole text; (5) the main goal is independent and silent
reading; (6) the emphasis is on reading increasing level texts; and (7) students are dynamically
grouped and regrouped with ongoing observation and assessment. Those seven elements of
guided reading lead to the appropriate implementation of what the teacher and the students do
before, during, and after reading. Along with ongoing observations and assessments, these
essential elements of guided reading are expected to help teachers know that the instruction is
appropriate and that students progressively develop their reading comprehension.

What the teacher does before the reading are: (1) selecting an appropriate text which is
supportive and yet providing a few problems to solve; (2) preparing and introducing students to
the text briefly; and (3) leaving some questions to be solved through reading. During the reading,
teachers are: (1) listening to specific students’ questions; (2) observing the reader’s behaviors
related to strategy they use; (3) confirming students’ problem solving effort and success; (4)
interacting and assisting individuals to solve difficulty; and (5) making notes about strategy that
students use. After the reading, teachers are: (1) talking about the text with students; (2) inviting
personal response; (3) returning to the text for discussion, evidence, and problem-solving; (4)

70
assessing students’ understanding; and (5) engaging students with extending activities or word
work.

Besides the activities that are essentially done by teachers in the guided reading process, there
are also some works that students can do. What students do before the reading are: (1) engaging
in a discussion on the text being read; (2) raising questions; (3) building expectations; and (4)
noticing information depicted in the text. After that, during the reading students are: (1) reading
the whole text silently for themselves and (2) asking for help in problem-solving when they need.
At last, after the reading, students are: (1) talking about the story in the text; (2) checking
predictions and having personal reaction related to information provided in the text; (3) revisiting
the text with teacher’s guidance; (4) re-reading the text independently or with partner; and (5)
engaging in extending activities or word work built by the teacher.

In reference to the guided reading essential elements above, a rationale for guided reading rises
because students have a different level of understanding in reading or writing. Before entering
school, children are guided by their caregiver to be able to read texts. In the early childhood
education, they are also getting guidance by their preschool teachers. By entering school, some
children may seemingly develop their reading ability with little effort, but some others need help
to figure out the complexity of reading. The strategies they use in comprehending texts are
sometimes subconsciously done, yet the strategies are the basis for reading text successfully
because those strategies are utilized to gain information from some sources. Clay (1993a) in
Fountas & Pinnell (1996: 5) divides the sources of information into meaning, structure, and
visual information. What is meant by meaning here is that reading has to make sense and is cued
from children’s life experience. The information about structure is related to the syntactic rules
of language. The visual information is about the relationship between oral language and graphic
symbols.

In accordance with the strategies used to gain information in reading texts, children may have all
of those sources of information, but not all of them know how to use the sources. Therefore,
teachers’ guidance is very crucial in the reading process and text selection. The text selected to
read should answer two questions: whether it is too easy that children cannot develop their
problem-solving strategies or it is too hard that children cannot actually get the opportunity to
read comprehensively. If the text is too easy, there will be no opportunity to learn new words and
there is no development of the thought process. In guided reading, the teacher takes
responsibility to support students gaining the process. Similar to the first question, if the text is
too hard, there will be no smooth increase in children’s problem-solving ability. A whole-class
reading activity will not help inexperienced students improve their reading ability. Guided
reading becomes beneficial to support such students without eliminating the activity of whole-
class reading. Teachers can utilize the social support to help students that are challenged to read.
Later, they can move forward in their learning and improve their comprehension.

Guided reading strategy has been applied in years and has been changing into betterment.
Having a look at the implementation of guided reading through years, Opitz and Ford (2011:
233-235) argue eleven understandings that this strategy can bring in the teaching and learning
process of reading. Teachers should understand what students already know, what they need to
know, and how to design appropriate instruction because children have the ability to become

71
literate. For children who need help the most, skilled teachers are needed to teach them to
maximize their full potential in reading. It does not mean applying a different approach, but
different way that skilled teachers can use to apply the same approach. By providing children
with such experience, the goal of guided reading is to help children become independent
readers. Thus, guided reading is concerned asone component of an effective reading program
that includes various activities in its process.

The activities included in the process of guided reading enable children to read for meaning.
Reading for meaning is the primary goal of guided reading because the instruction is designed to
help children construct meaning. In its process, children learn to read by reading. It supports
them to develop their independence in reading. The strategy also enables children to apply the
metacognitive skill. They are challenged to know what they know and to understand why and
how they read. Under teachers’ guidance, children are practicing to develop a self-extending
system to be independent readers. The guidance will lead them to be aware of strategy they can
extensively apply independently. Later, they are exposed to higher level of thinking activities.
Guided reading is not a static program; rather it is dynamically moving children to the higher
level of reading skill. Such experience will motivate children to improve their reading skill. The
strategy makes them experiencing joy and delight as a result of reading activities. Finally, the
specific elements of activities conducted before, during, and after reading characterize the
successful guided reading lesson. Both students and teachers are engaged interactively in a
discussion of certain text they read.

CONCLUSION

Seeing current challenges of constructing effective instructions in teaching reading as depicted

above, it may bring teachers into the initial understanding of guided reading strategy which
merely group students based on their reading levels. This is what should be changed of viewing
guided reading strategy ahead. The needs of supporting students’ different levels and difficulties
in comprehending text should be met by facilitating them with the appropriate approach.
Appropriate perspectives on guided reading will help teachers implement what can be
implemented effectively in the classroom. Integrally involve the elements of instructions,
assessments, materials, teachers, and students during the process of learning, guided reading
strategy supports young learners to develop their reading comprehension. In the future, there
may appear more ways to implement guided reading with new understandings as a tool to
develop effective reading instructions.

REFERENCES

Burns, P. C., Roe, B. D., and Ross, E.P. (1984). Teaching reading in today’s elementary schools
(3rdEdition). New York: Houghton Mifflin Company.
Combs, B. (2012). Assessing and addressing literacy needs: cases and instructional strategies.
New York: Sage Publications Inc.
Fountas, I. C. & Pinnell, G. S. (1996). Guided reading good first teaching for all children.
Portsmouth, NH: Heinemann.
Gillet, J. W. and Temple, C. (1994). Understanding reading problems: assessment and
instruction. New York: Harper Collins College Publisher.

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Grellet, F. (2003). Developing reading skills: a practical guide to reading comprehension
exercises. Cambridge: Cambridge University Press.
Opitz, M. F. and Ford M. P. (2011). Looking back to move forward with guided reading.
Reading Horizons, 50 (4), 225-240.
Owens, R. E. Jr. (2012). Language development an introduction (8thEdition). New York: Pearson
Education, Inc.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. In Cappello, M.
and Moss, B. (Eds.). (2010). Contemporary readings in literacy education. Los Angeles:
Sage Publications, Inc.
Stone, R. (2009). Best practices for teaching reading. New York: Corwin Press.

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 RETROSPECTIVE EVALUATION OF ELT TEXTBOOKS:
WHY AND HOW?
Muh Kuntoaji
SMA Negeri 9
kunto.pangen@gmail.com

ABSTRACT

One important element determining the success of English teaching and learning is
the use of textbooks. This is to provide teaching materials for students to reach
the goal stated in curriculum. The role of textbooks become very important since in
fact there are many teachers and students who rely heavily on certain textbooks in
doing teaching-learning activity. Here, the textbooks tend to be the center of
instruction and become one of the most important thing influences on what goes in
the classroom. Theycontrol the content, method, and procedure of learning.
Considering the importance of textbooks in teaching-learning process, and based
on the fact that there is to perfect textbooks to be used, it is urgent for teachers to
select and evaluate the textbook they use to make sure that they are really effective
in helping students reaching the goals. Although all textbooks have been evaluated
by experts or officially by the government before being used, from the view of
some aspects, such as content and delivery suitability, through predictive
evaluation; it doesn’t mean that they can be used for all class with different
condition. That’s why, they still need to be evaluated by the users of the textbooks
themselves, especially teachers, through retrospective evaluation. This kind of
evaluation is important to know whether the textbooks used in teaching-learning
activity are really suitable with the class condition or need some teacher’s
treatments.This paper is intended to describe why retrospective evaluation of ELT
textbooks is important and how to do that for the textbooks they use in the
classroom, so that the use of textbooks will be effective and meaningful for
students. They will really support the teaching-learning process to lead them
reaching the goals.

Key words:retrospective evaluation –ELT Textbooks – why - how

INTRODUCTION
A textbook can be defined as a collection of knowledge, concepts, and principles of
selected topic or course. It is usually written by one or more teachers, college professor, or
education experts who are authorities in a specific field. Most textbooks are accompanied by
teacher’s guide providing supplemental materials, ideas, and activities to use throughout the
academic years (http://www.teach-erversion.fen.com/curriculum
planning/newteacher/48347.html). According to wikipedia, a textbookor a coursebook is a
manual of instruction in any branch of study. It is produced to fulfill the demands of

74
educational institution. Nowadays, textbooks not only published in printed format, but also
available in online electronic books. (https://en.m.wikipedia.org.wiki-textbooks). Some of
them are officially published by government and some others are by private publishers.
In related to English learning and teaching, a textbook acts as the provider of learning
material for students to reach the goals stated in curriculum. In specific, it helpsstudents to
reach the teaching objectives stated in teacher’s lesson plan. They can also help teachers to
find their teaching material easily. Sukarno (2008: 94) states that English textbooks contain
English teaching materials in the form of taks providing the students with meaningful inputs
for their comprehension of a certain goal to achieve, as stated in the standard of content of
English.
Then, how necessary is the texbooks? Fauziati (2015: 87) states that to answer this
question depends on the teacher’s own knowledge style, the resources provided to them, the
accepted standard of teacching in every language school, etc. There are three options
regarding the use of textbooks in a language teaching: (1) teachers need textbooks, (2) they
do not need them, and (3) they select them and supplement some other materials to perfect
them.
However, the role of textbooks in ELT become very important since they tend to be
center of instruction. Fauziati (ibid) states that in many cases teachers and students rely
heavily on textbooks, and textbooks determine the other components of learning, that is,
they control the content, methods and procedures of learning. It means that textbooks
become the center of instruction. Mukundan, 2011 (in Lisna, 2016), states that as a part of
the materials used in the classroom, the textbook can often play a crucial role in students’
success or failure. The learning outcome often depends very much on the quality of the
textbook used. Another expert, Sheldon, 1988 (in Jahangard, 2007) states that textbooks
represent the visible heart of any ELT program. They provide the objective of language
learning; they function as a lesson plan and working agenda for teachers and learners.
Cunningworth, 1995 (in Jahangard, 2007) also argues that textbooks are an effective
resourse for self-directed learning, an effective resource for presentation material, a source
of ideas and activities, a reference source for students, a syllabus where they reflect
determined learning objectives, and support for less experienced teachers who have yet to
gain in confidence.
Therefore, textbook evaluation is absolutely needed to be done by all English teachers.
Although all textbooks have been evaluated predictively by some experts or officially by
the government; it doesn’t mean that they can be directly for all classes. Each class has it’s
own specific condition, based on the basic ability of the students, their needs and interests.
This will help them to find the textbooks which are effective in helping students reaching
their learning goals.This is usually called “retrospective evaluation” of textbooks, the kind
textbook evaluation conducted by the users of the books. Being evaluated by the users
followed by teacher’s treatment means that the textbooks are really correspond to the
students’ condition and predicted to be effective and meaningful for them.

DISCUSSION
1. The Importance of “Textbooks” in ELT
As the teaching materials provider, the existence of English textbooks is really needed by all
teachers. Reviewing some statements from different experts, Sukarno (2008:95) states English

75
textbooks have a vital role in English language teaching since it is one of the factors determining
the success of the teaching-learning process. In this case, teachers can adopt or adapt the
materials presented in a series of tasks in the textbooks. Without having textbooks, teachers will
be very busy looking for materials from various authentic resources. It is not an easy duty, so
that teachers must work hard any time.This is in line with Richards and Renandya’s statement (in
Sukarno, 2008) that teaching materials are a key component in most language programs.
Whether the teachers uses a texbook, institutionally prepared materials, or makes use of his or
her own materials, instructional materials generally serve as the basis for much of the language
input learners receive and the kanguage practice that occurs in the classroom.
So far, Richard (http://www.cambridge.org.br/authors-articles/the-role-of-textbook-in-a-
language-program) states that among the principal advantages of using textbooks are:
(1) They provide structure and syllabus for a program,
Without textbooks, a program may have no central core and learners may not receive a
syllabus that has been systematically planned and developed.
(2) They standardize instruction
The use of a texbook in a program can ensure that the students in different classes receive
similar content and therefore can be tested in the same way.
(3) They maintain quality
I a well developed textbook is used, students are exposed to materials that have been tried
and tested, that are based on sound learning principles, and that are paced appropriately.
(4) They provide a variety of learning resources
Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and
comprehensive teaching guides, providing a rich and varied resource for teachers and
learners.
(5) They are efficient
They save teacher’s time, enabling teachers to devote to teaching rather than material’s
production.
(6) They can provide effective language models and input
Textbooks can provide support for teahers whose first language is not English and who may
not be able to generate accurate language input on their own.
(7) They can train teachers
If teachers have limited teaching experience, a textbook together with the teacher’s manual
can serve a medium of initial teacher training.
(8) They are visually appealing
Commercial textbooks usually have high standards of design and production and hence are
appealing to learners and teachers.

Based on the slide presentation written by Department of Basic Education of South

Africa, (https://www.slideshare..net), text booksmay have several functions for teachers: 1) a
core resource, 2) resource of supplementary materials, 3) an inspiration of classrrom activities,
and 4) as curriculum itsefl. SO far, it states that there are some advantages of using textbook for
teachers and for learners. For teachers, the advatages of using textbooks are:
 They assist managing a lesson.
 They save time, give direction to lessons, guide discussion, facilitate in giving homework,
making teaching ‘easier, better organized, more convenient’, and most of all, and

76
  They provide confidence and security.

Whereas the Advantages for learners are:

 Students see the textbooks as a ‘framework’ or ‘guide’
 They help them to organize their learning both inside and outside the classroom.
 They enable them to learn ‘better, faster, clearer & easier.

The role of textbooks is very important since almost all teachers conduct their
teaching-learning activities in the classroom through textbooks. This is in line with
Ansary& Babaii's statcment(2002) that in fact teachers, students. and administers are all
consumcrs oftextbooks. Once the teacher using a certain textbook in the classroom, they
will mostly rely on that book, so that the content of the teaching, the method, and the
teaching procedure as well as their assessment will be based on the book they use. How
important the role of textbooks is?

2. Why do Teachers Need to Evaluate Textbooks?

Teachers are often faced with the task of choosing what teaching materials to use (Ellis,
1997: 36). It happens everywhere in Indonesia. As English teachers we realize that choosing a
sutitable textbooks to be used in the class is not easy. There are many kinds of textbooks for a
certain level of eduacation, both published officially by government or by private publishers. All
of them have their own strength and weakness. Sometimes we find a good textbook, but it is not
suitable for our class since it doesn’t meet our students’ need and interest. That’s why, we need
to evaluate the textbook before and after the books are being used.
Ellis (1997:36-37) discusses some types of textbook evaluation: 1) predictive and
retrospective (done before or after the use of a teaching material), 2) micro and macro
(depending on the number of participants involved), and 3) impressionistic and empirical (based
on teachers’ impressions how effective and enjoyble activities have been, or on users’ feedback).
It is usual that textbooks are predictively evaluatedby experts before they are massively
produced and published. Predictive evaluation is an evaluation which is designed to make a
decision regarding to what materials to use in the classroom during the teaching-learning process
(Ibid: 36). This kind of evaluation is done on the basis of the theories of a certain subject matter,
theories of learning, and theories of psychology. Being predictively evaluated, the books are
guaranted to be suitable both for students to facilitate them reaching the learning goals and for
teachers to conduct the teaching-learning process.
In conducting a predictive evaluation of textbooks, experts usually use some criteria to
come to the conclusion that a certain book is regarded suitable for teacher and students or still
need revising. For example, Cunningsworth (1995) proposes the following items:
 Textbooks should correspond the learner’s need. They should match the aims and the
objectives of the language learning program

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 Textbooks should reflect the uses (present or future) learners will make of the language.
Textbooks should be chosen that will help students use language effectively for their own
purposes
 Textbooks should take account of students’ needs as learners and should facilitate their
learning processes, without dogmatically impossing a rigid method
 Textbooks should have a clear role as a support for learning.
In Indonesia,(Sukarno, 2008: 99-100), all textbooks published have been evaluated
predictively by the government before being permiited to use widely at schools.It is done by
Board of Education National Standard (Badan Standar Nasional Pendidikanand covering content
suitability and delivery suitability. Content suitability consists of (1) appropriateness between
content and standard of competence and basic competence, (2) material accuracy, and (3)
supporting materials; Whereas the delivery suitability consists of (1) presentation technique, (2)
presentation of learning, and (3) competeness of presentation.It means that all textbooks used by
teachers and students at schools have met the criteria determined by the board.
The question is “Can the books directly be used in teaching-learning activity for all
classes?” This is a big problem. Each class has its own specific condition which is different one
to another. The students of the class have their own level of basic competence that is different
with other group of students. They have different social culture background. They also have
different needs and interests. That’s why, although the textbooks have been predictively evaluated
by some experts or officially by the goverrnment; it doesn’t mean that they are suitable for all
classes since the condition is different.It needs an evaluation conducted by the users of the books
on the basis on the field, classroom. The users here are teacher and students. This kind of
evaluation is designed to examine materials that have actually been used in the classroom.
Retrospective evaluation can be impressionistic or empirical (Ellis, 1997: 36).
Another reason of retrospective evaluation of the textbooks is that based on the fact that there is
no perfect texbooks (Ansary and Babai, 2002). It is regarding to the number of textbooks
provided by government as well as published by private publishers. Therefore, teachers should
have the option of assigning supplementary materials based on their own specific needs on their
own specific teaching situation.(Sukarno, 2008). In addition, Richards (2016: 4) states that
commercial textbooks can seldom be used without some form of adaptation to make them more
suitable for the particular contect in which they will be used.
Retrospective evaluation is very important since this kind of textbook evaluation is done
by the users of the books themselves. Here, teachers and students evaluate the texbooks they use
on some aspects. Having been retrospectively evaluated by teachers and students, it can be
predicted that the books are really suitable for them to use in the class. The books are effective
and meaningful for students, so that they really help them in reaching the learning goal. They also
help teachers to manage the class.
Then, what are the possible treatments we can do after doing their restrospective
evaluation? Richards (Ibid: 4) suggests some ways on adapting commercial textbooks so that they
can be used in English class: 1) modifying content, (2) adding or deleting content, (3)
reorganizing content, 4) addressing ommisions, 5) modifying tasks, and 6) extending tasks.

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3. How to Conduct a“Retrospective Evaluation” of ELT Textbooks
Teachers can conduct a “retrospective evaluation” of the textbooks through
impressionistic or empirical evaluation. When we get a new textbook, we will
automatically give some comments like “This book is good enough.”, “This book is
simple but comprehensive”, “I don’t think my students will like this book”, “The book is
too difficult for students to understand”, etc., means we evaluate the books
impressionistically. It can be said that most of teachers do this before or during their
teaching-learning activity. On the other hand, empirical evaluation is a kind of texbook
evaluation conducted by users based on how well they have performed in fact. It can be
done through macro or micro evaluation.A macro-evaluation is done when all the tasks in
a texbook are evaluated; whereas in a micro-evaluation, we select a perticular teaching
task in which we have a special interest, and submit this to a detailed empirical
evaluation.
A task itself can be described as a part of a whole textbook containing teaching
material used to lead students reaching their learning goal. Ellis (1997: 38) states that a
task can be viewed as an activity in which: meaning is primary; there is some sort of the
relationship to the real world; task competion has some priority; and the assessment of
task performance is in terms of task outcomes.Sukarno (2008: 96) states that a task can be
described in terms of its objectives, input, conditions, procedures, and outcomes. The
objectives of the task refer to what skill that the learner should accomplish. The input of
the task provides the students with activitieas and exercices to work on (i.e. verbal and
non-verbal information supplied). The conditions of the task refer to under which the task
is to be performed (e.g. whether in lockstep with the whole class or in a small group
work). The procedures of the task refer to what the students need to carry out to complete
the task (e.g. whether the students have the opportunity to plan prior to performing the
task). Finally, outcomes of the task refer to what is achieved on completion of the task.
In conducting a micro-empirical evaluation, there are some steps to follow (Ellis,
1997):
Step 1: Choosing a task to evaluate
Step 2: Describing the task
Step 3: Planning the evaluation
Step 4: Collecting the inoformation for the evaluation
Step 5: Analysing the information
Step 6: Reaching consclusion and making recommendation
Step 7: Writing the report.
About the instrument needed, Lisna (2016: 88) states that a good questionnaire is
supposed to help establish the level of correspondence beteween a textbook and the needs
of its users, as well as point to the fields where the level is low. So far, she proposes two
different questionnaires from different perspectives. The first one is teacher’s
questionnaire to carry out a comprehensive evaluation from a pedagogical standpoint; and
the second one is for students as learners. Both of them have different sets of parameter.
Then, combining from some experts, she proposes some aspects and criteria for the
evaluation as below.

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 Tabel 1 Criteria on Teacher’s Questionnaire
Categories Criteria
Aims and 1. The textbook is based on communicative approach and
approaches facilitates attaining communicative competence.
2. The target language is contextualized.
3. The skills are integrated.
4. The textbook facilitates various forms of group work.
Structure 5. The content is logically sequenced and teachable.
6. The material in the units is logical and well-organised.
Design and 7. The quality of paper and printing is acceptable, the size
technical and
quality binding of the textbook are appropriate.
8. Illustrations in the textbook are qualitative and
relevant.
9. The quality of the audio and video is acceptable
Content 10. The topics are of relevance and interest to the
students.
11. The presented language is authentic and real-life.
12. The content of the textbook is practical and up-to-
date.
13. The balance between listening, speaking, reading, and
wri-
ting skills development is appropriate to our
particular
learners.
14. There is a sufficient number of activities for both
control-
led and free practice.
15. The ways of presenting and practicing target language
are
quite variegated.
16. The tasks fit the learners’ ability.
17. The tasks for the activities are clearly formulated.
18. Teaching notes in the teacher’s resource book are
helpful.
19. Photocopiable activities in the teacher’s resource
book are
interesting and useful.
20. The textbook contains an adequate number of revision
activities and tests.
21. The interactive workbook (MyEnglishLab) is a handy
and
effective tool to track students’ progress.
22. The scope and quality of activities in the interactive
work-
book (MyEnglishLab) is appropriate.

80
 Skills 23. The scope and quality of grammar input are adequate.
24. The scope and quality of vocabulary input are
adequate.
25. The functional language is presented and practised
effecti-
vely in the course book.
26. The number and content of listening activities are
appro-
priate.
27. The video activities are interesting and effective.
28. The number and content of reading activities are
appro-
priate.
29. The writing activities are relevant to the students’
needs
and effective.
30. The speaking activities are engaging and effective.

Table 2: Criteria on Students’ Questionnaire

Criteria
1. The topics of the units were interesting and actual.
2. The content was practical and up-to-date.
3. The number and content of grammar activities met my expectations.
4. The number and content of vocabulary activities met my expectations.
5. The functional language presented and practised in the 3rd section of
each unit
was actual and useful.
6. The number and content of listening activities met my expectations.
7. The video activities were interesting and useful.
8. The number and content of reading activities met my expectations.
9. The writing activities were relevant to my needs and effective.
10. The speaking activities were engaging and effective.
11. Doing homework in the interactive workbook (MyEnglishLab) was
handy and
useful.
12. The number and content of the activities in (MyEnglishLab) met my
expectati
ons.
13. I liked the design of the textbook and its illustrations.
14. I use the language which I learnt from the textbook in the real-life
commu-
nication.
15. I’m happy with the progress I made with the help of this book.

Then, to know the result of the survey, Likert-type scale can be applied. All criteria
of evaluation in the questionnary are rated numerically, on a scale from 1 to 5. The rates

81
reflect the level of their evaluation starting from strongly agree to strongly disagree. The use
of numbers make the result of the survey more tangible. It is important to provide a space for
each form for open questions. For the teacher’s questionnaire, the question can be “If you
have any comment about the textbook, please write down here!”; whereas for students’
form, the question can be “Please give your comment on what you are particularly like/
dislike about the book!”. This is used to acquire the additional information beyond the scope
of included criteria.
CONCLUSION
As one important element determining the success of English teaching and learning ,
the role of textbooks is very important since in fact there are many teachers who rely
heavily on a certain textbook in doing teaching-learning activity. It means that the textbook
used by teacher in classroom activity tends to be the center of instruction that control the
content, methods, and procedures of learning. That’s why, we need a good and qualified
book which will help students effectively to reach their leraning goals.
To have an effective textbook is not easy. Besides the fact that there is no perfect book
to be used, we can also say that although a certain textbook is very good based on predictive
evaluation conducted by experts or by government, it can not be used in different classes
with different situations. This is the reason why we must conduct “retrospective evaluation”
for the textbook we use in our teaching learning activity. This is the kind of textbook
evaluation conducted by the users of the book, namely teacher and students, after the book is
being used. The common way to do this kind of evaluation, is by collecting the feedback of
the users empirically on one task/ one usit of the text book (micro evaluation).
To conduct retrospective evaluation of a textbook, we must some steps starting from
choosing a task to evaluated, describing the task, planning to evaluate, until drawing the
conclusion about the result of evaluation. The instrument to do so is by filling two different
questionnaires (one for teacher and the other for students) containing some criteria of
evaluation. The teacher and students is just giving a check in a provided column by rating 1
to 5, reflecting their opinion for strongly disagree, disagree, moderate, agree, and strongly
agree. They also have to give their comment on the space provided about any thing related
to the book.
When the textbooks have been evaluated by the users, namely teacher and students,
and followed by teacher’s treatment; it means that the books are in line with student’s need,
interest, and condition. It can also be predicted that the books will be effective and
meaningful for students. They will help them in reaching their communicative competence
as their learning goal.

References
Ansary L & Babaii, E. (2002). “Universalcharacteristics of EFL/ ESL Textbooks: A Step
Towards Systematic Textbook Evaluation”. (Available at:
http//iteslj.org/Artcles/Ansay-Textbooks. Downloaded on May25, 2017)

Cunningsworth, A. 1995. Choosing Your Coursebook. Oxford: Heinemann.

Ellis, R. 1997. “The Empirical Evaluation of Language Teaching Materials”. ELT Journal
Volume 51/1 January 1997, 36-42. (Available at https://e-class.uoa.gr.material
evaluation.Downloaded on May 27, 2017)

82
 Fauziati, Endang. (2015). Teaching English as A Foreign Language: Principle and
Practice. Surakarta: Era Pustaka Utama.

Sukarno. (2008). “How to Choose Suitable English Coursebooks to be Used in The English
Teaching-Learning Process:Doing a Micro Evaluation”. Journal of English and
Education Volume 2 No. 1 Juni 2008.Yogyakarta: English Study Program Diploma 3
Faculty of Psychologi and Socio-cultural Study UII.

Jahangrad, Ali. (2007). Evaluation of EFL Materials Taught at Iranian Oublic HighSchools.
PDF Full Jurnal Volume 9, Issue 2 Article 7 (Availbale at https ://www.asian-
efljournal.com Downloaded on May 25, 2017)
Lisna, Marianna. (2016). “ Retrospective Evaluation of ELT Coursebooks Effectiveness”:
Advanced Education, 2016, Issue 6, 87-92. (Available at https://www.ae.fl.kpi.ua. .
Downloaded at May 25, 2017 )

Richard, Jack C. “The Role of Textbooks in a Language Program”. (Available at

http://www.cambridge.org.br/authors-articles/the-role-of-textbook-in-a-language-
program. Downloaded on May 25, 2017)

Weddel, Kathleen Santopietro. (2009). How to Choose a Good ESL Textbook. Colorado:
Northen Colorado Professional Development Center. (Available at https://
www.cde.stae.co.us. Downloaded on May 30, 2017)

https://www.slideshare.net
https://www.teacherversion.fen.com/curriculum-planning/newteacher/48347.html.
https://en.m.wikipedia.org.wiki-textbooks

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 JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PERCEPTIONS AND
PRACTICES OF AUTHENTIC ASSESSMENT
Mutmainah

STATE JUNIOR HIGH SCHOOL 25 PURWOREJO, INDONESIA

mbakmut@gmail.com

ABSTRACT

The implementation of 2013 Curriculum recommends practices of authentic assessment. This

qualitative study investigated teachers’ perceptions and practices of authentic assessment and
explored the difficulties affecting their practices. The questions guided this study are: 1) How do
English teachers’ perceive authentic assessment?, 2) What kinds of authentic assessment
techniques do they frequently use?, 3) What problems do they encounter in implementing
authentic assessment?, and 4) How do teachers’ assessment practices relate to their perceptions?
This research used an interview to reveal the teachers’ perceptions, the assessments frequently
used, and their problems. Meanwhile, the document analysis helped to map out patterns between
their perceptions and practices. A total of six teachers were drawn from six Junior High Schools
that implement 2013 Curriculum in Purworejo regency. Through the interview, it revealed that
teachers had positive perceptions towards authentic assessment. This study also found out that
observation, written test, and performance were the techniques often used by the teachers in
assessing students’ competence. Then, they claimed time constrain, lack of understanding, and
class size as the main problems. The last, it was informed that in some cases, they did not put the
assessment perceptions into practices.
Keywords:perceptions, practices, authentic assessment
INTRODUCTION
Assessment has always been the inseparable part of education as it determines whether or
not the goals of education are being met. Accordingly, teachers must acquire a more
sophisticated understanding of assessment literacy for utilizing data to diagnose needs of
individual students. Mertler in Calveric (1999) suggests that lack of exposure to assessment
fundamentals helps to explain why teachers do not readily recognize the importance of
assessment to improved instruction, student motivation, and level of student achievement.
Assessment may be defined as the process of gathering and discussing information from
multiple diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational experiences; the
process culminates when assessment results are used to improve subsequent learning (Huba &
Freed, 2000). Meanwhile, Popham (2007) claims that assessment enables teachers to gather
information about the students’ progress as well as the extent to which methods of instruction
used are helping the students to achieve the intended learning outcomes.
The implementation of the Revised 2013 Curriculum recommends practices of authentic
curriculum. There are numerous types of authentic assessment used in classroom. According to
O’Malley and Pierce (1996), authentic assessment include oral interviews, story or text retelling,
writing samples, projects and exhibitions, experiments or demonstrations, constructed-response
items, teacher observations and portfolios. Meanwhile, Herrera et al. (2007), include formative

84
and summative assessment along with other types of authentic assessment, such as performance-
based assessment, portfolios, self-assessment and peer assessment, interview-based assessment,
play based assessment, cooperative groups assessment, dialogue journal, and scaffold essays.
In Indonesia, authentic assessment is ruled through the Decree of the Minister of
Education and Culture of the Republic of Indonesia Number 23 Year 2016. It is stated that
authentic assessment is a form of assessment that requires students to show attitude, use
knowledge and skills gained from learning in performing tasks in real situations.Meanwhile, in
Purworejo regency, there are many schools that implement the Revised 2013 curriculum.
However, this study will focus on the first piloting schools. They are SMP Negeri 2 Purworejo,
SMP Negeri 3 Purworejo, SMP Negeri 5 Purworejo, SMP Negeri 6 Purworejo, SMP Negeri 17
Purworejo, and SMP Negeri 27 Purworejo.These schools have applied the curriculum since the
academic year 2013/2014.
In the Revised 2013 curriculum, there are several new assessment techniques should be
conducted by the teachers. However, how learning assessment should be carried out in teaching
and learning process was not fully covered during the dissemination of the curriculum.
Accordingly, without adequate and proper knowledge, they thought, grasped, and tried to
implement it in teaching and learning process.
For that reason, this study will be conducted to reveal the English teachers’ perceptions
and practices of authentic assessment. In this study, the researcher will closely explore teachers’
perceptions of authentic assessment and their current authentic assessment practices. The result
of this study hopefully will give sufficient information about authentic assessment to teachers
and encourage them to reflect on their perceptions of assessment effectively.

METHODS
In this study, a qualitative research was applied. The researcher utilized two kinds of
instruments; interview and document analysis. Interview was used to reveal the teachers’
perceptions and document analysis was implemented to elicit the teachers’ practices. Then, the
collected data will be analyzed in several sections including reading and memoing, describing
the context and participants, and classifying and interpreting (Gay et al, 2011).

RESULTS
The following part discusses the findings and interpretation the teachers’ perceptions and
practices of authentic assessment based on the research questions.

Teachers’ Perceptions of Authentic Assessment

Research Question 1: How do English teachers’ perceive authentic assessment?,

To get the data about teachers’ perceptions, the researcher used the interview. The
descriptions were reported in the following explanations.

Definitionof Authentic Assessment

Basically, all of six teachers were aware of the definition of authentic assessment. Their statements
were probably influenced by the one mentioned in Standard of Assessment issued by the Decree of the
Minister of Education and Culture of the Republic of Indonesia Number 23 Year 2016. It is stated that the

85
authentic assessment is a form of assessment that requires students to show attitude, use knowledge and
skills gained from learning in performing tasks in real situations. The data below supported the finding.

Table 1 Definition of Authentic Assessment

Participants Statements
Teacher 1 “Authentic assessment is an assessment that asks students to perform
their attitude, knowledge, and skills in real world context.”
Teacher 2 “Authentic assessment is a process of collecting information by
teachers about development of learners through various assessment
techniques. For instance, when teachers assess attitude they could use
observation, self-assessment, peer-assessment, and journal.
Meanwhile, in assessing students’ knowledge, they could use written
test, oral test, and assignment. In assessing students’ skills, teachers
could use performance-based assessment, project-based assessment,
and portfolio assessment.”
Teacher 3 “Authentic assessment is a measurement of leaners’ learning
outcomes on the students’ attitude, skills, and knowledge. They also
conduct several tasks through variety techniques such as role plays,
retelling stories, and writing a short message.”
Teacher 4 “Authentic assessment is an assessment that asks students to perform
tasks in real situation, demonstrate their attitude, apply their
knowledge and skills.”
Teacher 5 “Authentic assessment as a process of collecting and reporting
information about students’ learning by applying various assessment
techniques. The core of authentic assessment is assessing students’
attitude, knowledge, and skills.”
Teacher 6 “Authentic assessment as the assessment that requires students to
show attitude, use knowledge, and skills gained from learning in real
situations.

Characteristics of Authentic Assessment

Through the question about characteristics of authentic assessment, it was found that the teachers
mostly perceived that in authentic assessment they should use various assessment techniques, provide
meaningful tasks, assess their students in relevant ways, and provide feedback for students. The findings
were identified based on the following data.

Table 2 Characteristics of Authentic Assessment

Participants Statements
Teacher 1 a. “One of characteristics of authentic assessment is using various
assessment techniques, such as observation, journals, project-
based assessment, and portfolio assessment.”
b. In implementing authentic assessment, teachers should assess the
students in relevant way so the learning objective will be met. For
example, when teachers would like to assess the students’
competence in speaking, they should ask them to do several

86
 activities such as asking students to do role plays, oral
presentations, or retelling a story. The teachers should not assess
the students’ performance by giving them multiple-choice test.”
Teacher 2 a. “In implementing authentic assessment, teachers should use
various techniques, such as observation, performance, and
portfolio.”.
b. “In authentic assessment, the students are also asked to
demonstrate their ability to show their attitude and apply relevant
knowledge and skills.”
Teacher 3 a. “Teachers should conduct several tasks through several
assessment techniques such as role plays, retelling stories, and
writing a short message.”
b. “Authentic assessment is an on-going assessment. It means that
authentic assessment provides valuable information about
learners’ progress over time. By doing so, teachers can improve
both teaching and learning by timely feedback.”
Teacher 4 a. “Teachers should use various assessment techniques, not only
multiple-choice test.”
b. “Authentic assessment provides direct evidence of application of
students’ knowledge and skills. For example, if a student does
well on multiple-choice test, teachers are not able to determine
that they could apply their knowledge and skills.”
c. “Authentic assessment provides feedback both for teachers about
instructions and the students about learning.”
Teacher 5 a. “Teachers should provide opportunity for students to demonstrate
their attitude, applying knowledge, and skills through meaningful
tasks.”
b. “Authentic assessment occurs throughout a learning experience.
By doing so, teachers can determine the subsequent progress of
their students.”
Teacher 6 a. “In authentic assessment, teachers should not only want students
to know the content of the courses, but they will be able to use
and apply the acquired knowledge and skills in the real world.”
b. “Authentic assessment encourages teaching, learning, and
assessing at the same time. In contrast, in traditional assessment,
teaching and learning are often separated from assessment.”

Benefits of Applying Authentic Assessment

Based on their statements, teachers perceived that by implementing authentic assessment, students
will be more actively in learning process. They also would get a chance to demonstrate their knowledge
and skills, do various tasks and observe and reflect their own understanding based on the feedback given
by the teachers. The findings were identified based on the data below.
Table 3 Benefits by Applying Authentic Assessment

Participants Statements
Teacher 1 “Authentic assessment will activate students in learning process. They
also will gain opportunity to demonstrate their understanding in front
of their friends. Authentic assessment also tells about how much the

87
 students really understand the content of the course.”
Teacher 2 “Authentic assessment promotes students’ participations in learning.
They discussed with their partners and work together to complete the
tasks. Students also have a chance to demonstrate what they have
learned.”
Teacher 3 “By implementing authentic assessment, students will actively
participate in the learning process. Students are required to construct
responses and demonstrate their understanding. The most important
thing is that student can reflect their own works based on the feedback
given by teachers.”
Teacher 4 “The students do various activities such as presentation, role plays, and
projects. Therefore, teachers will have a complete picture of what
students understand. By doing authentic assessment, it will help
students improve their learning and help teachers improve their
teaching.”
Teacher 5 “Authentic assessment will give students opportunity to apply their
knowledge and skills. Teachers will recognize how much the students
really understand what they have learned. In authentic assessment,
students also perform various tasks. It is more interesting and
motivating.
Teacher 6 “In authentic assessment, students are asked to perform their attitude,
knowledge, and skill. So it will motivate students to learn more
seriously. Authentic assessment also provides feedback. For students,
feedback may encourage them to study better.”

Research Question 2: What kinds of authentic assessment techniques do they frequently

use?

There are several assessment techniques should be used by the teachers in implementing the
Revised 2013 Curriculum. However, the teachers tended to apply certain techniques for assessing each
domain due to some reasons. Based on the teachers’ statements, all the teachers had similar perceptions
on the preference of authentic assessment techniques. Most of the teachers used observation for assessing
students’ attitude. They said that this technique was the easiest one and more objective. Meanwhile, for
assessing students’ knowledge, all the participants preferred to use written test. Most of them considered
that they needed to train the students to respond the test using this technique for preparing them face high-
stake tests such as semester test and final examination. The last, all the participants preferred to use
performance and project-based assessment to assess students’ skills. They stated that they were familiar
with those two kinds of assessment techniques as they used to apply them in the 2006 Curriculum.The
following data supported the findings.

88
 Table 4 Preference of Authentic Assessment Technique

Participants Domain Assessment Reasons

Techniques
Teacher 1 Attitude Learning journal “Learning journal can be used as tools for
students to record of assignments they have
learnt and to share their personal experiences to
others. Students can utilize them to write
reflections on their own learning process. They
can note their strengths and weaknesses.”
Knowledge Written-test “I need to train the students to be able to
(multiple-choice respond multiple-choice test as at the end of
test) students’ learning, they will be tested using
high-stake testing, i.e. national examination”
Skills Performance and “These techniques are simpler as I used to
Project-based practice them in 2006 Curriculum.
Assessment
Teacher 2 Attitude Observation and “Observation is the simplest techniques for
Learning Journal assessing students’ attitude. I only need
observation checklist to help me in the process.
Meanwhile, learning journal is useful for
students to identify their problems in learning.”
Knowledge Written test “I need to train the students to respond such
(multiple-choice tests as at the end of the course, they will be
and essay test) tested using the techniques.”
Skills Performance- “I used to apply this technique in the 2006
based Assessment Curriculum for assessing students’ skills in
practicing monolog and dialog.”
Teacher 3 Attitude Observation “Observation is the easiest technique for
assessing students’ attitude. I did not need to
train the students to apply like in self-
assessment and peer-assessment as observation
was conducted by the teacher.”
Knowledge Written test “Written test is simple and I used to apply it in
the 2006 Curriculum. I only applied this
technique when I teach the ninth grade students
in order to prepare them face the final
examination.”
Skills Performance and “These techniques are easier as I often apply
Project-based them in the 2006 Curriculum to assess students’
Assessment performance and products.
Teacher 4 Attitude Observation “Comparing to the other techniques,
observation is more objective as the process is
conducted by the teacher.”
Knowledge Written test “I often apply written test, mostly in the form of
(multiple-choice
multiple-choice test and essay. I have to
and essay test)
accustom my students to respond these tests as

89
 they will take high-stake tests such as semester
test and national examination.”
Skills Performance and “I frequently use performance and projects-
Project-based based assessment as I am familiar with these
Assessment techniques. I implement performance-based
assessment when I ask students to perform
monologs and dialogs. Meanwhile, students’
products will be assessed using project-based
assessment.
Teacher 5 Attitude Observation “I frequently apply observation as it is simple. I
use observation checklist to conduct this
technique.”
Knowledge Written test “I often use written test as I used to practice it
in the 2016 Curriculum. The students have to be
trained using this technique to face the final
examination.”
Skills Performance and “I frequently apply performance and project-
Project-based based assessment as I used to practice them in
Assessment the 2006 Curriculum. I implement performance-
based assessment when I ask students to
perform monologs and dialogs. Meanwhile,
students’ products will be assessed using
project-based assessment.”
Teacher 6 Attitude Observation “I often apply observation for assessing
students’ attitude as it is a simple technique. I
use observation checklist for guiding me in the
process of assessment.”
Knowledge Written test “Written test is the easiest technique as I used to
practice it in the 2006 Curriculum.”
Skills Performance and “I often use performance and project-based
Project-based assessment for assessing students’ skills as I am
Assessment familiar with these techniques. I use to apply
them in the 2006 Curriculum.”

Research Question 3: What problems do they encounter in implementing

authenticassessment?

Apart from the benefits, all participants of the study stated that they faced some problems in
implementing the authentic assessment. Through their statements, it could be concluded that most of the
participants perceived that time became one of the constraints both in designing and implementing
authentic assessment. Besides, other teachers perceived that their problems were caused by insufficient
knowledge of the issue. In addition, class size was also a problem encountered by the teachers.

Table 5 Problems in Applying Authentic Assessment

Participants Statements
Teacher 1 “Authentic assessment is more time consuming. I have to spend more
time both in designing and assessing students. My knowledge about

90
 authentic assessment was not sufficient yet. In the teacher training,
the material about authentic assessment was not complete. Therefore,
the application of authentic assessment in teaching and learning
process still encountered many problems. It is important that teachers
are properly trained in applying authentic assessment.
Teacher 2 “I lack knowledge about authentic assessment. In the 2006
curriculum, I usually conducted the assessment at the end of learning
process and knowledge is the only component to be assessed. In 2013
Curriculum, teachers must assess attitude, knowledge, and skills. I
also get difficulties in creating rubric. Besides, class size is also the
problem. There are thirty-two students in each class.”
Teacher 3 “It is quite hard for me to implement project-based assessment. I
must observe and assess real students’ ability. I tend to assess final
products. It is big problems for teachers to provide various tasks to
facilitate the uniqueness of each student. It is time consuming, too
and it may require more effort.”
Teacher 4 “Authentic assessment takes longer to plan and apply. I should
provide opportunity for students to apply attitude, knowledge, and
skill. In consequence, students must be creative. I also face problems
for a class with too many students, especially project-based
assessment. I have to monitor the students’ progress over time and
gives feedback to many students’ projects. The process is costly both
in terms of effort and time.”
Teacher 5 “Every student has her or his own characteristics. For example, while
one student may choose to retell story, another student may perform
better in a role play. As a result, I need to provide rubrics to give fair
evaluation. It really takes much time.”
Teacher 6 “In authentic assessment, I should provide opportunity for students to
show attitude, perform knowledge and skills. So, I should create
various instruments for assessing all there domains. It really needs
effort and takes much time.”

To overcome the problems in applying authentic assessment, the teachers do some strategies that
they can reach out. It was revealed that to overcome the problems in applying authentic assessment, the
teachers do some strategies that they can reach out. All teachers mostly have the same ways. First, they

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discussed with their friends to solve problems. Second, they read articles on authentic assessment from
books. Besides, instead of reading some books, they browsed related articles from the internet.

Table 6 Strategies to Overcome the Problems

Participants Statements
Teacher 1 “I discuss with my friends. Sometimes I read books or look for the
information through internet.”
Teacher 2 “I ask my friends to help me when I get problems. I also browse the
internet to find related articles. Also, due to the time constraints I
often simplify the process of assessment. For example, when
implementing project-based assessment, I do not monitor the
students’ progress. I only accept the final result.”
Teacher 3 “I discuss the problems with my friends at school or share them in
English teachers’ group.”
Teacher 4 “I discuss with my friends. Sometimes I browse the internet. I like
it. Internet provides unlimited information.”
Teacher 5 “I browse the internet to look for the solutions. I also discuss with
my friends at school. When we get confused, I share the problems
in teachers’ group.”
Teacher 6 “I discuss the problems with my friends. Sometimes I browse the
internet. It helps me so much”.

Teachers’ Practices of Authentic Assessment

This section discusses the teachers’ practices of authentic assessment. The findings were obtained
through document analysis including syllabus, lesson plans, scoring books, and students’ products.

Findings through Teachers’ Syllabus Analysis

It was revealed that all the participants had their own syllabus. However, their syllabus did not
provide information about assessment techniques, for assessing students’ attitude, knowledge, and skills.
The teachers only adopted and then directly applied the syllabus. Actually, the syllabus provided by
government consisted of three parts; Based Competence, Learning Materials, and Learning Activities.

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Findings through Teachers’ Lesson Plans Analysis

It was found that all the teachers prepared their lesson plans. It was also informed that their lesson
plans provided information about the assessment techniques used by the teachers to assess students’
attitude, knowledge, and skills. However, the researcher found that the teachers did not implement all the
assessment techniques required. Most of them mentioned the using of observation for assessing students’
attitude, written test for assessing knowledge, and performance and project-based assessment for
assessing students’ skills.

Findings through Teachers’ Scoring Books Analysis

The researcher found that all the participants had scoring books to document students’ attitude,
knowledge, and skill’s scores. Even though the teachers did not fully apply all the assessment techniques,
they had assessed all three domains required.

Findings through Students’ Products Analysis

The next finding reported that all the participants documented students’ products. The researcher
found that the teachers collected some of them such as invitations, descriptive texts, and written tasks. In
contrast, the students did not have their portfolios.

Research Question 4: How do teachers’ assessment practices relate to their perceptions?

Comparing the findings on the interview and document analysis, it revealed some evidences on
the relation of teachers’ perceptions and practices of authentic assessment. Some findings were consistent
while the others showed inconsistency.
Through the interview, it was revealed that all of the participants had positive perceptions towards
authentic assessment. Based on their responses, it could be summarized that they had sufficient
understanding about the concept of authentic assessment. They also considered the benefits by
implementing it.Furthermore, all participants carried out some strategies to overcome the problems.
Nevertheless, the researcher found that the teachers had not put completely their perceptions into
practices. This study established that there were some mismatches. The descriptions of the facts will be
explained as follows.
First, it deals with assessing students’ attitude. The teachers stated they assessed students’ attitude
through observation, self-assessment, peer-assessment, and journal. However, based on the document
analysis, the teachers mostly used observation. They claimed that this technique was the easiest and more
objective among the other techniques.Second, it related to assessing students’ knowledge. They stated that
the assessment of knowledge included written test, oral test, and assignment. Through document analysis,
it was revealed that the teachers tended to use written test. They said that it was important to accustom the
students with this technique as finally, they would be examined through written test. The last, the similar
case occurred in assessing students’ skills. The teacher described that assessing students’ skills consisted
of performance-based assessment, project-based assessment, and portfolio assessment. However, through
document analysis, it was revealed that the students did not have their own portfolios. They mostly
claimed that they did not have sufficient understanding related to this technique.

93
 Finally, it could be summarized that the participants had positive perceptions towards authentic
assessment. Then, it was revealed that the teachers’ perceptions a significant effect in their practices. This
study found that their positive perceptions were not always successfully reflected into the practice due to
some reasons.

DISCUSSION
Based on the findings described in the previous part, the following part presented the
discussion of the collected information.

Teachers’ Perceptions of Authentic Assessment

The findings of the study proved that the participants were aware of the concept of
authentic assessment. It could be inferred from their statements when responding interviews. In
summary, they perceived that authentic assessment was an assessment that requires students to
show attitude and demonstrate their knowledge and skills through meaningful tasks using various
assessment techniques in real situations.
Likewise, the domains that should be assessed and the techniques should be conducted
were the same as the ones mentioned in the curriculum documents. Here, the teachers should
assess students’ attitude, knowledge, and skills through various assessment techniques including
observation, self-assessment, peer-assessment, journal, oral test, written test, assignment,
performance-based assessment, project-based assessment, and portfolio assessment. This study
also revealed that the participants considered some characteristics of authentic assessment. These
teachers’ perceptions actually were in line with the Revised 2013 Curriculum. It implied that the
teachers had good understanding dealt with the concept. This might guide them in implementing
authentic assessment in their classes.
Furthermore, it was found that the teachers considered some benefits that might encourage
them to apply authentic assessment. The participants also realized some problems that needed to
be addressed. The findings then reported that the teachers had carried out some strategies to
overcome the challenges. It showed that they had tried to implement it as planned.
Teachers’ Practices of Authentic Assessment

Based on the document analysis, the findings showed that the participants applied the
assessment in a similar way. In assessing students’ attitude, they mostly applied observation.
They claimed that it was the easiest technique and more objective than the others. Besides, the
researcher also found that not all of the teachers conducted observation appropriately. One of
them tended to simplify the process. In fact, this phenomenon was easily found in a class with
too many students. The teachers got problems to observe students one by one as it took too much
time.
Meanwhile, in assessing students’ knowledge, all the participants only used written test.
They stated that they needed to accustom their students with this technique for semester test and
final examination preparation. The fact informed that negative washback of assessment occurred
in the participants’ classes. Furthermore, based on the researcher’s experience, it was easily
found this phenomenon in the last grade. Here, the teachers tended to teach what would be tested
in final examination rather than Basic Competences (Kompetensi Dasar). Graduate Basic
Competence (Standar Kompetensi Lulusan) delivered by BSNP became guidance for teachers in

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teaching English. The teachers then ignored some language learning including listening and
speaking skills. They only focused on reading and writing skills.
The last, the findings showed that in assessing students’ skills, all the participants
implemented performance and project-based assessment. In contrast, the use of portfolio
assessment was not found in this study. They claimed that their understanding dealt with this
technique was not enough as it was not fully covered during the training. Consequently, they did
not have a clear picture of portfolio assessment. Therefore, it was crucial for teachers to attend
the workshop for enhancing their knowledge, so they would be able to apply the technique
appropriately.

Relationship between Teachers’ Perceptions and Their Practices of Authentic Assessment

The teachers’ perceptions of authentic assessment played a significant effect in their
practices. In the previous section, it was revealed that the teachers’ perceptions of authentic
assessment concept were in line with the curriculum documents. However, they did not
completely put them into practices. As explained before that time, insufficient understanding,
and class size were the teachers’ main challenges in implementing authentic assessment.
The fact that problems would influence practices, it was very urgent for teachers to analyze
them firstly. They may collaborate with their fellow teachers to find the best solution. Then, they
should try to improve their understanding so they would be able to apply the authentic
assessment appropriately as required. Reading books or attending the workshop could be the
good ways for teachers to conduct.
CONCLUSIONS
Based on the research questions and the findings in the previous sections, the conclusions
finally could be drawn as follows. First, the teachers’ perceptions of authentic assessment were
in line with the curriculum documents. The fact implied that the teachers had sufficient
understanding of the concept of it. They also realized the benefits that could be obtained by
applying it, considered the challenges appeared, and had carried out the strategies to overcome
the problems.
Second, there were several assessment techniques used by the teachers to assess all three
domains. This study revealed that the teachers mostly assessed the students’ attitude based on the
result of observation. Among the four assessment techniques, the teachers claimed that
observation was the easiest and more objective. Meanwhile, to assess the students’ knowledge
competence, the teachers tended to apply written test. They stated that they needed to train the
students in responding this technique for preparing them face high stake tests. The last, among
the three techniques that can be used to assess the students’ skills, the teachers frequently
implemented performance and project-based assessment. In contrast, the use of portfolio was not
found in this study. They claimed that the insufficient understanding caused the teachers not to
apply it.
Finally, this study revealed that the teachers’ perceptions towards authentic assessment
played significant influence in their practices. Through their responses of the interview, it was
proved that the teachers had sufficient understanding the concept of authentic assessment.
Meanwhile, from the document analysis, it was found that the teachers did not completely put
their perceptions into practices due to some problems.

95
ACKNOWLEDGEMENT
Alhamdulillahirobbil ‘ alamin, I give praise and thanks to Allah SWT for this blessing and
mercy, so that this article is completely done. However, it will not be finished without supports,
advices, help, and encouragement from some people and institutions. First of all, I would like to
express my sincere gratitude to Mr. Teguh Prayitno, S. Pd., M.M. Pd. who has given me
suggestions and advices.
The second appreciation goes to the English teachers from SMP Negeri 2 Purworejo, SMP
Negeri 3 Purworejo, SMP Negeri 5 Purworejo, SMP Negeri 6 Purworejo, SMP Negeri 17
Purworejo, and SMP Negeri 27 Purworejo, who gave me opportunities to take a part within
obtaining all items I need in finishing this article.
I realize that there are a lot of weaknesses and incompleteness. Suggestions and criticisms
are always needed for the better, therefore. I hope this article is beneficial for me and the readers.

REFERENCES
Calveric, S. B. (2010). Elementary Teachers’ Assessment, Belief and Practices. Doctoral
Dissertation Virginia Commonwealth University. Virginia: USA.
Departemen Pendidikan dan Kebudayaan. (2016). Permendikbud No. 23 Tahun 2016 tentang
Standar Penilaian Pendidikan Jakarta: Permendikbud
Herrera, S.G., Murry, K.G., & Cabral, R. M. (2007). Assessment Accommodations for Classroom
Teachers of Culturally and Linguistically Diverse Students. Boston, Ma: Pearson Education
Inc.
Huba & Freed. (2000). What is Assessment? Retrieved from
https://www.westminster.edu/academics/accreditationassessment/definition.cfm.
O’Malley, J. M. & Pierce, L. V. 1996. Authentic Assessment for English Language Learners:
Practical Approaches for Teachers. New York: Longman
Popham. W. J, (2008). Classroom Assessment: What Teachers Need to Know, 5th ed., Boston:
Allyn and Bacon

96
 THE INFLUENCE OF CLASSROOM MANAGEMENT ON STUDENTS’
ENGLISH ACHIEVEMENT AT THE ELEVENTH GRADE STUDENTS OF
SMK N 1 PURWOREJO IN THE ACADEMIC YEAR OF 2016/2017

Puspa Dewi1, Yenny Oktaviani2

ENGLISH EDUCATION PROGRAM, PURWOREJO MUHAMMADIYAH UNIVERSITY,
JLN. K.H.A DAHLAN NO 3 PURWOREJO, INDONESIA
puspa_dewi02@yahoo.com

ABSTRACT

The aim of this research was to find out whether or not there is positive and significant influence
of classroom management on students’ English achievement at the eleventh grade students of
SMK N 1 Purworejo in the academic year of 2016/2017. In this research, 31 students were
selected to be samples based on purposive sampling technique. In collecting the data, the
researcher used questionnaire and document. The result of data analysis revealed that there was
positive and significant influence of classroom management on students’ English achievement at
the eleventh grade students of SMK N 1 Purworejo in the academic year of 2016/2017. Further,
the result of regression analysis revealed that the value of R² was 0.2470 which means that
students’ English achievement was 24.70% determined by their classroom management through
Ŷ = 17.29 + 0.75(X) equation and 75.30 % was affected by other factors.

Keywords:Influence, classroom management, English achievement.

INTRODUCTION
English has become the international language that is used by many countries in this world
including Indonesia. However, many people of Indonesia cannot speak English whereas
nowadays, MEA (Masyarakat Ekonomi Asia) has been running. The presence of MEA demands
Indonesia competes with other countries. One of the ways which can be done by Indonesian to
face MEA is learning English. English in Indonesia is taught and learned as a foreign language at
the schools since elementary school. Obviously, teaching and learning a foreign language is a
very complex activity. Therefore, many students think that learning English is very difficult.
Thus, teachers have important role to make their students understand and master English well.
Teacher should make sure that the process of teaching and learning English at the school run
successfully. The success of teaching and learning process at the classroom can be caused by
some causes. One of them is classroom management.
Classroom management isbelieved to be the key component in any educational setting.Fauziati
(2010:197) simply states that classroom management is a technical term used in the field of
education which has special connotation in English language teaching. Classroom management
is important to the whole education process because it offers students an ideal learning
environment, helps prevent teacher burnout and makes students and teachers feel safer and
happier, it involves more than just discipline and rules. It also entails organization, routines with
which students come to feel comfortable (Nkomo&Fakrogha, 2016:10).

97
Classroom management is intended to provide students with more opportunities to learn all of
the things that a teacher does to organize students, space, time, and materials so that students´
learning can take place. Students should be able to carry out their maximum potential, which
allows students to develop appropriate behavior patterns (Sieberer,2015:163). Traditionally,
strategies for classroom management have been derived from an individualistic, physiological
orientation. It is about correcting and preventing disruptions caused by the difficult students and
about reinforcing positive comportment of the well adjusted one (Lotan, 2006:526).
According to Fauziati (2010:197), there are some aspects of classroom management. Those
aspects areas follows:
1. Teacher Talk
Teacher talk is an indispensible part of language teaching in an EFL (English as a Foreign
Language) context which can bring about significant instructional benefits for teachers when
applied meticulously and learning opportunities for language learners when noticed
purposefully (Kiasi&Hemmati, 2013:95).
2. Teacher Talking Time (TTT)
Teacher talking time refers to the amount of class time the teacher spends speaking to the
class, either as part of a lecture or in discussions.
3. Voice Management
Voice is perhaps the teachers’ most important instrument in the classroom. The way teachers
speak has crucial impact on classes. Difficulties in class management can result from the
lack of knowledge teachers have about the effect of their voice on their students.
4. Physical Presence
Physical presence can play a large part in management of the classroom environment
(Harmer, 2007:34). Teachers should think carefully about where to stand in the classroom.
Teacher should take of their physical position and movement during language presentation,
reading activities, activation control, and checking work in progress.
5. Seating arrangements
Seating arrangements play vital role in learning activities. There are different ways to set up
an English classroom presented by Harmer (2007:41-43) such as orderly rows, circle and
horseshoe, and separate table.
6. Elements Necessary in Language Classroom
According to Harmer (2007:51-53), there are three elements need to be present in language
classroom which is called ESA (Engage, Study, Activate).
Order in classrooms does not necessarily mean passivity, absolute silence, or rigid conformity to
rules, although these conditions are sometimes considered necessary for specific purposes (e.g., a
major test). Order in a classroom simply means that within acceptable limits the students are
following the program of action necessary for a particular classroom event to be realized in the
situation(Doyle, 2005:99). Teachers must deal with unexpected events and have the ability to
control student behavior, using effective classroom management strategies.
Further, teachers have authority to influence the kind of environment that goes on the class.
Teachers should know what they should do and should not do in their class. The finding shows
that teachers who approach classroom management as a process of establishing and maintaining
effective learning environments tend to be more successful than teachers who place more
emphasis their role as authority figures or disciplinarians (Fauziati:2010:196). Therefore, the
way of teachers manage their class can affect the teaching and learning process. When the

98
teaching and learning process run well, students will have big opportunity to get good
achievement.
Students can get good achievement if they study well, not only at home but also at
school. There are many ways to increase students’ achievement such as good method, good
learning strategy, and good classroom management. Achievement itself refers to knowledge and
skills gained from experience, an achieved level of expertise or performance in a specific domain
(Bhagat, 2006:212). Achievement encompass student ability and performance; it is multi-
dimensional; it is intricately related to human growth an cognitive, emotional, social and
physical development; it reflects the whole child; it is not related to single instance but occurs
across time and levels, through a students' life in school and on into post secondary years and
working life (Steinberger 1993 in Bhagat, 2006:212).
There are two factors which contribute to students’ achievement according to Ilyas, et all
(2017:34): internal factor and external factor. Internal factors come from the individual itself.
This factor is divided into two aspects: Biological factor and Pshicologycal factor. While
external factor factors are factors that are from out of the students. These factors include family
environment, school environment, and society environment.
Based on the phenomenon above, it can be predicted that there is correlation between
classroom management and students’ achievement. Therefore, the aim of this research is to find
out whether or not there is positive and significance influence of classroom management on
students’ English achievement at the eleventh grade students of SMK N 1 Purworejo in the
academic year of 2016/2017. There are two hypotheses in this research: Ha (alternative
hypothesis) and Ho (null Hypothesis). The alternative hypothesis of this research is there is
positive and significance influence of classroom management on students’ English achievement
at the eleventh grade students of SMK N 1 Purworejo in the academic year of 2016/2017. While
the null hypothesis is there is no positive and significance influence of classroom management
on students’ English achievement at the eleventh grade students of SMK N 1 Purworejo in the
academic year of 2016/2017. Further, this research is limited on five aspects of classroom
management (teacher talk, teacher talking time, voice management, physical presence, and
seating arrangement) while elements necessary in language classroom (ESA) is not investigated.

METHOD
1. Sample and Sampling technique
The sample of this research is 31 students of XI TIPTL-B SMK N 1 Purworejo in the academic
year of 2016/2017. In choosing the sample, purposive sampling is used as the sampling
technique. According to Sugiyono (2014:66), purposive sampling is sampling technique based
on the some considerations. Therefore, there are some considerations in choosing this technique.
The first, the researcher did not have longer time to take the data in school because the school
will face final examination. The second, there were some classes which are doing Prakerin
(Praktek Kerja Industri). The third reason is there were some classes whose scheduleswere not
used for teaching and learning process. Therefore, the researcher chose the available class to be
the sample of this research.
2. Instrument
In collecting the data, questionnaire and document are used as the instruments. The first
instrument is questionnaire. The questionnaire uses 5 points of Likert scale ranged (strongly
disagree, disagree, doubt, agree, and strongly agree) and it contains 33 items that are categorized
into five aspects of classroom management including teacher talk (six items), teacher talking

99
time (six items), voice management (eight items), physical presence (seven items), and seating
arrangement (six items).In positive statement, the score of strongly disagree is 1 while strongly
agree is 5. While in negative statement, the score of strongly disagree is 5 and strongly agree is
1. The questionnaire was given to students and they were asked to fill the questionnaire by
answering the each item. To avoid the misunderstanding in answering the questionnaire, the
items in questionnaire were made in Indonesian style. Then, the second instrument is document.
Document of this research is students’ English score on final examination that was gotten from
the English teacher.

RESULTS
In order to find out whether or not there is positive and significance influence of classroom
management on students’ English achievement at the eleventh grade students of SMK N 1
Purworejo in the academic year of 2016/2017, the correlation test and regression analysis were
used.
1. Correlation test
Correlation test is used to test the hypothesis. In conducting the correlation test, Pearson Product
Moment formula is used. It was calculated by manual calculation and SPSS 16.0 computer
program. The result of correlation is as follows:

.∑ i − (∑ )(∑ )
rxy =
( ∑ −( ) )( ∑ − ( )²)

31.185985 − (2426.2365)
=
(31.191054 − (2426) )(31.183189 − (2365) )

5765535 − 5737490
=
(5922674 − 5885476)(5678859 − 5593225)

28045
=
√3185413532
28045
= 56439,47

= 0.497

The correlation test also uses SPSS 16.0 computer program. The result is as the following table.

100
 Table 1Correlation coefficient using SPSS 16.00
Correlations

Questionnaire Achievement
**
Questionnaire Pearson Correlation 1 .497
Sig. (2-tailed) .004
N 31 31
**
Achievement Pearson Correlation .497 1
Sig. (2-tailed) .004
N 31 31
**. Correlation is significant at the 0.01 level (2-tailed).

Based on the table above, it can be seen that the coefficient correlation by SPSS 16.0 is similar
with manual calculation. The value of Pearson Product Moment coefficient correlation is 0.497.

2. Regression Analysis
Regression analysis is used to describe how far the dependent variable influences the dependent
variable. The formula of simple regression is Ŷ = α + bX. Before calculating the regression
analysis, the value of α and b are calculated first. The results are as follows:

(∑ ) ∑ (∑ )(∑ )
α = ∑ (∑ )²
( )( ) ( )( )
= ( ) ( )²
=
= 17.29
While,

(∑ ) (∑ )(∑ )
b = ∑ (∑ )²
( ) ( )( )
= ( ) ( )²
=
= 0.75

101
The regression equation is also calculated by SPSS 16.0 computer program. The result is as the
following table.

Table 2 Regression analysis coefficient using SPSS 16.00

Model Summary

Std. Error of the

Model R R Square Adjusted R Square Estimate
1 .497a .247 .221 8.470
a. Predictors: (Constant), Qustionnaire

Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1/ (Constant) 17.289 19.195 .901 .375
Qustionnair
.754 .245 .497 3.084 .004
e
a. Dependent Variable: Achievement

Based on the manual and SPSS 16.0 calculation, it can be known that the value of α (constant) is
17.29 and the value of b is 0.75. Therefore, the equation of regression analysis in this research is
Ŷ= 17.29 + 0.75(X). In which, Ŷ is students’ English achievement score and X is questionnaire
score about classroom management. The equation above is used to predict how far the changing
of dependent variable value when the value of independent variable is manipulated/changed.

DISCUSSION
The aim of this research is to find out whether or not there is positive and significance influence
of classroom management on students’ English achievement at the eleventh grade students of
SMK N 1 Purworejo in the academic year of 2016/2017. Based on the result of correlation
analysis using Pearson Product Moment, the coefficient correlation between classroom
management and students’ English achievement is 0.497 (positive correlation). To interpret the
level of coefficient correlation, the table of coefficient is needed. The table below is the
coefficient correlation table between variable X and variable Y according to Sugiyono
(2014:231).
Table 3 Coefficient correlation
No Interval coefficient The level of correlation
1 0.000-0.199 Very low
2 0.200-0.399 Low
3 0.400-0.599 Medium
4 0.600-0.799 High
5 0.800-1.000 Very high

Based on the table above, it can be known that 0,497 belong to medium correlation. To test the
hypothesis, the value of coefficient correlation must be compared with r table value. The value of

102
r table for 31 samples in significant level 5% is 0.355. It can be seen that r obtained value (0.497)
is higher than 0.355 (0.497>0.355). Therefore, it can be concluded that the result shows a
positive and significant influence of classroom management on students’ English achievement at
the eleventh grade students of SMK N 1 Purworejo in the academic year of 2016/2017. It means
that the alternative hypothesis (Ha) is accepted and null hypothesis is rejected.
The result of regression shows that the regression equation of this research is Ŷ = 17.29 +
0.75(X). It means that the increase of every point of variable X (classroom management) is 0.75
and it will be followed by the increase of variable Y (students’ English achievement). For
example, if the students’ classroom management score is 80, so the achievement is as follows:
Ŷ = α + bX
= 17.29 + 0.75(80)
= 17.29 + 60
= 77.29

It is predicted that the score of students’ English achievement is 77.29 for the students who have
80 in their classroom management. The increase of X variable will be followed by the increase
of Y variable. While, based on the regression analysis coefficient table, the value of R² is 0.2470
which means that students’ English achievement is 24.70% is determined by their classroom
management through Ŷ = 17.29 + 0.75(X) equation and 75.30% is affected by other factors. It
can be said that classroom management has contribution in increasing the students’ achievement.
Therefore, it is important for teachers to manage the class well and make the environment of the
class always conducive so the students can learn and understand the material easily, as the result,
they can get good achievement.

CONCLUSION
The current study attempted to find out whether or not there is positive and significance
influence of classroom management on students’ English achievement at the eleventh grade
students of SMK N 1 Purworejo in the academic year of 2016/2017. In order to answer the
problem, correlation test (hypothesis test) and regression analysis were done. From the result of
hypothesis test, the researcher can conclude that the alternative hypothesis (Ha) was accepted
and the null hypothesis (Ho) was rejected. It was proofed by the r value (0.497) was higher than r
table (0.355) in the significant level of 5%. While, the value of R square was 0.2470 which
means that students’ English achievement was 24.70% affected by their classroom management
through Ŷ = 17.29 + 0.75(X) equation and 75.30 % was affected by other factors. Therefore, the
conclusion is there was positive and significant influence of classroom management on students’
English achievement at the eleventh grade students’ of SMK N 1 Purworejo in the academic year
of 2016/2017.

Acknowledgements
Alhamdulillah, thanks to Allah the Almighty, the Most Gracious and the Most Merciful, with His
blessing, the researchers have been able to finish this research entitled “The Influence of
Classroom Management on Students’ English Achievement at the Eleventh Grade Students of
SMK N 1 Purworejo in the Academic Year of 2016/2017”. In this opportunity, the researchers
would like to express her greatest gratitude to those who have participated and helped in

103
finishing research. Besides, the researchers would appreciate the criticism, suggestion, and
comment for this article, seeing this article is far from being perfect.

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 THE EFFECTIVENESS OF USING CAMBRIDGE ELECTRONIC
DICTIONARY AS MEDIA TO TEACH PRONUNCIATIONOF PURE
VOWEL SOUNDS AT THE ELEVENTH GRADESTUDENTS OF SMK
BATIK PERBAIK PURWOREJO IN THE ACADEMIC YEAR 2016/2017

Ria Ratna Dewi1., Andrian Nuriza Johan2

English Department, Muhammadyah University of Purworejo
riaratna710@gmail.com, andrianjohan41@gmail.com

ABSTRACT

Pronunciation is one of the important components that should be learned by English learners.
The objective the research is to find out whether Cambridge Electronic Dictionary is effective or
not as media to teach pronunciation of pure vowel sounds at the eleventh grade students of SMK
Batik Perbaik Purworejo in the academic year of 2016/2017. The result ofdata computation
indicates that the mean score of post-test of experimental group is higher than the mean score of
post-test of control group is (78.87>71.90). In addition, the result of t-value is 4.81. Then, the
researcher consults the critical value on the t-tabel using 5% (0.05) alpa level significance and
the degree of freedom is 1.697. It means that t-value is higher than t-tabel (4.81>1.697). It can be
concluded that Cambridge Electronic Dictionary is effective as media in teaching to teach
pronunciation of pure vowel sounds at the eleventh grade students of SMK Batik Perbaik
Purworejo in the academic year of 2016/2017.

Key Words : Cambridge Electronic Dictionary, Media, Pronunciation, Pure VowelSounds

INTRODUCTION
We use language to communicate and to interact with other people. English is one of
language which is used in many parts of the world. According to Leo (2013:7) in non-English
speaking countries, teaching in English has also became a trend to keep up with international
development education.
In learning English, there are three language components covering vocabulary, grammar,
and pronunciation that should be mastered by English learner.Pronunciation is the way a certain
sound or sounds are produced. Pronunciation stresses more the way sounds are perceived bythe
hearer. Pronunciation is the production of sounds that is used for making meaning. (Gilakjani,
2016:2).As a spoken language, the sounds are very important. There are differences in
pronouncing consonants and vowels of both languages-Indonesian and English. Meanwhile,
according to Brown (2003:173) assessing pronunciation they are :
a. Error in pronunciation are frequent but can be understood by a native speaker
used to dealing with foreigners attemping to speak his language.
b. Accent is intelligible though often quite faulty.
c. Error never intervere with understanding and rarely disturb the native speaker.
Accent may be obviouly foreign.

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 d. Error in pronunciation are quite rare.
e. Equivalent to and fully accepted by educated native speaker.

Based on the researchers’ observation to the students,the researchers founddifficultyin

pronuncing English pure vowel sounds. To overcome this difficulty, the teacher should use
another teaching media which is different from the usual used.
From the phenomenon above, the problem can be formulatedas follows: Is the use of
Cambridge Electronic Dictionary as media effective to teach pronunciation of pure vowel sounds
at the eleventh grade students of SMK Batik Perbaik Purworejo in the academic year of
2016/2017?

METHOD
This research belongs to quasi experimental design using non equivalent control group
design. According to Creswell (2012:310), the quasi-experimental approach introduces
considerably more threats to internal validity than the true experiment.
In this research, two variables are used, they are:
1. Independent Variable
In this research, independent variable is the use of Cambridge Electronic Dictionary
Media.
2. Dependent Variable
In this research, dependent variable is the students’ pronunciation of pure vowel sounds.
The sample of research is class of 11 AK 1 as experimental group and class of 11 AK 2
as a control group. The number of each class is 30 students, so total sample is 60 students. Two
techniques of data analysis are used in this research. They are descriptive analysis and
inferential analysis. According to Sugiyono (2015:29) descriptive analysis is a statistic that has
function of describing or giving a description on the observed object by the data of population as
in the fact, without doing analysis and making conclusion which obtains to general.

DISCUSSION

1.The result of control group and experimentalgroup

The following table summarize scores of students’ pronunciation of pure vowel

sounds of control group and experimental group.

Table 1. The Descriptive Analysis of the Post-Test of Control Group and

Experimental Group

Control Experimental
Total 2157 2366
Mean 71,90 78,87
Median 72 82
Mode 72 82

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 highest score 80 90
Lowest 60 65
Range 20 25
SD 4,84 6,50
Variance 22,69 40,78

The criteria of assesment of the students’ understanding of pronunciation of pure vowel

sounds of control group and experimental group are are shown the following table.

Table 2. Degree Mastery of Control Group and Experimental Group

Interval Interpretation Control Experiment

F % F %
80-100 Excellent 3 10% 17 56,67%
66-79 Good 24 80% 12 40,00%
56-65 Sufficient 3 10% 1 3,33%
40-55 Fairly-sufficient 0 0% 0 0,00%
<39 Poor 0 0% 0 0,00%
Total 30 100% 30 100%

Chart 1. Frequency of the Result of Control Group and Experimental Group

Control & Experimental Group

30
24
25

20 17
15 12
10

5 3 3
1 0 0 0 0
0
Excellent Good Sufficient Fairly Poor
sufficient

Control group Experimental Group

The chart above shows the effectiveness of Cambridge Electronic Dictionary as media applied
in experimental group. Excellent category is reached by 17 students of experimental group. On

107
the contrary, there are only 3 students of control group who belong to excellent category.
Another fact shows the media use by the researcher is effective that there is no students of
experimental group to fairly sufficient and poor category.

Chart 2. Percentage of the Result of Control Group and Experimental Group

Control & Experimental Group

90%
80%
80%

70%

60% 56.67%

50%
40.00%
40%

30%

20%
10% 10%
10% 3.33%
0%0.00% 0%0.00%
0%
Excellent Good Sufficient Fairly sufficient Poor

Control Group Experimental Group

The chart shows the percentage range of students’ pronunciation of pure vowel sounds of
control group and experimental group. There is only 10% of control group belong to excellent
category. Meanwhile, 56.67% of the experimental group belong to excellent category.
The students’ pronunciation of pure vowel sounds result of control group and
experimental group is reported here in the form of chart. The vertical line with number shows the
percentage of students for each grade. The horizontal line shows the grade of students’
pronunciation of pure vowel sounds of the scores that obtained by the students.

2. Inferentialanalysis

a. Test of normality

2
( − ℎ)2
=
ℎ

108
 Table 3. The Normality Test of Post-Test Score of Control Group

Data Max 80
Data Min 60
Class length 3,33 overall to 3
INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh
60-63 2 1 1,19 1,42 1,75
64-67 2 4 -2,06 4,24 1,04
68-71 8 10 -2,24 5,01 0,49
72-75 13 10 2,76 7,62 0,74
76-79 2 4 -2,06 4,24 1,04
80-83 3 1 2,19 4,80 5,92
Total 30 30,22 -0,22 27,33 10,99
Decision NORMAL 5%

The table above shows that X2 value of post-test is 10,99. X2 Chi square table is 11,07.
The data is normal if X2 value of control group is lower than chi square table. It can be
concluded that the data post-test is normal.

Table 4The Normality Test of Post-Test Score of Experimental Group

Data Max 90
Data Min 65
Class length 4,17  overall to 4
INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh
2 1 1,19 1,42 1,75
65-69
4 4 -0,06 0,00 0,00
70-74
7 10 -3,24 10,49 1,02
75-79
10 10 -0,24 0,06 0,01
80-84
5 4 0,94 0,89 0,22
85-89
2 1 1,19 1,42 1,75
90-94
30 30,216 -0,22 14,27 4,75
Total
Decision NORMAL 5%

The table above shows that X2 value of post-test is 4,75. X2 Chi square table is
11,07. The data is normal if X2 value of control group is lower than chi square table. It can be
concluded that the data post-test is normal.

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b. The homogeneity test

ℎ ℎ ℎ
=
ℎ

The variance of control group is 22,69 and the variance of experimental group is 40,78.
40,78
=
22,69

F= 1,79

The data above shows that the result of homogeneity test is 1.79. F table is 1.84. The data is
homogeneous if F value of the data is lower than F table. It can be
concluded the data is homogenous.

c. Test of hypothesis

̅ − ̅
=

78,87 − 71,9
=
40,78 22,69
30 + 30

6,97
=
63,47
30

6,97
=
√2,12

6,97
=
1,45

= 4,81

From the calculation above, it can be seen that the value of t obtained is higher than t-
table (4,81 > 1,697), show it can be concluded that the use of Cambridge Electronic Dictionary
as media to teach pronunciation of pure vowel sounds at the eleventh grade students of SMK
Batik Perbaik Purworejo in the academic year of 2016/2017 is effective.

110
3.4 Interpretation of hypothesis testing
In this part, the researcher will interpret the hypothesis testing. As mentioned above, the
hypothesis of this research is the use of cambridge electronic dictionary as media to teach
pronunciation of pure vowel sounds at the eleventh grade students of SMK Batik Perbaik
Purworejo in the academic year 2016/2017 is effective. From the previous analysis, shows that
the amount of samples (N = 30) and the level of significance is 5%, the result of the computation
shows that t-value is lower than t-table that is 4.81 > 1,697.
After computing t-test separates variance, and the after knowing the hypothesis is
accepted, the theory meets the fact in this case. Then, the researcher concludes that it is effective
of using Cambridge Electronic Dictionary as media to teach pronunciation of pure vowel sounds
at the eleventh grade students of SMK Batik Perbaik Purworejo in the academic year of
2016/2017.

CONCLUSION
. The hypothesis of this research is the use of Cambridge Electronic Dictionary as media to
teach pronunciation of pure vowel sounds at the eleventh grade students of SMK Batik Perbaik
Purworejo in the academic year 2016/2017 is effective. From the previous analysis, shows that
the amount of samples (N = 30) and the level of significance is 5%, the result of the computation
shows that t-value is lower than t-table that is 4.81 > 1,697. After computing t-test separates
variance, and the after knowing the hypothesis is accepted, the theory meets the fact in this case.
Then, it can be concluded that Cambridge Electronic Dictionary as media in teaching
pronunciation of pure vowel sounds at the eleventh grade students of SMK Batik Perbaik
Purworejo in the academic year 2016/2017 is effective.

References

Brown, H.Douglas. 2003. Language Assesment: Principles and Classroom Practice. California.
Longman

Creswell, John. W. (2012). Educational Research:Planning, Conducting, and Evaluating

Quantitative and Qualitative Research. Boston: Pearson Education.

Gilakjani, Abbas Pourhosein. (2016). “English Pronunciation Instruction: A Literature Review.

International Journal of Research in English Education”.Vol.1,No.1, Page 2.

Leo, Sutanto. 2013. A Challenging Book to Practice Teaching English. Yogyakarta: CV. Andi
Offset.

Sugiyono. 2015. Statistika untuk Penelitian. Bandung: Alfabeta.

111
 CONTRASTIVE ANALYSIS OF DISCOURSE MARKERS
BETWEEN ENGLISH AND INDONESIAN PRESIDENT SPEECHES

Semi Sukarni
Purworejo Muhammadiyah University
Jln. K.H.A. Dahlan No 3 Puworejo, Indonesia
semisukarni@yahoo.com.

ABSTRACT
The purpose of this study is toanalyse discourse markers used in English and Indonesian
speech. The object of the analysis is President Obama'sspeeches and the former President Susilo
Bambang Yudhoyono (SBY) speeches based on Hyland and Tse (2004) theory. The result the
analysis that there are 395 of discourse markers in English speeches and 550 discourse markers
in Indonesian speeches. Among the textual markers additive logical markers are the most
frequently used both in English and Indonesian, while in interpersoanal markers, commentaries
are the most frequently used. The different points found in the analysis: first, in the Indonesian
speech hedges are never used. Second, direct address you (anda, kamu) are never used either.
Keywords: discourse marker, President Speech
INTRODUCTION
Discourse markers can be defined as linguistic expressions of different length which carry
pragmatic and propositional meaning.They are used to combine clauses or to connect sentence
elements and they appear in both speaking and writing to facilitate the discourse.Each discourse
marker indicates a particular meaning and a relationship between two or more clauses.
Siepmann (2005: 37) points out that discourse marker can be applied to bothwritten and
spoken language and they carry pragmatic and propositional meaning.Though named differently,
(comment clauses, pragmatic markers, discourseconnectives, cue phrases lexical phrases,
organizers or simply markers words), discourse markers assume a pragmatic function in a
discourse. As discourse markers underline relationships between text spans, they include
extralinguistic features, as headings or indentations, contributing to textual progression and
translate the communicative strategy of the author.
Halliday and Hasan (1976:226) identify five main cohesive devices in English discourse:
reference, substitution, ellipsis, lexical cohesion and conjunction. Conjunctions, or connective
elements, which Halliday called discourse markers, involved the use of formal markers (i.e.
discourse markers) to relate sentences, clauses and paragraphs to each other and signal the way
the writer wants the reader to relate what is said to what has been said before.
Apparently, a conjunction is related to the entire environment of a text. Theconjunctive elements
(discourse markers) “presuppose the presence of othercomponents in the discourse" (Halliday,
1976: 226). They do not only give cohesion to a text, they also cohere two sentences together.
Hyland and Tse (2004:156-177) explain that all "metadiscourse categories" (anotion used
referring to text analysis), are essentially interpersonal since they needto take into account the
readers’ knowledge, textual experiences and processingneeds and these categories ultimately aim
to persuade the reader and express thewriter's point of view.
This paper is an attempt to find out the discourse markers used in President
Obama'sspeeches and the former President Susilo Bambang Yudhoyono (SBY) speeches. There
will be a constrast between English and Indonesian discourse markers.

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Definition of Discourse Marker
According to Lynn and Zic (2004:117), in linguistics, a discourse marker is aword or
phrase that is relatively syntax-independent and does not change themeaning of the sentence, and
has a somewhat empty meaning, while, Swan(2005:13) defines a discourse marker as “a word or
expression which shows theconnection between what is being said and the wider context”. For
him, it issomething that first, connects a sentence to what comes before or after and
second,indicates a speaker's attitude to what he is saying.
Therefore, discourse markers can be defined as linguistic expressions ofvarying length
which carry pragmatic meaning and can facilitate the discourse. Themain classification of
discourse markers will be mentioned in the next section.

Classification of Discourse Markers

Hyland and Tse (2004:156 – 177) mentionthat discourse marker categories. They also
fulfill a persuasive function and attain apersuasive effect, while the interpersonal reflects the
writer’s stance towards boththe content of the text and the potential reader.
a. Textual discourse markers
Hyland and Tse (2004:156-177) sub-classify textual discourse markers intoseven categories.
They are: logical markers: are markers which express semantic and structuralrelationships
between discourse stretches, and help readers interpret pragmaticconnections, which are:
Additive (and, furthermore. . .) The marker "and" has both cohesive and structural roles;
structuralbecause they link two (or more) syntactic units such as clauses, phrases or verbs, and
cohesive because the interpretation of the whole conjunctive utterance dependson the
combination of both conjuncts. Also it is used toindicate the speaker’s continuation (Schiffrin,
1987: 150); Adversative (but, however. . .); Conclusiverelationships (finally, in sum. . .) in the
text; Causatives(so, because, as a result). According to Schifrin (1987:330),"because" is used by
the speaker to indicate a relation of ‘cause and result'."so" is used to indicate a relation of
‘premise and conclusion’ and alsoindicating a result and to establish a causal link among events;
Sequencers: are markers which indicate particular positions in a series andserve to guide the
reader in the presentation of different arguments in a particularorder (in the first place, secondly);
Reminders: are markers that refer back to previous sections in the text in orderto retake an
argument, amplify it or summaries some of the previous argumentation. For example (as….said);
Topicalisers: are markers that explicitly indicate some type of topic shift to thereader so that the
argumentation can be easily followed. For example (now).Schiffrin (1987:241) claims that
"now" is used to indicate a speaker’sprogression through a discourse which contains an ordered
sequence ofsubordinating parts; Code glosses: are markers that explain, rephrase, expand or
exemplifypropositional content. Overall, they reflect the writer’s expectations about
theaudience’s knowledge or ability to follow the argument (that is, in other words, forinstance);
Illocutionarymarkers: are markers that explicitly name the act the writerperforms through the text
(I hope to persuade, I back up this idea. ...); Announcements: are markers which refer forward to
future sections in the textin order to prepare the reader for prospective argumentation.
b. Interpersonal discourse markers
Hyland and Tse (2004:156-177) sub-classify interpersonal markers into fivemain
categories. They are:Hedges: are markers which refer to markers that withhold full commitment
tothe statements displayed in the text. From a linguistic point of view, epistemicverbs (may,
might, would), probability adverbs (perhaps, maybe);Certainty markers: are markers that express

113
full commitment to thestatements presented by the writer (undoubtedly, of course ,naturally, in
fact ,youknow); Attributors: are markers that perform a double function in the text. They
referexplicitly to the source of the information (as the Prime Minister indicated); Attitude
markers: are markers which express the writer’s affective valuestowards the reader and the
content presented in the text; Commentaries: These markers help to establish and maintain
rapport with theaudience by means of rhetorical questions (is this the right attitude?),
directappeals (dear reader, you), personalisations (I, we , me, my feelings).Personalisers,
contribute to the development of a relationship with the reader.A relationship that, ultimately,
may convince or not but that is inherentlypersuasive. In speech the aim behind using the personal
marker (we),is to shorten the distance between the speaker and the audience, regardless of
theirdisparity in age, social status and professions.This classification will be the model to be
adapted in analyzing the data inthis research.

Table 1. The summary of English and Indonesiandiscourse markers

Type
No Catogory
English Indonesian
1 Logical And Dan
a. Additive Also Juga
moreover serta
b. Adversative But Tetapi
As Meskipun
Though Walaupun
While namun
yet
c. Conclusive Finally Terakhir
briefly singkatnya
d. Causative So Sehingga
Because Karena
Because of dikarenakan
2 Sequencers Next Selanjutnya
then kemudian
3 Reminders As....said Mari
Let marilah
4 Topicalisers now Kini
sekarang

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5 Code glosses That is Adalah
In other words Yaitu
For example misalnya
For instance
6 Illocutionary I hope to persuade -
7 Announcements Next Selanjutnya
then kemudian

Type
No Catogory
English Indonesian
1 Hedges May mungkin
would
2 Certainty In fact Tentu
Of course sungguh
clearly
3 Attributor
4 Attitude Must Harus
a. Denotive verbs Have to
b. Attitudinal adverb Unfortunately sayangnya
admittedly
c. Adjectival Easy Mudah
Difficult Sulit
important penting
d. Cognitive Think percaya
believe
5 Commentaries We Kita
I Saya
you -

115
METHODS
Object of the study
The objects of this study are Barack Obama Speeches.The first speech was delivered in the 25
May, 2011 and the second speech was Dinner Address delived on 27 April, 2013. The second
the former President Susilo Bambang Yudhoyono (SBY) speeches. The first speech was
delivered on 16 August, 2011. It was Pidato Kenegaraan RIto celebrate the 66th
Independence day Anniversary and the second speech was delivered on 16 August, 2013. It
was Pidato Kenegaraan RI to celebrate the 68th Independence Day Anniversary.

Unit of Analysis
This research is focused on discourse markers. The unit of analysis of this study is phrase and
clause.

Technique of Data Collection

The data of this study was collected by downloading the speeches from the website
American Rhetoric Online Speech Bank for Barack Obama speeches and the website Pustaka
Sekolahfor the former President Susilo Bambang Yudhoyono (SBY) speeches.

Technique of Data Analysis

The data was analyzed by using the following steps:
(1) Reading the speeches
(2) Analyzing the discourse markers for the textual and interpersonal.
(3) Classifying them into the textual and interpersonaldiscourse markers.
(4) Counting the frequency for each marker.
(5) Making tables and present the data

RESULTS AND DISCUSSION

The tables below summarize the results of the the analysis. The tables include textual and
interpersonal discourse markers both in English and Indonesian.

Table 2. English textual discourse markers in the two speeches

Frequency
No Category Type
First Text Second Text
1 Logical And 133 132
a. Additive Also 2 2
Moreover 1 2
Furthermore - 1
b. Adversative But 9 18
As 3 5
Though 1 0

116
 While 2 2
yet 1 2
c. Conclusive Final - 1
d. Causative So 1 5
Because 3 8
Because of 6 -
2 Sequencers First 2 2
The second 1 1
Third 1 1
fourth - 1
3 Reminders As....said 1 -
Let 5 1
4 Topicalisers now 2 1
5 Code glosses That is 9 9
This is 6 5
In other words 2 1
For example 1 -
For instance 1 -
6 Illocutionary - - 2
7 Announcements - - -
Total 193 202

Table3. English interperonal discourse markers in the two speeches

No Category Type Frequency
First Text Second Text
1 Hedges Would 7 4
May - 1
Perhaps 1 -
2 Certainty Of Course 1 1
Indeed 1 -
precisely 1 -

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 3 Attributor - - -
4 Attitude
a. Denotive verbs Must 13 12
b. Attitudinal adverb Admittedly 1 -
Pricisely 1 -
c. Adjectival Difficult 2 -
easy - 1
possible 3 -
d. Cognitive Believe 3 1
think - 1
5 Commentaries We 76 73
I 6 13
you 2 11
Total 118 118

Table 4. Indonesian textual discourse markers in the two speeches

Frequency
No Category Type
First Text Second Text
1 Logical Dan 186 175
a. Additive Juga 25 50
serta 4 15
b. Adversative Walaupun 2 1
Sebaliknya 2 -
Namun 12 4
Meskipun 2 1
tetapi - 2
c. Conclusive akhirnya - 1
d. Causative Karena 4 4
Agar 5 2
Oleh karena itu 2 3
Sehingga 2 3

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 2 Sequencers Pertama 2 2
Kedua 2 2
Ketiga 1 2
keempat 1 1
3 Reminders Marilah 4 3
mari - 2
4 Topicalisers kini - 1
5 Code glosses Adalah 11 6
yaitu 1 2
6 Illocutionary - - -
7 Announcements - - -
Total 268 282

Table 5. Indonesian interpersonal discourse markers in the two speeches

No Category Type Frequency
First Text Second Text
1 Hedges akan - -
2 Certainty Sesugguhnya 4 -
sungguh - 1
Tentu - 1
yakin - 1
3 Attributor - - -
4 Attitude
a. Denotive verbs harus 5 7
b. Attitudinal adverb - - -

c. Adjectival penting - 1
d. Cognitive percaya 3 2
5 Commentaries kita 92 71
saya 12 31
saudara-saudara 8 12

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 hadirin sekalian 5 6

Total 129 133

Table 6.Comparison of the use of textual discourse markers between English and Indonesian
Frequency
No Category
English Indonesian
1 Logical 455
273
a. Additive
b. Adversative 43 26
c. conclusive 1 1
d. Causative 23 25
2 Sequencers 9 13
3 Reminders 7 9
4 Topicalisers 3 1
5 Code glosses 34 20
6 Illocutionary 2 -
7 Announcements - -
Total 395 550

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Table 7. Comparison of the use of Interpersonal discourse markers of English and Indonesian
Frequency
No Category
English Indonesian
1 Hedges 13 -
2 Certainty 4 7
3 Attributor - -
4 Attitude
a. Denotive verbs 25 12
b. Attitudinal adverb 2 -
c. Adjectival 6 1
d. Cognitive 5 5
5 Commentaries 181 237
Total 236 262
DISCUSSION
The results of the analysis president speeches reveal that the textual markers used more
than interpersonal markers. And based on the table Indonesian speech use more discourse
markers than the English speech. In the textual markers connectives are used most frequently in
both English and Indonesian speech, while in the interpersonal markers commentaries used most
in both English and Indonesian speech.
a. Logical markers
Logical markers include additive, adversative, conclusive and causative. Among these
four markers additive is the most frequently used both in English and Indonesian. In English it is
used 273 times while in Indonesian it is used 455 times. And the type that used most is and or
dan in Indonesian.
Example
Type English Indonesian
Additive Over time, the people of this nation Kita mampu menjawab tantangan
waged a long and sometimes bloody jaman dan tuntutan rakyat untuk....
struggle to....
adversative But as we enter this new chapter in our Namun, dengan jujur harus kita akui
shared history tegaknya hukum dan .....
Conclusive My fourth and final point is a simple one. Dan, akhirnya, kesetaraan di depan
hukum menegaskan bahwa ....
Causative We are here because others realized Karena itu regulasi antikorupsi
that... harus terus disempurnakan.

121
 In the above example, and/dan is used to precede support units of talk through
explanation and it also indicates a speaker’s continuation. To introduce further evidence the
speakers used other markers to achieve their aim. President Obama used also, moreover,
furthermore, while President Sby used juga and serta. The use of adservative but/tetapi in the
example above indicate that what follow it contrasts with what precedes it. Other markers use to
show contrast areas, though, while, yet, in Indonesian namun, sebaliknya, meskipun and
walaupun. To show conclusion the speakers use final point or akhirnya. But this marker is rarely
used as it is only once used. In causative, because/karena is used to indicate a relation of cause
and effect. Other markers used to show causative are so, because of in English, while in
Indonesian sehingga, agar, and oleh karena itu.
b. Sequencers
The two speeches both English and Indonesian use sequencers. Here is the example.
Type English Indonesian
Sequencer First, all of us -- big nations and small -- Pendekatan pertama adalah
must meet our responsibility to observe melalui mekanisme ekonomi.
and enforce international norms.

In these example show the use of sequence marker first/pertama. The speakers use these
markers as a sign of moving toward a new step in certain order. Other sequencers used by the
speakers are the second, third, fourth while in Indonesian kedua, ketiga, keempat.
c. Reminders
Type English Indonesian
Let let us march straightforward together, Mari kita jadikan keberhasilan kita
enduring allies in the cause of a world selama ini, sebagai energi positif
that is more peaceful, more prosperous, untuk ....
and more just.

The use of reminders let/mari show that the speakers refering to what is mentioned before
this point. Other reminder is “”as...said”, while in Indonesian President Sby also uses Marilah as
reminder. , “Marilah kita tumbuhkan solidaritas sosial, yang dibangun berdasarkan nilai-nilai
kebangsaan dan nilai-nilai kemanusiaan yang universal”.
d. Topicalisers
Type English Indonesian
Now Now, this doesn’t mean we can afford kini sudah tiba saatnya bagi kawasan
to stand still. Asia Pasifik, bahkan Indo-Pasifik,
untuk mengupayakan sebuah traktat
persahabatan dan...

122
 The topicaliser now/kini is used indicates temporal relationship between units of talk.
Now/ kini is also used to make a shift among different ordered events and refer to what will
happen next. In English now is used three times while kini is only used once.
e. Code Glosses
Type English Indonesian
That is That’s what led to the Industrial Untuk tujuan yang sama, saya juga
Revolution that began in the factories of telah berkirim surat kepada para
Manchester. kepala negara anggota tetap Dewan
Keamanan PBB, yaitu Amerika
Serikat, Rusia, Tiongkok,...
This is This is a fight that no one is winning. Hal yang juga menggembirakan
adalah arus investasi di luar Pulau
Jawa terus meningkat.

That is and this is or yaitu and adalah to connect sentences to what is said before. These
markers are also used to explain rephrase, expaand or exemplify propositional content.
f. Illocutionary
Type English Indonesian
I ask that Today, I ask the world to join in this - (Not used)
effort.
I ask that you join us in this common
mission, for today’s children and
tomorrow’s

The above examples show illocutionary marker that explicitly name the directive speech act that
the speaker perform in the speech, while in Indonesian is not used.
Interperoanal discourse markers
Among the Interperoanalmarkers, the most frequent marker is commentaries marker. There
are 181 in English and 237 in Indonesian.

a. Hedges
Type English Indonesian
Would although I’m sure that Prime Minister - (Not used)
Cameron would agree that some days we
could both use a stiff drink.

123
 perhaps Perhaps, the argument goes, these nations - (Not used)
represent the future, and the time for our
leadership has passed.

Hedges refers to probability of an event. In English would and perhaps are used while in
Indonesian hedges are not used. This show that President Sby speech is very sure and there is no
doubtful event that will happen in the future.
b. Certainty
Type English Indonesian
Of Of course, all relationships have their ups Tentu, pemerintah tidak dapat
Course and downs. bekerja sendiri dalam mencapai
tujuan ini.
indeed Indeed, our efforts in this young century Kita sungguh ingin menjadikan
have led us to a new concept for NATO hukum sebagai panglima dalam
that will give us the capabilities needed kehidupan berbangsa dan
to meet new threats bernegara.

Of course, indeed or tentu, sungguh are used to express full commitment to the statement
presented by both speakers. There are 4 markers in English and 7 markers in Indonesian.
c. Attributors
In the four speeches attributors are not used.
d. Attitude
Type English Indonesian
Denotic And just as we must lead on behalf of Kita harus memaknai kemajemukan
verbs the prosperity of our citizens, so we ini sebagai anugerah, sekaligus
must safeguard their security. kewajiban untuk ...
Attitudinal Admittedly, ours got off on the wrong - (Not used)
adverb foot with a small scrape about tea and
taxes.
Precisely because we are willing to bear
its burden, we know well the cost of
war.
Adjectival that it’s possible for hearts to change Indonesia berpandangan sangatlah
and old hatreds to pass; that it’s penting untuk mengedepankan

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 possible for the sons and daughters of semangat kebersamaan antar-negara
former colonies to sit here as members
of this great Parliament,
Cognitive ....I believe makes the United States and Saya percaya bahwa keketuaan kita di
the United Kingdom indispensable to ASEAN membawa sejumlah
this moment in history. tanggung jawab dan ...

In the above examples must/harus is used to express the speakers’ affective values toward
the audience and content presented in the text. In the English texts there are two attitudinal
adverbs admittedly and precisely while in Indonesian the words are not used. There are 6
adjectival attitude marker in English while in Indonesian it’s only one. This marker is used to
refer to the situation. Finally there are the same number (five) of cognitive marker
believe/percaya both in English and Indonesian. This marker as attitude marker used to reflect
the speaker’s idea.
e. Commentaries
Type English Indonesian
We And we share a common interest in Kita juga ingin memastikan
development that ... terkonsolidasinya satu tatanan
kawasan baru ......
I I have made it clear that America will not Dan sejak awal Kabinet Indonesia
base our entire foreign policy on ... Bersatu, saya secara terus menerus
dan konsisten mendorong
You You have demonstrated that when young - (not used)
people have the tools to succeed

Among the commentaries, the we/kita is most frequent used by both speakers. The
purpose of using we/kita is to shorten the distance between the speakers (Presidents) and their
audience. In the English speech You is used 13 times but in Indonesian speech You (kamu/Anda)
is never used. In Indonesian the use of direct referring You (kamu, anda) considered is not polite.

CONCLUSION
Based on the result of the discourse marker analysis of two English speeches of President
Obama and two Indonesian speeches of former Presiden Sby it is found that there are 395 of
discour se markers in English speeches and 550 discour se markers in Indonesian speeches.
Among the textual markers additive logical markers are the most frequent used both in English
and Indonesian,while in interpersoanal markers, commentaries are the most frequently used.
The different points found in the analysis: first in the Indonesian speech hedges are never
used. Second, direct address you (anda, kamu) are never used either.

125
REFERENCES
Eggins, Suzanne. (2004). An Introduction to Systemic Functional Linguistics.Second Edition.
ondon: Continuum.

Gerot, L & Wignell. (1994). Making Sense of Functional Grammar. Sydney: Antipodean
Educational Enterprises.

Halliday, M.A.K. (1994). An Introduction to Functional Grammar. Second Edition. London:

Arnold.

Halliday,M.& Hasan, R. (1976). Cohesion in English. London: Longman..

Hyland, K., & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal.

Applied Linguistics: Oxford.

Lynn, Carol; Moder, Aida and Martinovic, Zic. (2004). Discourse AcrossLanguages and
Cultures. John Benjamins Publishing Company.

Schiffrin, Deborah. (1987). Discourse Markers.Cambridge: Cambridge UniversityPress.

Siepmann, Dirk. (2005). Discourse Markers across Languages. A contrastive study

of second-level discourse markers in native and non-native text withimplications for
general and pedagogic lexicography. Canada: Routledge.

Swan, Michael. (2005). Practical English Usage. Oxford: Oxford University Press.

126
 THE ANALYSIS OF THE STUDENTS’ ABILITY IN USING QUESTION TAGS AT THE
ELEVENTH GRADE OF SMK YAYASAN PENDIDIKAN PEMBANGUNAN (YPP) PURWOREJO
IN THE ACADEMIC YEAR OF 2016/2017

Sri Widodo1, Dwi Apriliani2

Muhammadiyah University of Purworejo
wid.umpwr@gmail.com, dwiapriliani.marinu@yahoo.com

ABSTRACT
The type of this research is a descriptive qualitative research. The subject is the eleventh
grade students of SMK Yayasan Pendidikan Pembangunan (YPP) Purworejo in the academic
year of 2016/2017 that consists of 46 students. The objectives are to know the students’ ability
inusing question tags and to identify the possible factors affecting their ability in using question
tags. For the supporting instrument, the researcher uses test and questionnaire. The result of the
test shows that the mean of the students’ score is 67.82. It means that the students’ ability in
using question tags belongs to good category. Moreover, the results of the questionnaire shows
that the students’ ability in using question tags are affected by some factors. They are (1)
teacher’s role in the class, (2) students’ attitude toward the material, (3) students’ motivation, (4)
process of learning and teaching in the classroom, and (5) the English textbook used.

Key words: Students’ Ability, Question Tags

INTRODUCTION
As an international language, English is spoken by most of people in the world. In Indonesia,
English becomes a mayor lesson that is learnt continuously from elementary school up to the
university level. English also has been taught in secondary education. Secondary education itself
is divided into two groups, namely public senior high school (SMA) and vocational high school
(SMK)
Vocational high school is education in secondary level that prioritizes the development of the
students’ ability to perform certain types of work. In vocational school, the objective of learning
English is to make the students able to communicate in English to support the students’ major
skills.
Learning English as a subject matter means that students will learn all language skills and
language components. There are four skills that expected can be achieved by the students. Those
are listening, speaking, reading, and writing. To master all English skills perfectly, the teacher
should teach a set of grammatical rules meaningfully. Grammar is a basic knowledge and an
important component for the students to master English. The use of incorrect grammar will make
the sentence meaningless, and the message will be unclear.
Connecting to this research, the researchers focused the study on questions tags, specifically
about the students’ ability in using it. According Murphy (2004: 104), question tags are mini
questions that often put on the end of a sentence in spoken English. There are two forms of
question tags; they are affirmative and negative form. Normally, we use a negative question tag
after a positive sentence and a positive question tag after a negative sentence.
There are some considerations why the researchers chose this topic. First, question tag is a
short question that often used in a daily conversation, so the researcher would like to know the

127
students’ ability in using question tags. Second, question tags appear in the syllabus so the
researchers would like to know whether the students comprehend the grammatical structure of
question tags or not.
In conducting the research, the researchers chose the eleventh grade students of SMK
Yayasan Pendidikan Pembagunan (YPP) Purworejo as the participant of the study. There are
some reasons why the researchers chose them. First, based on the information that the
researchers got from the English teacher, there are some students of SMK YPP who have a
problem with grammar. Second, they have already studied this topic in the eleventh grade.
Based on the consideration above, the researchers aimed to conduct a study of analyzingof
students’ ability in using question tags at the Eleventh Grade of SMK Yayasan Pendidikan
Pembangunan (YPP) Purworejo in the Academic Year of 2016/2017”.
Purpura (2005: 86) states that definition of grammatical ability is the combination of
grammatical knowledge and strategic competence; it is specifically defined as the capacity to
realize grammatical knowledge accurately and meaningfully in testing or other language-use
situation.

Factors Affecting Students’ Grammatical Ability

According to Mushtag and Khan (2012), there are two types of factors affecting students’
performance in English. Those are internal and external classroom factors. Internal classroom
factors include students’ competence in English, class schedules, class size, English textbooks,
class test results, learning facilities, homework, environment of the class, complexity of the
course material, teacher’s role in the class, technology used in the class and exams systems.
External classroom factors include extracurricular activities, family problems, work and
financial, social and other problems.
Furthermore, Mosha (2014) explains that there are three factors affecting students’
performance in English, namely:
1) English Language Learning and Teaching in Classrooms
The teaching and learning process involve two active participants in the classroom - the
teacher and the learner, and that language learning does not fall entirely on the teacher. The
students must also assume more responsibility for the learning process (Quist in Mosha,
2014).
2) Attitudes of Language Learning
Language attitude is an important concept because it plays a key role in language
learning. Attitudes have a positive correlation with success in learning the second language
because they facilitate learners’ motivation to learn the language.
3) Motivation in Language Learning
Motivation is the most used concept for explaining failure or success of a learner.
Motivation has been regarded as one of the main factors that influence the speed and amount
of success of foreign language learners (Gardner in Mosha, 2014).
Question Tags
According to Hartanto. et.al (2009: 343), question tags is if the language users make a
statement and end it with a short question in order to make the listeners assert their statements.
Furthermore, Murphy (2004: 104) states that question tags are mini questions that often put on
the end of a sentence in spoken English. Moreover, Foley and Hall (2003: 97) define that tag
questions or question tags are the sort questions which speakers often attach to the end of a
sentence. In addition, Azar (2002: A15) states that a tag question is added at the end of a

128
sentence, and speaker use it chiefly to make sure their information is correct or to seek
agreement.

FINDINGS AND DISCUSSION

Findings
The findings of this study are obtained from the result of the students’ score from the test
and the questionnaire. Therefore, the researchers described the findings of this study separately.
1. Data of the Test Result
In this research, the researchers used test to know the students’ ability in using question
tags. There are 46 students who participate to do the test. Data of the test result will be
presented in the following table:
Table 1
Data of the Test result
No Code Correct answer Score
1. S1 19 76
2. S2 19 76
3. S3 16 64
4. S4 17 68
5. S5 20 80
6. S6 19 76
7. S7 14 56
8. S8 20 80
9. S9 18 72
10. S10 14 56
11. S11 15 60
12. S12 16 64
13. S13 18 72
14. S14 20 80
15. S15 17 68
16. S16 12 48
17. S17 16 64
18. S18 10 40
19. S19 18 72
20. S20 19 76

129
21. S21 13 52
22. S22 20 80
23. S23 18 72
24. S24 17 68
25. S25 17 68
26. S26 17 68
27. S27 20 80
28. S28 10 40
29. S29 21 84
30. S30 12 48
31. S31 14 56
32. S32 17 68
33. S33 19 76
34. S34 18 72
35. S35 20 80
36. S36 18 72
37. S37 20 80
38. S38 13 52
39. S39 17 68
40. S40 18 72
41. S41 14 56
42. S42 19 76
43. S43 15 60
44. S44 19 76
45. S45 19 76
46. S46 18 72
Total 780 3120
Average 67.82

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 From the data above, it can be known that the average of the students’ score is 67.82. The
table clarifies that the highest score is 84, gotten by one student and the lowest score is 40,
gotten by two students.
Afterwards, the researchers classified the students’ score of the test into some categories.
In this research, the researcher uses category of ability which is described by Arikunto
(2010: 387). The percentage of the students’ ability in using question tags based on the
categories from Arikunto can be seen in the following table:

Table 2
The Classification of the Students’ Ability

No. Category of Ability Number of Student

Frequency Percentage
1. Very good 8 17.40%

2. Good 26 56.52%
3. Sufficient 10 21.74%
4. Poor 2 4.34%
5. Very poor - -
Total 46 100%

From the table above, it can be known that the most of the students’ ability in using
question tags are in good category. The percentage of the students who belong to good
category is 56.52%. The percentage of the students who belong to very good category is
17.40%. The percentage of the students who belong to sufficient category is 21.74%, and the
percentage of the students who belong to poor category is 4.34%.
In this research, the researchers gave the test in multiple-choice form focused on the
indicator of assessment in using question tags. There are ten indicators used by the
researcher. Those indicators and the test result can be seen in the following table:
Table 3
The Percentage of the Test Result Based on the Indicator of Assessment

Indicators of assessment Number of Frequency of

item correct answer Percentage
(%)
Auxiliary be 1 43
16 34
73.37%
23 35
19 23

131
 Auxiliary verb (do, have) 2 40
3 30 77.53%
24 37
Modal 17 43
22 43 89.86%
25 38
Pronoun (personal pronoun, 4 36
indefinite pronoun) 5 15 62.32%
15 35
Imperative sentence 6 37
79.35%
18 36
Let’s 7 41
92.39%
20 44
Exception 8 27 58.69%
Verb(present tense, past 9 18
52.17%
tense) 10 30
Subject (N of N, that, those) 11 14
12 29 42.03%
13 15
Negative meaning word 14 17 34.78%
21 15

Based on the table above, it can be known that the highest percentage is 92.39% referring
to the students’ comprehension of the usage of let’s in question tags, and the lowest
percentage is 34.78% referring to the students’ comprehension of the usage of negative
meaning word in question tags.

2. Data of the questionnaire result

In this research, the questionnaire used to identify the possible factors affecting the
students’ ability in using question tags. The questionnaire is arranged based on the theory of
factors affecting students’ ability. The result of the students’ responses to the questionnaire is
presented briefly in the following table:
Table 4
Description of the students’ responses
Statement Students’ Responses Total

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 SS S TS STS
1 5 38 2 1 46 students
2 3 29 13 1 46 students
3 1 21 24 0 46 students
4 6 31 7 2 46 students
5 0 22 24 0 46 students
6 3 9 14 20 46 students
7 0 21 21 4 46 students
8 5 21 19 1 46 students
9 1 28 12 5 46 students
10 4 20 20 2 46 students
11 1 16 20 9 46 students
12 2 20 23 1 46 students
13 14 29 3 0 46 students
14 0 0 16 30 46 students
15 3 3 21 19 46 students
16 3 22 17 4 46 students
17 4 4 12 26 46 students
18 2 14 24 6 46 students
19 0 4 31 11 46 students
20 2 7 24 13 46 students

From the data above, the researchers analysed the data based on likert scale. In this case,
the researcher uses scale by giving four alternative options, namely: SS (sangat setuju or
strongly agree), S (setuju or agree), TS (tidak setuju or disagree), and STS (sangat tidak
setuju or strongly disagree). Every option has different score. For answer strongly agree
will be scored 4 point, agree will be scored 3 point, disagree will be scored 2 point, and
strongly disagree will be scored 1 point.
After scoring the students’ response, the researchers tried to finding the percentage of
each statement by using the following formula:
Percentage = X 100
(Widoyoko, 2012: 110)

133
For example:
Ideal score = 4 x 46 = 184
Statement 1: P= X 100

P= X 100

P = 75.54%

The result of the students’ response percentage presented in the following table.

Table 5
Percentage of the Students’ Responses

Statement SS S TS STS Total Percentage

1 20 114 4 1 139 75.54%
2 12 87 26 1 126 68.48%
3 4 63 48 0 115 62.50%
4 24 93 14 2 133 72.28%
5 0 66 48 0 114 61.96%
6 12 27 28 20 87 47.28%
7 0 63 42 4 109 59.24%
8 20 63 38 1 122 66.30%
9 4 84 24 5 117 63.58%
10 16 60 40 2 118 64.13%
11 4 48 40 9 101 64.89%
12 4 60 46 1 111 60.33%
13 56 87 6 0 149 80.98%
14 0 0 32 30 62 33.69%
15 12 9 42 19 82 44.56%
16 12 66 34 4 116 63.04%
17 16 12 24 26 78 42.39%
18 8 42 48 6 104 56.52%
19 0 12 62 11 85 46.19%
20 8 21 48 13 90 48.91%

134
 After calculating the percentage of the students’ responses by using likert scale, the next
step to identify the possible factor affecting the students’ ability in using question tags is
making the gradation of the students’ responses. In making the gradation, firstly, each item
of the questionnaire is grouped into eighteen section based on the indicator used by the
researchers. Then, the researchers tried to find the mean of the percentage of each group.
The gradation of the students’ responses can be seen in the following table.
Table 6
The Gradation of the Students’ Responses

Possible Factor Item number Students’ response

(%)
Attitude 1 75.54%
Motivation 2 68.48%
Process of learning and teaching in 3&4 67.39%
the classroom
Students’ competence 5 61.96%
Class schedules 6 47.28%
Class size 7 59.24%
English textbook 8 66.30%
Learning facilities 9 63.58%
Homework 10 64.13%
Environment of the class 11 64.89%
Complexity of the course material 12 60.33%
Teacher’s role in the class 13 80.98%
Technology used in the class 14 33.69%
Extracurricular activities 15 44.56%
Home environment 16 63.04%
Work and financial 17 42.39%
Social 18 56.52%
Parents’ guidance 19&20 47.55%

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DISCUSSION
1. Discussion of the test result
The researchers showed the data of the students’ scores on the table 1. As seen on the
table 1, it can be known that the highest score is 84, and the lowest score is 40. Then, the
researcher tries to find the mean of the data by using formula as follows:
∑
Me =
Where Me = Mean (average)
∑ = Total of score observed
n = Total number of student
(Sugiyono, 2015: 49)
The total score of the students is 3120, and the number of the students is 46. Therefore,
the computation is as follows:
Me =
= 67.82
After counting the mean of the students’ score, the researchers also counted the
students’ score into percentage by using the formula as follows:
∑
P= x 100%

P= x 100%
P = 67.82%
From the computation above, it can be seen that the mean of the students’ score from
the test is 67.82, and the percentage of the students’ score is 67.82%. According to the
category of ability that is described by Arikunto, it belongs to good category. Therefore,
based on this result, the researcher concludes that in general, the students’ ability in using
question tags at the eleventh grade of SMK Yayasan Pendidikan Pembangunan Purworejo in
the academic year of 2016/2017 is good. Moreover, as seen on the table 3, it can be known
that there are 26 students (56.52%) who are in good category. Then, 8 of 46 students
(17.4%) are in very good category, 10 students (21.74 %) are in sufficient category, 2
students (4.34%) are in poor sufficient category, and there is no one in very poor category.

2. Discussion of the Questionnaire Result

From the data of the questionnaire result, the researchers take 5 highest percentages,
they are as follows:
a) Teacher’s role in the class
In this research, teacher role in the class is the first possible factor affecting the
students’ ability in using question tags. Statement 13: ketika menemui kesulitan dalam
materi question tags. Guru memberikan penjelasan kembali dan membantu saya
memahami materi. This statement is inserted purposely to identify the teacher role in the
classroom. Apparently, the percentage of the students’ response for this statement is
80.98%. Most of the students answer that their teacher role in the class is very helpful for
them to comprehend the material of question tags. Meanwhile, the data of the test result
shows that the eleventh grade students of SMK Yayasan Pendidikan Pembangunan
(YPP) Purworejo have good ability in using question tags. Therefore, by comparing the

136
 result of the students’ score from the test and the questionnaire, the researcher concludes
that teacher role in the class is one of the possible factors that affect the students’ ability
in using question tag.
b) Attitude
In this research, attitude is the second factor affecting the students’ ability in using
question tags. Statement 1: Saya sangat senang mempelajari materi question tags. This
statement is inserted purposely to identify how the students’ attitude toward the material
of question tag. Apparently, the percentage of the students’ response to this statement is
75.54%. It indicates that most of the students like studying question tags. Therefore,
based on this result, the researcher concludes that the eleventh grade students of SMK
Yayasan Pendidikan Pembangunan (YPP) Purworejo can have good ability in using
question tags because they have good attitude toward the material. Therefore, it is clear
that attitude is one of the possible factors affecting the students’ ability in using question
tag.

c) Motivation
In this research, motivation is the third factor affecting the students’ ability in
using question tags. Statement 2: Saya selalu bersemangat mengerjakan soal-soal
latihan question tags yang diberikan Guru. This statement is inserted purposely to
identify how the students’ motivation in learning question tag. Apparently, the
percentage of the students’ response to this statement is 68.48%. It indicates that most of
the students have high motivation to learn question tag. Therefore, by comparing the
result of the test and the questionnaire, the researcher concludes that motivation gives an
effect to the students’ ability in using question tag. The eleventh grade students of SMK
Yayasan Pedidikan Pembangunan (YPP) Purworejo have good ability in using question
tags because they have high motivation in learning process.
d) Process of learning and teaching in the classroom.
This is the fourth factor affecting the students’ ability in using question tags.
Statement 3: Saya selalu aktif bertanya dan menjawab kuis yang diberikan guru ketika
di dalam kelas. Statement 4: Dalam menyampaikan materi question tags guru
menggunakan metode pembelajaran yang menyenangkan dan mudah dipahami. These
two statements are inserted purposely to identify whether the process of learning and
teaching in the classroom affect the students’ ability in using question tag or not.
Apparently, the percentage of the students’ response to these statements is 67.39%. By
comparing the result of the test and the questionnaire, the researcher concludes that
process of learning and teaching in the classroom affect the students’ ability in using
question tags. Students have good ability because in the process of learning and teaching
in the classroom, the students assume more responsibility for the learning process and
the teacher uses the appropriate method to teach the material of question tag.
e) English Textbook
In this research, this is the last factor that affects the students’ ability in using
question tag. Statement 8: Guru memberikan buku bahasa inggris yang memudahkan
saya memahami materi question tags. This statement is inserted purposely to identify
whether English textbook give an effect to the students’ ability in using question tags or
not. Apparently, the data shows that the percentage of the students’ response to this
statement is 66.30%. Most of the students agree that English textbook used is very

137
 helpful for them to learn question tags. The test result shows that the eleventh grade
students of SMK Yayasan Pendidikan Pembangunan (YPP) Purworejo have good ability
in using question tags. It means that English textbook gives an effect for the students’
comprehension in learning question tags. Students have good ability because they have
an English textbook that can be used to learn question tags more.
From the explanation above, the researchers conclude that the students’ ability in using
question tags at the eleventh grade of SMK Yayasan pendidikan pembangunan (YPP)
Purworejo in the academic year of 2016/2017 affected by teacher’s role in the class,
students’ attitude toward the material, students’ motivation, process of learning and teaching
in the classroom, and the English textbook used.

CONCLUSION
Based on the research findings and the discussion, the researchers draw some conclusions as
follow.
1) The ability in using question tag of the eleventh grade students’ of SMK Yayasan Pendidikan
Pembangunan (YPP) Purworejo in the academic year of 2016/2017 is good. The data shows
that the mean score of the students is 67.82. There are 8 students (17.40%) categorized very
good, 26 students (56.52%) categorized good, 10 students (21.74%) categorized sufficient,
and 2 students (4.34%) categorized poor.
2) In using question tag, the students were affected by some factors. Based on the data of the
questionnaire, the researchers conclude that the possible factors affecting the students’ ability
are (1) teacher’s role in the class, (2) students’ attitude toward the material, (3) student’s
motivation, (4) process of learning and teaching in the classroom, and (5) the English
textbook used.

REFERENCES

Azar, Betty Schrampfer. (2002). Understanding and Using English Grammar 3rd
edition.Longman.

Foley, Mark and Diane Hall. (2003). Longman Advanced Learner’s Grammar: a Self-study
reference & Practice Book with Answer. England: Longman.

Hartanto, John S.et.al. (2009). English Grammar: Pembahasan Lengkap Tentang Tata Bahasa
Inggris. Surabaya: Indah.

Mosha, Mary Atanas. (2014). Factors Affecting Students’ Performance in English Language in
Zanzibar Rural and Urban Secondary Schools.Journal of Educational and Practice.
Vol.5, No.35, 2014. ISSN 2222-1735 (Paper) ISSN 2222-288X (Online).

Murphy, Raymond. (2004). Englih Grammar in Use. Cambridge: Cambridge University Press.

Mustaq, Irfan and Shabana Nawaz Khan. (2012). Factors Affecting Students’ Academic
Performance. Global Journal of Management and Business Research. Vol. 12 Issue 9
version 1.0. Online ISSN: 2249-4588 & Print ISSN: 0975:5853.

Purpura, James E. (2005). Assessing Grammar. Australia: Cambridge University Press.

138
 SOCIODRAMA AS A METHOD TO FOSTER STUDENTS’ AUTHENTIC
COMMUNICATION

Sudar
English Language Education
Purworejo Muhammadiyah University
rofiqsdr@gmail.com.

ABSTRACT: English Drama Festival is conducted annually by the students of English

Education, Purworejo Muhammadiyah University. Drama Festival conducted as an alternative
method to foster student’s motivation to express their ideas, feeling, thinking, and their talents
using English as a mean of communication. English Drama Festival is an effective, attractive,
communicative method. It is a reflective method because students are lovely playing as an
actress depends on their roles on the stage. Language skills are naturally developed when
students were playing English Drama. The language skill particularly developed is speaking
skill. Students use English as a mean of communication; even they read the script of drama
firstly before they are plying on the stage. Students practice reading skill when they were reading
a script of drama. Listening skill naturally developed when students were making conversation
on the stage. The language components such as: vocabulary, grammar, syntax, and
pronunciation, also developed unconsciously by students. Based on the facts, the writer argues
sociodrama can be used as an effective method to foster student’s authentic communication.

Key words: Sociodrama, an Effective Method, Authentic Communication

INTRODUCTION
Learning English is essential for any ones in global era. Most people in any fields of life
need knowledge of a language particularly English. The fact learning English faces many
difficulties to cover the needs. Learning English needs basic competences that are crucial to
understand in order that the language learners able to speak and to write English sufficiently.
Mastering productive skills is not easy to achieve, it needs serious exercises in order to be used
to express an idea, feeling, and other speech in the English language learners’ mind. Language is
as a tool of communication both spoken and written, because of this the English language
learners particularly students of English education program in Purworejo Muhammadiyah
University conducting annual event of English drama festival as an alternative method to force
the English students to practice their English with pleasure activities. The English drama festival
followed by all the English students from third grade until the seventh grade. They are free to
choose the topic of playing drama on the stage based on their interest. The group as usual
consisting more less than seven until teen students. The topic of drama also affected the number
of actors or actress who plays the characters of drama. Why I choose drama as an alternative
method to force students to practice using English in real exercises? What are the language skills
and language components being trained during the playing drama? Did playing English drama
encourage students to learn English enthusiasly?From these questions, the writer describes the
effectiveness of sociodrama to learn authentic communication for English language learners in
Indonesia.
Based on the analyzing of playing festival English drama in Purworejo Muhammmadiyah
University hopefully the English language learners particularly in senior and higher education

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can be developed naturally. The English language learners are free to express their ideas, feeling.
The English language learners learn the language skills and language components unconsciously,
further they developed English mastery without burden both physically and mental shock.

DISCUSSION
Why I choose drama as an alternative method to force students using English in real
exercises?
Using drama students are able to share their ideas, feelings, knowledge and also applying the
language in the real situation. Practicing the language in the real situation, students are able to
identify the formal and non-formal language. Through plying drama, students are able to use the
language appropriately based on the different situations. The language use in the sadness,
happiness, cheerfulness, is different from to each other. Eceles (1989) said that drama provides
an infinite variety of situations which will require specific language uses. Other scholar, Neal,
(2012) said that drama exercises address the different between formal and informal English and
their appropriate uses.From this idea, the English language learners can improve their language
in special context situation and also special context of culture. Using a language appropriately is
not an easy skill. It needs our concerns how to use the language suitable with the background of
speaker and also the listener. Because this, I argue that drama can be used as an alternative
method for improving language use. Hayes (1984) said that trough drama students learn to
perceive and identify different situations, to assume an appropriate role, to understand different
functions and points of view and to manipulate language accordingly.
What is drama?
Drama is the most significant model of learning and is a basic activity for learning, (Ustundag,
1997). Further, Zyoud (2007) says that drama is a powerful language teaching tool that involves
all of the students interactively all of the class period. Drama is special ability to engage many
several learning styles, and it facilitates connections with students and motivates learners,
(Keshta, 2013). That are the definition of drama according to some scholars. Drama is a
particular language learning activities to encourage the learners for learning productive and
receptive skills. What about sociodrama? Sociodrama is firstly conceptualized by Moreno
(1943). Ekcloff (2006) cited in McLennan (2008) says sociodrama has three primary function
namely: (1) enhancing a person’s understanding of social situation, (2) increasing understanding
of one’s or another’s roles in social situations, and (3) allowing participants to release their
emotions by expressing thoughts and feeling about social situations. Smith (2007) says that
sociodrama can promote self-expression, a commitment to learning, and develop student’s
positive behavior.

2.1. Drama to exercise Authentic Language.

Drama is practical media for teaching and learning English, both productive and receptive skills.
Zyoud (2007) argues that drama can foster language skills such as reading, writing, speaking,
and listening. Trough playing drama language learners are able to practice and integrate the four
language skills, (reading, writing, speaking, and listening). Meley (2005) cited in Zyoud (2007),
there are more less than twelve benefits of using drama for learning a language, they are; 1- It
integrates language skills in a natural way, 2- It integrates verbal and nonverbal aspects of
communication,3- It draws upon both cognitive and affective domains, 4- it brings the classroom
interaction to life through an intensive focus on meaning, 5- The emphasis on whole-person
learning and multi-sensory inputs helps learners to capitalize on their strength and to extend their

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range, 6- It fosters self-awareness (and awareness of others), self-esteem and confidence; and
through this, motivation is developed.7- Motivation is likewise fostered and sustained through
the variety and sense of expectancy generated by the activities. 8- There is a transfer of
responsibility for learning from teacher to learners, 9- It encourages an open, exploratory style of
learning where creativity and the imagination are given scope to develop,10-It has a positive
effect on classroom dynamics and atmosphere, 11-It is an enjoyable experience, 12-It is low-
resource. The idea of Meley (2005) sported by Desiatova (2009) cited in Zyoud (2007), she
argues that drama is very useful to language learners and teachers, they are as follows; 1- to
make language learning an active, motivating experience, 2- to help learners gain the confidence
and self-esteem needed to use the language spontaneously, 3- to bring the real world into the
classroom (problem solving, research, consulting dictionaries, real time and space, cross-
curricular content) 4- to emulate the way students naturally acquire language through play,
make-believe and meaningful interaction, 5- to make what is learned memorable through direct
experience and affect (emotions) for learners with different learning styles. 6- When students
dramatize, they use all the channels (sight, hearing, and physical bodies) and each student will
draw to the one that suits them best, 7- to stimulate learners' intellect and imagination 8- to
develop students' ability to empathize with others and thus become better communicators 9- to
help learners acquire language by focusing on the message they are conveying, not the form of
their utterance.

2.2. Drama to motivate students’outhentic communication

Using drama is able to improve oral communication. Goodwin (2001) cited in Zyoud (2007)
drama is particularly effective tool for pronunciation teaching because various components of
communicative competence (discourse, intonation, pragmatic awareness, and nonverbal
communication) can be practiced in an integrated way. Sakale (2012) says that the 20th century
approaches to language teaching have stressed the importance of productive skilland particularly
speaking skill. Why is speaking important? Many schools try to integrate speaking assessment as
an alternative assessment type that can also initiate the learner to the job market, (Malone, 2009)
cited in (Sakale, 2012). Ulas (2008) says that speaking is the most common and important means
of providing communication among human beings. Based on that descriptions, it is stated that
speaking skill is necessary to get particular discussion. Through speaking skill, language learners
are also learning the grammar, intonation, vocabulary, listening, action, pronunciation, styles,
etc. Florez, (1999) cited in Sakale (2012) speaking is an interactive process of constructing the
meaning both its form and meaning depend on the context, the participants, their experiences,
and the purpose of speaking.

2.3. Drama to develop self-confidence for learning English.

Playing drama makes the participants to be involved in the interaction among of them. And by
conducting an interaction naturally among of participants, it make them are free to develop their
own confidences. Further, students’ commitment to learn and to lead themselves develops
naturally, it is a simple fact that drama is able to develop self-confidence and to increase students
‘leadership. Neal (2012) Trough drama the students learn to perceive and identify different
situations, to assume an appropriate role, to understand different functions and points of view
and to manipulate language accordingly. Further, Neal (2012) says that motivation is linked to
self-confidence, when students have a role-playing situations, they have the opportunity to use

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the target language as someone else. This situation makes the learners get the pressure and builds
their self-confidence for using the target language in real life. It is sported by the ideas of benefit
using drama according to Dougnill (1987) and Tailor (2000) cited in Janudom (2009) they say
that drama can satisfy primary needs of language learning in that they can create motivation,
enhance confidence, and provide context in learning a language. Based on these descriptions, it
is clear and significant that drama is able to develop language leaners’ self-confidence. Further,
they are smoothly to learn English, both physically and mentally. The English language learners
are able to learn productive and receptive skills, and they are also learning how to organize their
emotions, successfully.

CONCLUSION
Using drama is an effective method for learning English. Students are able take a role-plying as
some-else. Students as English language learners are able to develop their language skills and
also their language components. Drama makes the English language learners are free to express
their feeling, emotion, developing self-confidence, trying their leadership, and other mentalities
that they learned in performing the drama. The English language learners study how to
collaborate successfully, effectively, and meaningfully in performing as an actress as some-else.
Drama gives many benefits to English language learners. Drama is implemented both junior,
senior and higher education. Even it is also possible used by language learners in elementary
schools. Thus, the material of drama should be suitable with the level of education.

REFERENCES
English Course Syllabus. 2015. New English Curriculum, English Education Program.
Purworejo
Muhammadiyah University.
Janudom, 2009. Drama and Questioning Techniques: Powerful Tools for the Enhnacement of
Students’ speaking Abilities and Positive Attitudes towards EFL Learning. www.esp
world info ESP World. issue 5 (26) volume 8, 2009.
Keshta, 2013. Using Educational Drama and Role-Playing Teaching English in Gaza
Governorates. Education and e-learning Asian Journal ISSN 2321-2454 volume
01-issue 01 April 2013.
Lennan, 2008. Kinder-Caring: Exploring the Use and Effects of Sociodrama in Kindergaeten
Classroom. Journal of Students Wellbeing.
Neal, 2012. Drama in the Mixed –Ability EFL Classroom: Observing it Effects on Motivation
And Self-Confidence. International Studies in Education, Faculty of Education
at the University of Iceland, Theses.
Sakale, 2012. Rethingking Speaking Skills in EFL (English as a Foreign Language) Setting.
English Teaching Journal, ISSN-1539-8072.
Smith, 2007. Promoting Positive Behaviours Using Sociodrama. Journal of Teaching and
Learning 2007, volume 4 no 2.
Ustundag, 1997. The Advantages of Using Drama as A Method of Education in Elementary
Schools. English Faculties, Dieresis, 13 89-94 (1997).
Zyoud, 2007. Using Drama Activities and Techniques to Foster Teaching English as a
Foreign Language: a Theoretical Perspective. Al-Quds Open University.

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 THE UTILITY OF COMPENSATION STRATEGIES
IN THE SENTENCE LEVEL-TRANSLATION PRACTICE
Tia Lintang Timur
Universitas Negeri Yogyakarta
lintangtimurtia@gmail.com

ABSTRACT
In the translation practice, the ability in translating some words appropriately from the
source language into the target language become a challenge for students. Most students have
some difficulties to find out an exact word which should be translated in the translation. The
students need to utilize strategies in solving the limitation of knowledge during the translation
practice. One of those strategies which comply and support the students is compensation
strategies. It consists of six kinds strategies that can be used to keep the translation going. This
paper is aimed at describing the utility of compensation strategies represented in the sentence-
level translation practice.It assists the students to use a similar word, switch to Indonesian,
linguistic clues, other clues in the translation. Therefore, this strategy need to be considered as
one of strategies that overcome the limitation of their knowledge in translation practice.

Keywords:Compensation strategies, the sentence-level translation

INTRODUCTION
1. The notion of translation

Translation as a research topic has been primarily of interest to writing researchers in the
cognitive tradition. Nida defines translation as “Translation consists in reproducing in the
receptor language the closest natural equivalent of the source-language message, first in
terms of meaning and secondly in terms of style”. It means that not only consider the
meaning but also the conveyed style can be a matter for the translator. Another statement
stated from her that translation is not really simply in transferring the meaning from a
language to another language, but also considered by some theories such as linguistic,
sociolinguistic, communicative, free, literal, hermeneutic, semantic and the other like (Nida,
n.d.). Therefore, it can be concluded that translation can be defined as the process of
transferring words, sentence or text from one language into another language whereas the
purpose of translation is to communicate the meaning of a source language text to the target
language text.
Translation strategies have a lot of beneficial thing in the translation process. However,
each translation strategies has different ways to overcome the lack of untranslatable words.
Even, the translator can use the translation strategies based on their necessary. Here are other
strategies utilized by some translator to deal with problems in non-equivalence at word level
are stated by Baker(1992:26).
1) Translation by a more general word (superordinate)
2) Translation by a more neutral/less expressive word
3) Translation by cultural substitution
4) Translation using a loan word or loan word plus explanation
5) Translation by paraphrase using a related word
6) Translation by paraphrase using unrelated words

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 7) Translation by omission
8) Translation by illustration

2. Compensation strategies
Compensation strategies are appropriate for the beginner and intermediate level language
learners; they provide some ways to overcome the limitation in speaking and writing. In the
compensation strategies, we can guess intelligently by using linguistic clues or other clues.
When we have some problems in speaking and writing, we can overcome them by using
compensation strategies. It focuses on switching to Indonesian, using mime or gesture, getting
help, selecting the topic, adjusting or approximating the message, coining words, and using
circumlocution or synonyms (Oxford, 1990:91).
Compensation is considered as one of the possible strategies and an effective one for
compensating the loss caused by translating because we can use another word for describing
which we do not know the real meaning of that word. According to Newmark (1998). It is also
supported by the terminology of Oxford (1990) “compensation strategies,” to emphasize that
they are active, conscious techniques that students can adopt and teachers can teach, to
compensate for gaps in linguistic and lexical knowledge in the target language. She defined
compensation strategies as a strategy in guessing intelligently. In guessing intelligently she also
divided into two parts, they are using linguistic clues and using other clues. Therefore, we do not
guess a word in translation by using other words which have no close meaning with the previous
word but also we should make it almost similar with a clue.
Compensation strategies are believed to be one of an effective strategy to help students in
translating. When the learner would like to translate into a new language, they can loss the
source text but still in the similar pattern or similar way which related to the source text.
Compensation strategies are used for reading, writing, speaking, and listening, not limited to
productive speaking skills. Actually, in compensation strategies, it employs switch the word to
our mother tongue in translating, for a reason if you want to say marbles to the listener but you
forget the English are, then you can use “kelereng” or “gundu” as our mother tongue. So the
writer thinks that this strategy is more flexible in determining a word that we intend to say to
other persons. This strategy also can be used in speaking, one of the other keys in compensation
learning strategy is using mime or gestures so for reasons if we want to describe a “ball” to our
listener, we can explain it by making a circle with our finger then we practice to kick it.
Certainly, the listener can understand what we are talking about.
There are some keys in compensation strategies which are stated by Oxford(1990:48), such
as using linguistic clues, using other clues and using a circumlocution or synonym. The
explanation about these keys will be delivered in the following sentences.
a. Using linguistic clues
In the strategy for guessing intelligently, it can use linguistic clues in the absence of complete
knowledge of vocabulary, grammar, or the target language element. Even the learner does not
know the most similar word from guessing to another word, they can use the clue of the meaning
that has same purpose or same goal in comprehending it (Oxford, 1990:49).
It can be described as the example below:
The student says association sans but lucratif (“nonprofit association”), previous
knowledge of certain words in English (association, lucrative) and French (sans =

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 without) would give clues to the meaning of the unknown word, but (aim, goal), and of
the whole expression.

b. Other clues
In the strategy for guessing intelligently, beside using linguistic clues, other clues also used
in the absence of complete knowledge of vocabulary, grammar, or the target language element.
Other clues here mean that the learner can guess the word based on the context or situation of the
topic. It can involve knowledge of context, situation, text structure, personal relationship, and
other like (Oxford, 1990:49). The example of other clues described as follows.
When the student does not know the meaning of vends in the French, noticing that these
words are used in the context of classified ads, and they are followed by a list of items
and prices, provides clues suggesting that these terms refer to selling.

c. Switching to Indonesian
In another case, switching to Indonesian can be called as “code switching”. Here this strategy
is adapted to switching to Indonesian. This strategy can be used by adding word endings from
the new language into words from the mother tongue (Oxford, 1990:50). When the student uses
Indonesia language as the mother tongue is presented as follows.
The student uses a word wanita to say a “woman”.

d. Getting help
In this strategy, requiring any help to other people to complete the missing expression in the
target language (Oxford, 1990:50). It means when the student or learner face some impediments,
s/he needs someone to assist for complementing in the target language.
e. Using mime or gesture
In this strategy, it is used by appearing physical motion to indicate the meaning, such as
mime or gesture (Oxford, 1990:50). One of example in using this strategy can be shown by
shaking one’s head, lighting up the hand, shaping some fingers and the other like.
f. Avoiding communication partially or totally
In this strategy, anticipating the difficulties applied by using partially or totally avoiding
communication. It is involved in avoiding communication in general, a certain topic, specific
expression, or abandoning communication in mid-utterance (Oxford, 1990:50). It other words it
can occur when the student may avoid the topic when s/he is not sure with the relevant
vocabulary.
g. Selecting the topic
In this strategy, selecting the topic in order that comes forward to someone’s interest whereas
the learner has adequate vocabulary and grammar to converse(Oxford, 1990:50). It means that
when there is a communication then one of the speakers prefer to the own topic, it can be called
as using selecting the topic strategy.

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 h. Adjusting or approximating the message
In this strategy, changing the word by dismissing the items of information to make it easier
or saying something which is rather similar to the things (Oxford, 1990:50). It means that this
strategy is used to modify word to be simpler (Oxford, 1990:50).
In using this strategy, it can be described such as an example in saying “pen” for “pencil”.
i. Coining words
In this strategy, it is employed by creating some new words to explain the idea (Oxford,
1990:50).
An example of using coining words is to say “paper holder” for “notebook”.
j. Using circumlocution or synonym
In this strategy, describing the concept (circumlocution) or using a word that has a similar
meaning (synonym) to get the meaning (Oxford, 1990: 51). It means this strategy employed by
explaining the desired word’s definition or clues related to it, for reason, to say “what you use
to wash dishes” for describing “dishrag”.
METHOD
The research was descriptive qualitative research. This research analyzed the kinds of
compensation strategies that the students used in the translation. Moreover, the researcher also
described how they employed the kinds of compensation strategies in the translation practice. As
mentioned by Miles, Huberman, & Saldana (2014:30), they state that qualitative research
concerns with people's lived experience
RESULT
Below are some sentences provided to be translated by the university students.
1. Sosiolinguistik dapat mengacu kepada pemakaian data kebahasaan dan menganalisis ke dalam
ilmu-ilmu lain yang menyangkut kehidupan sosial, dan sebaliknya, mengacu kepada data
kemasyarakatan dan menganalisis ke dalam linguistik. (Adopted from Sumarsono (2010)).

2. Tinggi rendahnya jumlah leksikon dalam suatu bahasa berkaitan dengan bahasa itu sendiri
dan tingkat peradaban dan budaya masyarakat pendukungnya. (Adopted from Widodo,
Pratomo (2014)).

3. Neurologi mempunyai peran yang sangat erat dengan bahasa karena kemampuan manusia
berbahasa ternyata bukan karena lingkungan tetapi karena kodrat neurologis yang dibawanya
sejak lahir. (Adopted from Dardjowidjojo, Soenjono. (2003)).
Note:
LC : Linguistic clues
OC : Other clues
SMT : Switching to the mother tongue
AM : Adjusting or approximating the message
CW : Coining words
C/S : Using circumlocution or synonym

146
 Table 1. The data findings of compensation strategies in the sentence level
LC OC SM AM CW C/S
T
Sosiolinguistik dapat mengacu kepada
pemakaian data kebahasaan dan
menganalisis ke dalam ilmu-ilmu lain
yang menyangkut kehidupan sosial,
dan sebaliknya, mengacu kepada data
kemasyarakatan dan menganalisis ke
dalam linguistik
Sosiolinguistik can refer to the use of sosiolinguis √
data and analyzing linguistic sciences tik
into other sciences into other sciences
where the social life and instead refers to
the social and analyzing into linguistic.
Sosiolinguistik can lead to the linguistic sosiolinguis √
and analysis by using data into the other tik
science that related to the social life. In
other hand, can lead to society and
analysis into linguistic.
Sociolinguistic can use to lingustic data, analisis √
and analisisto other sains that connected sains √
to social relations.
Tinggi rendahnya jumlah leksikon
dalam suatu bahasa berkaitan dengan
bahasa itu sendiri dan tingkat
peradaban dan budaya masyarakat
pendukungnya
High and lowest leksikon data in leksikon √
language is connecting with theirown
language and the level of civilization and
culture community supporters.
The high and down is amount leksikon in leksikon √
a language be related to own language of
era and supporting of people culture.
The high and down is amount of leksikon leksikon √
in a language be related to own language
and phase of era and the supporting of
people culture.
The high lowest account leksikon in leksikon √
something be related to with language it
self and floor adaption and culture of
environment supported it.
High in low leksikon account in one leksikon √
language related by itself and the list
adaption and supporting sociaty culture.

147
The high and down is amount of leksikon leksikon √
in language be related to own language
and phase of era and the supporting of
people culture.
The high and amount of leksikon in a leksikon √
language related to own language and
phase of era and the supporting of people
culture.
Neurologi mempunyai peran yang
sangat erat dengan bahasa karena
kemampuan manusia berbahasa
ternyata bukan karena lingkungan
tetapi karena kodrat neurologis yang
dibawanya sejak lahir.
Neurology has a related with language Human √
because human communicate ability communicat
actually aren’t causing by environment e ability
with causing by nature which was bring
since born.
Neurology has a related with language Human √
because human ability to make a ability to
language not because the neurology make a
which be brought since it born. language
Neurologi has a role that very important codrat √
with language because the ability of
human to languages not because
environment but because the
codratneurologis that brought since it
born
Neurology has a meaningful part of meaningful √
language because language human skills part
in fact are not caused by the environment
but neurological since they born
Neurology has a strong relation with the strong √
language. Because of human capability relation
in oral language is not about the human √
environment, but also naturaly neurology capability in
which he brought since he was child. oral
language
Neurology have a participate very much participate √
with language because human skill very much
language not from environment but
because of neurologis fate from their
born
Neurology have an important role in fate
language because human’s ability to use

148
language actually it is not because the √
environment, but because
neurologic’sfate that bring from birth.
Neurologitas the closed character with Closed √
language because the human language character
ability exactly not because of
environment but because of neurologist
power since the child was born.
Neurologi has a tight contribution tight √
within language. Because actually contribution
human’s language ability is not caused by fate √
environment, but because the
neurological fate which they get when
they born.
Neurologi as the close character with Neurologi √
language because the human language
abiltiy exactly not because of
environment but because of neurologist
power since the child was born.
Neurology havea part which is very a part which √
tightly with language because ability of is very
people language not only from tightly
environmental but also neurologies it will
brings since birth.
Neurologi have a part which is very Neurologi √
tightly with language because ability of a part which √
people language not only from the is very
environmental but also neurologis if full tightly
brings save birth.
Neurology has subject that it is very subject that √
related with language because the human it is very
language ability is not about the related
environment but it is a basic of
neurologic that given since it was born.
Neurology has the instrument which is neurologis √
very good with the language because the
language human ability is not because of
the environment but it’s because the
neurologiswhich is brought from born.
Neurologi has a peran that very eratwith Neurologi √
language, because still someone in Peran √
language in realita not because Erat √
environment but also kodratneurologis Realita √
then he have when he was born. Kodrat √
neurologis
Neurology is useful for language because

149
people has ability of english not from the
environmental but from her neurology s
since birth.
Neurologi have character or relationship Neurologi √
of language because of the fact, this
people skill to speak not only area all
around but also the nature or character of
neurologi since was born.
Neurologi had caracter to very important Neurologi √
to language because for the fact language Neoroligis √
skill human being not only in the circle
but also neorologis nature to habits was
them born.
Neurologi have functional which very Neurologi √
kind with language because human Kodrat √
ability to speak wasn’t because of area
but language kodratwhich habit since
was born.
The neurology has the same function Neurologis √
with language because the people skills
language is not because the environment
but neurologiscodrat which brought it.
The neurologi has link that very Neurologi √
connection with language because the Kodrat √
human ability to language in fact not neurologis
cause of environment because the
kodratneurologis that to bring since
born.
Neurologi has link that very connection Neurologi √
because human language skill Neurologis √
environment but cause
neurologisthat.
Neurology has function that very tight function √
with language because the human ability that very
in language actually havnt because tight
environment but also dependt on
neurology that brought since born.
Neurologi has a very relate part in Neurologi √
language because the ability of people in
language actually is not because of
environment but it is because of
neurologist codrate which is brought
from newborn.
Neurology has the important function Kodrat √
with language. Because the people’s
skills is dangerous absolutely not because

150
the environment, but it is because
neurologyskodrat which brought it when
the people start to born in the world.
Neurologi has an important thing that Neurologi √
really connect to the language because of Neurologis √
the ability of human’s language not
because of the environment but the
neurologis that brings it since born.
Neurology has the important role in Neurologis √
language because the ability of human in
language because not the environment
but neurologis has been born.
Neurologiest has using very important The √
role with language because human’s beginning
abilityes to communicate/speak actually of their lifes
is not from environment influence but
because of the neurologist that they got
from the beginning of their lifes
Neurologi has functions that are very Neurologi √
strong wit language because in fact, the
ability of each person not because of
environment but because of neurologic
that happen since we born
Neurologi has a partisipation with Neurologi √
language with language because the
human skill in language is not because
he/she environment but because the
destiny that he/she brings when they were
born

Table 1. The number of compensation strategies utilized at the sentence level

No Kinds of compensation strategies Total Percentage
1 Linguistic clues - -
2 Other clues - -
3 Switching to Indonesian 37 69.81%
Adjusting or approximating the
4 message - -
5 Coining words 4 7.14%
6 Using circumlocution or synonym 12 21.42%

From the results of translation, the researcher found 53 types of compensation strategies at
the sentence level. Switching from the source language to Indonesian was 37 times or 69.81%
utilized by the students. It was the first rank of the strategy at the sentence level. The second was
using circumlocution or synonym that appeared 12 times or 21.42%. Coining words which
appeared 4 times or 7.14% by the students. Neither linguistic clues nor other clues utilized by the

151
students. It also appeared in adjusting or approximating the message, no one utilized this
strategy.

CONCLUSION
The students tend to employ the strategy namely switching to Indonesian while translating
the sentences by transforming in Indonesia language. It shows that the students tend to use
Indonesian for solving the limitation of their knowledge, especially in the translation practice. It
can be concluded that the strategies namely switching from the source text to Indonesian was the
first rank utilized by the students in translating the sentence. It assist the student in the translation
practice.

REFERENCES
Baker, M. (1992). In Other Words a Coursebook on Translation. New York: Routledge.

Dardjowidjojo, Soenjono. (2003). Psikolingusitik. Jakarta: Yayasan Obor Indonesia.

Miles, B. M., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis (Third edit).
California,USA: SAGE.

Nida, E. A. (n.d.). Theories of translation.

Oxford, R. L. (1990). Language Learning Strategies What Every Teacher Should Know. Boston,
Massachussets: Heinle & Heinle Publishers.

Sumarsono. (2010). Sosiolinguistik. Yogyakarta: Pustaka Pelajar.

Widodo, Pratomo. (2014). Membangun karakter melalui (pembelajaran) bahasa. (dalam buku
Memantapkan pendidikan karakter untuk melahirkan insan bermoral, humanis, dan
professional). Yogyakarta: UNY Press.

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 USING INFORMATION-TRANSFER ACTIVITIES IN TEACHING
READING
Titi Rokhayati. M. Pd1., Diana Wahyu Andriani2
Universitas Muhammadiyah Purworejo
Jln. K.H.A. DahlanPurworejo 54111, Purworejo, Indonesia
rokhayatititi@yahoo.com

ABSTRACT

The aim of this research is to describe whether Information-Transfer Activities is effective or not
in teaching readingat the tenth grade of SMA Negeri 3 Purworejo in theAcademic year of
2016/2017.The type of the research is experimental quantitative research. The sample is 62
students from X IIS and MIA of SMA Negeri 3 Purworejo in the academic year of 2016/2017.
The independent variable of the research is using information-transfer activities and the
dependent variable of the research is the students’ ability in reading comprehension. The
techniques of analyzing the data are descriptive statistics, and inferential analysis.The results of
the computation showed that the hypothesis“Using information-transfer activities in teaching
reading comprehension text at the tenth grade of SMA Negeri 3 Purworejo in the academic year
of 2016/2017 is effective” is accepted. It is proved from the result t-value of the computation of
t-test is 5.744 and t-table is 2.000, (5.744>2.000), and the result of SPSS computation showed
that Sig (2- tailed) is lower than level of significance 5% (.000<0.05).

Keywords:Information-Transfer Activities, Teaching Reading Comprehension

INTRODUCTION
Language is a complex, specialized skill which develops in the child spontaneously,
without conscious effort or formal interaction, is deployed without awareness of its underlying
logic, is qualitatively the same in the every individual and distinct from more general abilities to
process information or behave intelligently (Brown, 2006:16). Everyone in this world has ability
in language mastery naturally; they do not need effort to master this skill because language is
habit. Everyone should master language to help the in communication with other. People need
language to express their feelings about something such as happiness, sadness or expressing their
idea, and also to ask what they need in daily life. We will get problem in communication if we
cannot mastery a language.
Language is an important at thing in human life, many places in this world has their own
language which is different from others, as we know that nowadays people in this world became
unity, because of globalization, people can go anywhere and communicatee with many people
from different places, from this fact, that’s why people think to have an international language to
make them easier to communicatee with others because they use the same language that is
English language.
English as an international language is very effective to make the communication run well,
so nowadays many countries in this world make English become important part in their

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education. Many countries included Indonesia, make English become important subject in
schools, hopefully Indonesian will use English well.
In learning English there are four skillsthey are reading, speaking, listening, and writing,
but nowadays Indonesian students felt difficult in learning reading, whereas reading become a
skill which belong to final examination. Students cannot pass the final exam if they have low
score. One of the reasons why students get the low score in reading is because the students have
difficulties in understanding the reading text.
Arua in Ofuani (2009:18) states that reading is an activity rather than a passive process in
which the reader is actively involved in bringing something to the reading process and activating
his/her background knowledge, querying, assessing, evaluating, critiquing the content and form
of the text and agreeing or disagreeing with fact, opinion and style of the text. It means that
reading is an active process done by the students, if they want to understand reading they should
be active in looking for information inside the text relates to their own knowledge to help them
easier to understand the text.Based on the interview did the writer do in SMA N 3, the students
there in this second semester will study about recount text.
Recount text is a text that has purpose to retell about past event. This kind of the text that
should be learned by senior high school students, hopefully after learn about this text, the
students have ability to tell about their past even, and then they also understand about the main
idea, details and specific information in content of the text.
Based on the interview in SMA Negeri 3 Purworejo the researchersfond that many students
have difficulties in understanding about reading text, especially recount text. This problem
happened because the teacher cannot find the appropriate activities during the lesson and it
makes the students feel lazy to study about reading, they are not interested to read, they cannot
be active in the class, and makes them hard to understand about reading text.
By studying this case, the researchers want to find the appropriate activitiesto teaching
reading, because anappropriate activities help studentsto understand about reading text, and
make them more active in theclass especially in readingclass. According to Heinemann (2009:1),
reading is a process very much determined by what the reader’s brain and emotions and beliefs
bring to the reading: the knowledge/information (or misinformation, absence of information),
strategies for processing text, moods, fears and joys all of it.
Information transfer is an activity that belongs to communicative approach, by using this
activity in the class hopefully the students will understand reading text easily and more active in
the class. Brown (2003:211) claims that information-transfer activities are follows: the action of
comprehending graphics includes the linguistics performance of oral or written interpretation,
comments, questions, etc. This implies a process of information-transfer from one skill to
another: in this case, from reading verbal and/or non-verbal information to speaking/writing”.
According to Littlewood (1981), Nation (1988) and Palmer (1981) in Zhao (2015:357)
state that information-transfer activities is a communicative activity in which the learner can be
actively involved in decoding a piece of information in a purely linguistic or visual symbolic
form and motivation to change the information either from a linguistic form into a diagrammatic
form or vice versa. The essence of information-transfer is that information changes in forms and
that the learner, not the teacher, makes the changes, although the teacher provides the learner
with the guidance by giving the learner suitable materials and designing activities for the
learner.To use this activity in the class, first the teacher diveded the class into groups and ask
each group to understand the text by reading first, after that the students have to discuss the text
with other members of the group, and the last the students have to present the text in front of the

154
class and share the information that they get to other students. By applying this approach it will
increase students understanding about reading text.
Based on the background above, the researchers would like to answer the following
questions “Is Information-Transfer Activities effective in teaching reading at the tenth grade of
SMA Negeri 3 Purworejo in the academic year of 2016/2017?”
Based on the research question above, the objective of this research is to describe whether
Information-Transfer Activities is effective or notin teaching reading at the tenth grade of SMA
Negeri 3 Purworejo in the academic year of 2016/2017.

METHODS
This research uses experimental research design because the researchers do experiment
or treatment to compare the results between the pre-test and the post-test, this research was
conducted in SMA Negeri 3 Purworejo. The number of population of this research are 220
students from X class, and the sample of this research is 62 students from X IIS 3 and X MIA
3. The researchers used purposive sampling. X IIS 3 as the experiment class which taught by
using information-transfer activities and X MIA3 used as control class.The researchers use 30
multiple choicetest consisting of pre-test and post-test as the instrument to collect the data. The
steps of collecting the data are preparing the instrument, giving pre-test, doing treatment, and
giving post-test, and evaluating the data. To analyze the data, the researchers use descriptive
analyses to find out the mean, median,mode, SD, range and inferential analysis to find out the
Test of Normality, Homogeneity, and Hypothesis.The hypothesis of this research are:
Ho: the use ofInformation-Transfer Activities is Effective in teaching reading at the tenth grade
of SMA Negeri 3 Purworejo in the academic year of 2016/2017 is not effective.
Ha: the use of Information-Transfer Activities is effective in teaching reading at the tenth grade
of SMA Negeri 3 Purworejo in the academic year of 2016/2017 is effective.

FINDING AND DISCUSSION

1. Descriptive Analysis
The result of the computation of SPSS 16.00. The result from SPSS can be seen in the
table below:
Table 1.
The Summary of Descriptive Analysis Test Based on the Computation
of SPSS 16.
Statistics
experiment Control
N Valid 31 31
Missing 0 0
Mean 80.0000 73.6774
Std. Error of Mean .80856 .74687
Median 80.0000 73.0000
Mode 80.00 73.00
Std. Deviation 4.50185 4.15842
Variance 20.267 17.292

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 Range 20.00 20.00
Minimum 70.00 63.00
Maximum 90.00 83.00
Sum 2480.00 2284.00

Based on the table on the SPSS computation above, it shows that the mean of post-test
experimental group is 80.00, the median is 80.00, the mode is 80.00, the stddevitiation is 4.50,
the variance is 20.26, the range is 20, the minimum and maximum score is 70 and 90.
Meanwhile the result of SPSS computation from the post-test of control group it shows that
the mean of post-test control group is 73.68, the median is 73.00, the mode is 73.00, the
stddevitiation is 4.15, the variance is 17.29, the range is 20, the minimum and maximum score
is 63 and 83.
2. Inferential Analysis
a. Normality Test
Table 2.
Table SPSS of Normality Test
One-Sample Kolmogorov-Smirnov Test
experiment Control
N 31 31
Normal Parametersa Mean 80.0000 73.6774
Std. Deviation 4.50185 4.15842
Most Extreme Differences Absolute .177 .210
Positive .145 .210
Negative -.177 -.156
Kolmogorov-Smirnov Z .988 1.168
Asymp. Sig. (2-tailed) .283 .130
a. Test distribution is Normal.
Based on the table on the computation above, it shows post-test (Asymp. Sig. (2-
tailed) were higher than 0.05. They are 0.283 and 0. 130. It meant that the data is normal.
b. Test of Homogeneity Variance
To know whether the variance of two samples was homogenous or not, the
researcher used F test. From the computation, the value of F is 1.149. It is compare with
the value of F table with dk of numerator (31-1) and dk of denominator (31-1). F table is
1.841, the F value 1.149 on the significant level 0.05. The F value is lower than F table
(1.149< 1.841). It means that the variances of two samples are homogenous.
Table 3.
Homogeneity Test of SPSS
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.

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 Valu Based on Mean .158 1 60 .693
e Based on Median .406 1 60 .527
Based on Median and with adjusted df .406 1 59.930 .527
Based on trimmed mean .184 1 60 .669

From the table above the researchers conclude that the result is 0. 693 and the level
of significance of 5%(0.05). The F value is higher than 0.05 (0.693> 0.05), so the
variance of two sample is homogenous.

c. Test of Hypothesis

Table 4.
Independent Analysis Result Based on SPSS
Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Std. Interval of the
Sig. Mean Error Difference
(2- Differe Differe
F Sig. T df tailed) nce nce Lower Upper
val Equal
5.7
variances .158 .693 60 .000 6.32258 1.10072 4.12081 8.52435
ue 44
assumed
Equal
variances 5.7 59.
.000 6.32258 1.10072 4.12053 8.52463
not 44 626
assumed

The researchers used the 5% significance level, the value of t-table was 2.000. The
SPSS result showed that Sig (2- tailed) is lower than level of significance 5%
(.000<0,05)Therefore, the hypothesis was accepted (Ha) said that “Using Information-
Transfer Activities in Teaching Reading at the Tenth Grade of SMA N 3 Purworejo in the
Academic Year of 2016/2017 is Effective”.

157
 CONCLUSION

From the research finding, the data shows that the (Ha) “Using Information-Transfer
Activities in Teaching Reading at the Tenth Grade of SMA N 3 Purworejo in the Academic
Year of 2016/2017 is Effective” the Ha is accepted it is proved from the SPSS result showed
that Sig (2- tailed) is lower than level of significance 5% (.000<0.05) it can be conclude that
the result of this research is significant.

REFERENCES
Brown, H. D. (2003). Language Assessment Principles And Classroom Practices. New York:
Pearson Education.

Brown, H, D. (2006). Principle of Language Learning and Teaching Fifth Edition.

Fransisco:SanFransisco State University

Dr. (Mrs.) Ofuani, Felicia N.(2016).The Effectiveness of Three Methods of Teaching Reading on
Students’ Achievement in Comprehension. Journal of Educational and Social Research
MCSER Publishing, Rome-Italy Vol. 6 No.1 January 2016

Heinemann.(2009).Reading Process Brief Edition Of Reading Process And Practice Third

Edition.OxfordOhio: Miami University

ZHAO Ju-qing, MENG Zi-yan. (2015). Information Transfer Technique in Classroom

Interaction.US-China Foreign Language, May 2015, Vol. 13, No. 5, 357-362 (Online)

158
THE ERROR ANALYSIS OF SUBJECT-VERB AGREEMENT FOUND IN
DIALOGUES WRITTEN BY THE ELEVENTH
GRADE STUDENTS OF SMA NEGERI 1 PURWOREJO
IN THE ACADEMIC YEAR OF 2016/2017

Tri Jampi Setiyorini

English Language Education Study Program
Muhammadiyah University of Purworejo
trijampi10.65@gmail.com

ABSTRACT

This research aims at analyzing types of errors of subject-verb agreement found in

dialogues written by the eleventh grade students of SMA Negeri 1 Purworejo in the academic
year of 2016/2017. This research is a descriptive case study. The instrument of the research is
test. The subjects of the study were 32 students of XI Science 3 in SMA Negeri 1 Purworejo.
Data is analyzed byidentifying errors of subject-verb agreement found in the dialogues,
categorizing types of errors of subject-verb agreement, explaining types of errors of subject-verb
agreement, counting the result and putting it into the table, calculating the percentage of each
error, and making the conclusion about the result.The percentage for each type of error is 53.9%
for omission, 0.5% for addition in the form of regularization, 1.4% for addition in the form of
double-markings, 11.1% for addition in the form of simple addition, no misformation in the form
of regularization, 18.4% for misformation in the form of archi-forms, 10.6% for misformation in
the form of alternating-forms, 4.1% for misordering, and no blends.Based on the result of the
research, it can be concluded that the most dominant error found in dialogues written by the
eleventh grade students of SMA Negeri 1 Purworejo, particularly for students of XI Science 3 is
error of omission.

Keywords: Error Analysis, Subject-Verb Agreement, Dialogue

INTRODUCTION

Based on the 2013 Curriculum, the eleventh grade students are obligued to write a dialogue
based on the materials. Writing is one of the productive skills that is difficult to be mastered by
EFL learners in Senior High School. They have to transfer their ideas from Indonesian into
English correctly. Besides, they should notice about grammatical rules in their writing. Writing
with correct grammatical rules is not easy for EFL learners because English has many rules of
grammar that must be understood, one of them is subject-verb agreement. It is not surprising that
errors of subject-verb agreement are still found in students’ writing and they are unavoidable part
in EFL teaching.
Although the eleventh grade students of SMA Negeri 1 Purworejo have learned English for
a long time, they still have some difficulties in writing a dialogue, especially for applying
subject-verb agreement properly. Many of them ommit inflection –s/-es to show the plurality of
noun. When the tense is in present simple, they also often omit the inflection to show the tense
marker. Students also misuse the auxilliary. The subject is plural, but the verb agreement is for
singular subject. Sometimes students write simple addition such as pronoun, but it is not useful.
159
In constructing interrogative utterances, they use double auxilliaries. Many of them also do not
attach the auxilliary in constructing interrogative utterances. Besides, they also do not construct
interrogative utterances in order.
Error analysis brings learners to a point at which learners deviate from the standard
English. It helps English teachers to know what the level of English of each learner is. It will
help teachers not only to detect errors, but also to identify materials which need to be
improved. It will also help them to find out what areas should be focused on and what kind of
attention is needed. Among all errors in EFL writing, subject-verb agreement is the most
frequent error committed by learners.

The objective of the study is formulated as follows:To analyze types of errors of subject-
verb agreement found in dialogues written by the eleventh grade students of SMA Negeri 1
Purworejo in the academic year of 2016/2017.

Hossain and Uddin (2015) state that error analysis is an effective device to analyze
learners’ errors in a scientific way (p.2). According to Dirgeyasa (2016), error analysis is a
systematic description and explanation of errors made by learners or users in their oral or written
production on the target language (p.4). The aim of this method is to detect common errors and
evolve a pertinent and effective teaching-learning and testing strategy and remedial necessary in
certain marked areas of the target language based on the feedback obtained from the learners
(Sherman, 110.688, as cited in Hossain and Uddin, 2015).

Subject-Verb Agreement
Murshidi (2014) states that subject-verb agreement is a basic principle of the English
language grammar. It simply denotes that a singular subject needs a singular verb and a plural
subject needs a plural verb (p.44). Greenbaum and Nelson (2002, as cited in Chele, 2015)
explain that subject-verb agreement refers to the matching of subjects and verbs according to
their number. This means that a singular subject must be matched with a singular verb form: the
child cries, and a plural subject must be matched with a plural verb form: the children
cry(p.33).Darus and Subramaniam in Ponmani and Mekala (2016:2) suggest that the language
teacher should explain directly the concept of singularity and plurality in nouns by pointing out
directly the differences in sentences such as “The girl writes” and “The girls write”.
In conclusion, subject-verb agreement is a basic principle of the English language
grammar. It refers to the matching of subjects and verbs according to their number. Learners
have to acquire the knowledge of subject-verb agreement to improve their English proficiency
and teachers should explain the concept of singularity and plurality of nouns by pointing out the
differences in sentences.
1

Dialogue
Bakthin (2010), as cited in Rakhmawati 2013) explains that a dialogue is a conversation
with a center, not sides. It is an engagement of two (or more) persons, the people with
characteristics, styles, values, and assumptions that shape the particular ways in which they
engage in discourse (p.131). According to Linse and Nunan (2005), dialogues provide learners
with grammatically controlled scripts that they can use in real life. Dialogues can very easily be
scripted and turned into child-friendly role-plays (p.54).

160
 In conclusion, dialogue is a conversation between two or more persons with characteristics,
styles, values, and assumptions that shape the particular ways in which they engage in discourse.
Dialogues can be scripted and practiced in role-play. Therefore, dialogues can be in the written
form or in the spoken form.

METHODS

1. Method of the Study

This research belongs to a descriptive case study because the researcher presents a detailed
information about types of errors found in the dialogues written by the eleventh grade students of
SMA Negeri 1 Purworejo in the academic year of 2016/2017, particularly for students of XI
Science 3.

2. Subjects of the Study

The subjects of the study are 32 students of XI Science 3 of SMA Negeri 1 Purworejo in
the academic year of 2016/2017.

3. Unit of Analysis
In this research, the unit of analysis is the utterances found in dialogues written by the
eleventh grade students of SMA Negeri 1 Purworejo in the academic year of 2016/2017,
especially students of XI Science 3.

4. Instrument of the Research

The instrument of this research is test. The test is in the form of writing a dialogue.

5. Techniques of Collecting Data

In this study, the researcher collects the data by giving a test to all students of XI Science
3. The test is writing a dialogue based on the topic they have chosen. In conducting a test, the
researcher takes some steps as follows:
a. Asking for permission to students to be testees of the research
b. Showing the topics of the dialogue
c. Distributing test papers to all students
d. Asking students to write a dialogue based on the topic they have chosen.
e. Asking students to submit their dialogue.

6. Techniques of Analyzing Data

In analyzing test, the researcher takes some steps as follows:
a. Identifying the grammatical errors of subject-verb agreement found in the dialogues
b. Categorizing types of errors of subject-verb agreement found in the dialogues written by
students of XI Science 3
The researcher gives a code for each type of grammatical error such as “O” for
omission, “A-REG” for addition in the form of regularization, “A-DM” for addition in the
form of double markings, “A-SA” for addition in the form of simple addition, “MF-REG”
for misformation in the form of regularization, “MF-ARCH” for misformation in the form
of archi-form, “MF-ALT” for misformation in the form of alternating forms, “MO” for
misordering, and “B” for blends.
c. Explaining types of errors found in the dialogues written by students of XI Science 3
161
 d. Gathering and counting the result and putting it into the table
e. Calculating the percentage of each error
The researcher calculatesthe percentage of each error made by students of XI Science
3 using the formula as follows:
P= 100%
Note:
P = percentage of number of error
f = frequency of each type of error
n = number of error
f. Making the conclusion about the result

FINDINGS AND DISCUSSION

1. Finding

In this study, the analysis of types of errors is based on Dulay, Burt, and Krashen as cited
in Ellis and Barkhuizen’s theory. There are omission, addition (regularization, double-markings,
simple addition), misformation (regularization, alternating forms, archi-forms), misordering, and
blends. Below is the table of recapitulation of errors of subject-verb agreement found in
dialogues written by students of XI Science 3.

Table 1
Recapitulation of Students’ Errors of Subject-Verb Agreement

No. Types of Error Total Percentage (%)

1. Omission 117 53.9%
2. Addition in the form of regularization 1 0.5%
3. Addition in the form of double-markings 3 1.4%
4. Addition in the form of simple addition 24 11.1%
5. Misformation in the form of regularization - -
6. Misformation in the form of archi-forms 40 18.4%
7. Misformation in the form of alternating form 23 10.6%
8. Misordering 10.6 4.1%
9. Blends - -
Total 217 100%

2. Discussion
This section deals with discussion of findings about types of students’ errors of subject-
verb agreement. According to Dulay, Burt, and Krashen (1982, as cited in Ellis and Barkhuizen,
2005), there are some types of errors: omission, addition (regularization, double-markings,
simple addition), misformation (regularization, archi-forms, alternating forms), misordering, and
blends.
a. Omission
According to Dulay, Burt, and Krashen (1982, as cited in Tizazu, 2014), omission
error is the absence of an item that must appear in a well- formed utterance (p.72).

162
 Here is the examples of omission errors.
1) Ana : “I ^ confused because I^ lost my phone.” (S.1)
The utterance above is incorrect. The type of error in the utterance belongs to
omission because there are omission of verb be in the independent clause (the first
clause) and omission of auxiliary verb in the dependent clause (the second clause).
First, in the first clause, I is a subject and confused is an adjective, so the subject I
must be followed by a verb be. The kinds of verb be are is, am, are, was, and were.
Since Ana’s confusion is related to the present time, the appropriate verb be is am.
Therefore, the correct first clause is I am confused. Then, in the second clause, the lost
phone is related to the present time, and it has occurred recently. It can also be said
that Ana has just lost her phone. In the dependent clause, the subject is I. Because the
tense is present perfect tense, the clause needs an aspectual auxiliary verb in the form
of have; that is, have. Therefore, the correct second clause is because I have lost my
phone. Thus, the correct utterance is “I am confused because I have lost my phone.”
2) Nando : “What’s happen?” (S.1)
The utterance above is incorrect. The type of error in the utterance belongs to
omission because the verb does not have an inflection -ing as the tense marker that it is
in present continuous tense. If the question word in the interrogative utterance is what,
the structure of the utterance is What + auxiliary verb + V-ing. In the utterance above,
there is an auxiliary verb in the form of be; that is, is. It is an auxiliary verb which is
included in aspectual auxiliary. Because there is an auxiliary verb is after the question
word what, the tense is also in present continuous, the verb should be in progressive
form. The inflection –ing must be attached to the verb happen. The verb happen must
be changed into happening. Therefore, the correct utterance is “What’s happening?”
3) Ben : “Why ^ you ask me about it?” (S.13)
The utterance above is incorrect. The type of error in the utterance belongs to
omission because there is no auxiliary verb in the interrogative utterance. In Wh
question of present simple, there should be an auxiliary verb placed after the question
word. In the utterance above, there is the main verb ask, so it needs a dummy
auxiliary. Because the subject is you, the appropriate auxiliary verb is do. The
auxiliary verb do must be placed before the subject you. Therefore, the utterance
should be “Why do you ask me about it?”
4) Vina : “Oh, I’m still chat with my friend by facebook.” (S.15)
The utterance above is incorrect. The type of error in the utterance belongs to
omission because there is no inflection –ing as the tense marker that the tense is
present continuous tense. In the utterance above, the verb is still in bare infinitive
form; that is, chat. To make the tense to be present continuous tense, an inflection –
ingmust be attached to the verb. The verb chat must be changed into chatting.
Therefore, the utterance should be “Oh, I’m still chatting with my friend on
facebook.”
5) Susan : “There are many fake account.” (S.110.6)
The utterance above is incorrect. In that utterance, the subject is not there, but
many fake account. The determiner many indicates that the subject is plural. In this case,
the word of account does not have an inflection of –s. So, we must change the word
account into accounts. Therefore, the utterance should be There are many fake
accounts.

163
 6) Adi : “By the way, what ^your opinion about smoking?” (S.22)
The utterance above is incorrect. The type of error in the utterance belongs to
omission because there is an omission of auxiliary verb in the interrogative utterance. In
the utterance above, there is an omission of auxiliary verb in the nominal utterance.
Because the utterance above is nominal utterance, there should be an aspectual auxiliary
in the form of be which is placed after the question word what. In this case, the subject
is your opinion, and it is singular. There are some types of aspectual auxiliary in the
form of be: is, am, are, was, and were. In the utterance above, the tense is in present
simple, and the subject of the utterance is singular, so the appropriate aspectual
auxiliary is is. The auxiliary should be placed right after the question word of what.
Therefore, the correct utterance is “By the way, what is your opinion about smoking?”
b. Addition
According to Dulay, Burt, and Krashen (1982, as cited in Tizazu, 2014), addition is
characterized by the presence of a form that must not appear in a well-formed utterance.
There are three types of addition errors:
1) Regularization
Regularization is applyingrules used to produce the regular ones to those
exceptions to the rules. In this study, the researcher only found oneerror of addition in
the form of regularization.
A:“Finally, peoples choose the motorcycle to be their _______transportation.”
(S.16)
The utterance above is incorrect. The type of error in the utterance belongs to
addition in the form of regularization. The word people belongs to irregular plurality. It
belongs to suppletion since an allomorph is completely different in its phonemic form
from the base of morpheme. The change from singular to plural noun; that is, person to
people is correct. However, the student still put “s” to mark the plurality. It means that
the inflection –s is addition. Then, an inflection –s must be omitted. Therefore, the
utterance should be“Finally, people choose the motorcycle to be their transportation.”
2) Double-Markings
Double-markings is a kind of addition error in which one feature is marked at two
levels. Below is some examples of double-markings.
a) Tonny : “Isn’tthat issue isa good news for Indonesian _________students?”
(S.17)
The utterance above is incorrect. The type of error in the utterance belongs to
addition in the form of doube-markings In the utterance above, there are two
auxilliary verbs: isn’t and is. Those are aspectual auxiliary verbs in the form of be.
In a well-formed interrogative utterance, an utterance should have one auxiliary
verb. Thus, the auxiliary verb is which is placed after the subject that issue must be
omitted. Therefore, the correct utterance is “Isn’t that issue a good news for
Indonesian students?”
b) Berry: “I am don’table to have a creative idea now because now I really
_______bussy to prepare our school anniversary.” (S.23)
The utterance above is incorrect. The type of error belongs to addition in the
form of double markings because there are two auxilliary verbs; they are, am and
don’t in the same clause, and the auxiliary verb don’t is placed after the auxiliary
verb am. On the contrary, the utterance with be able to always uses auxiliary in the

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 form of be. It can be is, am, are, was, or were. In the utterance above, the subject of
the first clause is I andthe tense is present simple. Thus, the appropriate auxiliary
verb is am. The auxiliary verb do must be omitted. Therefore, the correct utterance
is “I am not able to have a creative idea now because now I am really bussy to
prepare our school anniversary.”
3) Simple addition
Simple additions are those which are neither regularizations nor double-markings.
The example is *I was argue that sex before marriage is unimportant for adults. In this
study, the researcher found some examples of errors in the form of simple addition.
a) Agatha : “If the government apply full day school program, it’s________means, we
will only be in school in five days in a week.” ________(S.3)
The utterance above is incorrect. The type of error in the utterance belongs to
simple addition. In the utterance above,‘s after the pronoun it is not needed because
the inflection –s attached to the verb mean is enough to indicate that the tense is in
present simple. It’s means should be written it means. Therefore, the utterance
should be “If the government applies full day school program, it means we will
only be in school for five days in a week.”
b) Mila : “The main of decision is about full day school.” (S.20)
The utterance above is incorrect. The type of error in the utterance belongs to
simple addition because there is an addition of preposition between main and
decision. The subject should bethe main decision. It is a noun phrase since main is
the modifier and decision is the head. Therefore, the correct utterance is “The main
decision is about full-day school.”
c) Adi : “Cigarette’s factory is a dilemma for Indonesian _________Government.”
(S.22)
The utterance above is incorrect because there is a simple addition ‘s which is
placed after the word Cigarette. In the utterance, the use of‘s is not needed. In
English, ‘s belongs to genitive suffix which is used for human to show possession.
To make the subject correct, an ‘sin Cigarette’s factory must be omitted. The
subjectCigarette’s factorymust be changed into Cigarette factory. The head is
factory, and the modifier is cigarette. The utterance should be “Cigarette factory is
a dilemma for Indonesian government.”
c. Misformation
Misformation is the use of the wrong form of the morpheme or structure. There are
three types of misformation errors.
1) Regularization errors
According to Dulay, Burt, and Krashen (1982, as cited in Tizazu, 2014),
regularization is applying rules used to produce the regular ones to those exceptions to
the rules. The example given by Dulay, Burt, and Krashen (1982, as cited in Abdullah,
2013) is putted forput. In this study, the researcher did not find error of misformation in
the form of regularization.
2) Archi-forms
According to Dulay, Burt, and Krashen (1982, as cited in Abdullah, 2013), archi-
forms is the choice of a class form to represent or describe another class form in
different situation; for example, that house is mine, that houses are theirs. Below is
some examples of misformation in the form of archi-forms.

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a) Dion : “What are you doing?” (S.1)
Ica : “We are looking for Ana’s phone.” (S.1)
Dion : “Aren’tour school start to forbids students to bring ______
________mobile phone?” (S.1)
The last utterance stated by Dion is incorrect. The type of error in the
utterance belongs to misformation in the form of archi-form. In the last utterance,
there is the selection of one member of a class; that is, the auxiliary verb are which
is used for verbal utterance of present simple. In the utterance What are you doing?,
the utterance is correct because the use of auxiliary verb are is used for present
continuous tense and it has correct agreement with the subject you. In the
utterance stated by Ica, the subject-verb agreement is also correct because the
subject is we and the tense is in present continuous. In the last utterance, the subject
is our school, and it is singular. Then, the verb start to forbidindicates that the
utterance is verbal utteranceand that the tense is present simple. A dummy auxiliary
which is appropriate for verbal utterance of present simple with a singular subject
isdoes. However, in the last utterance above, the auxiliary verb which is placed
before subject is aren’t. It means that are is archi-auxiliary verb. To make an
interrogative utterance with a negation, the negation not is added after the auxiliary
verb does. Therefore, the utterance should be “Doesn’t our school start to forbid
students to bring mobile phone?”
b) Ana : “But that rule isn’t applicable, isn’t it?” (S.1)
The utterance above is incorrect. The type of error in the utterance above
belongs to misformation in the form of archi-form because the word isn’t is used in
the statement and in the question tag. If the statement is negative, the question tag
should be positive. In the utterance above, the statement is negative. It is signed by
the negation not. The question tag isn’t it should be is it. Therefore, the correct
utterance is “However, that rule isn’t applicable, is it?”
c) Luna : “What do you think about banning homework from the
________school?”(S.10)
Alicia : “I think banning homework from the school can make the _______
student’s lazy.”(S.10)
Adria : “Hai Luna, Hai Alicia.”(S.10)
Luna : “Hai Adria.”(S.10)
Adria : “What do you talking about?” (S.10)
The last utterance stated by Adria is incorrect. The type of error in the
utterance belongs to misformation in the form of archi-form.In the dialogue above,
the dummy auxiliary do is used for interrogative utterance in simple present tense
and interrogative utterance in present continuous tense. It can be proved by Luna’s
interrogative utterance; that is,“What do you think about banning homework from
theschool?”and Adria’s interrogative utterance; that is, “What doyou talking
about?”. Luna’s utterance is correct because the tense is present simple, the
utterance is verbal utterance, and the auxiliary verb do has the correct subject-verb
agreement with the subject you. In the last utterance, thetense used by Adria is
present continuous because there is an inflection –ing attached to the verb talk, but
the utterance still uses the auxiliary verb do. For interrogative utterance of present
continuous tense, the auxiliary verb is aspectual auxiliary in the form of be. The

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 examples are is, am, and are. Because the subject is you, the auxiliary verb isare. It
will fit to the subject and the progressive verb talking. Therefore, the utterance
should be “What are you talking about?”
d) Abel : “What are you doing here?” (S.13)
Ben : “I’m waiting my mom, she want to buy something for my
_________sister.” (S.13)
Abel : “Oh, really?” (S.13)
Ben : “Bel, have you met Clare after we graduated from Junior High School a
year ago?” (S.13)
Abel : Since now, I haven’t met her. Why?” (S.13)
Ben : “Did you hear that she is home schooling now?” (S.13)
Abel : “Really, are you swear about that?” (S.13)
The last utterance stated by Abel is incorrect. The type of error in the
utterance belongs to misformation in the form of archi-form. First, the auxiliary
verb are is used for verbal utterance of present continuous tense; that is, What are
you doing? Then, it is used for verbal utterance of present simple; that is, Really,
are you swear about that?. It means that are is archi-auxiliary verb. In the last
utterance stated by Abel, the auxiliary verb are is placed before the subject you and
the main verb swear. The main verb swear indicates that the utterance belongs to
verbal utterance. In the utterance stated by Abel, the tense is present simple, so it
needs a dummy auxiliary verb. The kinds of dummy auxiliary verbs in present
simple are do and does. In the utterance, the subject is you, so the appropriate
auxiliary verb isdo. Therefore, the utterance should be “Really?Do you swear about
that?”
e) Abel : “I know, but look Clare, now she can’t socialization with each other
because home schooling or she doesn’twant_______to met each other.” (S.13)
Ben : “She is the only one daughter they have, so they doesn’t _______want to
release her.” (S.13)
The utterance stated by Ben is incorrect. The type of error in the utterance
belongs to misformation of archi-form. In the dialogue, the auxiliary verb does is
used for the subject she and the subject they. It can be proved by the previous
utterance; that is,“I know, but look Clare, now she can’t socialization with each
other because home schooling or she doesn’twant_to met each other”.It means that
the learner uses one type of auxiliary verb; that is, does for singular and plural
subjects. The subject they is plural, but the auxiliary verb is does. The auxiliary
verb does can be used if the subject is singular. The appropriate auxiliary verb for
the utterance above is do. The negation not is placed after the auxiliary verb do.
Therefore, the utterance should be “She is the only one daughter they have,so they
don’t want to release her.”
f) Cyntia: “How about you Anya? What’s you opinion of the task?” _______(S.23)
Berry : “In my opinion, this taks is very interesting, we can practice our skills in
arts. “(S.23)
Anya : “You are right but now is the bussy months because next week we will
commemorate our school anniversary. (S.23)
The utterance stated by Cyntia is incorrect. The type of error belongs to
misformation in the form of archi-form because the word you is used for possessive

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 pronoun. Then, in Anya’s utterance, the word you is also used for the subject of the
utterance. The types of possessive pronoun are my, your, our, their, and its.
Because Cyntia asks the opinion of the second person, the appropriate possessive
pronoun is your. Thus, the subject of the interrogative utterance is your opinion.
Therefore, the correct utterance is “What’s your opinion of the task?”
3) Alternating forms
According to Dulay, Burt, and Krashen (1982, as cited in Tizazu, 2014),
alternating forms are free alternation of various members of a class with each other. In
this case, the learner has mistakenly used some forms alternatively but it results in
producing a wrong word; for example, Those dog, This cats, the use of he instead of him
(Dulay, Burt, and Krashen in Abdullah, 2013:5).
a) Anna : “If the students can split the time, homework isn’t_________something
heavy.” (S.6)
The utterance above is incorrect. The type of error in the utterance belongs to
alternating form because the modal auxiliary can is used in the conditional clause;
however, the auxiliary isn’t is used for the main clause. In the first conditional
sentence, modal auxiliary canonly be used in the main clause. If Anna wants to
show the ability, she can use be able to instead of can. Because the subject the
students is plural, the first clause will be If the students are able to split the time.
Therefore, the utterance should be “If the students are able to split the time,
homework can’t be something heavy.”
b) Robi : “I am just graduated from Padmanaba Senior HighSchool and I
______want to continue my study in Gadjah MadaUniversity.” (S.7)
The utterance is incorrect. The type of error in the utterance belongs to
misformation in the form of alternating form because the auxiliary am is used for
the utterance using present perfect tense. In the utterance above, auxiliary am is
used to say that Robi has just graduated from Padmanaba Senior High School. In
the utterance above, the word just indicates that the tense is in present perfect tense.
There are two types of aspectual auxiliary verbs in the present form of have: hasand
have. Because the subject is I, the auxiliary verb should be have. Therefore, the
utterance should be “I have just graduated from Padmanaba Senior High School
and I want to continue my study in Gadjah Mada University.”
c) Alicia : “If the students didn’t give homework, the students will be ________lazy.”
(S.10)
The utterance above is incorrect. The type of error in the utterance belongs to
misformation in the form of alternating form because the learner uses active voice
instead of passive voice and the learner also uses past simple instead of present
simple in the first type of the conditional utterance. In the conditional clause, the
structure of the utterance above should be passive voice. The formula is S + to be +
V3. The clause of If the students didn’t give homeworkis an active voice of the past
simple, but the meaning will be the students are the ones who gave homework. On
the contrary, the students are the ones who are given homework. Because the
structure of the conditional if clause in the first type of conditional utterance is
present simple, the auxiliary didn’t should be changed into are not, and the verb
give should be changed into the third verb; that is, given. Then, the correct

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 conditional clause is If the students are not given homework. Therefore, the correct
utterance is“If the students are not given homework, they will be lazy.”
d) Tonny: “Hmm, by the way, I’m done looking for that issue here _______and I did
not found the news in any newspaper.” (S.17)
The utterance above is incorrect. The type of error in the utterance belongs to
misformation in the form of alternating form because the utterance uses auxiliary
verb am for present perfect tense. The auxiliary am is used for nominal utterance in
present simple or verbal utterance in present continuous. In the utterance above, the
tense is present perfect, so it needs an aspectual auxiliary in the form of have.
Because the subject is I, the auxiliary verb is have. Therefore, the correct utterance
is “Hmm, by the way, I have done looking for that issue here,but I did not find the
news in any newspaper.”
d. Misodering
Misordering is the incorrect placement of a morpheme or a group of morphemes in
an utterance.
1) Mila : “Why we are given the homework?” (S.20)
The utterance above is incorrect. It belongs to misordering because there is
incorrect placement of subject and auxiliary. In all interrogative utterances, auxiliary is
always placed after the question word, and it is followed by the subject. In the utterance
above, the question word is Why, and it is followed by the subject we, and the
auxiliaryare. On the contrary, the auxiliaryare should be placed after the question word
and the subject of we should be placed after the auxiliary of are. So, the correct
utterance is Why are we given the homework?
2) Mila : “Why you don’t agree with me?” (S.20)
The utterance above is incorrect. It belongs to misordering because there is
incorrect placement of subject and auxiliary verb. in all interrogative utterances,
auxiliary verb is always placed after the question word, and it is followed by the subject.
In the utterance above, the question word is Why, and it is followed by the subject of
you, and the auxiliaryverb do with the negation not. On the contrary, the auxiliarydon’t
should be placed after the question word and the subject you should be placed after the
auxiliarydon’t. So, the correct utterance is Why don’t you agree with me?
CONCLUSION
The researcher has analyzed types of errors of subject-verb agreement. The categorization
of errors is divided into some parts: omission, addition (regularization, double-markings, simple
addition), misformation (regularization, archi-forms, alternating form), misordering, and blends.
The result of the research is that the total of errors of subject-verb agreement committed by
students of XI Science 3 is 217. The total number of error for each type of error is 117 for
omission, 1 for addition in the form of regularization, 3 for addition in the form of double-
markings, 24 for addition in the form of simple addition, 40 for misformation in the form of
archi-forms, 23 for misformation in the form of alternating forms, and 9 for misordering. The
researcher did not find error of addition in the form of regularization and error of blends. The
percentage for each type of error is 53.9% for omission, 0.5%for addition in the form of
regularization, 1.4% for addition in the form of double-markings, 11.1% for addition in the form
of simple addition, no misformation in the form of regularization, 18.4% for misformation in the

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form of archi-forms, 10.6% for misformation in the form of alternating-form, 4.1% for
misordering, and no blends.
Based on the result of the research that the researcher has stated above, it can be concluded
that the most dominant error found in dialogues written by the eleventh grade students of SMA
Negeri 1 Purworejo, particularly for students of XI Science 3 is error of omission. It can be
proved by the result of percentage of error; that is, 53.9%.

REFERENCES

Abdullah, Ahmad Taufik Hidayah bin. (2013). Error Analysis on The Use of The SimpleTense
and The Simple Past Tense in Writing Essays Among TESL College Students.
International Journal of Education and Research, 1(12). ISSN: 2201-6333 (Print) ISSN:
2201-6740 (Online).
Chele, Mampoi Irene. (2015). An Analysis of Subject-Verb Agreement Errors in English: The
Case of Third Year Students at the National University of Lesotho. Global Journal of
Linguistics, 4(1), 32-40.
Dirgeyasa, Wy. (2016). The Improvement Of Students’ Writing Skill AchievementThrough
Error Analysis Method.International Journal Of English Language Teaching, 4(3), 1-10.
ISSN 2055-0820(Print), ISSN 2055-08310.6(Online).
Ellis, Rod and Gary Barkhuizen. (2005). Analysing Learner Language. New York: Oxford
University Press.
Hossain, Diddar Md. and Md. Tareque Uddin. (2015). An Investigation into the Errors
Committed by First Year under Graduates in the Department of English at Jahangirnagar
University. Global Journal of HUMAN-SOCIAL SCIENCE: G Linguistics & Education,
International Research Journal, 15(2), Global Journals Inc. (USA). Online ISSN: 22410.6-
460x & Print ISSN: 010.675-587X.
Linse, Caroline and David Nunan. (2005). Practical English Language Teaching: Young
Learner. New York: Mc-Graw Hill ESL/ELT.
Murshidi, Ghadah Al. (2014). Subject-Verb Agreement Grammatical Errors and Punctuation:
Errors in Submissions of Male Uae University Students. European Journal of Business and
Innovation Research,2(5), 44-47. ISSN 2053-40110.6(Print), ISSN 2053-4027(Online).
Ponmani, M and S. Mekala. (2016). An Analysis of Concord Errors in ESL Learners' Writing.
The Global Journal of English Studies, 2(1),1-8. ISSN: 2310.65 4710.65.
Rahmawati, Destiani. (2013). The Effectiveness of Using Dialogue and Prose Passage
Techniques on Improving Speaking Ability of the Students at Muhammadiyyah
University Tangerang.International Conference on Education and Language 2013, UBL,
Indonesia, 130-142.
Tizazu, Yoseph. (2014). A Linguistic Analaysis of Errors in Learners’ Compositions: the Case of
Arba Minch University Students. International Journal of English Language and
Linguistics Research,2(2), 610.6-101.

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 THE ERROR ANALYSIS OF SIMPLE PAST TENSE
IN RECOUNT TEXT
Tusino, Rio Pambudi
Purworejo Muhammadiyah University
tusino_1982@yahoo.com, riopambudi04@gmail.com

ABSTRACT
The objectives of this research are to identify the types of errors on the use of simple past tense in
students’ recount text writing and to find out the sources of the errors on the use of simple past tense in
students’ recount text writing. This research focused on the eighth grade students at SMP N 1 Buayan,
Kebumen. The method used in this study was descriptive qualitative. The data of this research was
grammatical error on the use of simple past tense and the source of this research was recount text writing
from 32 students of VIII A. The steps of error analysis were collection the data, identification,
description, explanation, and evaluation of errors. The writer used Surface Strategy Taxonomy proposed
by Ellis (2005:61) in analyzing the data. From the result, the total of errors is 351 errors made by
students. From the frequency of each error types, misinformation is the error which most frequently
produced by the students. It is 192 errors or 54,70% of the total errors. Moreover, omission is122 errors
or 34,76%; addition is 34 errors or 9,69%; and misordering is 3 errors or 0,85%. They mostly make
errors in misformation of irregular verb in simple past tense, 166 errors or 47,29%. These errors come
from the influence of their first language rules (interlingual), some errors occur because the students
generalize the rule and apply it incompletely (intralingual). From the result of sources of error, there are
385 sources of error which are classified into 68 or 17,66% interlingual and 317 or 82,34% intralingual.
The highest frequently sources of error make by students is intralingual, which consisted of 317 errors or
82,34%. They mostly make errors in intralingual of misformation, 192 errors or 43,90%. Most errors
made by students are influenced by their target language rules. Later, the result of this research could be
used as a feedback for teachers to implement effective learning in teaching tenses, in particular to simple
past tense.

Keyword:Error Analysis, Types of Error, Sources of Error

INTRODUCTION
English is an international language in the whole of the world that always used to communicate
among people around the world.Patel (2008:6) states that English is the international language.
International English is the concept of the English language as a global means of communication in
numerous dialects, and also the movement towards an international standard for the language.
In Indonesia, English is as second language. It is common to consider the context of English
learning in these places as EFL (English as a Foreign Language) context. People do not use it as
linguafranca or the means of communication in several formal situations such as educational activity,
governmental activity and law. In the study of English learning, ESL and EFL are regarded as similar in
contexts, since, to some extent, they share similar situation. English has become one of compulsory
subjects taught in Junior and Senior High Schools in Indonesia.
In learning English, there are four skills that should be mastered by Indonesian students. In
curriculum 2013, English teaching in junior high school covers four competences. They are listening,
speaking, reading, and writing. Those basic competences are integratedly taught because the main goal of
teaching English is that students are able to develop their communicative skills in both written and spoken
English. In addition, the language components – structure, vocabulary, spelling and pronunciation – are
not separately taught.
Writing is one of the difficulties for the students in learning English. Westwood (2008:56) states
that written language is perhaps the most difficult of all skills to acquire because its development involves

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the effective coordination of many different cognitive, linguistic and psycho-motor processes. It is
because writing is a complex skill involving multiple processes and abilities that problems can arise for
some students.
In curriculum 2013 syllabus of the eighth grade related to writing skill, students have to practice
their writing ability by writing short functional text. There are five kinds of functional text, namely:
descriptive, narrative, recount, report, and procedure. After making an short interview with students and
teacher, they express that recount text is included a difficult functional text to write. According to Hyland
(2004:66), the social function of recount is retell events in order to entertain or inform in the past. Since it
tells about some events in the past, we should use simple past tense in writing recount text.
After making an interview with the teacher and the students, the researcher finds several
problems in learning English, especially in writing recount text. Students are not easy in expressing their
ideas and can not develop their writing. After doing analysis, the researcher knows that it is caused by
several factors such as lack of vocabularies, structure, and tenses in learning English.
Based on the problems above, mastering simple past tense is very essential. The researcheris
interested in investigating the students’ errors in writing recount text made by the eighth grade of SMPN
1 Buayan in the academic year of 2016/2017.

REVIEW OF RELATED LITERATURE

a. Definition of Error Analysis
James (as cited in Sawalmeh, 2013:3) states that error Analysis is one of the most influential
theories of second language acquisition. It is concerned with the analysis of the errors committed by
L2 learners by comparing the learners’ acquired norms with the target language norms and
explaining the identified errors.
According to James (as cited in Sawalmeh, 2013:3), EA refers to “the study of linguistic
ignorance, the investigation of what people do not know and how they attempt to cope with their
ignorance”.
Another definition of error analysis is given by Brown (as cited in Sawalmeh, 2013:3), he
defined error analysis as "the process to observe, analyze, and classify the deviations of the rules of
the second languages and then to reveal the systems operated by learner".
Based on the statements above, the researcher concludes that error analysis is a study for
investigating learners’ competence in acquiring second language acquisition.
b. The Differences between Error and Mistake
According to Corder (as cited inJabben et al, 2015:53), the learners learn the second
andforeign language in the same way, to some extent, as the children acquire their first language.
While acquiring their first language, children also make a lot of errors and mistakes.
Cordermakes a distinction between the error and mistake.The difference is listedbelow:
1) Errorsare the result of incomplete learning and linguistic incompetency of the learners anderrors
cannot be self-corrected.
2) Mistakesare the results of poor performance of language due to many factors like fatigueand
carelessness on the part of learners etc. Learners have the knowledge of the correctlinguistic
form and they can self-correct themselves on the basis of their linguistic knowledge.
Another definition is given by Ellis (1997:17), he states that errors reflect gaps in a learner’s
knowledge; they occur because the learner does not know what is correct. Mistakes, on the other
hand, reflect occasional lapses in performance because the learner is unable to perform what she
knows.
From the statements above, the researcher concludes that error is a deviation in learner
language from the grammar of a native speaker which results from lack of knowledge of the correct
rule. And mistake is a deviation in learner language which results from the failure to perform
learners’ competence.
c. Type of Error
According to Ellis (2005:61), there are four errors based on the surface strategy taxonomy

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 1. Omission
Omission errors are characterized by the absence of an item that must appear in a well-formed
utterance. In order word in a sentence is a potential for omission.
2. Addition
Addition errors are the opposite of omissions. They are characterized by the presence of an item
which must not appear in a well-formed utterance. Addition errors usually occur in the later
stages of L2 acquisition, when the learner has already acquired some target language rules.
Addition errors result from the all-too-faithfull use of certain rules.
There are three types of addition error. They are:
1) Double marking
Double marking occurs because two items rather than one are marked for the same features.
2) Regularization
Regularization errors are those in which a marker that is typically added to a linguistics item
is errorneously added to exceptional item of the given class that do not take a marker.
3) Simple addition
Simple addition errors are the “grab bag” sub category of additions. If an addition error is
neither a double marking nor regularization, it is called a simple addition.
3. Misformation
Misformation errors are characterized by the use of the wrong form of the morpheme or
structure. In misformation errors the learner supplies something, although it is incorrect. There
are three types of errors of this classification. They are:
1) Achie-form
The selection of one member of a class of forms to represent others in the class is a common
characteristic of all stages of second language acquisition. We have called the form selected
by the learner an archi-form.
2) Alternating Forms
3) As the learner’s vocabulary and grammar grow, the use of archie-forms often gives way to
apperently fairly free alternation of various members of a class with each other.
4. Misordering
Misordering errors are characterized by the incorrect placement of a morpheme or group of
morpheme in an utterance. This kind of errors occurs when learners wrongly place the sequence
of words in the sentences.
d. Sources of Error
By trying to identify the source, the teachers can begin to arrive at an understanding of how
learner’s cognitive and affective self relate to the linguistic system and to formulate an integrated
understanding of the process of second language acquisition (Brown, 2007:263).

Errors arise from several general possible sources.

1. Interlingual Transfer
Interlingual transfer is a significant source of error for all learners. In this stage, the errors made
by the students are caused by the interference coming from the students’ native language. In
learning a target language, the system of second language is similar. The native language is the
only linguistic system in previous experience upon which the learner can draw.
2. Intralingual Transfer
Intralingual transfer is a major factor in the second language learning. These errors have no relation
with students’ native language. It appears that are caused by the problem inside the second language
itself.
3. Context of learning
Context refers to the classroom with its teachers and its materials in the case of school learning
or the social situation in the case of untutored second language learning. In the classroom
context the teacher oe textbook can lead the learner to make a foulty hypotheses about the

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 language what Richards (as cited in Brown, 2007:266) called “false concept”. Students often
make errors because of a misleading explanation from the teacher, faulty presentation of a
structure or word in textbook, or even because of a pattern that was rotely memorized in a drill
but improperly contextualized.
4. Communication strategies
Communication strategies were defined and related to learning styles. Learners obviously use
production strategies in order to enhance getting their messages across, but at times these
techniques can themselves become a sources of error.

METHOD
This research was categorized as descriptive qualitative research. The data were collected from
analyzing errors of simple past in recount text made by eighth grade of SMP N 1 Buayan in the academic
year of 2016/2017.
The researcher took students of class VIIIA as the subject of the research. This class consists of
32 students, namely 16 male and 16 female.The researcher took this class because the students in this
class experienced some problems in learning English, especially writing skill.
To collect the data, the researcher used a test. From a test, the researcher obtained documentation
in the form of recount text essay made by students. Documentation technique was used in this research.

FINDINGS AND DISCUSSION

Findings
The data of this research was the students’ recount text writing made by VIII A students at the
eighth grade of SMP N 1 Buayan. After writing recount text, the students submitted their work to the
researcher.
Their work would be identified whether it contained error or not. The first step of identifying
errors was underlining the error word or sentence. The second step was coding for the data analyzed. The
last step was describing the errors by grouping them in the detailed classification.
After doing all the steps of analyzing the data, the researcher found the error types in recount text
which frequently made by the students as follows:
1. Types of Error
Table 1 Types of Error Made by the Students
Omission

Misorder
Addition

Misform
ation

iing

Code Frequency Percentage

S-1 3 - 3 - 6 1,71 %
S-2 4 - 4 - 8 2,28 %
S-3 4 - 3 1 8 2,28 %
S-4 3 - 16 - 19 5,41 %
S-5 2 - 4 - 6 1,71 %
S-6 3 - 2 - 5 1,42 %
S-7 4 - 6 - 10 2,85 %
S-8 4 3 4 - 11 3,13 %
S-9 4 - 5 - 9 2,56 %
S-10 7 1 3 - 11 3,13 %
S-11 5 2 6 - 13 3,70 %
S-12 4 - 7 - 11 3,13 %
S-13 - 1 3 - 4 1,14 %

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 S-14 1 1 8 - 10 2,85 %
S-15 5 - 5 - 10 2,85 %
S-16 5 1 7 - 13 3,70 %
S-17 - 2 2 - 4 1,14 %
S-18 2 4 8 - 14 3,99 %
S-19 1 - 5 2 8 2,28 %
S-20 5 - 10 - 15 4,27 %
S-21 6 1 7 - 14 3,99 %
S-22 1 2 4 - 7 1,99 %
S-23 6 1 7 - 14 3,99 %
S-24 2 4 3 - 9 2,56 %
S-25 11 - 10 - 21 5,98 %
S-26 2 1 5 - 8 2,28 %
S-27 4 3 8 - 15 4,27 %
S-28 8 - 8 - 16 4,56 %
S-29 7 - 7 - 14 3,99 %
S-30 3 - 14 - 17 4,84 %
S-31 3 2 7 - 12 3,42 %
S-32 3 5 1 - 9 2,56 %
Total 122 34 192 3 351 100,00 %
Based on the table above, the researcher concluded that there was no student who did not
make any errors. All the students made some errors in their writing. The total of errors was 351
errors namely Omission: 122 errors; Addition: 34 errors; Misformation: 192 errors; and Misordering:
3 errors. The highest amount of error was 21 errors (5,98%) made by the student S-25. The lowest
amount of error was 4 errors (1,14%) made by the student S-13 and S-17. The average of errors
made by all the students was 11 errors (3,13%). Here was the table of error types:
Table 2 Types of Error
Types of Error Frequency Percentage
Omission 122 34,76 %
Addition 34 9,69 %
Misformation 192 54,70 %
Misordering 3 0,85 %
Total 351 100,00 %
These types of error found in students’ recount text writing then it would be classified
according to their kinds. Here are the kinds of error made by all the students as follows:
Table 3 Detailed Types of Error

Types of Error Frequency Percentage

Omission
Regular Verb 80 22,79 %
Main Verb 17 4,84 %
To be: was/were 25 7,12 %
Addition

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 Main Verb 12 3,42 %
To be in Verbal Sentence 22 6,27 %
Misformation
Irregular Verb 166 47,29 %
To be: was/were 26 7,41 %
Misordering
Subject-Verb-Object Order 3 0,85 %
Total 351 100,00 %
Based on the table above, it could be concluded that there were 351 errors which were
classified into 80 or 22,79% Omission of Regular Verb, 17 or 4,84% Omission of Main Verb, 25 or
7,12% Omission of To be: was/were; 12 or 3,42% Addition of Main Verb, 22 or 6,27% Addition of
To be in Verbal Sentence; 166 or 47,29% Misformation of Irregular Verb, 26 or 7,41% Misformation
of To be: was/were; and 3 or 0,85% Misordering of Subject-Verb-Object Order.
The result of the study showed that the most frequently errors made by students was
Misinformation, which consisted of 192 errors or 54,7%. They mostly made errors in Misinformation
of Irregular verb in Simple Past Tense, 166 errors or 47,29%.
2. Sources of Error
Table 4 Source of Error
Source of Error Frequency Percentage
Interlingual 68 17,66%
Interlingual in Omission 32 8,31%
Interlingual in Addition 14 3,64%
Interlingual in Misformation 19 4,94%
Interlingual in Misordering 3 0,78%
Intralingual 317 82,34 %
Intralingual in Omission 122 31,69%
Intralingual in Addition - -
Intralingual in Misformation 192 43,90%
Intralingual in Misordering 3 0,78%
Total 385 100,00 %
Based on the table above, it could be concluded that there were 385 sources of error which
were classified into 68 or 17,66% Interlingual and 317 or 82,34% Intralingual. 68 Interlingual was
classified into 32 or 8,31% Interlingual of Omission, 14 or 3,64% Interlingual of Addition, 19 or 4,
94% Interlingual of Misformation, and 3 or 0,78% Interlingual of Misordering.
There 317 Intralingual. It was classified into 122 or 31,69% Intralingual of Omission, 192 or
43,90% Intralingual of Misformation, and 3 or 0,78% Intralingual of Misordering.
The result of the study showed that the higest frequently sources of error made by students
was Intralingual, which consisted of 317 errors or 82,34%. They mostly made errors in Intralingual
of Misformation, 192 errors or 43,90%.

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DISCUSSION
After analyzing the finding of the research, the researcher discusses the error found by grouping
them into detailed classification as follows:
1. Types of Error
a. Omission
Omission errors found were Omission of Regular Verb, Main Verb, and To be:
was/were.
Table 5 Omission of Regular Verb
Error
Code Error Correction Error Description
Identification
S-1 We arrive there We arrived there Omit the suffix –ed in
past regular verd: arrived
We walk in Suwuk We walked at Omit the suffix –ed in
Beach Suwuk Beach past regular verd: walked
I want to visit here I wanted to visit Omit the irregular verb:
here wanted
There were 80 errors made by 30 students. They produced incorrect past verb form such
as; play, enter, arrive rather than using; played, entered, arrived, etc.
Table 6 Omission of Main Verb
Error
Code Error Correction Error Description
Identification
S-4 We breakfast We had breakfast Omit the main verb: had

S-11 We selfie We took a selfie Omit the main verb: took

S-16 We selfie We took a selfie Omit the main verb: took

There were 17 errors made by 9 students. They did not put a past verb form when they
produced sentences such as; we breakfast, I lunch, I prayer rather than using; we had breakfast,
I had lunch, I had prayer.
Table 7 Omission of To be: was/were
Cod Error
Error Correction Error Description
e Identification
S-2 Water there hot The water there Omit was after subject:
was hot the water
There much fish There were much Omit were after subject:
of fish there
S-4 In the bus very In the bus, it was Omit was after subject: it
comfortable very comfortable
There were 25 errors made by 19 students. They did not put a to be past form when they
produced sentences such as; I happy, it sweet memory, it so hot rather than using; I was happy, it
was sweet memory, it was so hot.
b. Addition
Addition error found were Addition of Main Verb and To be in Verbal Sentence.

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 Table 8 Addition of Main Verb
Error
Code Error Correction Error Description
Identification
S-11 We come back to We came to under Addition of Main Verb:
under came
S-18 We join ate with We ate with my Addition of Main Verb:
my family family ate
We return play We played water Addition of Main Verb:
water again played
The students added verb such as; direct, live, return, etcin verbal sentence after the
subject. There were 7 students who produced 12 error sentences.
Table 9 Addition of To be in Verbal Sentence
Error
Code Error Correction Error Description
Identification
S-8 I’m go to Goa I went to Goa Addition of to be in
Cocor Cocor verbal sentence: went
I’m climb hill I climbed hill Addition of to be in
verbal sentence: climbed
I’m drink water Im drank water Addition of to be in
verbal sentence: drank
There were 11 students who produced 22 error sentences. The students added to be such
as; ’am, were, etcin verbal sentece after the subject.
c. Misformation
There were Misformation Error found: Misformation of Irregular Verb and To be:
Was/Were.
Table 10 Misformation of Irregular Verb
Error
Code Error Correction Error Description
Identification
S-1 We swim We swam Misformation of irregular
verb: swam
We buy We bought Misformation the
irregular verb: bought
We see panorama We saw panorama Misformation the
irregular verb: saw
There were 166 error senteces made by 31 students by using wrong past regular verb.
They used present verb; go, buy, see rather than using; went, bought, saw.
Table 11 Misformation of To be: Was/Were
Error
Code Error Correction Error Description
Identification
S-2 The panorama The panorama Using is instead of was
there is very there was very
beautiful beautiful
S-3 The name is Pintol The name was Using is instead of was
Pintol
Don’t compact We were not Using were not instead of
compact don’t

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 There were 26 error senteces made by 20 students by using incorrect “to be” of past form.
They used present to be; is, are, ‘am rather than using; was, were.
d. Misordering
There was a Misordering Error found: Subject-Verb-Object Order.

Table 11 Misordering of Subject-Verb-Object Order (Correct Sentence Order)

Code Error Identification Error Correction Error Description
S-3 Suddenly 6 person Suddenly we lost 6 Misordering of SVO
we lost persons order
S-19 There are could The wheater was Misordering of SVO
weather cold order
There are wheater The wheater was Misordering of SVO
many cold cold order
There were 3 error sentence made by 2 students. They made incorrect sentence order in
putting subject-verb-object such as; suddenly 6 person we lost rather than; suddenly we lost 6
persons.
2. Sources of Error
After analyzing the data, the researcher only found interlingual tranfer and intralingual
tranfer in students’ writing. There were not Context of Learning and Communication Strategies.
a. Interlingual Error
Interlingual error came because of the role of first language or mother tongue. In this
case, Bahasa Indonesia was their first language. Most of them made these errors because imitating
the first language rules, their habitual utterances, and sometimes incorrect tranlation from L1 to
L2. Here was the list of Interlingual made by students VIII A:
Table 12 Interlingual Error
Code Error Identification Error Explanation
S-1 I and my friend went to Suwuk Interfence from Indonesian
Beach use bycircle Translation: saya dan teman saya
pergi ke Suwuk menggunakan
sepeda
S-2 I there take a bath Interfence from Indonesian
Translation: saya disana mandi
Water there hot Interfence from Indonesian
Translation: air disana panas
There were 68 Interlingual Errors. It was classified into 32 or 8,31% Interlingual of
Omission, 14 or 3,64% Interlingual of Addition, 19 or 4, 94% Interlingual of Misformation, and 3
or 0,78% Interlingual of Misordering.
b. Intralingual Error
If Interlingual happened because of the interference of mother tongue, Intralingual erros
happened mostly because the learner unabled to perform good sentence in L2 during their low
understanding of L2 rules. Sometimes they overgeneralized the sentece by mixing two different
rules in one utterance, ignored the restriction of rules, made the incomplete application of rules,
and hypothesized the false concept.

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 Table 13 Intralingual Error
Code Error Identification Error Explanation
S-1 We arrive there Omit the suffix –ed in past regular
verd: arrived
We walk in Suwuk Beach Omit the suffix –ed in past regular
verd: walked
There were 317 Intralingual Errors. It was classified into 122 or 31,69% Intralingual of
Omission, 192 or 43,90% Intralingual of Misformation, and 3 or 0,78% Intralingual of
Misordering.

CONCLUSION
The total of errors make by the eighth grade students of SMP N 1 Buayan in their recount text
writing are 351 errors namely Omission: 122 or 34,76% errors; Addition: 34 or 9,69% errors;
Misformation: 192 or 54,70% errors; and Misordering: 3 or 0,85 errors. The result of the study show that
the most frequently errors made by students is Misinformation, which consisted of 192 errors or 54,7%.
They mostly make errors in Misinformation of Irregular verb in Simple Past Tense, 166 errors or 47,29%.

There are 385 sources of error which are classified into 68 or 17,66% Interlingual and 317 or
82,34% Intralingual. The result of the study show that the higest frequently sources of error made by
students is Intralingual, which consisted of 317 errors or 82,34%. They mostly make errors in Intralingual
of Misformation, 192 errors or 43,90%.

REFERENCES
Brown, H. Douglas. 2007. Principles of Language Learning and Teaching Fifth Edition. New York:
Pearson Education, Inc.

Ellis, Rod. 1997. Second language acquisition. Oxford: Oxford University Press.

Ellis, Rod. 2005. Analysing Learner Language. Oxford: Oxford University Press.

Harmer, Jeremy. 2007. How To Teach Writing. Edinburgh: Pearson Education Limited.

Hyland, Ken. 2004. Genre And Second Language Acquisition. Michigan: University Of Michigan Press.

Jabeen, Aqsa. 2015. The Role Of Error Analysis In Teaching And Learning Of Second And Foreign
Language. Education And Linguistics Research Vol. 1, No. 2, September 2015. ISSN 2377-1356.

Patel, M and Praveen Jain. 2008. English Language Teaching. Jaipur: Sunrise Publishers and
Distributors.

Sawalmeh, M.H.M. 2013. Error Analysis of Written English Essays: The case of Students of the
Preparatory Year Program in Saudi Arabia. English for Specific Purposes World Vol. 14. ISSN
1682-3257.

Westwood, Peter. 2008. What Teachers Need To Know About Reading And Writing Difficulties. Victoria:
ACER Press.

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 THE USE OF LOG BOOK AS A MEANS OF IMPROVING STUDENTS’
ABILITY IN WRITING RECOUNT TEXT

Tuti Purwati
English Education Department, Faculty of Humanities,
Universitas Jenderal Soedirman, Purwokerto

ABSTRACT

This paper is aimed at finding out the use of log book as a means of improving students’ ability of in
writing recount text. It is a qualitative research with students of second semester of English Education
Program who take Pre-Intermediate Integrated Practicum as the object of the research. All students in the
course are strongly urged to write log books every day for a week previously before they get the material
of recount text. There are around 20 students in the class and it is purposively taken 5 students as the
sample of the research. Based on the result of the research, it is found out that the abilities of the students
in writing recount text are improved after they are intensively obliged to write log books in a week. They
are able to write well in writing recount text since in writing log books they are supervised to write their
daily activity and their experiences systematically in accordance with the schematic structure of recount
text.

Key words: log book, writing ability, recount text

INTRODUCTION
Writing belongs to one of the main four English skills which is said to be the most difficult by some
students. There are speaking, reading and also listening for the other skills. Writing is a productive skill
as well as speaking while listening and reading are receptive ones. It is regarded as a difficult skill since
the learners need to construct an idea into a good and grammatically correct paragraph. According to
Pincas (1982:5) writing is one of the subjects of learning about grammar, vocabulary and paragraph.
Therefore, making a good writing requires mastering of good grammar, vocabulary and paragraph.
The difficulty in creating a good writing can be identified from the three factors. Firstly, lack of
grammar makes the learners get problem in writing good and meaningful construction of sentences.
They will make limited strings of words and it results in a poor paragraph construction. The next is a
shallow mastery of vocabulary. This can also prevents learners to create a text since they are afraid of
making written expression. The last is lack of idea. Some learners always wonder what to write. They do
not know what to do when they are told to write a paragraph and the topic they aren’t familiar with.
Writing subject for English Education students at university level performs techniques how to write
English writing or essay well. The students are expected to know and to be able to write many types of
texts as well such as descriptive, narrative, expository, procedure and recount. The level of writing skills
will be higher as the semester of the students raise up. Knowing basic skills in writing and creating good
sentences will be in the first semester. It will be continued with the paragraph writing in the 2nd semester
that requires students’ mastery of creating good paragraph in the form of several text types. One of the
text types students need to construct is recount text.
Recount text is a text which has a function to record events for the purpose of informing (Hammond
et.al., 1992:88). It usually has a schematic structure of orientation, records of events, reorientation and
sometimes coda which is aimed at commenting on the events. This type of text has significant
grammatical pattern such as it usually focuses on specific participants, uses past tense, contains verb of
action, uses temporal connectives to indicate sequence of events and has circumstances of time and
place. Recount text is usually used to tell past activities or previous experience.

181
 There are many techniques to improve students’ writing. One of them is using log. Parish
(2004:153) states that log is a means which can be used by students to record and observe about the
teaching and learning processes that occur in a lesson. Students use log book to write the result of their
learning of a certain lesson. Log can be used as a practice of students’ writing. It can help students to
overcome some difficulties in writing such as limited vocabulary, lack of grammar and lack of ideas. As
mentioned by Chan (2009:1) log can develop students’ competence in writing.
Based on some explanations above, I am interested in conducting a research exploring the use of
log book as a means of improving students’ ability in writing recount text. I formulate the problem
statement as follows: How is the use of log book as a means of improving students’ ability in writing
recount text? Therefore, the objective of the research is to find out how the use of log book can help the
students to improve their writing ability in recount text.

RESEARCH METHODS
This is a descriptive qualitative research in which I describe the use of log book as a means of
improving students’ writing ability in constructing recount texts. As I am the teacher of pre-intermediate
course practicum, a subject of 2nd semester of English Education Department, I have some materials in
this subject. I am responsible for teaching and supervising students’ two skills speaking and writing.
There are about 22 students in this class and in writing skill I have some text types to be delivered and
mastered by the students until the end of the course. One of the text types is recount text. In preparing
students to create recount textpreviously I ask the students to write a log book containing students’ story
about what they have got in daily lessons for a week.Then, I do some reading and correction on students’
log book before finally I ask them to write a recount text about what subject experience they have got in a
week. Purposive sampling is used as the sampling technique. I select 5 students’ writings as the data of
my research. The data is further analyzed and described to get some conclusions. To complete the
analysis, I also use a questionnaire to get students’ opinion on the use of log book for helping them to
construct recount texts.

RESULT AND DISCUSSION

Results
1. Results of Writing Logs
This research is conducted to the 2nd students of English Education Department in the subject of
Pre-Intermediate Course Practicum. This subject mainly discusses 4 English skills and grammar. The
English skills are speaking, reading, listening and writing. There are 2 lecturers in a class and each
lecturer is responsible for handling two skills. The subject is delivered twice a week. I am responsible for
teaching two skills, speaking and writing. Writing in 2nd semester emphasizes on the types of texts which
need to be mastered by students. They are recount, description, report and procedure. Recount text is
given in two meetings.
To start with, I ask the student to write a recount text after I have explained the materials
including the social purpose, the schematic structure and some grammatical features of a recount.
Afterward, I ask them to make a daily log book containing students’ writing of what subjects they have
got every day. They need to tell the subject, the material and their opinion dealing with the subject they
got. They usually had 2 or 3 classes a day therefore totally in a week they got around 10 subjects. Since
there are about 22 students in a class, there are 22 log books of the students with 10 writings each.
I did evaluation on their first writing on recount text with the topic of my experience in “Basic
Writing” semester 1. Then, I also carried out evaluation their writings in log book for a week later. There
are 5 components in evaluating their works. They are grammar, vocabulary, mechanics, fluency and form
(Langan, 2001:101). Grammar focuses on some grammatical errors dealing with word order, vocabulary
deals with some use of idioms, diction, expression of ideas as well, mechanics relates to punctuation and
spelling, fluency has to do with choice of structures and appropriate vocabulary and form represents
highly organized and clear progression of ideas.

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 For the first writing, among 22 students, there are only 3 writings which can be said as
excellent in term of meeting the requirements. They deal with the good statement of main idea,
clear structure of text and have good grammatical features of recount text. The finding is
supported by the requirements of scoring in which most components get score 5 out of 6 as the
highest. They meet the requirements well in the aspects of grammar, vocabulary, mechanics,
fluency and form.
I further do evaluations on their log book in a week. I intensively read all their writings in the log
book day by day. Since they are in the same semester and the same class, all the subjects are the same.
What differentiates the content of their writings is their opinion about the subject they follow. In this step,
I find out that some of the students’ writings get better. They try to have different words to express their
same feeling and they explore to use idioms and diction. They develop their ideas in telling their subjects
of the day.
Finally when they did the recount writing in their last meeting of recount text, they are asked to
write the most favorite subject in the previous week they wrote in log book. They just choose one of the
writings with some improvements. It turns out that their writing ability improves much. Most of them
have followed the requirements of writing recount texts. In addition, they perform well in some scoring
evaluation namely in grammar, vocabulary, mechanics, fluency and form. There are more than half
students can do this well.
2. Result of Questionnaire and Interview
To support the finding, I give questionnaires and conduct interview to the students. Based on the
result of questionnaires it can be concluded that log books help students to write easier since they just use
the requirements of recount text tell their learning experience. They also respond that log books can be
beneficial to develop their ideas in writing and to always get them interested in practicing their writing
ability. Moreover, log book also gives advantages for the students to improve their vocabulary and to
understand more about grammar as well as chronological order that are usually used in writing recount
text. This log book makes students get accustomed to write their learning activities and they said that log
book is suitable media for writing recount.
Related to the interview, the students said that they are enthusiastic in writing log books as they
feel it like writing diaries. They don’t feel burdened to do the exercise as they just wrote what they have
experienced throughout the day. They practiced to apply simple past tense in most sentences and they
learned to implement chronological order in their writings. They also feel that by writing log books they
are more focused on the subject they have learned. It required their revealing memory to write what they
have got in the day. They also state that writing log books help them to improve their creativity in
generating their ideas and enhancing the development of critical thinking when they are doing so.

183
DISCUSSION
The following are the examples of log book and final version of recount text written by a
student:
No Day/Date What I have learned today
3. Wednesday, I learned Introduction of Linguistics subject today and the
May 17, material was about Psycholinguistics.
2017 Firstly, the teacher explained that our brain consists of several
parts. She showed the picture of human brain and told the
details of it. The most important thing is that human brain
consists of two spheres namely right hemisphere and left
hemisphere. Both spheres are joined with a bundle called corpus
callosum. The explanation lasted for 20 minutes. The next was
a discussion in which the teacher asked us to work in groups
and learned some sub sections in the chapter. We did this for
about 15 minutes. Afterwards, she invited us to explain what
he had learned and shared the information in front of the
class.
Overall, we had an enjoyable class today

Here is the example of the recount text written by a student after writing a log book for the
whole week.

My favorite subject for last week was Introduction to Linguistics. This subject was given
last Wednesday on May 17, 2017. The topic for the subject was Psycholinguistics.
It was an interesting material since we discussed human brain. The first explanation dealt
with the structure of human brain and its picture. i could see that there are so many nerves in
our brain. The teacher explained that our body is governed by our brain. The left side of our body
is directed by right hemisphere and the right side of the body is directed by the left hemisphere.
Right hemisphere mostly deals with motoric activities and left hemisphere regulates sensoric
activities. Furthermore, after the explanation, we had a group discussion. Here, we discussed
some sections and my group is about dyslexia. It is a disease which is caused by a brain
damage. We learnt what dyslexia is, the symptoms, and types of dyslexia. It took 20 minutes
for us to learn the section and next, we delivered the material in front of the class. By doing so,
we got more understanding of what dyslexia is. Other groups were doing the same thing. In the
last 10 minutes, the teacher reinforced our understanding of the material and closed the
meeting.
Indeed, this was a great knowledge for me. I enjoyed much this subject as this helped me
know the composition of human brain and some problems happen if there are brain damages.

Based on the example, it can be seen that the ability of the student in creating recount text improves
much. Using his log book, he can extend his idea and enrich his vocabulary to finally it becomes a good
writing of recount.
Relating to the use of log books as a means of improving students’ ability in writing recount text, it
can be said that their writing skills improve much. It is proven by the result of their last exercise on the
writing of recount text with the topic of ‘what your most favorite subject in the previous week’.
Previously before they are told to write log book there are only 3 students who perform well in writing
recount. Their ability in writing recount text improves much when they have had log books for a week.

184
There are more than a half of the students who have got excellent scores since they follow well the
requirements of recount text and they are good in the points of writing evaluation score namely grammar,
vocabulary, mechanics, fluency and form. It happens because they choose one of the writing they have in
log book and they do revision as well as improvement in their own writings.
The students are excited writing recount text after they are asked to produce log books in
5 respective days. They enjoy writing log as they feel they are writing diaries. They did what I
instructed since they had positive reinforcement in the activities. Firstly, it seemed that they
had some problems related to lack of ideas, limited grammar mastery and lack of vocabulary.
This is resulted from their lack of exercise in writing. By intensively writing log books, they
are challenged to write good paragraphs and explore more and more vocabulary as well as find
various ideas. Practice makes perfect does work well in this case.
Delivering the material of writing recount text by the use of log obviously improves students’
understanding and ability in creating recount text. It is supported by the result of questionnaire and
interview which show that they are enjoyable and creative in these activities. They are enthusiastic in
learning recount text and at the end they understand it well. The use of log books has increased students’
understanding about the purpose, move structure and significant grammatical aspects of recount text.

CONCLUSION AND RECOMMENDATION

Having conducted the whole steps of the research, it can be concluded that the use of log book is
able to improve students’ ability in writing recount text. It is based on the fact that writing log books
makes the students practice much on creating good recount text. Some problems of writing which are
usually faced by students such as lack of ideas, limited mastery of grammar and limited vocabulary can be
overcome by routine exercise and do some revisions and improvement.
It is suggested that the teacher of writing subject gives many exercises before finally ask the
students to write a type of text. By doing so, students can understand well what type of text they need to
write, some requirement to meet for writing the text and various ideas they may explore. It is
recommended that the exercises are done in regular basis and monitored in order to get some points of
improvement. It is in line with the function of teachers as the facilitator and the motivator.

185
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Chan. (2009). The advantages and disadvantages of log.

http://www.distance.syr.edu/journal1.html. (Retrived on April 2nd, 2017)

Clark, Irene. (2003). Concept in Composition Theory and Practice in Teaching of Writing. London:
Lawrence Erlbaum Associates Publisher.

Feez and Joyce. (2002). Designing Syllabus.Geelong: Deakin University Press.

Hammond, Jenny. Et.al. (1992). English for Social Purposes. Sydney: National Center for English
Language Teaching and Research, Macquarie University.

Langan. (2001). College writing skill with reading. New York: McGrew-Hill University Press.
McKay, Sandra. (1984). Composing in a Second Language. Rowley, Massachusetts: Newburry
House Publisher.

Moon, Jennifer. (2010). Assessment Learning Journals and Logs. www.ucd.ic/teaching. (Retrived
on April 17th, 2017).

Morrison, Mike. 2011. Introduction to Learning Logs and Journals. Rapid BI

Parrish, Betsy. 2004. Teaching Adult ESP (A Practical Introduction). New York: McGraw Hill.

Pincas, Anita. 1982. Writing English Book 1. London and Basingstoke: Macmillan Publisher Ltd.

186
 COMBINATION OF DEDUCTIVE METHOD AND ACTIVE LEARNING
APPROPRIATE IN TEACHING GRAMMAR FOR TEENAGER

Umi Rahmawati
Tidar University, Indonesia
ipa2.umirahma@gmail.com

ABSTRACT
In Indonesia, English already become one key that is important in education. However, students
in Indonesia especially teenager still have difficulties in studying grammar. Many problems such
as word pattern, or rule makes students are confused to understand about the topic. This study
aims to reveal whether the method might be a solution to improve grammatical understanding in
teenager especially in several tenses. Teaching method that used in this study is deductive , yet
will be combined with active learning. The instruments of data collection are questionnaire and
interview. Two conclusions can be drawn in this study. First is students get interest in studying
their study, and second is students can do the grammar quiz.
Keywords: Grammar, Teenage learners, Deductive Method, Active Learning, Qualitative
Methodology.

INTRODUCTION
In Indonesia, English has role as foreign language. Many teachers in Indonesia has
problem in teaching English to their students. Students lack of understanding in English
grammar. However, grammar is basic concept of English which needs to be understood, so that
they can improve their other skill. Why students and teachers in Indonesia think that teaching
grammar is difficult? Because word structure in English is totally different compared to
Indonesia. This different concepts make students are confused in learning grammar.
Junior high school students, as teenage learners usually still do not know the main
purpose of studying. They commonly ignore if the class is not interesting and the effect is that
they will be not mastering the material, where as the material is the basic knowledge which they
need to master before the other one. For example is on English Grammar class. When the
teachers do not deliver the material in interesting way, they will not be focus on class, they will
not understand the material, moreover it might be the basic problem which make them cannot
understand any grammar things in future.
As teachers, they need to find which method that appropriate for students in order to
make them understand the material well. In some researches, they are proved that using
deductive method in teaching grammar is very effective to build up their knowledge.
This study aims to reveal whether the method might be a solution to improve
grammatical understanding in teenager especially in several tenses. It is importance since many
teachers still look for any appropriate method in teaching grammar.
By using qualitative method, this study collected the data by giving questionnaire to
students and interview to some participants, who have experience in teaching grammar.

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MATERIAL AND METHODS
Grammar Teaching
Savage, Bitterlin, & Prince(2010) states that Grammar considered as a skill that also
involve competence to develop English four skills: Listening, speaking, reading, and writing.
According to Larsen-Freeman, there are three dimensional grammar framework, they are
structure, meaning and use. The first dimension is structure or form that deals with morph
syntactic and lexical pattern, phonemic or grapheme patterns. The second dimension is
meanings or semantics, it deals with lexical meaning and grammatical meaning of a sentence.
While the last dimension is use or pragmatics, that deals with social context, linguistic
discourse context, and presuppositions about context. In simply, those three dimensions has a
cycle like, how a word formed, what it means, and when it is used.
According to (Erlam, 2015) finding suitable method for teaching grammar is important in
improving students’ understanding and achievement. It give effect son students attitudes
toward learning English. However how the method run depends on students level, age, and
intelligent.

Active Learning
Prince (2004) in his study states that active learning is instructional method which engage
students in learning process. In simply, active learning guides students to do many purpose
thing and thinking of what they are doing. On his research, he concludes that active learning
is effective to solve problem of learning for students.
From other research that conduct by Jim (2010), states also that active learning instructional
strategies is created to engage students in thinking creatively and critically, speaking with a
partner, in small group, or in class, expressing idea spontaneously, exploring personal
attitudes, giving and receiving feedback, and reflecting upon learning process.

Deductive Method
Deductive method is a teaching method which explains from general to specific, states by
Erlam (2015). It means that the explanation is given from the pattern until the example.
Widodo (2006) says that deductive method is derived from the notion from general to
specific. It means, in this method students learn grammar rules before applying the rules to
exercise or quiz.
It is written on journal from (Ali & Subhi, 2016), that there are some advantages and
disadvantages from deductive method.

Advantages:
a) Straight to the point
b) Many rules can be more explicitly and quickly explained
c) Allow more time for practice and application
d) Time-saving.
Disadvantages:
a) Quite formal
b) Passive and boring lesson
c) Teacher-centered (one way communication)

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 Teenage Learner
Richard (2015) states that teenagers bring different disposition and potential to language
learning than younger to adult, and these factors have a considerable impact on how they
approach learning, and the teaching strategies that they respond to.
Some characteristics of teenage learners according to (Arnett, 2001):
a) They prefer interacting with peers during learning activities
b) They are often preoccupied with self
c) They need regular activity because of increased energy levels
Based on those characteristics, one thing that becomes the most interesting for them to be
implied in classroom is “Enjoy learning through social interaction”. In this features, they will
have classroom activity which make them have interaction with peers, small group, or even
whole class in order to increasing their enthusiasm.

Previous Studies
Recent study from Erlam (2015) from Ilam University of Iran proved that using
deductive method was effective in teaching grammar. Students understanding were increase
when she developed the teaching materials, a pre-test, a post-test, and a delayed posttest.
Another study that showed the positive side of deductive method in teaching grammar for
EFL learner was conducted by (Ali & Subhi, 2016) from Al-Quds University, Palestine. It
stated that in its implementation, deductive method had several advantages and
disadvantages. Moreover, the advantages helps teachers in increasing students’
understanding on grammar.
Moreover, recent study also shown that applying active learning in teaching teenager was
success in gaining their enthusiasm. Jim (2010) research proved that using active learning
was effective to create students excitements. Active learning was generally defined as any
instructional method that engages students in the learning process. In short, active learning
required students to do meaningful learning activities and think about what they were doing.
Jim (2010) research proved that using active learning is effective to create students
excitements.
Based on studies from Jim (2010), Ali &Subhi (2016), and Erlam (2015), the writer
conclude that both deductive method and active learning brought positive effect on students
related to their understanding.

Methods
1. Research Method
The researcher use qualitative method in this case study. Qualitative method is a
qualitative that use word in explaining the result of the data Ndae (2013). He states that
Qualitative research has benefit in elaborating the data that can be done by qualitative
method.

2. Subject of the Study /Participants

The participants in this study are 33 students of first grade of Junior High School
from two course classes in Blora and five English teachers who are experienced in
teaching grammar. These students are chosen because they are still in first grade of
Junior High School that may be do not get any grammar material before, and this is the

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 first time they know about tenses, so they need to understand the basic of grammar well
before they go to higher levels. Five English teachers is chosen because they are
experienced teacher who know well the condition of students, their difficulties and
teaching methods nowadays.

3. Instrument of Data Collection

In gathering the data the researcher use to kinds of instruments, they are interview
and questionnaire. The interview is given to the teachers, while the questionnaire is given
to the students.
The questionnaire and interview questions are made based on instruction that
already written in (Richard, 2015) entitled “Key Issues in Language Teaching” about
planning learning outcomes and course language, and filled by giving score about the
participants’ opinion related to the statement that written.

4. Technique of Collecting the Data

Techniques of collecting the data are individual interview and questionnaire.
In doing the research, the writer was helped by a teacher from the course to
conduct the class. While the teacher was teaching, the writer observe the class and giving
the questionnaire to students after the class ends. In that way, students might also ask to
the writer if they do not understand the questionnaire, and the writer can guide them well.
The questionnaires that already collected were counted for each statement and
each point that were given by participants. Later, the writer input it on table.
The interview was given to five teachers from different school. Some of them
teach in downtown and some of them teach in suburb school. The writer interviewed
them by explaining about the paper first, the purpose of study, and the class that is
already conduct before in course. the writer conducted the interview and wrote down the
answers that was given by participants.

RESULT AND DISCUSSION

As mentioned above in the previous part that the data were gathered in two ways, first is
questionnaire (by giving score for each statement) that become the evidence from students’
perspective and second is interview that become teachers’ perspective. The questionnaire is
given to the students after they have one our lesson grammar class by using GECAR
procedures, GECAR is an acronym of (Getting attention, Explanation, Classroom Activity,
Review).

While the procedures detail are:

a) Get attention
The class will be started with asking some question about grammar and what they
feel if they study grammar to get their attention. In this section, teacher guide the student
to get into material before the material is given.
b) Explanation
Teacher gives explanation about material. The material which will be use is
tenses. The explanation is given from the general, started from function, pattern, then
examples (Deductive method). Finished with that explanation, teacher may make some

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 other examples together with students. This section ends with Q and A section about the
material.
The material that will be given is about tenses. Started form the basic, it is simple,
continues, perfect and perfect continues. However two tenses is appropriate for one hour
lesson.
c) Classroom activity
As (Arnett, 2001) states that teenager like to work in peers and doing two way
communication, students will be divided into groups which consist of only two students
to do group discussion. The member is only two prevent they are doing chit chat too
much and make sure they do the work and understand the material. In this group
discussion, they will be given a question sheet. They are asked to fill the blank. It can be
the fill the blank verbs, or arrange a sentence related to tenses by using a given word.
They may have discussion for about 20 minutes after that teacher and students
discuss the answer together. Then open question and answer section again, if they still
have question.
Done with discussion, they are asked to back to their seat and given a paper sheet
which contain some question which similar with the previous one and asked to do it
individually. This section aims to check their personal understanding about related
material. They may do it in 20 minutes also, and then exchange it with friends next to
them, to score it. Then, having check together about the right answer. Students collect the
sheet to teacher after checking the answer together.
d) Checking understanding (Review)
It is the end of the class, teacher ask them about how was the class today and how
their understanding about material. Teacher may gives some homework also for them.

After collecting the questionnaire from students and interview from teachers, the researcher
know that there are two findings of the study as follows:
1.Students Perception of Teaching Grammar by Using Combination of Deductive
Method and Active Learning

Table 1. Data of Questionnaire

No Statement 1 2 3 4 5
1 I am as Junior high school (JHS) students still has 1 1 7 11 13
difficulties in learning grammar (3,0%) (3,0%) (21,3%) (33,3%) (39,4%)
2 In learning grammar, I understand well when the 1 0 5 14 13
teacher give the material and example before the (3,0%) (0%) (15,2%) (42,4%) (39,4%)
quiz

3 In learning grammar, I understand well when the 4 17 6 4 2

teacher give quiz first, then give review about our (12,1%) (51,5%) (18,2%) (12,1%) (6,1%)
mistake and explain material
4 Active learning makes the class interesting 0 0 7 16 10
(0%) (0%) (21,3%) (48,4%) (30,3%)

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 5 I love when teacher applied active learning in class 0 0 2 24 7
to teach grammar (0%) (0%) (6,1%) (72,6%) (21,3%)
6 Active learning makes me understand the material 0 0 9 17 7
better (0%) (0%) (27,3%) (51,4) (21,3%)

7 Review before the class end remind me about the 0 0 4 9 21

material which make me understand the material (0%) (0%) (12,1%) (27,3%) (63,6)
more.

Explanation:
1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly agree

Based on the data displayed above, there were four sub-findings from students’
perceptions as follows:
a) Students opinion of grammar
Statement number one “I am as Junior high school (JHS) students still has difficulties
in learning grammar”. By this statement, the writer wants to know do the participants
think that they still have difficulties in learning grammar. Based on the data in table 1.
above, students mostly answer strongly agree (39,4% or 13 students), and agree (33.3
or 11 students), so there are 24 students are on positive side and they think that they
still have difficulties in learning grammar. Meanwhile, 7 participants (21,3%) chose
neutral by giving score 3 on the questionnaire. Another participants are in negative
side, one (3,0%) choose disagree and another one (3,0%) choose strongly agree. With
the high percentage that it is higher than 50% to positive side who agree on the
statement, we can conclude that Junior High School students still have difficulties in
learning grammar.

b) Grammar teaching method

Based on statement number two “In learning grammar, I understand well when
the teacher give the material and example before the quiz”, 42,4% of the students are
agree of the statement, 39,4% are agree, while less than 5% are disagree or strongly
disagree. It reveals that delivering material from general to specific, such as role,
function, pattern, example, then quiz build more their understanding about the
material. In statement number three “In learning grammar, I understand well when the
teacher give quiz first, then give review about our mistake and explain material”,
more than 50% of the students are disagree. It is actually 51,5% of participants who
respond disagree plus 12,1% who respond strongly disagree,equals 63,6% of the
participants are on disagree side. However, 18,1% participants think that they
understand well the material by this way.
Actually, statement one represents deductive method, while statement two
represents inductive method. Based on the result above, students says that they
understand well the material when it is explained from general to specific then quiz,
not in reverse. It is proved by the high positive respond to second statement and high
negative respond to third statement. In addition, the participants did not know about
deductive or inductive method before.

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 c) Active learning
Statement number four “Active learning makes the class interesting” 78,7% of the
participants respond agree and strongly agree, while 0% or none of participants give
respond disagree. it is shown that, students like having active learning in their classes,
although it is grammar class.
Statement number five “I love when teacher applied active learning in
class to teach grammar”, actually related to previous statement about active learning.
it is about their feeling when they have active learning in their class. It has almost
same result with the previous statement, mostly students respond agree (72,6%), some
are strongly agree (21,3%), two participants are neutral (6,1%), and no one gives
respond that they are disagree.
Statement number six “Active learning makes me understand the material better”,
is related to the effect of active learning for students. The effect on the participants
related to the questionnaire is 24 of the participants respond agree and strongly agree
about the statements, 9 participants are neutral, while none of the participants respond
disagree. All in all from statement four to six about active learning, we can conclude
that active learning is appropriate for the participants.
d) Reviewing material
Last statement number seven “Review before the class end remind me about the
material which make me understand the material more”, 29 (87,9%) of the
participants respond agree and strongly agree, while none of the participants respond
disagree. Most of them think that it is important to have such a review after the
material is delivered.

2. Teachers’ Perception of Teaching Grammar by Using Combination of Deductive

Method and Active Learning
Interview Questions:
i. How is your opinion about grammar teaching in Junior High School nowadays?
ii. What becomes students’ problem?
iii. Do you think that combination of deductive method and active learning will be
appropriate for junior high school students? Why?
iv. How is your opinion about four procedures in this study that will be applied in
Classroom?

Based on the interview questions above, the writer make three sub finding from
teachers’ perception:
a) Grammar teaching-learning
From the first question “How is your opinion about grammar teaching in Junior
High School nowadays?”, the writer wants to know what teaching method that is usually
used and how the condition of teaching learning in grammar class. For this question,
participants have several answers.
Some of the participants reveal that they usually use deductive method. They are
prefer to explain the material from general to specific. The reason why they choose this
method is because the effectiveness is already known until now, and it can make both
teacher and students feel easy in giving and getting the material.
“Grammar teaching method is commonly explaining then quiz” (T.1)

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 “Deductive method or course place strategy will be better to be the method in telling tenses to
teenager, since it is the best way to make their remember well the material of basic tenses” (T.3)
Another respond of how the teaching method is about the difficulties from the
teachers perspective, that is face by teachers. The difficulties come when they are facing
students who never get the material before, and they still lack knowledge of English. This
is usually happened in school that located in village.
“Grammar teaching in JHS especially grade 1 still become the difficulties for teacher
also, especially for students who do not know English at all before, or with standard
intelligence” (T.2)
The other problem is about the lesson itself. Grammar class commonly become boring
than another English class, e.g.: Speaking. When students feel bored they will get sleepy,
to overcome this “sleepy” in class, they may chit chat with friends, having fun with their
selves, or even sleep. If it is happened, the effects on the students is they will not
understand the material, where as the material is continued, if they cannot catch the basic
it means they cannot understand further material. This explanation is support by the
answer form participants below:
“Grammar teaching nowadays still being boring lesson among another.” (T.4)
“Grammar teaching nowadays still have difficulties in increasing students understanding about
the material.” (T.5)

The second question is about students’ problem from teachers’ perception. From
the answer that are given by participants, the writer knows that most of students have
difficulties because of the different word structure between English and Bahasa. This
difference word structure also give impact to the meaning. Actually, the real thing that is
happened related to word structure and meaning is, in making sentence students try to
arrange word by word based on its meaning in Bahasa without knowing the pattern and
the correct structure in English which are different. This kind of mistake is repeated again
and again in their quiz. Another thing is about vocabulary list, for them who does not
have enough vocabularies will have difficulties in making sentence. The explanation is
based on teachers’ answer:
“Students difficulty is on the different pattern of grammatical rules in English and in
bahasa. They confuse to know is the pattern already correct or not. And vocabulary list is
one of important thing to make them mastering grammar.” (T.1)
“Students get difficulties in learning grammar especially basic tenses because of the different
pattern, for example the use of singular and plural noun that confuse them, and make them still
get bad score in grammar.” (T.3)
“The difficulties is because of different pattern of language and also meaning, which makes them
confuse.” (T.4)
The other factors that come out are intelligence and focus. As written below, in the
answers of two participants, they say that intelligence and focus give effect also in students
understanding of grammar. Students who have standard intelligence or higher will be easier in
catching content of the material, they will be easy to get focus on something that is explained by
teachers. However, students who have difficulties to focus in class usually get lack
understanding.
“The difficulty actually just because of their focus, they are hard to focus on teaching learning
process in class which make them cannot understand the material.” (T.2)

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“The difficulties can be from the character of students itself. When they already had the material
before, or they had high intelligence it may be easy to explaining the material.” (T.5)

b) Active learning and deductive method

When the researcher asking the third question related to deductive method and
active learning, the researcher gives explanation first about what deductive method is,
how the combination, the negative and positive effects, and also some previous study
about the effectiveness of the method. The answers which are given by the participants
are all positive.
“Yes I agree, because its combination is a good way in teaching grammar.” (T.1)
“Its combination will be good. Since Junior High School students like to play a game it is good
to add games and it is not degreasing the contain of every material in the class.” (T.3)
“It is good to apply the strategies, since it is appropriate with the curriculum also.” (T.4)
“The combination of deductive method and active leering will be good way I think, because in
my experience it is effective to teach grammar by using deductive method, and active learning
will gain students focus if the class turn boring.” (T.5)
However, one of the participants mention about time management in class. T.2 stated that
that kind of activity in class need good time management and the teacher need to be able
to take control of the class and students.
“Yes, it will be appropriate, but it will be hard to control all the students and manage the time in
class.” (T.2)
In addition, when the researcher explained about deductive method and active learning to
T.2, before the question is given toT.2, the participants give respond related to deductive
and inductive method in teaching.
“With the previous curriculum (KTSP), I would use deductive method to teach grammar
while discussing certain text, but I found it took too much time in explaining material.
Moreover, the result is still under my expectation. Now with K-13, students are asked to
look for example from text by theirselves. I found it easier for me as a teacher who only
become facilitator. Meanwhile, if we talk about understanding, actually deductive is
better, I think the result is under my expectation because the class turn boring, so that
students ignore the explanation.” (T.2)

c) Applying the strategies with GECAR procedures in classroom

Deals with the word applying, in this last point the writer will discuss about last
interview question, about how if the strategy (combination of deductive method and
active learning) as well as the GECAR procedure is applied in classroom. The result
showed that they are agree if it is applied in classroom.
“It is good, since students get more chance to show ability and explore their selves.”
(T.1)
“The procedure is good and well arranged, it will be interesting to be applied in
classroom. But, students will be bored if they get same lesson in class, will it be
effective?” (T.2)
“The procedure is good to be applied in classroom with good time management.” (T.3)
“The procedure will make the class interesting, so it is good to applied it in classroom.” (T.4)

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“The procedure will be good to applied in one hour learning grammar.” (T.5)

CONCLUSION
Based on the discussion above, combination between deductive and active learning can
become a great thing which effective in teaching grammar for junior high school students as
teenage learner in classroom. It is proven by the questionnaire that are spread out to 33
participants and 5 interview participants, about some statement related to the topic which is
given after the method and procedure is applied in their class. By using deductive method,
students can understand grammar better than just getting teacher explanation and directly get
quiz. The active learning itself gain students enthusiasm in class which makes them focus
more to learn. Its combination becomes perfect way in teaching grammar to teenager EFL
learners. In conclusion, this method is appropriate in teaching grammar to teenager in
classroom, without ignoring students understanding and excitement.

REFERENCES

Ali, H., &Subhi, J. (2016). The Effect of Using Inductive and Deductive Methods on 7th Grade
Students’ Achievement in Grammar in Bethlehem District and their
Attitudes toward EFL. International Journal of Education and Social Science,
pp. 38-53.
Arnett, J. J. (2001). Adolences and emerging Adulthood: A Curtural approach.
New Jersey: Prentice Hall.
Erlam, M. (2015). A Comparison of the Effectiveness of Inductive vs. Deductive
Instruction of Grammar to EFL students.Journal of Language, Linguistics and
Literature, pp.164-169.
Jim, E. (2010). Using Active Learning Instructional Strategies to Create Excitement and
Enhance Learning. pp. 1-20.
Legutke, M. (2012). The Cambridge Guide to Pedagogy and Practice in Language
Teaching.Teaching Teenagers (pp. 112-119). New York: Cambridge University
Press.
Ndae, C. D. (2013). The Application of Teaching Vocabulary through Children Songs
(A Case Study of PAUD AnakBangsa VI Semarang in the Academic Year
2012/2013), Semarang: IKIP PGRI.
Prince, M. (2004). Does Active Learning Work?Journal English Education,
pp. 223-231.
Richard, J. C. (2015). Key Issues in Language Teaching. Cambridge: Cambridge
University Press.
Widodo, H. P. (2006). Approaches and Procedures for Teaching Grammar. English
Teaching: Practice and Critique , pp. 122-141.

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Appendices

1. Questionnaire for Students

Give Check (√) in the box that represent your respond !

Explanation :
1 : Strongly Disagree, 2 : Disagree, 3 : Neutral, 4 : Agree, 5 : Strongly agree

No Statement 1 2 3 4 5
1 I am as Junior high school (JHS) students
still has difficulties in learning grammar
2 In learning grammar, I understand well
when the teacher give the material and
example before the quiz

3 In learning grammar, I understand well

when the teacher give quiz first, then give
review about our mistake and explain
material
4 Active learning makes the class interesting
5 I love when teacher applied active
learning in class to teach grammar
6 Active learning makes me understand the
material better

7 Review before the class end remind me

about the material which make me
understand the material more.

2. Interview Questions
a) How is your opinion about grammar teaching in Junior High School nowadays?
b) What becomes students’ problem ?
c) Do you think that combination of deductive method and active learning will be
appropriate for junior high school students? Why?
d) How is your opinion about four procedures in this study that will be applied in
Classroom?

197
 ACKNOWLEDGEMENT

I wish to express my sincere gratitude God, Allah SWT who already give me blessing so that I
can write this paper. Also for various people who already guide me in completing this paper, Ms.
CandradewiWahyuAnggraeni, M. Pd. my lovely lecture who guide me when I need correction,
and also suggestion for my paper. I hope Allah bless you. My parrents who always motivate,
support, and advise me well, from the beginning until the end. Also for my friends who support
me in completing this paper.
May Allah bless you all. Amen

198
THE ANALYSIS OF COMMISSIVE SPEECH ACTS FOUND IN SPECTRE
MOVIE
Zulia Chasanah
Purworejo Muhammadiyah University
zuliachasanah@yahoo.co.id

ABSTRACT
Every speech that is produced or uttered by the characters called speech act. It is an act
that a speaker performs in making speech. Speech acts perform when a speaker makes
utterances. Speech act can be classified according to how they affect to social interaction
speakers and hearers. The most basic categorization consists of five different types of speech
acts: declaratives, representatives, expressives, directives and commissives. This research
explains about commissive speech that used in Spectre in teaching speaking.
This study used qualitative research because the researcher want to describes about the
kinds of commissives speech acts in Spectre movie.In this research, the object as all the
utterances of Spectre movie. The researcher use documentation to collect the data. She did the
steps such as reading, watching, collecting, making table, classifying, making the table of the
data that categorized into commissives speech acts. The researcher used coding data technique
when analyzing the data to make the analysis easy and effective.
The result of this research shows that there are five kinds of commissive speech acts in
Spectre movie There are 18 utterances of offering, 15 planning, 6 promising, 4 vowing, and 2
bettings. First is offering. There are 18 utterances that are the number of percentage 40%. Second
is planning. There are 15 utterances that are the number of percentage 33.34%. Third is
promising. There are 6 utterances that are the number of percentage 13.33%. Fourth is vowing.
There are 4 utterances that are the number of percentage 8.89% and the last is betting. There are
2 utterances the number of percentage 4.44%. The researcher hopes that this research will be
useful for teachers, students and other researcher.
Keywords: Analysis, Commissive Speech Acts, Movie
INTRODUCTION
People are surrounded by others, trying to understand the others and they want the other
understand them. They fulfill their want by communicating. In communicating with others,
people share their ideas, thought, information, feeling, etc. They express their ideas, feeling,
or thoughts through utterances. Various ideas, thoughts, wants, and feelings that people want
to say to others make them produce utterances. The utterances produced at home will be
different from the utterances produced in a business meeting or in a birthday party. The
utterances produced when talking to the boss or workers, wife or husband, friends, a
customer or a shopkeeper are also different.
Talking about communication, it cannot be separated from language. People use language as
the way to communicate. Language is one of the tools of communication. Language is system of
sounds, words, patterns, used by human to communicate. In many form of communication,
people need language to deliver their message. People use language as means of communication
that is to express our emotion. People can convey their ideas, feelings, of thoughts. Language
makes people to have more interaction with others. Language gives people learning how to

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communicate. The communication that happened around must be said clearly so that others can
understand what they said.
Language reflects not only in oral communication, but also in written such as newspaper,
letter, magazine, and other kinds of source. On the other hand, communication can be found in
audio visual. Movie is one of examples of audio visual. May people like watching movie. Movie
relates to the daily life situations. It is also illustrating what is happening every day that makes as
a mirror to the real world condition. Same as daily conversation, movie shows the dialogue that
is actually representation and reflection of the real conversation in natural society. Even
conversation in movie created or arranged in planning situation and it has scenario, but the
situation and the conversation that is spoken in the movie are adapted from the real activity.
By watching movie, when people watch it. They can learn other values, actually. It is gives
the educational values, moral and other value that is implied there. The acts of the actors and
actress include the social relations. The language used in dialog or utterance in the movie gives
them learning about literary elements. Those studies are the branch of interdisciplinary sciences
such as pragmatics, sociolinguistics, psycholinguistics, and others. Those can help them
understand about the language inside the conversation or the movie story.
Talking about conversation in the movie, there are many dialogues that can be found. The
utterances between the characters can be used as one of linguistics study. One of linguistics
studies is pragmatics. Pragmatics is a study about the meaning of the context between the
speaker and the hearer. It is also the meaning of communication.
In daily communication, every speech that is produced or uttered by the characters called
speech act. It is an act that a speaker performs in making speech. Speech acts perform when a
speaker makes utterances such as apology, greeting, request, complaint, invitation, compliment,
refusal and etc. studying speech acts is important to make people comprehend what message that
is implied in every utterance.
Speech acts are a staple of daily life communication. Generally, speech acts make actions
that are performed trough utterances. There is an act of saying something. It is expresses a
certain attitude and the type of speech acts being performed correspond to attitude being
expressed. Speech acts are how speakers and hearers use language. In the speech acts theory by
John Austin, the theory explains how speakers use utterances to perform intended actions and
how hearer interprets intended meaning from what is said.
In senior high school level, there are some materials about functional skill which related to
speaking skill. It has to be mastered by students. Speaking is the productive or oral skill. It
consists of producing systematic verbal utterances to convey meaning. In teaching speaking,
especially in senior high school level, commisissive speech act can be found in the functional
skills materials. Functional skills usually taught in XI grade of senior high school. The
expression of offering is related commissive speech acts.
Utterances produced by people are not the same because of the context in which the
conversation occurs. What people say reflects the context in which they are using the language.
The situation where the conversation occurs, to whom people are talking to, the purpose of the
speakers want to reach, and the social distance between the participants do influence the way
people talk. The same two participants may use different utterances where the situation of their
conversation occurs are different. The same two participants, when they are in meeting and in
birthday party, they will use different utterances when they speak. Moreover, one may use
different utterances towards different people too. The way how one talks to his parents will be
different with the way of his talking to his boss.

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 The different strategies people use in employing commissive utterances can be found in the
movie, beside in the real life. Movie is the representation of real life, so everything in movie can
be said as the phenomenon of real life including the conversation. There are many utterances
uttered in the Movie, including commissive utterances. “Spectre” is the movie that has many
commissive utterances. “Spectre” is a movie full of drama, action, and adventure. This movie is
an action movie directed by Sam Mendes. It is the sequel of Skyfall movie. This movie is very
interesting to be analyzed especially using speech act theory. The language used in Spectre
represents speech acts which are commonly used by people to communicate in daily routines.
Every utterances has own intended meaning of the speaker. The characters in this movie often
produce utterances which illustrate the situation such as when they are angry, when they are
confused, when they are happy and when they are sad.
Based on the reference above, the researcher would like to analyze further about the
commissive speech acts used by the characters in Spectre film. The study focuses on the
utterance produced by the characters.
Speech acts can be classified according to how they affect the social interaction speakers and
hearers. The most basic categorization consists of five different types of speech acts: declarative,
representatives, expressives, directives, and commissive speech acts.
Celce-Murcia and Olshatin (2000: 25) states that commissive are speech acts that enable
speakers to commit themselves to future actions. Promises and refusals are commissives. By
definition these are speech acts whereby the speakers takes on or refuse some responsibility or
task and are, therefore, face-threatening to the speaker, or imposing on the speaker. The use of
performative verbs make such speech acts more explicit. In the case of a promise, the choice of
the verb ‘promise’ make the statement a stronger commitment, which is more costly to the
speaker but advantageous to the hearer. In the case of refusals, on the other hand, the use of the
verb ‘refuse’ strengthens the denial of compliance and can lead to conflict or to a clash between
the interlocutors.
Black (2006: 22) states that commisssives are acts which commit the speaker to some
future course of action. They include promises (and their converse, threats: the difference
depends on how the hearer will be affected by the proposed act.
According to Yule (1996: 55) commissive speech acts are those kinds of speech acts
that speakers use to commit themselves to some future actions. He also added some explanations
about commissive speech act that the speakers express what they intends. They are promise,
threats, refusals, pledges. Examples:I’ll be back.
They express what the speaker intends. They are promises, threats, refusal, and pledges.
They can be performed by the speaker alone, or by the speaker as a member of group. Examples:
a. I’ll be back.
b. I’m going to get it right next time.
c. We will not do that.
In using a commisssive, the speaker undertakes to make world fit the words.
Searle in Levinson (2008: 240) states that commissives are acts which commit the speaker to
some future course of action. Besides, Searle in Leech (1993: 106) Searle’s categories are five
types of speech acts. One of them is commissives.
Commissives are utterances which commit the speaker to some future course action. Those
kinds of speech acts are used by speakers to commit themselves to some future action. They
express what the speakers intends. They are promising, offering, planning, vowing, and betting.
They can be performed by the speaker alone, or by the speaker as a member of a group. In using

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commissive, the speaker undertakes to make the world fit the words. The examples are provided
below;
a. Promising
A promise is a commitment by someone to do or not do something. As a noun promise
means a declaration assuring that one will or will not do something. As a verb it means to
commit oneself by a promise to do or give. It can also means a capacity for food, similar to a
value that is to be realized in the near future. Examples of promise as a follows:
I promise I’ll be back.
I won’t leave you, I give my word.
Hold my words that I will win the competition.
b. Offering
An offer means to give something physical or abstract thing to someone, which can be
taken as a gift or a trade. Offer means to give help or to offer something which can be in terms of
food, money, solutions, friendship of a bargain. Examples of offering as a follows:
Shall I take you home?
Do you need a help?
May I give you a help?
c. Planning
A plan is arrangement for doing something. Making a plan means someone have intention to do
something in the future. Example of planning as follows:
I Would like to tell about my family
I want to make a pancake
I am going to introduce my friend
d. Vowing
A vow is a formal and serious promise, especially a religious one, to do something or
formal statement that something is true. Examples of vowing as follows:
Till death do us part.
I vow to get revenge.
I vow that is God’s destiny.
e. Betting
A bet is used to say that people are almost sure something will happen. Example as follows:
I bet they will come late.
I bet you that I’ll win this game.
I bet you look good in the last final test.
Based on the theory above, the researcher make conclusion that commissive is an
utterance which commits the speaker to the future action. There is action that the speakers do in
the future. There are promising, offering, planning, vowing, betting and opposing.

METHODS
This study is appropriate to use qualitative research because data are in the form of words
rather than number. The researcher also does not give any treatment to the object of the research
to find the result. Besides, the main purpose of this study is to understand natural phenomena by
focusing on the complete and deep understanding phenomena that have been observed without
using statistical procedures. Therefore, the researcher uses descriptive qualitative research
method to analyze commissive speech acts found in Spectre.

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 Arikunto (2010:203) says that research method and instrument are different. Research
method is the way used by the researcher in gathering the data. Instrument is the device or
facility used by the researcher in gathering the data to make his work easier and to make the
result better, systematic, and complete, so that the data will be easier to be processed. Instrument
is the tool in conducting the research by using certain method.
Sugiyono (2011:213) states that in qualitative research the researcher is the primary
instrument for data collection and analyzing the data and makes the conclusion. The main
instrument in analyzing this study is the researcher herself. The researcher gets the data which
contains signs after watchingSpectre. As human instrument, the researcher has to focus to the
research and has to choose source of the data, analyze the data, and make conclusions.
Here, object means object of the research that the researcher tries to examine object in
qualitative research is totally different from object in quantitaive research. In qualitative research
does not use population, it stars from a certain case in certain social situation and the result of the
data analysis will not be generalized to population but it will transferred to other places in the
same social condition as the observed case (Sugiyono, 2010: 298). The object of this research is
all utterances in the movie entitled Spectre
Data is the basic element needed in a research. Arikunto (2010:161) states that data is all
facts and numbers which can be used as a source to organize the information. There are two
kinds of sources in collecting data which are needed for analyzing illocutionary acts as follows:
1. Primary data
Primary data source is data in the verbal form or word that spoken, gesture, or attitude done by
the trustworthy subject, in other word this is research subject related to researched variable
(Arikunto, 2010:22). In this research, primary data is the utterance found inSpectre.
2. Secondary data
Secondary data source is data acquired from graphic (tables, note, SMS, book, etc), photos,
movies, video recorder, things, etc to enrich primary data (Arikunto, 2010:22). The researcher
uses some secondary data to support the data such as Spectre movie script.

DISCUSSION
The researcher would like to present the findings of the research. The researcher found that
commissive speech acts were used by the characters on the film. The researcher summarizes the
result of the data analysis before analyzing the data in details. To make the readers easy to
understand, the researcher presents the number and the percentage of commissive speech in a
table below
Number and Percentage of Commissive Speech Acts
No. Kinds of
Commissive Number of Data Total Percentage
Speech Acts
1 Promising 1, 19, 22, 30, 34, 43 6 13.33%
2 Offering 4, 5, 7, 8, 9, 10, 11, 12, 17, 18 40 %
20, 25, 27, 28, 29, 32, 33, 35,
36

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 3 Planning 2, 3, 6, 8, 14, 16, 21, 26, 31, 15 33.34 %
37, 38, 39, 40, 44, 45
4 Vowing 15, 18, 23, 24 4 8.89 %
5 Betting 41, 42 2 4.44 %
Total 45 100%

From the table above, the researcher can draw conclusion:

1. There are five kinds of commissive speech acts found in Spectre. Those are promising,
offering, planning, vowing and betting.
2. There are 45 utterances that are found in Spectreas reflecting of commissive speech acts. First
is offering. There are 18 utterances in percentage of 40 %. Second, that is planning with 15
utterances in percentage 33.34 %. Third is promising. There are 6 utterances in percentage of
13.33 %. Fourth is vowing. There are 4 utterances in percentage of 8.89 %. And the last is
betting with 2 utterances in percentage of 4.44 %.
After analyzing all the data above, the researcher concludes that there are five kinds of
commissive speech acts in Spectre movie. There are 45 utterances that are found in Spectreas
reflecting of commissive speech acts. First is offering. There are 18 utterances in percentage of
40 %. Second, that is planning with 15 utterances in percentage 33.34 %. Third is promising.
There are 6 utterances in percentage of 13, 33 %. Fourth is vowing. There are 4 utterances in
percentage of 8, 89 %. And the last is betting with 2 utterances in percentage of 4.44 %.

CONCLUSION
After getting some data, the researcher draws conclusion of his research under the title “The
Analysis of Commissive Speech Acts Found In Spectre Movie. The result of this study shows that
there are five kinds of commissive speech acts in Spectre movie. There are 18 utterances of
offering, 15 utterances of planning, 6 utterances of promising, 4 utterances of vowing, and 2
utterances of betting. First is offering. There are 18 utterances that are the number of percentage
40%. Second is planning. There are 15 utterances that are the number of percentage 33.34%.
Third is promising. There are 6 utterances that are the number of percentage 13.33%. Fourth is
vowing. There are 4 utterances that are the number of percentage 8.89% and the last is betting.
There are 2 utterances the number of percentage 4.44%.
REFERENCES
Arikunto, Suharsimi. (2010).ProsedurPenelitian: SuatuPendekatanPraktik. Jakarta: RinekaCipta
Black, Elizabeth. (2006). Pragmatics Stylistics. Edinburgh: Edinburgh University Press
Creswell, J.W. (2012).Educational Research Planning.Boston: Pearson Education Inc.
Cutting, Joan.(2008). Pragmatic and Discourse. London Routledge.
Griffths. Patrick. (2006). An Introduction to English Semantics and Pragmatics. Edinburgh:
Edinburgh University Press
Lecch, Geoffrey N. (1993). Principles of Pragmatic.New York: Monarch Press.
Levinson, Stephen C. (2008). Pragmatics.Cambridge: Cambridge University Press.
Mey, Jacob L. (2001). Pragmatics an Introduction.Oxford: Blackwell Publishers.
Novika, (2014).Commissive Speech Act In Second U.S Presidental Debate. Unpublished
thesis.Malang: Brawijaya University Malang.

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Nunan, David. (1992). Research Methods In Language Teaching. Cambridge: Cambridge
University Press.
Olshtain, E.,&Celce-Muria, M. (2000). Discourse and Context in Language Teacing.New York:
Cambridge University Press.
Peccei, Jean Stilwell. (1999). Pragmatics. London: Routledge.
Searle, John. (1999). Expression and Meaning: Studies in Theory of Speech Acts.Cambridge:
Cambridge University Press.
Sharih, (2013). An Analysis of Directive Speech Acts Employed by the Characters in the Movie
Entitled ‘’Captain America”.Published thesis.Solo: SebelasMaret University.
Sugiyono. (2011). MetodePenelitianPendidikan: PendekatanKuantiatif, Kualitatif, dan
R&D. Bnadung: Alfabeta.
Yule, George. (1996). Pragmatics.New York: Oxford University Press.
Yule, Gorege. (2003).The Study of Language. New York: Oxford University Press

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 AUTHOR GUIDELINES OF ELTic2 2017 CONFERENCE

TITLE

First Author (full first- and surname, no title)1, Second author2

1
Purworejo Muhammadiyah University, Jln. K.H.A. Dahlan No 3 Puworejo, Indonesia
2
SMAN 7 Purworejo, Jln. Ki MangunSarkoro 7 Purworejo, Indonesia

Corresponding email: first author@..............

ABSTRACT
In this paper, the formatting requirements for the 2ndEnglish Language Teaching Learning Conference
Proceedings: A Perspective of topic areas is described. Some recommendations on writing for a
worldwide readership are offered. Please review this document to learn about the formatting of text, table
captions, references, and the method to include the indexing information. The conference proceedings
will be published in an electronic format. The full paper in MS Word file shall be written in compliance
with these instructions. An abstract not exceeding 200 words, in one paragraph, and with no references,
should appear on the top of the first page, after the title and the names of the authors in a section titled
“ABSTRACT” (without section number). The word “ABSTRACT” must be Times New Roman, Bold,
Italic, and 12 pt. The title of the paper must be Times New Roman, Bold, and 14 pt. Names and
affiliations must be Times New Roman. Names must be Bold and 11 pt, while affiliations must be 10 pt.
The title, names, and affiliations must all be centralized. Keywords are no more than eight keywords, and
each keyword must be one or two words.

Keywords:Up to eight keywords, 10pt, left-justified

2 INTRODUCTION

It is expected that authors will submit carefully written and proofread material. Spelling
and grammatical errors, as well as language usage problems, are not acceptable in the final
submission. The paper should range between 2700 to 5400 words or equal to 6 to 12 pages. It
is suggested that the paper is single-spaced in 12pt with Times New Roman font.
Papers should be written in English, clearly describe the background of the subject, the
authors work, including the methods used, and concluding discussion on the importance of the
work.

3 PAPER FORMAT

The uniform outlook will help the reader to follow the proceedings. This can be obtained most
easily if authors use this template file to construct their papers. Please note the following details:
this template is an A4 format with at least 3 cm margins left, right, top and bottom. Header and
footer shall be positioned 16 mm (0.65 inch) from the edge.

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All text paragraphs should be single spaced, with first line intended by 10 mm (0.4 inch). Double
spacing should only be used before and after headings and subheadings as shown in this
example. Position and style of headings and subheadings should follow this example. No spaces
should be placed between paragraphs.

3.1 Header, Footer, Page Numbering

If this template is used when writing the full paper, headers and footers will be set automatically.

3.2 Fonts

The body of your paper should use 12-point Times New Roman font. The styles available are
bold, italic and underlined.
It is recommended that text in figures is not smaller than 9-point font size.

3.3 Tables and Figures

Figure captions and table headings should be sufficient to explain the figure or table without
needing to refer to the text. Figures and tables not cited in the text should not be presented. All
tables should be prepared in a form consistent and should be numbered consecutively with
Roman numerals. Explanatory material should be given in the table legends and footnotes. Each
table should be prepared on a new page, embedded in the manuscript.
When a manuscript is submitted for publication, tables must also be submitted separately as data
- .doc, .rtf, Excel or PowerPoint files- because tables submitted as image data cannot be edited
for publication and are usually in low-resolution.
The following is the example for Table 1.

Table 1 Title of Example Table

AAA Type X Type Y
Item1 Item2 Item3 Item4 Item1 Item2 Item3 Item4
BBB 18 44 41 13 17 43 40. 10
CCC 24 60. 61 28 26 63 65 19

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Submit an original figure or photograph. Line drawings must be clear, with high black and white
contrast. Each figure or photograph should be prepared on a new page, embedded in the
manuscript for reviewing to keep the file of the manuscript under 5 MB. These should be
numbered consecutively with Roman numerals.
Figures or photographs must also be submitted separately as TIFF, JPEG, or Excel files- because
figures or photographs submitted in low-resolution embedded in the manuscript cannot be
accepted for publication. For electronic figures, create your figures using applications that are
capable of preparing high resolution TIFF files. In general, we require 300 dpi or higher
resolution for coloured and half-tone artwork, and 1200 dpi or higher for line drawings are
required.
Tables and figures should be placed close after their first reference in the text. All figures and
tables should be numbered with Arabic numerals. Table headings should be centred above the
tables. Figure captions should be centred below the figures,

Figure 1: Captionof Example Figure

3.4 Equations

Each equation should be presented on a separate line from the text with a blank space
above and below. Equations should be clear and expressions used should be explained in the
text. Type all equations. Flush the body of equation to left. Equations should be numbered in
parentheses. Type equation numbers in Arabic numerals in parentheses. Example:

x 2  y 2  z2  1 (1)

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4 TEXT STRUCTURE

Regular Papers should be prepared with the headings Introduction, Materials and Methods,
Results and Discussion, Conclusions, Acknowledgements, References, and Supplementary data
(if available) in this order.

5 CONFERENCE PROGRAM AND PROCEEDINGS

Abstracts and full papers will be compiled into theproceedings, which will be published
electronically and made available for downloading on the ELTiChomepage after the event.

6 CONCLUSION

Conclusions should state concisely the most important propositions of the paper as well as the
author’s views of the practical implications of the results.

REFERENCES

References begin on their own page and are listed in alphabetical order by the first author's last
name. Only references cited within the text should be included. Ensure that in-text (Citation)
references are quoted as per the APA in-text citation style. All references should be in 12-point
font and double-spaced.
NOTE: When formatting your references, please follow the APA reference style (6th Edition).
Ensure that the references are strictly in the journal’s prescribed style, failing which your article

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will not be accepted for peer-review. You may refer to the Publication Manual of the American
Psychological Association for further details (http://www.apastyle.org/).
Use 10-point Times New Roman font for the references and list references at the end of the
paper in alphabetical order according to the last name of the first-named author. Include the
following information (as applicable).
[1] For a book: author(s), (year), book title, page or chapter numbers, publisher, city.
[2] For a journal paper: author(s), (year), paper title (in quotes), journal name, volume and issue
numbers, page numbers (inclusive).
[3] For a proceedings paper or chapter in an edited book: author(s), (year), paper or chapter title
(in quotes), volume title, editor(s), volume number (if applicable), publisher, city, page
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[4] In the case of two citations, the numbers should be separated by a comma [6,7]. In the case
of more than two references, the numbers should be separated by a dash [8-10].

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