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The Integration of Vocabulary and Effective Sentence Mastery towards

Students Argumentative Writing Skills

Tien Rafida
English Department, Faculty of Education and Teachers Training
UIN North Sumatra
titinrafida@gmail.com
DOI: http://dx.doi.org/10.18326/rgt.v10i1.1-11

ENGLISH ABSTRACT

The aims of this research is to reveal the integration of vocabulary and effective sentence
mastery against the students of English department of Faculty of Education and Teachers
Training UIN North Sumatras argumentative writing skills. This research uses a quantitative
approach. The populations are students of English department of 6 classes. The samples in
this result are students of class II. By using cluster random sampling, it was obtained a
sample of 140 students. The instrument used is a test. These results indicate that: (1)
vocabulary mastery contributed positively and significantly to the argumentative essay
writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery
contribute positively and significantly to the argumentative essay writing skills of students.
The amount of contribution is 11.7%; (3) The mastery of vocabulary and mastery of effective
sentences contributed positively and significantly to the argumentative essay writing skills of
students. The contribution is 26.5%; (4) mastering vocabulary to effectively contribute by
16.39% against the argumentative essay writing skills of students; (5) The mastery effective
sentence effectively contribute 13.11% against the argumentative essay writing skills of
students. Based on the results of this study, it was concluded that the vocabulary and effective
sentences mastery are the two factors that influence the argumentative essay writing skills of
students.
Keywords: Vocabulary, Effective sentence mastery, Argumentative writing skills

INDONESIAN ABSTRACT

Tujuan penelitian ini adalah untuk mengetahui integrasi kosa kata dan penguasaan kalimat
yang efektif pada mahasiwa jurusan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan
UIN Sumatra Utara dalam kaitannya dengan keterampilan menulis esai argumentatif.
Penelitian ini menggunakan pendekatan kuantitatif. Populasinya mahasiswa Jurusan Bahasa
Inggris dari 6 kelas. Sampel dalam penelitian ini adaalah mahasiswa kelas II. Dengan
menggunakan Cluster Random Sampling, diperoleh sampel sebanyak 140 siswa. Instrumen
yang digunakan adalah tes. Hasil penelitian menunjukkan bahwa: (1) penguasaan kosa kata
berkontribusi secara positif dan signifikan terhadap keterampilan menulis esai argumentatif
mahasiswa. Jumlah kontribusinya adalah 18,4%; (2) Penguasaan kalimat yang efektif
berkontribusi secara positif dan signifikan terhadap keterampilan menulis esai argumentatif
mahasiswa. Besarnya kontribusi adalah 11,7%; (3) Penguasaan kosakata dan penguasaan

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kalimat efektif memberikan kontribusi positif dan signifikan terhadap kemampuan menulis
esai argumentatif mahasiswa. Kontribusinya adalah 26,5%; (4) menguasai kosakata
berkontribusi secara efektif sebesar 16,39% terhadap keterampilan menulis esai argumentatif
mahasiswa; (5) Penguasaan kalimat efektif menyumbang 13,11% terhadap kemampuan
menulis esai argumentatif mahasiswa. Berdasarkan hasil penelitian ini, disimpulkan bahwa
kosakata dan penguasaan kalimat efektif merupakan dua faktor yang mempengaruhi
kemampuan menulis esai argumentatif mahasiswa.
Kata Kunci : Kosakata, Penguasaan kalimat efektif, keterampilan menulis esai argumentatif.

INTRODUCTION
One person's language skills acquired through the study of English in a campus
environment where education takes place, can be characterized by their skills to communicate.
Therefore, learning vocabulary and writing should be implemented in to make students skilled
language, both oral and written. For that, a student must know that the language consists of
grammatical units, namely discourse, sentence, clause, phrase, word, and morpheme.
English Department which is a favorite department in the Faculty of Education and
Teaching (FITK) State Islamic University of North Sumatra (UIN-SU). From the results it is
observed that the teaching of English is still far from expectations. Not achieving the goal of
teaching of English is often perceived by students and the public. Today in our society
increasingly audible voices that expressed less satisfied with the results of English teaching.
The phenomenon in teaching of English to hinder the achievement of English teaching
came from students, teachers, learning materials, and the implementation of the teaching and
learning process.
Actually, the development of writing skills in general has started an advanced course.
Thus, students should already have the skills to write well. But in reality, from the observation
that researchers do at PBI FITK UIN-SU, can be delivered several observations: 1) unskilled
students making up for his mastery of grammatical still weak and vocabulary inadequate, 2)
lack of mastery in choosing words and phrases ,3) the use of the sentence and paragraph
development in writing is not correct, 4) spelling and punctuation used in the writing not in
accordance with the rules, 5) interest in reading books related to the English is still low, and
6) the rarely done exercises and another wrote habituation.
Problems of teaching English that comes from teachers are the shortage of teachers in
implementing the learning process, namely: 1) lack of ability of teachers to select and use
learning strategies teaching, 2) lack of ability of teachers implement the curriculum in
teaching and learning, 3) lack of control of the teachers the subject matter, 4) the teachers who
teach in English instead of English education background, and 5) lack of ability of teachers to
evaluate student results.
In order to have good writing skills, students are required to have a lot of vocabulary,
master standard English spelling, and know how to use of sentences, clauses, and phrases. In
concrete terms this research problem can be identified as a lack of mastery in choosing words
and expressions, the use of incorrect sentence and paragraph development in writing,

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inappropriate spelling and punctuation used in writing which is not in accordance with the
rules, low interest in reading the books related to the English, and it is rare to do exercises and
make a writing habit.

A primary issue in this research can be formulated with how great is the contribution
made by the vocabulary and the contributions made by the mastery of effective sentences
against the argumentative essay writing skills of students of PBI FITK UIN-SU.
Simultaneously, this research aims to reveal the magnitude of the vocabulary and effective
sentence mastery contribution to the argumentative essay writing skills of students FITK UIN
PBI-SU. As research benefits expected to be useful for improving the quality of education
and the teaching of English in particular about the vocabulary, sentences, and write the essay,
the author can add insight and improve knowledge both theoretically and practically.

Theoretical Review

Stork (1976: 250) said that the vocabulary was the stock of words which were at the
disposal of a speaker or writer. The terms refer to my vocabulary all words and phrases were
used such as a particular variety-dialect-register, or terminology: a vocabulary word of
inventory owned by the writer or speaker. That term refers to whole words, phrases were used
in specific variations such as: dialects, registers, or in general terms.

Furthermore, Dale (in Tarin, 1989: 23) was suggested several techniques that could be
done in the development of the vocabulary of students, namely: (1) the need as teaching, (2)
the user context, (3) synonyms, antonyms, hyponymy, (4) the origin of the word, (5) prefixes,
(6) suffix, (7) the root of the word, (8) the words and spelling, (9) semantics, (10) figure of
speech, (11) literature and vocabulary development, (12) the use of dictionaries and (13) a
play on words.

In an effort to increase the quantity and quality of student vocabulary are actually all of
these techniques can be used. However, in order that the technique could be used in
accordance with the matter to be assessed, it should be selected in advance whether it is
appropriate techniques are used or not.

Effective Sentence

The sentence is the main element of a discourse (Ambo Enre, 1988: 75). It is true to say
that we must first learn to recognize words before the start stringing a sentence, but the
sentence stating that we want to express meaning. The meaning is not the same as the number
of words that make sense. Mc Wharter (1980: 57) explained that the sentence as a set of
words express the unity of thoughts or ideas. A minimum number of sentence consisted of a
subject and an activity associated with the subject which he called a predicate. Simultaneously
elements of subject and predicate form the core parts are the core element of a sentence that
carries significance (Keraf, 1990: 35), (Keraf, 1990:35 & Oshima, 1991:74).

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Similarly, Sugono (1998: 89) stated that a sentence should meet the requirements of
grammatical construction. That means that the sentence should be arranged based on the
correct rules which include: (a) the elements in a sentence, (b) the application of the
correct spelling, and (c) selecting the right words in a sentence.

Argumentative Essay Writing

Writing as one of the components of language skills, requiring the expertise of a

person in using a form of written language for communication purposes (Keraf, 1990: 42).
Furthermore, Halim et al. (1974: 35) added that writing skills are the skills to organize and
express the elements as follows: (1) the content of the article, (2) the form of essays, (3)
grammar, (4) style or choice of structure and vocabulary, and ( 5) the application of spelling
and punctuation.

METHODS & DISCUSSION

The following is the description of histogram distribution of variable frequency
vocabulary such as,

I n t e r v a l Class
Figure 1: Frequency Distribution Histogram Values Vocabulary Mastery

From the calculation done to be obtained 24.3% (34 students) including a group of
high, 59.3% (83 students) including a group of moderate, and 16.4% (23 students) belong
to a group that received a low score.

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Effective Sentence Mastery

Figure 2: Frequency Distribution Histogram Sentence Mastery Value Effective

From the results of calculations carried a picture that 23.6% (33 students) belong to a
group that earns high marks, 55.0% (77 students) including a group of moderate, and 21.4%
(30 students), including low groups , Data

Argumentative Essay Writing Skills

I n t e r v a l Class

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Figure 3: Histogram Frequency Distribution of Skills

From the results of the calculations have been made to know that 15.0% (21 students)
including a group of high, 64.3% (90 students) including a mediocre group and 20.7% (29
students) included in the low group. These data show that students in essay writing skills of
argumentation in general are in the moderate group.

Furthermore, based on the level of understanding that is obtained from the average
value with a maximum value is obtained tendency essay writing skills of argumentation
Indonesian students were in enough categories, namely 79.39%.
Curve Estimation Simple Regression Line Equations
Variable X1 with Y

90

80

70

60 Observed
Rsq = 0.1736

Linear
50 Rsq = 1.0000
50 60 70 80 90

Penguasaan Kosakata (X1)

Figure 4: Distribution of Variable Data Mastery vocabulary

The picture above may explain the paradigm of the formation of the relationship variables
mastery of vocabulary by using the arguments writing skill that are in the reception area
which is linear and only one point that is outside the linear region (data extreme) which is
used as a point prediction in order to establish the contribution vocabulary mastery of the
skills wrote an essay arguing.
Contributions Mastery Sentence Writing Skills Writing Effective against Arguments

A. Curve Estimation Equation simple regression lines

B. Variable X2 with Y

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90

80

70

60 Observed
Rsq = 0.1369

Linear
50 Rsq = 1.0000
50 60 70 80 90

Penguasaan Kalimat Efektif (X2)

Figure 5: Distribution of Variable Data X2 and Y

From the above it can be concluded that the effective sentence has a positive and
significant relationship with determination coefficient of 0.137. This means that the argument
essay writing skills of students 13,7 %% determined by the mastery of effective sentences and
the balance of 86.3% is determined by other factors.

The Contributions of Vocabulary and Effective Sentence Mastery towards Argumentative

Essay Writing Skills

From this regression equation can be concluded that the vocabulary and mastery of
effective sentences together against the argument essay writing skills of the student has a
significant relationship. The coefficient of determination obtained at 0.275 indicates that the
argument essay writing skills of students is determined by the vocabulary and mastery of their
effective sentence against the argument essay writing skills by 27.5%, and the remaining
72.5% is influenced by other factors.

Effective & Relative Contributions to the Variable Bound Variables

Effective and relative contribution of each independent variable on the dependent
variable. Although the terms of the empirical seen that the vocabulary and mastery of
effective sentence of students to skills of arguments essay writing skill make a meaningful
contribution, but due to the nature test in capturing vocabulary, effective sentence mastery and
essay form provided with materials and topics are limited, so the vocabulary and arguments
mastery of effective sentences and essay writing skills of students of PBI UIN-SU still need to
be improved.

The independent variables are measured with test vocabulary and mastery of effective
sentences students. The instrument of this research is in the form of a test. Problem for

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vocabulary tests of 60 questions (in the form of matching words as much as 30 multiple-
choice questions and 30 questions), while the question to test the mastery of effective
sentence in the form of multiple-choice questions numbered 40. As for student essay writing
skills test, asked for an essay based on the title that has been provided.

The trials are valid and reliable instrument in accordance with procedures
implementation, such as: (1) the determination of sample testing, (2) the implementation of
the trial, (3) analysis of the trial, and (4) the results of testing the validity and reliability of
the instrument. While the data analysis technique
using simple regression techniques and multiple regression and partial correlation techniques.
The Tools for analyzing the data also using SPSS version 11.0 for Windows.
Dealing with the relationship among these three variables can be seen in the following
diagram:

X1

X2
Figure 6: The conceptual framework of the result variables third link
Information:

X1 = Mastery Vocabulary
X2 = Mastery Effective Sentences
Y = Arguments Essay Writing Skills

CONCLUSIONS

The conclusion of the result can be expressed as follows:

1. Vocabulary mastery (X1) has a positive and significant contribution to the argument essay
writing skills (Y). This shows that the vocabulary (X1) consistently contribute directly to the
arguments essay writing mastery (Y). Therefore, if the level of student mastery of vocabulary
is good, the better the argument essay writing skills of students FITK UIN PBI-SU
2. The Mastery of effective sentence (X2) has a positive and significant contribution to the
argument essay writing skills (Y). This shows that the mastery of effective sentences (X2)
consistently also contribute directly to the student's argument essay writing skills (Y).
Therefore, the better the level of student mastery of effective sentences, the better the
argument essay writing skills mastery students FITK UIN PBI-SU

3. The Mastery of vocabulary (X1) and mastery of effective sentences (X2) together have a
positive and significant contribution to the student's argument essay writing skills (Y). This

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shows that the vocabulary (X1) and mastery of effective sentences (X2) consistently
contribute directly to the argument essay writing skills (Y). Therefore, the better the student
mastery of vocabulary and sentence effectively, the better the skill level of argumentation
essay writing student FITK UIN PBI-SU.

REFERENCES

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Craig, H . K., Connor, C. M.,&Washington, J. A.(2003). Early positive predictors

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Toward Mobile-Assisted Language Learning (Mall): Reaping Mobile Phone

Benefits in Classroom Activities

Rully Agung Yudhiantara

UIN SGD Bandung
rully.agung@uinsgd.ac.id

Ihsan Abdul Nasir

UIN SGD Bandung
ihsan@uinsgd.ac.id
DOI: http://dx.doi.org/10.18326/rgt.v10i1.12-28

ENGLISH ABSTRACT
Mobile phone has been studied by researchers in its connection with education-related
activities. This study was aimed at investigating: 1) students perception toward mobile
phone to support classroom activities; 2) students experience in using mobile phone use to
support classoom activities. This study employed qualitative method. To collect the data, two
methods were used namely: questionnaire and observation. Subjects participated in this
study were 70 students. Findings showed that students had positive perception and attitude
toward mobile phone to support classroom activities. In classroom they used mobile phone to
support classroom activities. Reading e-books that support Phonology subject, playing audio
and video file to get visualization of Phonological concept, operating offline dictionary to
solve vocabularies were examples of classroom activities supported by mobile phone use.

Keywords: classroom activities, language learning, mobile phone, mobile-assisted language

learning

INDONESIAN ABSTRACT
Kegiatan pendidikan khususnya pembelajaran bahasa dengan bantuan telepon seluler sedang
banyak dikaji oleh peneliti. Penelitian ini bertujuan untuk menginvestigasi: 1) persepsi dan
sikap mahasiswa terhadap penggunaan mobile phone untuk mendukung kegiatan belajar di
kelas; 2) penggunaan mobile phone untuk keperluan mendukung kegiatan pembelajaran di
kelas? Penelitian ini menggunakan metode kualitatif. Untuk mengumpulkan data, digunakan
beberapa teknik yaitu: kuesioner dan observasi. Hasil temuan menunjukan bahwa mahasiswa
mempunyai persepsi yang baik terhadap penggunaan mobile phone di kelas. Di kelas
mahasiswa menggunakan mobile phone untuk keperluan kegiatan belajar di kelas. Membaca
e-book untuk keperluan mata kuliah Phonology, menggunakan video dan audio untuk
menonton materi pembelajaran serta menggunakan kamus offline adalah beberapa kegiatan
yang menunjukan mahasiswa menggunakan mobile phone untuk keperluan belajar di kelas.
Kata kunci: kegiatan belajar di kelas, mobile phone, pembelajaran Bahasa

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INTRODUCTION
Education always gets benefits from information and communication technology
(ICT) since students and teachers are always assisted by the current technology that support
their classroom activities. Improvement in teaching can be achieved through ICT (Kee &
Samsudin, 2014). Modern technology has provided many inventions for human life. In
communication field, mobile phone has played pivotal role in shaping our life and it goes
without saying that education will try to reap its benefits.
Internet, used to be accessed through personal computer, can be operated through
mobile phone and this allows students who are mostly at their teen and youth period to go
online anywhere and anytime (Lenhart, 2015). Compared to personal computer, Mobile phone
has been primarily used by teens to access internet (Madden, Lenhartm, Duggan, Cortesi, &
Gasser, 2013).
Several features are offered by mobile phone to its users and one of the features is
texting. It helps people to interact anywhere and anytime for communication purposes
regardless time and place. This is what teacher and students, as mobile phone users, need to
explore its features in order to boost their learning process. This is likely to happen since the
collaboration among teacher and student will be maintained through messaging or texting
service from mobile phone (Looi, Seow, Zhang, So, Chen, & Wong, 2010). In addition to
communication maintenance between students and teacher as mobile phone benefit, Some
studies found that texting has improved studentss vocabulary and reading skill of students
learning English (Plester, Wood, & Joshi, 2009). These benefits exhibit how mobile phone
supports communication and vocabulary enrichment in English learning context.
In addition to texting feature, Other features and function that mobile phone offers
have been studied. One of the features that mobile phone offers is texting. It helps people to
interact anywhere and anytime. This is what teacher and students need to boost their learning
process since the collaboration will be maintained through this promising application (Looi,
Seow, Zhang, So, Chen, & Wong, 2010). Some studies found that texting has improved
studentss vocabulary and reading skill of students (Plester, Wood, & Joshi, 2009). Feature of
texting helped students vocabulary and reading skill (Plester, Wood, & Joshi, 2009). This is
what teacher and students need to boost their learning process since the collaboration will be

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maintained through this promising application (Looi, Seow, Zhang, So, Chen, & Wong,
2010).
Another feature that mobile phone always advertises and boasts is camera feature. This
feaature can serve as a powerful tool for educational activities in terms of reading and
writing assistance (Bull & Thompson, 2004). Since mobile phone offers camera, it helps
users to record and take picture any object they need especially for learning purposes. This
function has been attracting teacher and students to use it in supporting classroom activities.
this is to say that camera feature can be used by the students to collect data in their learning
process. In language and art faculty, camera functioned to assist reading, witing and
visualizing (Bull & Thompson, 2004).
Mobile phone has also feature that entertain users to play music and video. This
feature is classified as audio and video feature. For educational purposes, the feature can help
students to create and explore podcast for learning. studies showed that this feature when
used for podcast learning project improved students motivation and their higher order
thinking in reading, writing and listening skill when learning English (Smythe &Neufeld,
2010). Seizing feature of audio video for podcast project was proven to be helpful device in
improving English language learners (ELL) in terms of their language skills (Gromik, 2012).
It can be concluded that mobile phone with its features has the ability to play audio file which
can be used to help English learning language.
In a nutshel mobile phone which offers texting, camera, audio and video recorder has
no doubt given benfit for students in learning process (Thomas & Munoz, 2016). In addition
to the benefits that mobile phone offer mentioned earlier, there are many benefits that teacher
can gain by using mobile phone for teaching and learning activities. Liu (2015) found that
teacher could provide differentiated learning pathways for students, offered multiple modality
for students to produce their protfolio, supported students improvisation and learning creation
(Liu, Scordio, Renata, Navarete, Yujung, & Lim, 2015). Mobile phone goes beyond its basic
features if teacher and students can seize its feature and function for educational purposes.
Mobile phone with all its supporting features has allowed teachers to personalize
instruction (Steel, 2012). It is the teachers with their creativity that make possible for
personalizing instruction to achieve objective of instruction. The need to collaborate between
students and teacher and among students can be facilitated by mobile phone since there are
many applications that support the collaboration (Corbeil & Valdes Corbeil, 2007).

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Personalizing instruction and facilitating collaboration can be achieved by means of mobile

phone. It goes without saying that teachers and students are challenged to explore and seize
mobile phone benefit for classroom activities.
Sha (2012) found that students got benefit from mobile phone for their learning
purpose. They gained benefit by using mobile phone for learning activities because they had
the opportunities to regulate their progress in learning activities. This benefit might provide
additional value for student to organize their learning need (Sha, Looi, Chen, & Zhang, 2012).
In the same vein, Al-Fahd (2009) investigated students readiness to use their mobile
phone for learning purpose. Students as the users of mobile phone showed their readiness to
integrate mobile phone in classroom activities. They had positive attitude, perception and
attitude in using mobile phone for mobile learning (Al-Fahd, 2009). Since mobile phone is
mobile gadget in nature, it meets the demand of students need for communication. Students
always carry mobile phone for their daily activities and this is the most contributing factor to
integrate mobile phone for classroom- related work. Their availability and mobility really
matter and they need to be explored for learning purposes (Pegrum, Oakley, & Faulkner,
2013).
Studies on the effectivenes of mobile phone application for classroom activites have
been well-documented. Mobile phone use in classroom improved students learning process in
K-12 school level (Liu, Scordio, Renata, Navarete, Yujung, & Lim, 2015). Mobile phone use
in terms of texting function has been studied. Study showed that using messaging service
increased classroom interactivity among teachers, students and faculty staff (Markett,
Sanchez, Weber, & Tangey, 2006).
Mobile phone has been proven to bring benefit for students. They can access
educational content or e-book and textbook through their mobile phone anywhere and
anytime. It is very likely that mobile phone has the power to promote the so-called ubiquitous
learning. Students in university can learn anywhere and anytime as long as they bring their
mobile devices that they operate and access for learning and it goes without saying that this
promotes the trend of ubiquitous learning (Lee, Lee, & Kweon, 2013).
Previous studies on using mobile phone in the classroom and outside classroom had
been conducted. Khabiri (2013) reported mobile phone use practices among Iranian EFL
learners. The study found that mobile phone offered many promising features that can be
tailored for students learning process (Khabiri & Khatibi, 2013 ). In Nigeria a study

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conducted by Oyewusi (2014) found that mobile phone was able to promote students reading
habit. The study suggested that mobile phone should be designed appropriately with its
supporting application in order to be able to promote students reading habit (Oyewusi &
Ayanlola, 2014). Kee and Samsudin (2014) conducted research on mobile phone use for
educational activities in Malaysia. The findings showed that student had positive perception
and attitude toward mobile phone use for learning anytime and anywhere (Kee & Samsudin,
2014).
However Studies investigating the use of mobile phone in Indonesian Islamic higher
education institution are still relatively rare in the literature. This study aims at filling the gap
and it tries to investigate how to tailor mobile phone to support classroom activities as an
effort toward MALL. Specifically this study seeks to explore students perception of mobile
phone use to support classroom activities and how they engage in the mobile phones use
during classroom activities. The specific research questions that guided the study are as
follows:

(1) What are students perception concerning their mobile phone to support
classroom activities?

(2) How do students use mobile phone to support classroom activities?

METHODS
This study is qualitative in nature and it applied case study. The method was aimed at
investigating students perception on mobile phone use and their experience in using mobile
phone to support classroom activities. To collect data, this study applied questionnaire and
observation. The study involved 70 participants: 55 female students and 15 male students.
They were students of English education department at UIN Sunan Gunung Djati Bandung
and they took Phonology subject.

Data Collection and Analysis

The first research question deals with students perception toward mobile phone use to
support classroom activities. To answer research question one, this study employed
questionnaire and observation. Questionnaire had been prepared to investigate students

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perception on mobile phone. Items in the questionnaire served to seek answer on the
following information: time of purchasing mobile phone; brand and product of mobile phone;
function students performed when using mobile phone and apps students used to support
classroom activities.
Observation was conducted to investigate how students engage in using mobile phone
to support classroom activities. The teacher acted as researcher and he collected data through
one semester. In the first meeting students were told that they will fill in questionnaire on
mobile phone use. In the following meeting, teacher asked students to participate in using
mobile phone for classroom activities. For this purpose, teacher had prepared and given e-
book, audio and video material that can be accessed through their mobile phone.
The data gathered were analysed qualitatively to answer research questions. Data from
questionnaire and observation were described, categorized and interpreted to answer the
research questions in this study. Triangulation was applied to enhance the validity and support
sound conclusion in this study.

DISCUSSION
This study was aimed at investigating students perception and attitude toward mobile
phone and exploring students experience in using mobile phone to support their classroom
acitivity. There were two types of data that will be described in this section namely data from
questionnaire and observation. Questionnaire data will be first described in this section to
investigate students perception on their mobile phone to support classroom activties.

Students Perception of Mobile Phone

There are four items constructed in the questionnaire to fill in by the students.
Questionnaire were designed to explore information concerning students purchase of their
mobile phone, brand of their mobile phone, function they performed and application they used
to support learning process. Here are the findings gained from questionnaire:

1. When did you purchase your mobile phone?

No Year of purchasing Number of purchasing students Percentage
1 2016 44 63%

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2 2015 11 16%
3 2017 5 8%
4 2010-2014 10 13%
Total 70 100%
This data shows that students had their own mobile phone. In terms of purchasing
time, there are three categories. The highest number of students purchasing time belonged to
year 2016 because there were 44 students or 63% who bought their mobile phone that year.
The lowest number of mobile phone purchase went to year 2017 since there were only five
students or 8% bought their mobile phone that year. Based on the above table it can be seen
that the oldest period of mobile phone purchase happened in 2010-2014. In other words some
student used their mobile phone that they had bought last four-five years ago. It goes without
saying that students need and treat their mobile phone as their basic need that they need to
fulfill by owning mobile phone. They belong to digital natives who are closely associated
with mobile phone.
2. What brand of mobile phone did you purchase?
No Type of responds Units Percentage
1 Samsung 20 28.5%
2 Oppo 14 20%
3 Asus 8 11.4%
4 Other brands 28 40%
Total 70 100%
This data shows that there were various brands of mobile phone that students own.
Coming at the top was Samsung brand with 20 students or 28,5% using it. Rank 2 and 3
respectively belonged to Oppo and Asus. Several brands consituted 28 units. In this table, the
ownership of mobile phone was dominated by Samsung brand. It was clear that this brand was
successful IN Indonesia to persuade youths to buy it since it offers high quality and strong
brand.
Students have various option to buy mobile phone since there is a high competition
among mobile phone manufacturers. This condition is beneficial for customers especially
students. With affordable prices, they can purchase any mobile phone they want. All that

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students need is that the capacity and feature that they can operate to explore mobile phone.
This is to say that brands of mobile phone is not their concern, function and apps do matter.
2. What function do you frequently perform when using mobile phone?
No Functions students perform when using mobile phone
1 Chatting (WA, Line, BBM etc)
2 Social Media (Facebook, Instagram, Twitter)
3 Browsing
4 Others (game, Music, selfie...)

When it comes to functions of using mobile phone, students wrote several main
functions of their mobile phone namely: chatting, social media, browsing and other apps. This
findings shows that mobile phone has been excessively used for communication or chatting
purpose. Several apps are available to support and meet their need for chatting.
Social media was performed by students from their mobile phone. Gone are the days
when social media like facebook are operated through computers. Digital natives have mobile
phone that can operate social media. Another function is browsing. Students do not need their
computer in order to browse something they want to know. Mobile phone has taken the role
of computer in delivering information by means of browsing. Students use their mobile phone
to browse instead their computer.

4. What apps do you use to support learning?

No Apps students used to support learning
1 offline dictionary
2 e-book/ pdf material
3 other learning apps

To respond the question number 4, students wrote some apps that support their
learning activity. Offline dictionary, ebook material and other learning apps were used to
support their learning. This findings show that mobile phone is open to explore for learning
purpose. Students used their mobile phone to access offline dictionary in order to learn
English. PDF reader was also supporting tool for students to facilitate learning. there are

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various book, article and files that can be run in pdf format. These file can be accessed by
students from their mobile phone.

How Students Use Mobile Phone to Support classroom activities

This data was collected to answer research question concerning students experience in using
mobile phone for classroom-related activities during classroom observation. There were
several findings in terms of students experience in using mobile phone for classroom
activities.
1. offline dictionary use
The teacher prioritized this application to be investigated first from their mobile phone. He
checked some students mobile phone to check whether or not offline dictionary installed.
Students, some felt proud, showed their offline dictionary installed in their mobile phone to
convince the teacher concerning the application. This was important for the study since
students had supporting tool available in their mobile phone to support classroom activities.
Since offline dictionary was installed in their mobile phone, there are many learning
activities that could be facilitated. Based on the observation, teacher foud out that many
students had installed the apps in their mobile phone. One interesting opinion expressed by
the student as can be seen in the dialog excerpt as follows:
Teacher: Why did you install this offline dictionary in your mobile phone?
Student: I need this offline dictionary installed in my mobile phone sir, so I can read it
anywere and anytime.
To reap the benefit of offline dictionary, the teacher had designed the activity where
looking up dictionary was implemented. He had some vocabularies from each unit of
Phonology course that required students to look up their dictionary. Since those vocabularies
were new and they had no previous knowledge on those vocabularies, they had to access their
mobile phone to look up their offline dictionary in dealing with words they did not know.
In each meeting, teacher asked students to look up dictionary everytime they encounter
new word. Students used their mobile phone with the instruction from teachers. On other
occasion they opened dictionary for group project and individual inquiry. They were
encouraged to actively use their mobile phone for vaocabulary enrichment. They found
mobile phone helpful in providing tool that they need in searching for meaning of particular
word during their learning activities in the classroom.

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2. Pdf reader app (e-book) use

This application was important to make sure that the course enabled the students to access
material. Mobile phone can run this application to help users read files that they usually run in
their computer. The teacher prepared and shared e-book and file in form of Pdf that can be
operated in students mobile phone. Some students who had not installed pdf reader in their
mobile phone, downloaded the application and installed it in theirs.
The teacher prepared and shared e-book material that can be operated in students
mobile phone. Since students mobile phone had PDF Reader inside, it was easier for students
to read and display their learning material. Both students and the teacher used mobile phone to
read the e-book and learning material from their mobile phone.
From meeting three to last meeting, student and teacher run the application to access
the file, read and discuss the file shown in their mobile phone. The teacher in many occasions
suggested students to read the material outside classroom to prepare before the meeting in
the classroom.
In some meetings, the teacher investigated their opinion concerning the use of mobile
phone in accessing their material through mobile phone. Using pdf reader to access material in
their phone might provided them different experiences compared to using computer. The
teacher investigated students opinion concerning e-book that students operated through
mobile phone. There were several comments that students expressed to show their support in
using mobile phone to read e-book for their learning material. One of the examples can be
seen from the excerpt below:
Teacher: What is your opinion about using mobile phone to read e-book?
Student: This is paperless way of learning sir, mobile phone really helpful to facilitate
learning. I love this sir.
This comment clearly expressed students support for using mobile phone in
classroom activities. Students viewed mobile phone as supporting tool that facilitated students
in accessing material they were learning in the classroom. It was easier for student to carry
mobile phone everywhere they go and they could read the material everywhere. This
condition showed that mobile phone supported learning activities in the classom. In addition
the teacher also suggested students to read the ebook material outside classroom. This is to
promote the so called mobile-assisted language learning (MALL).

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3. Audio video player use

This third feature built in mobile phone was investigated in this study. To design the
classroom activities using audio video inside mobile phone, the teacher provided students
audio video file. These audio video files were supporting material and they were
complementary to the course of Phonology. They consisted of video explaining vowel,
consonant sound and etc.
The teacher prepared and shared audio and video material that support the e-book in
phonology course. Since Students mobile phone has supporting apps to play audio and video,
it was easier for them to play the files they got from the lecturer in Phonology course. This
audio video player was really important for students as an effort to understand some material
that need to be visualized from Phonology concept. To show how students were happy
because they got visualization from the video, the dialog excerpt below can illustrate:
Teacher: How helpful is the video to explain the concept?
Student: I find the concept confusing when reading e-book, but this video helps me to
understand easily the concept. My mobile phone is useful to support my learning process.
It was very clear that their mobile phone was very helpful to deliver audio video file
that helped students to understand the material. There were some video material that students
needed to play in their mobile phone and sure they could play it in the classroom and outside
classroom. The findings showed that students seized their mobile phone to support learning
activities in classroom.
4. Audio video recorder use
This feature was useful in assisting students to produce their project in classroom. to
achieve this objective, the teacher assigned students projects that showed their understanding
in the subject matter. This projects should be accomplished by using their mobile phone
offerring the audio video recorder. This application helped student to produce their project.
Students worked in group and they used their mobile phone to accomplish their
project. They demonstrated in their video project concerning their knowledge and on
consonant and vowel and other topics learned in several meeting. Their mobile phone were
capable of producing quality video to accomplish their project. Even though their devices
were not professional device, they could accomplish their project by using their mobile phone.
One of the comment is as follow:
Teacher: is mobile phone helpful to produce the project?

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Student: yes it is. Even though it is not professional device, it helped us to create the video
project
The statement clearly supported that mobile phone supported classroom activities and
learning process. Students used their mobile phone to demonstrate their knowledge and
undertanding about the course by creating video project by the mean of mobile phone.

The results indicated that each student had their mobile phone. It goes without saying
that mobile phone ownership among youth is high. This is in line with the previous findings
that students in higher education are incresingly using mobile phone to access internet
(Kennedy, 2014). Many mass media reported the successful sale of mobile phone in
Indonesia. It can be concluded that youth customer is the largest customer of mobile phone.
The findings in this study confirmed the previous research by Lenhart (2015) that teens and
youth are the largest customer of mobile phone and they have used their mobile phone to go
online. Since they are digital natives they need mobile phone to fulfill their need (Prensky,
2001).
Based on the observation, the teacher knew that students spent their time mostly in
using social media. There were two main functions student performed when accessing mobile
phone. Given the internet access, they put chatting and social media as their core function to
acces mobile phone. Some studies found that social media is the most frequently visited and
accessed platform when using internet by teen and youth. They prefereed to use their mobile
phone compared to computers when accessing social media (Madden, Lenhart, Duggan,
Cortesi, & Gasser, 2013). If designed appropriately, this connectivity and mobility of mobile
phone and internet can promote mobile-assisted language learning (Ducate & Lomicka, 2013).
Students had installed in their gadget offline dictionary. This app was the most
frequently installed app in students mobile phone that they usually use to support learning. It
goes without saying that mobile phone has promoted the learning of vocabulary for students
(Nisbet & Austin, 2013). Other apps they use is PDF Reader for operating e-book. This apps
was useful app for students to read e-book and other reading materials. This findings
confirmed previous studies that features in mobile phone help students learn reading,
vocabulary (Plester, Wood, & Joshi, 2009). In other words mobile phone when used
approriately may build reading habit among students (Oyewusi & Ayanlola, 2014).

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From observation, students seemed to enjoy the ease and portability of mobile phone
that helped them learn in classsroom. They found it more practical to use mobile phone
compared to notebook in classroom activites (Lenhart, 2015). Mobile phone served as a
learning tool in the 21st century and it call for teachers creativity to tailor mobile phone for
classroom activities (Kee & Samsudin, 2014).
In classroom students used their mobile phone to play audio video material. Without
difficulties, students could access and play their files in their mobile phone. According to their
opinion, it was clear that feature of audio video player in their mobile phone helped them in
learning proces as the previous research had proven (Smythe & Neufeld, 2010).
Collaboration among students and teachers had been shown in this study. Video
project was facilitated by the use of mobile phone. In other words mobile phone helped
student to produce their portfolio in order to demonstrate their achievement in learning (Liu,
Scordio, Renata, Navarete, Yujung, & Lim, 2015).
Students were ready to integrate their mobile phone in classroom activities. Their
mobile phones were equipped with application that facilitated them to support learning in
classroom. Since they belong to digital natives they face no problem and difficulties to use
mobile phone for classroom activities (Pegrum, Oakley, & Faulkner, 2013)
Mobile phone in this study facilitated students to learn Phonology. It stores files of pdf
that students could access when they needed to read. In addition it helped student to
understand material in video files. In other words it organized students learning need (Sha,
Looi, Chen, & Zhang, 2012). It provided not only material for learning but also facilitated
portfolio creation to demonstrate students understanding (Liu, Scordio, Renata, Navarete,
Yujung, & Lim, 2015).
Students got benefit from mobile phone use to facilitate their learning process. Their
learning improved by the assistance of their mobile phone since they used mobile phone to
access material by reading pdf file, playing video and creted project podcast. Mobile phone
improved students learning process in their classroom (Liu, Scordio, Renata, Navarete,
Yujung, & Lim, 2015).

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CONCLUSION
This study discussed mobile-assisted language learning (MALL) and focuses on
English language. MALL has emerged as the branch of global movement in conducting
mobile learning which serves as an umbrella project for educational purposes. This study is
important in the context of Islamic higher education in Indonesia for implementing mobile-
assisted language learning. To date, the issue of MALL has not been studied exensively in
Indonesian Islamic Higher Education. This study might initiates the development of MALL
for English learning in Indonesian Islamic higher education context.
The lack of research in MALL should be adressed to find out new way that propose
promising method in delivering english. Education should respond to this emerging
technology to reap the benefit they offer in supporting learning and teaching process.
This study has shown that students had positive perception toward their mobile phone
for supporting their classroom activities. They also showed their engagement in using mobile
phone to support classroom activities and English learning activities. There were several
activities that students performed in reaping benefit of mobile phone to support classroom
activities and English learning. Using offline dictionary, operating PDF reader, playing audio
file and recording their video project using their mobile phone were the examples.The
findings of this study have confirmed and supported previous research on MALL in an effort
to offers some brand new approach in English learning activities by the existence of mobile
phone. To support their learning experience, mobile phone offers many benefits that students
can gain in supporting classroom activities and English learning.
It is expected that this approach and method of mobile English learning will be studied
further in Islamic higher education context to propose a promising solution in English
learning. Future studies should conduct in depth and large scale in investigating how mobile
English learning implemented. With largest sample and the result might be generalizable.

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Psychological Problems and Challenge In EFL Speaking Classroom

Win Listyaningrum Arifin

Gadjah Mada University
win.listyaningrum.a@mail.ugm.ac.id
DOI: http://dx.doi.org/10.18326/rgt.v10i1.29-47

ENGLISH ABSTRACT
Psychological aspect regarding to learning attitudes plays in determining learning
achievement. Psychological problems also involve not only to the students but also to
teachers. Less-confidence, speech anxiety, and low self-esteem are almost common problem in
classroom, and occur on both teachers and students. Students who have low of self-confidence
are often hardly able to control themselves for public speaking in the classroom, e.g.,
governing his/ her behavior on that his/her peers think, losing belief on self, thinking that
his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers who are low
self-esteem and confidence also lose their performance and ability to manage their classroom
optimally. Low self-esteem may caused by teachers poor understanding on subject matter.
Both of psychological problems impact on dis-effectiveness of classroom activities.
This paper takes accounts of some psychological problems of students and teachers in English
speaking classroom and some guidelines to overcome. At the last discussion, this paper also
provides some keys of how to make good classroom atmosphere.
Keywords: low self-esteem, low of self-confidence, anxiety, EFL speaking classroom

INDONESIAN ABSTRACT
Aspek psikologis mengenai sikap belajar berperan dalam menentukan prestasi belajar.
Masalah psikologis juga mempengaruhi baik siswa maupun guru. Kurang percaya diri,
kecemasan berbicara, dan rendahnya harga diri hampir umum terjadi di kelas, dan terjadi
pada guru dan siswa. Siswa yang memiliki kepercayaan diri rendah seringkali tidak bisa
mengendalikan diri untuk berbicara di depan umum di kelas, misalnya, mengatur tingkah
lakunya seperti yang teman-teman harapkan, kehilangan kepercayaan pada diri sendiri,
berpikir bahwa teman-temannya tidak memperhatikan, takut melakukan kesalahan, dan lain
sebagainya. Namun, guru yang memiliki kepercayaan diri dan harga diri yang kurang juga
kehilangan performa dan kemampuan mereka dalam mengelola kelas secara optimal. Harga
diri yang rendah mungkin disebabkan oleh pemahaman guru yang kurang tentang materi
pelajaran. Kedua masalah psikologis tersebut berdampak pada keefektifan kegiatan kelas.
Makalah ini membahas beberapa masalah psikologis siswa dan guru di kelas bahasa Inggris
dan beberapa panduan untuk diatasi. Pada diskusi terakhir, makalah ini juga memberikan
beberapa kunci bagaimana membuat suasana kelas yang baik.
Kata kunci: rendahnya harga diri, rendahnya kepercayaan diri, kecemasan, kelas berbicara

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INTRODUCTION
It is should be taken into account that to gain successful education needs self-efficacy or
self-esteem. Problems relate to the lack of self-efficacy doesnt only occur on students as
participant of the learning process but in some cases also occur on teacher as practitioner of
teaching. At once, we might ever find a teacher which looked like low self-esteem and show
in-confidence performance; these phenomena will impact on the student learning perception,
motivation and outcomes.
Nowadays, speaking is generally perceived as the most fundamental skill to acquire.
Speaking in English for EFL students is not an easy task and needs much effort to produce
acceptable words and utterances in English. The achievement measurement for English
mastery is obviously seen through speaking competence. Teaching speaking in English as
foreign language is perhaps the most emergent aspect of language skill, because it isnt only
to build students ability in producing verbal sentences, ability in producing good
pronunciation, accuracy in the contact of speech and fluency but it also involves students
mental control as fortress of performance. As the most important aspect of language skill in
term of communication, speaking is precisely often the one that student cannot gain enough
competence during the English classroom. In many cases teachers are aware that speaking is
the most difficult one and often become the most significant failure in English classroom.
The failures in English speaking classroom are not caused only by one or two aspects.
Teachers advance in speaking competence is not a guarantee that he/she can develop their
students speaking ability. Some teachers only sometime evaluate the problems in students
speaking development from the students behavior, and the lack of supporting media. It is
very rare for teachers to find out the problems relate to the speaking failure in deeper aspect
which involve students psychology, however, psychological problems often influence on the
ability, willingness and motivation of the students to achieve speaking competence. Lack-
confidence, shyness, and fear are often psychological problem that we often meet in speaking
classroom and learners anxiety to speak English in the classroom is the result.
The psychological factors which influence on the failure of teaching process doesnt
only occur to the students classroom behavior, these also may occur on some teachers. When
teachers are not able enough to control the classroom, it might be influenced by their mental
and psychology. Lack of confidence, less of esteem, are the common psychological problem
of teacher. Some factors may influence on such these phenomena, less of readiness, less of

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self-experiences, and poor of material understanding are examples that we often found in
some teachers.
This paper is to arise psychological problems relate to speaking classroom, the writer
tries not to address only to the students problems but also to teachers. For both teachers and
students often faced similar problems such nervous, self-confidence, self-esteem which are
common become speech anxiety that influence on their speaking performance in the
classroom. Thus, this paper had explored to answer problems in speaking class concerning its
psychological factors and challenges that had influenced for both teachers and students.
Juhana in 2012 had conducted research on psychological factors faced by senior high
school students in Tangerang, Banten. His research revealed that psychological factors such as
fear of making mistake, shyness, anxiety, lack of confidence and lack of motivation hinder
students from speaking in English class. Those factors, like fear of making mistakes, were
commonly caused by their fear of being laughed at by their friends. The possible solution to
overcome those psychological factors, most students believed that motivating them to be more
confident to speak English is worth considering. This finding suggests that the teachers should
be more aware of their students hindrance to speak in English class. He adds that motivating
students to speak in English, to some extent, encourages them to actively participate in
speaking in the class. All these suggest the importance of creating a supporting atmosphere of
learning in the classroom (Juhana, 2012).
Another research is done by Ariyanti in 2016 to EFL students entitled Psychological
Factors Affecting EFL Students Speaking Performance. By conducting direct observation
and interviews to Indonesian students at speaking class, the research showed that the students
tend to feel anxious when performing their speaking because they are afraid of making
mistakes. The feeling of fear of making mistakes, somehow related to the students lack of
self-esteem in using English so that they often combine their speaking with their mother
tongue. Psychological barriers also appear in discussion session, where in this case some
students do not want to participate because they are too, afraid of making mistakes, lack of
self-esteem and motivation so they prefer to keep silent in the class. From the natural
phenomenon happened in the speaking class, it can be concluded that psychological factors
which hinder the students in performing their speaking are possibly caused by the feeling of
too worried of making mistakes and the lack of self-esteem which are related to shyness and

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their anxiety level. By looking at this phenomenon, it is better for teacher to give their
students assistance so that they can perform their English speaking better (Ariyanti, 2016).
Research done by Alessia Occhipinti (2009) on her thesis entitled Foreign Language
Anxiety in Class Speaking Activities in a foreign language class in universities. The findings
of the research are likely to support other studies, by asserting that foreign language anxiety is
a common debilitating feeling which affects students in a variety of ways. This is also
frequently happening to foreign language learners in many grades from high schools to
universities. Particularly frequent during speaking activities, she thought that the awareness of
such a feeling should be heightened and not be undervalued by teachers and learners. This
could be realized through workshops or the adoption of certain teaching methodologies aimed
to create a relaxed atmosphere in the classroom especially during speaking practices (e.g.
Communicative Language Teaching; Natural Approach). Making students comfortable by
avoiding activities which increase competitiveness or which threaten students self esteem is
very important. Working in small groups and discussing interesting topics are good activities
that allow students to know each other and to practice the foreign language. Teachers could
use gentle and flexible approaches of error correction, being friendly and with a good sense of
humour. Thus, this research proposes strategies that can be applied to such similar
environment in many parts of the world where speaking English is the subject of discussion.
Furthermore, this paper did not aim to make a generalization to similar speaking class.
However, general phenomena sometimes occur in many situations of other speaking classes.

RESEARCH METHOD
This paper is a qualitative research by implementing a library research which was based
on the personal observation to a speaking class. Here, the researcher analyzed detail
information from participants to capture the whole pictures of phenomenon happened in
natural condition (Creswell: 1998). This paper also documented writing or articles that also
revealed similar themes on speaking class relating to the psychological condition, the
challenging problems on this class, and also the coping strategies toward rising problems.
The subject is students from the fourth semester of English Department at State Islamic
Institute Salatiga (Institut Agama Islam Negeri) Indonesia in 2016. Digging information from
direct observation can meet the objectivity for the research and by applying such purposive

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sampling, the researcher had been assisted to obtain detail information related to the needs of
the researcher (Gay, Mills & Airasian, 2006).
In qualitative study, there are several techniques which can be used by the researcher to
collect the data, they are observation, field notes, interview, questionnaire, and examining
records (Gay, Mills & Airasian, 2006). Meanwhile, here the researcher stated the study by
doing direct observation to the participants directly while they were joining the class and
performing their speaking competence after the lecturers instruction. They performance was
based on themes instructed earlier by the lecturer. While they were delivering the speech, the
researcher made field notes to support the observation in picturing the phenomenon in the
speaking class.
The behaviors conducted by the EFL students while they were speaking were recorded
and noted. In addition, the attitudes of both lecturer and the students were also noted to figure
out some psychological factors and challenge while the speaking class was happening.
Interviews to some students, as well as to the lecturer, were also done to get a clear picture for
the matter.

Theoretical Framework
Psychological Problems Relate to the Students in Speaking Classroom
For many students, apprehension levels are highest in the first lesson, when they meet the
teacher, encounter the unknown, and, in some cases, make nerve-wracking presumptions
about being expected to perform instantly, remember everything, and demonstrate their lack
of skill to a roomful of people. It is vital for the ultimate success of the class that such tension
can be defused early, and that students can be encouraged to overcome their inhibitions. The
very first class is the perfect time for the language teacher to present a fun lesson that makes
few demands and prepares students to open up in front of others.
Most beginner students are a little uncomfortable about to speak aloud or to be singled out to
answer a question in any classroom. Some students are so embarrassed and self-conscious that
they avoid the classroom conversation practice and participation that is essential for the
development of language skills.
a. Low-Confidence
MacIntyre, Dornyei, Clement, and Noels (as cited in Hysook and Adam R. Lee 2004)
suggested that self-confidence significantly contributes to the leaners willingness to

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communicate in a foreign language. According to them, affective factors such as

motivation, personality, and intergroup climate play important role in determining.
James Manktelow & Amy Carlson categorize the differences between self-confident and
low self-confident such as in the following table:

A teacher may be experienced to find his/her student less of willingness and isolates
among their friends. This symptom generally influenced by the lack of confidence in the
individual of the students. Students who are low in confidence also have low self-efficacy
that is being influenced by the feeling that they are 'stupid', 'worthless', not as 'bright' as
others, they do not know that everyone else is not probably better than they are.
In the previous table, the psychological aspects of low self-confident may occur in
speaking classroom where teacher meet the students indicate to:
1. Govern his/ her behavior on that his/her peers think, lose belief on self, and think that
his/her friends dis-appraising him/her presentation.
2. Afraid of getting mistakes and forcing his/her self covering mistakes during
presentation
3. Too much extolling others

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4. Dismiss compliments offhandedly. Oh that was nothing really, anyone could have
done it.
Hysook and Adam R. Lee (2004) in their conclusion of their research suggested that
teachers should pay more affective domains. Technically, teacher arise students sense of
belief on self. Elaine Sihera (2009) stated that effective strategies to overcome student
confidence should include such following elements:
1. Gaining the student's trust
As the teacher, the best way to gain trust is to be consistent and firm with clear
boundaries, to be accessible where possible, to find opportunities to engage the student
to make them feel involved and valued and to be positive more than negative.
2. Setting personal routine that students can control
Routines provide familiarity, regularity, boundaries and frameworks which gradually
boost feelings of being able to cope through repetition and presentation practice. The
more something is established, repeated and becomes familiar the more it loses its
mystery, the more it is learned and the more it can be controlled. For example, setting
times to do their homework, ways to organize their work and not using work times for
leisure are easy routines they can follow. By setting clear routines for students, they
are given a sense of security, a sense of purpose and security and a base from which to
gradually build their confidence.
3. Encourage positive reinforcement
The hallmark of positive reinforcement is affirmation and encouragement of the
individual: praise and more praise for any effort. This is very important for increasing
student confidence. Positive reinforcement in the classroom does not mean no
criticism at all, that would be unrealistic. What it means is that the quality and form of
feedback to students are very important. There should always be praise before blame,
with regards to all efforts.
4. Discourage a perception of being only 'right' or 'wrong'
Very few things are totally 'right' or 'wrong' on a cultural or social level. Not even
deviance. It is all a question of what is 'appropriate' for a given time. Hence talking in
the playground might be acceptable but chatting in a classroom at a particular teaching
moment becomes 'inappropriate' for obvious reasons, though it might even be allowed
at another teaching time. Explaining what is inappropriate to students and why it could

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be so takes away the need for the teacher to be 'right' or the students to be 'wrong' and
educates them in how they can regulate their own behavior confidently around what is
mutually acceptable. This approach is crucial to encourage them to experiment and use
their initiative. If they won't be 'wrong' then they are free to find more appropriate
responses.
5. Encourage students to be themselves
In such cases, encourage them to talk about their lives, their cultures and their fears.
Then interweave their contributions in the daily life of the classroom. This is very
important because minority students are exposed from the very first day to majority
culture and are expected to assimilate it. By being encouraged to be themselves they
too can feel valued at the same time while undergoing integration.
6. Encourage personal perspectives
By encouraging students to share how they see the world, their perceptions can be
used to frame the actual reality of classroom activity so that they do not feel excluded
at any time.
b. Anxiety (Shyness and fear)
Speech anxiety is a general term for the sense of fear that overtakes a student when he/she
is called upon to speak or otherwise perform in front of the class. There are other terms to
refer to it: anxiousness, nervousness, stage fright, etc. Anxiety usually strikes when
someone has to deliver a presentation before a group of people and it is another special
case of what is commonly known as shyness.
1. Shyness
Shyness is a psychological state that causes a person to feel discomfort in social
situations in ways that interfere with enjoyment or that cause avoidance of social
contacts altogether. Shyness can vary from mild feelings to moderately uncomfortable
in social circumstances to debilitating levels of anxiety that interfere in people with the
process of socialization (social withdrawal).
Most classrooms have one or more students who struggle with making themselves
heard or participating in class discussions. These students are usually called "shy"
because they may speak softly, prefer to work independently or refuse to speak up at
all. Often these students are good with written assignments or tests, but fail in areas
that require participation with classmates or presentations in front of other students.

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Shy students are often too afraid to speak up in a public and classroom setting. So
many causes may impact on this case, a student which is previously high-confidence
can be suddenly become talk less due to he/she made a mistake, it is often influences
by less of mental power that prop his/her confidence. Shy student can also be the result
of not interacting too often with peers. This student fear too much of being asked and
to answer questions inside the classroom, even more to speak in front of the class.
The major behavioral components of excessive shyness in student are as follows:
Difficulty talking, stammering, stuttering , blushing, shaking, sweating hands
when around others
Difficulty thinking of things to say to people
Absence of outgoing mannerisms such as good eye contact or an easy smile
2. Fear
A great fear that many people have is speaking in front of a group or audience. The
primary reason is that they are afraid of looking foolish in front of other people.
Speaking in front of others, consistently counts as one of the foremost fears of
individuals. Indeed, many students place speaking presentation ahead of death itself in
their relative ranking of fears. It is no wonder, then, that many students tend to avoid
situations where they are expected to speak or perform in front of the class, for
example, a student may struggle through, or seek to avoid altogether, only to practice a
little presentation in front of his/her friends. A teacher can recognize that his/her
student is suspected by Speech anxiety in both physical and psychological symptoms.
In general, student which is suspected by Speech anxiety in both physical and
psychological will show the following symptoms:
Trembling or shaking body and sweat profusely
Their hands especially begin to feel moist
Their heart rate begins to quicken
Their mouths become parched
Their mind begins to race
Their thoughts become jumbled
b.1. Strategies to overcome the students anxiety

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There are useful strategies to help these young, shy or withdrawn students to be out of
their shells through active teacher partnership, peer involvement.
Here are some strategies:
Re-arrange seating often so they make new friends and re-shuffle again until the
student befriends all of his classmates.
Encourage responses from them specifically during class presentation.
Give special tasks to especially shy students to make them feel important and
make them responsible students.
Engage in private conversations if necessary to monitor their progress and report
them to the students parents.
Exhibit the good artwork or assignment of your shy students to develop their self-
worth and confidence.
Give them specific roles in the classroom that will initiate interactions too among
them as students.
Peer Involvement, teacher can ask some peers or students to become confederates
and help shy children cope.
Teachers, too, can create activities that require the formation of small group and
cooperative learning activities.
Considering that shyness can sometimes be the symptom of a psychological issue or a
troublesome home life, parental involvement can be the key.

Low Self-Esteem Relate to the Teachers Problems

Fernando Rubio (2007) stated that basically, self-esteem is a psychological and social
phenomenon in which an individual evaluates his/her competence and own self according to
some values, which may result in different emotional states, and which becomes
developmentally stable but is still open to variation depending on personal circumstances and
may also occur in classroom.
Pine and Boy (1997) express pupils feel the personal emotional structure of the teacher long
before they feel the impact of the intellectual content offered by that teacher, in the other
hand, Krashen and Garcia (1981) state that the teacher's attitudes have a direct effect on the
students' motivation, self-esteem, and anxiety level. Teacher which has strong belief oh

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his/her individual competence will have good self-esteem and confidence for his/her attitude
in the classroom, on the other way, teacher which has less belief on his/her individual
competence will be low self-esteem and it also will influence on his/her classroom activity.
Some factors which may cause on the lack of teacher confidence can be:
1. Poor understanding on subject matter
It often occur in almost many teachers which do not prepare enough the subject matter, or
even ignore such simple thing that considered as not important thing.
2. Less of self experiences and cultural insights
Teacher which less self-experience and language cultural insight will looked like stupid
person when he/she cannot explain how the language in accordance with the culture.
3. Forget his/her position
In the instructional process, a teacher has to be in harmony with the students, but it will be
dangerous if the teacher is too close to his/her students and lost his/her position as
instructor or classroom leader.

The Effect of the Low Self-Esteem Teacher

According to Honeyford (1982) a major limiting factor in any classroom is the teacher not
only do his character, play his personality and competence in a large part in determining the
atmosphere of the lesson, but the teacher also performs a key role in influencing the pupils
view of himself and the sort of progress he/she makes. Psychologically, teacher which has less
self-esteem will lead his/herself into:
passive teacher, he/she simply relies on the same old teaching techniques day after day,
further the lack of esteem teacher also will not respect on the classroom management which is
the linchpin that makes teaching and learning achievable, teacher with lass of esteem will not
be able to manage the students and lead them into positive learning situation due to the less
student respect on him/her.
a. How to develop teacher self-esteem
Confidence is a key to being a successful teacher. A confident teacher generates respect
among his students and inspires them to listen and learn from him. Lack of confidence in
a teacher is damaging not only to the career, but also to the students' ability and
willingness to learn. Every teacher should take the time to develop confidence. Becky

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Hawk suggests for some aspects which are considered as important thing to develop
teacher confidence are as follow:
1. Know the subject matter.
It is important that a teacher must keep up in his/her field and stay a few steps ahead of
the students. If a teacher is unsure of the subject matter or unprepared for the lessons,
he/she will neither feel nor seem confident. Thus, this is very important to carefully
prepare and review each lesson in order to boost his/her own confidence and teach
authoritatively.
2. Step outside the box with the teaching on occasion.
It is a must to demonstrate the teachers knowledge to students in class. He/She should
go beyond simple explanations occasionally to show the competence. Don't
overwhelm the students, but do show them that the teacher knows more about what
he/she is teaching than they do. This is also important to use creativity and don't be
confined to a mundane, ordinary teaching style.
3. Remember a teachers position.
As a teacher has been hired to teach because the employer thought he/she is competent
for the task. The position should give the confidence for teacher. It is important not to
let students manipulate or make the teacher feels inadequate. They must respect the
teacher not only for his/her knowledge, but also for his/her position's sake.
4. Observe the students.
Work to meet their needs and keep them engaged and excited about the subject matter.
5. Teachers appearance can have an effect on the way you feel as a teacher.
This is absolutely suggested to keep up teachers physical appearance. If a teacher
does not feel good about himself, this could have an effect on confidence as a teacher.
The way to dress in a way that makes a teacher feels confident is necessary.
Keys to Encourage Reluctant Learners in the Speaking Classroom
Nation (2007) suggests of these techniques based on the Cognitive, Affective and Situational
Framework put forth by:
1. Reduce the Level of Task Difficulty
From Nations point of view, if students do not know enough, they will not be able to
perform the task well, and this is one of the causes of students unwillingness to speak.
The following techniques are practical in dealing with the problem:

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a. Give Students More Time to do Tasks

This can be done by giving students more preparation time. Alternatively, allow
them to perform oral tasks without time pressure (Ellis, 2005) by giving them
enough time to plan for and perform a task at the same time.
b. Bring the Tasks within Students Experience
According to Nation (2000), teachers can create recalling and sharing-experience
opportunities for students to make use of their background knowledge and
experience in doing the tasks. Key oral skills and strategies should be pre-taught in
preparing students for communicative tasks. Also, it is advisable that teachers
grade the difficulty level of oral tasks to suit their students communicative
ability.
c. Allow Students to Collaboratively Solve Communicative Tasks (Nation, 2000)
When organizing pair work and group work, make sure that every students
participation is necessary for the task to be completed. It is best if each participant
has unique, essential information or distinctive role to play (Nation, 2007).
d. Provide Students with Task Guidance
Nation (2000) suggests providing this kind of support through repeated input,
guiding questions, multiple choices, and so on.
e. Attend to Individual Students Needs and Ability
In a class of heterogeneous communicative ability, the teacher should not expect
every student to perform at the same level. Likewise, different kinds of tasks can
be devised to suite different levels. Alternatively, task demands can be adjusted
according to individual levels of oral competence.
2. Promote Positive Attitudes among Students
Students who hold positive attitudes towards language learning are less likely to
suffer from language learning anxiety and more likely to participate actively in
learning tasks (Tsiplakides & Keramida, 2010). The techniques suggested below can
help the teacher build up positive attitudes among students so that they can feel free
to speak in the language class.
a. Change Students Negative Beliefs and Attitudes towards Mistakes
Teachers can discuss with students the value of language use even if it is not fluent
and accurate (Young, 1991; Nation, 1997). Meaning-focused oral activities

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(Nation, 2007) can also be used frequently with the goal clearly stated. When
students are rewarded for successfully conveying a message, they will gradually
change their perceptions about mistakes and language use. The teachers' tolerance
of mistakes also needs to be made clear because there is no point in trying to
change students attitudes when the teacher still keeps them.
b. Boost Students Self-confidence
This can be done by creating various opportunities for classroom success in using
spoken English (Oxford, 1999). A sense of success and high self-perceived
communication competence can be easily achieved by students if easy tasks with
clear and simple goals are used in the first place. The level of difficulty can be
increased over time as students ability develops. General goals should be broken
down into smaller, short-term goals so that even when students do not achieve the
final goals they still feel a sense of achievement for completing some of the sub-
goals. Also, students should be rewarded once they achieve one or more goals.
c. Lower Students Anxiety in the Classroom
According to Young (1991), teachers can start with finding out what students are
anxious about. Then teachers can help them ease some of their irrational fears and
teach them strategies such as self-talks and doing relaxation exercises to deal with
fears.
3. Build a Supportive Learning Environment
Once students feel a sense of support from their teacher and peers, it is likely that they
will be more willing to speak in the target language. The following are some
techniques that teachers can use to create a supportive atmosphere for students.
a. Encourage Peer Support in the Classroom
Tsui (1996:160) suggests that allowing students to check their answers with their
peers before offering them to the whole class also encourages students to speak up.
Similarly, they can be allowed to have a discussion with their peers before talking
to the whole class so that they will feel more confident in speaking English.
b. Be Sensitive When Assigning Students into Groups
Many students tend to talk more with their close friends. Therefore, when
organizing group work, the teachers should take account of and accommodate these

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personal traits. For example, students can be allowed to choose who they are going
to work with.
c. Tolerate L1 Use When Appropriate
According to Nation (1997), using L1 can help learning in many cases. The
teachers attitude to L1 use should be positive so that students are not humiliated
when they use L1 to assist L2 development. When L1 use is not necessary, the
teachers should tactically lead students back to using English.
d. Make the Classroom Environment a Non-threatening Place (Oxford, 1999)
The classroom should be an environment where students are not scared of making
communicative mistakes and being ambiguous in communicating. Situations that
make students anxious such as correcting mistakes on the spot, calling on students
at random (Young, 1991), calling on students without allowing them to prepare for
the answers, and calling on a student simply because he/she is quiet or not
concentrating should be avoided. Otherwise, what the teacher gets from students is
usually not desired language use but threatened faces and this will have negative
effects on the students feelings and attitudes afterwards.
e. Introduce Opportunities for Students to Speak English outside the Class
Opportunities such as English clubs inside and outside the school should be
introduced to students. The benefits of and tactics for participation should be clearly
explained to them. Classroom activities can also be linked to these club activities.
For example, students can be asked in the class to report on their participation in the
clubs or they can share their experience with their classmates. More opportunities
for speaking English outside the class can also be created. For instance, students
can be put into groups to do some projects and if possible, their group work should
be recorded. They may also be asked to carry out and record interviews with
foreigners who are visiting or living around.
The solutions in this category are ranked from the most specific, day-to-day basis to
the most long-term one. Although short-term and long-term measures should be taken
in parallel, it is believed that short-term solutions should receive priority to be
completed first. This will create more opportunities for the long-term ones to be
successful.

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DISCUSSION
Based on the data gained from direct observation in speaking class of forth semester
students of IAIN Salatiga, the researcher found that the students had shown similar
performances. Psychological factors concerning on low self confidence, low self esteem,
anxiety, less concentration and the like were common features while the students were
performing the speech. Though they had prepared the material the days before and had been
determined by themes, including the time duration, they performance was obviously
influenced by their psychological conditions. To note, not all students were bad in the
performance, there were some who were good at speaking. However, still, the psychological
conditions had determined the flow of the presentations. These conditions had driven them to
keep repeating the words or sentences, sometimes unintentionally inserted fillers e.g. hmm,
err, etc., scratched hair, looked at the ceiling, moved/shakes the body gently, or used Bahasa
Indonesia to intensify the lost words they had prepared. A kind of clinical interviews was then
conducted to some students, surprisingly that they were afraid and ashamed of making
mistakes to the lecturer. They were also anxious to what other friends perceived on them. The
English using which was not to their customs was then used to make a kind of permission so
that their speaking ability was not good. They excused that English through speaking was a
hard skill to achieve.
The lecturers readiness in delivering a speaking class was also important. After the
speaking class, the lecturer was then interviewed to investigate the matter. The lecturer
revealed the fact that for some students the themes of the subject were quite difficult. When
the lecturer asked the students to explore and to elaborate the themes from daily situations, the
students felt unpleased and looked worried. The lecturer stated that she was quite supportive
to the students and even gave situational examples. In fact, this was a difficult task as she
must prepare the information concerning the students records. She had to ask other
colleagues about the students situations but these were not too useful as the students
situation in perceiving each subject would be varied. Later, she tried to create a comfort
condition by inserting humor while she was teaching or commenting the students
performance. She encouraged the students that this speaking class was ahead process to
master English.
However, based the interview with the lecturer, she stated that she had made an
abridgement by giving mutual supports to the students. Here, she did not make her position as

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the lecturer as the solely orientation as she thought that this was not again the day where a
teacher perceived himself as the center of the universe/class.
Form the data, the researcher then concluded that the speaking class had been done
effectively as the lecturer really understood the process of the students competence flows.
This was a mutual relationship which was very important to engage education especially in
EFL situation. The speaking aim is not merely about mastering the language but also about
understanding the culture of communicative direction. Of course, any psychological situation
and challenge for such condition should be taken into account by implementing good
strategies in dealing with problems in speaking class.

CONCLUSION
Psychological aspect in English classroom needs to be considered because it will impact
on students affective perceptions, teachers are not demanded to enrich in their pedagogical
competence, but further they have to develop psychological awareness. Succeed or failure of
an instructional process depends on how teacher manage and perform. The aspects which are
part of learning succeed might be psychological and individual. A language teacher is
demanded not only to be able in transforming knowledge of language but also have to be able
to involve culture of language in language classroom, teacher attitude is also an important
aspect gaining the success of learning. Teachers need to adapt these techniques to suite their
class situation. Furthermore, many of these solutions should be implemented simultaneously
so that they can supplement each other in tackling the problem from different angles, creating
a better chance that the problem will successfully be solved.

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PositiveAttitudes.html

Tsui, A.B.M. (1996). Reticence and anxiety in second language learning. In K.M. Bailey and
D. Nunan (Eds.), Voices from the Language Classroom: Qualitative Research in Second
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Yan Chuanhai & Zhang Meijuan. (2002). Affective Factors in Foreign Language Teaching.
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Young, D.J. (1991). Creating a low-anxiety classroom environment: What does language
anxiety research suggest? The Modern Language Journal, 75 (iv), 42

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Problem-Based Learning to Improve Students Grammar Competence

Mukminatus Zuhriyah
Universitas Hasyim Asyari Tebuireng Jombang
zoehrea@gmail.com
DOI: http://dx.doi.org/10.18326/rgt.v10i1.48-61

ENGLISH ABSTRACT

Grammar becomes one of the subjects studied in all Indonesian English Departments. It is
because grammar has the important role in all English skills. Grammar makes those four
English skills meaningful. Somebody can be said as a master of English when he or she also
masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs
the effective method that can make the learners motivated and active in learning as well as in
applying the grammar in the real life. Problem-based learning applied in this research is one
of the alternatives that can help the learners learn grammar easily. This research was a
collaborative action research whose general purpose to know whether or not Problem-based
learning could improve the students grammar competence. Meanwhile, the specific purposes
were to know the lecturers activities, the students activities, and the students responses
when problem-based learning was implemented in grammar class. Nine students of the fifth
semester of English department of education faculty of Hasyim Asyari University (UNHASY)
Tebuireng Jombang in the academic year of 2016/2017 became the subjects of this research.
The data got was from the observation notes and the grammar test. There was an
improvement on students grammar competence from cycle one to cycle two. It was proven by
their mean score from 66.7 in cycle one to 72.8 in cycle two. Meanwhile, the percentage of
students passing the minimum mastery criteria was from 44.4 in cycle one and 88.9 in cycle
two. So that it can be concluded that problem-based learning could improve students
grammar competence.
Keywords: Problem-Based Learning, Grammar Competence, UNHASY Students

INDONESIAN ABSTRACT

Grammar merupakan salah satu mata kuliah yang dipelajari seluruh jurusan bahasa Ingggris
di Indonesia. Hal ini disebabkan grammar memiliki peranan yang penting dalam semua skill
bahasa Inggris. Grammar membuat keempat skill bahasa Inggris tersebut bermakna.
Seseorang dikatakan menguasai bahasa Inggris ketika dia juga menguasai grammar.
Sayangnya, mempelajari grammar itu tidak semudah yang kita kira. Ini memerlukan metode
yang efektif yang mampu membuat mahasiswa termotivasi dan aktif dalam belajar dan begitu
pula dalam mengaplikasikannya dalam kehidupan nyata. Problem-based learning yang
diaplikasikan dalam penelitian ini merupakan salah satu alternatif yang mampu membantu

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mahasiswa untuk mempelajari grammar dengan mudah. Penelitian ini adalah penelitian
tindakan kelas yang sifatnya kolaboratif yang tujuan umumnya untuk mengetahui apakah
problem-based learning mampu meningkatkan kompetensi grammar mahasiswa. Sedangkan
tujuan khususnya adalah untuk mengetahui aktifitas dosen, aktifitas mahasiswa, dan respon
mahasiswa pada saat problem-based learning diaplikasikan di kelas grammar. Sembilan
mahasiswa semester lima prodi bahasa Inggris, FIP, Universitas Hasyim Asyari (UNHASY)
Tebuireng Jombang tahun akademik 2016/2017 menjadi subyek dalam penelitian ini. Data
dalam penelitian ini diperoleh dari catatan observasi dan tes grammar. Ada peningkatan
kompetensi grammar mahasiswa dari siklus satu ke siklus dua. Ini dibuktikan dari nilai rata-
rata mereka dari 66.7 di siklus satu menjadi 72.8 di siklus dua. Sedangkan prosentase
mahasiswa yang lulus KKM dari 44.4 persen menjadi 88.9 persen. Dengan demikian bisa
disimpulkan bahwa problem-based learning mampu meningkatkan kompetensi grammar
mahasiswa.

Kata Kunci: Problem-Based Learning , Kompetensi Grammar, Mahasiswa UNHASY

INTRODUCTION

We all know that all English departments in Indonesian universities always put
grammar as one of the subjects in their curriculum that should be taken by the students.
Grammar is a very important language component that should be mastered by the English
students. It is because grammar has the roles in all language skills. When reading, grammar is
needed to understand the content of the reading texts well. When writing, grammar is needed
to get understandable writing. It also happens when listening and speaking. It is supported by
Mart (2013: 124) who states that understanding grammar is the key in foreign language
acquisition. In line with this, Tomakin (2014: 116) states that somebody cannot master a
language without learning its grammar because grammar helps him or her to construct
meaningful words or sentences. Additionally, Priya (2015: 447) argues that communication
becomes coherent and logical by using grammar. Then, Baleghizadeh and Mozaheb (2011:
364) state that the learners age, their proficiency level, and educational background cause the
importance levels of grammar to be different.
It is a fact that learning grammar is not easy. Many students of the fifth semester of
English Department of Education Faculty of Hasyim Asyari University (UNHASY) often
make mistakes in their grammar. It is because the acquisition of grammar itself is related to
somebodys cognitive skills (Uibu and Liiver, 2015: 72). Besides, Baleghizadeh and Mozaheb

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(2011: 364) state that there are some special characteristics to be a teacher of grammar for
ESL/EFL learners. According to Lawrence and Lawrence (2013: 66), teaching grammar is not
the easy work because the teacher of grammar must have the knowledge of grammar and its
application.
Based on the preliminary study to the fifth semester students of English Department of
Education Faculty of Hasyim Asyari University (UNHASY) held on November 7, 2016, the
students still had low grammar competence. It could be seen from the score of grammar which
they got. Their mean score was 65. The highest score was 70. The percentage of the students
getting 70 was 22.2 %. The causes of the lack of this grammar competence can be from the
students and the teacher. Matas and Natolo (2010: 371) state that teaching grammar needs
student-centered methods. One of the student-centered methods is PBL. That was why PBL
was implemented in this research.
This research was generally to know whether PBL could improve the grammar
competence in the fifth semester students of English department of education faculty of
Hasyim Asyari University (UNHASY) Tebuireng Jombang in the academic year of
2016/2017. It was specifically to describe the lecturers activities, the students activities, and
the students responses when PBL was implemented in the grammar class.

Previous Studies
Several former researchers have conducted previous studies presenting the data which
became the proof of the success of PBL in enhancing students abilities. Othman and Shah
(2013: 125) in their research entitled Problem-Based Learning in the English Language
Classroom found that the post writing test of the students taught by using PBL method got
improvement, especially the support and argument of their essay became larger than before.
Next, Aziz, Zain, Samsudin, and Saleh (2014: 126) in their research entitled The Effects of
Problem-Based Learning on Self-Directed Learning Skills among Physics Undergraduates
conclude that they did not find the significant differences between PBL and PBL with lecture
method, meaning PBL without or with lecture method could improve self-directed learning
skills better than the conventional one. The research entitled Does Problem-Based Learning
Improve Problem Solving Skills? A Study among Business Undergraduates at Malaysian
Premier Technical University by Kadir, Abdullah, Anthony, Saleh, and Kamarulzaman
(2015: 166) found that students problem solving abilities got improvement by the use of

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PBL. Then, Keong and Mohammed (2015: 87) in their research entitled Improving Iraqi
Secondary Students Speaking Performance through Problem Based Learning Approach
conclude that students speaking ability and motivation got improvement. Furthermore,
Dastgeer and Afzal (2015: 1315) in their research entitled Improving English Writing Skill:
A Case of Problem Based Learning found that PBL was more effective than conventional
lecture method to improve secondary level students writing skill.

Grammar
Grammar contains a lot of rules of forming words and sentences starting from simple
rules up to complex rules. It is supported by Tuan and Doan (2010: 61) who define grammar
as the language rules consisting of how to construct and form the words. Meanwhile, Hartwell
in Alduais (2013: 38) presents the definitions of grammar as follows: (1) a set of formal
patterns in which the words are arranged in order to convey larger meanings, (2) a branch of
linguistic science concerned with the description analysis and formulization of formal
language patterns, (3) etiquette grammar, (4) common schools of grammar, internalized
grammar, and (5) stylistic grammar. Then, McClure in Alduais (203: 38) states that there are
four kinds of grammar, such as teachers or schools grammar, phrase structure grammar,
transformational generative grammar, and cognitive grammar.
Problem Based Learning
Problem based learning is one of the teaching methods which are student- centered and
the teacher becomes a facilitator. It is supported by Etherington (2011: 54) who states that
problem-based learning is a student-centered method of teaching in which the students get the
duty o solve the real problems related to their materials. Meanwhile, Keiziah (2010: 126)
argues that PBL is an innovative teaching method in which the students solve the learning
problems in small group and then, they work independently. In line with this statement,
Simone (2014: 18) explains that in PBL the learners have collaborative work in analyzing the
complex problems and independent work in resuming the problem solving.
According to Othman and Shah (2013: 128), here are the procedures of PBL. The
students are grouped into teams of four students, then given a problem on the first day of each
new task and expected to present their findings to the class in the following week. After that,
the students do the presentations and make a written report that must be submitted to the
teacher a few days after all the presentations of a task are done. Dahlan in Rohim (2014: 2-3)

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presents the procedures of problem-based learning (PBL) as follows: (1) the teacher gives
problems to be discussed, (2) the teacher divides the students into pairs, (3) the teacher gives
guided questions in order that the students know how to solve the problems, (4) the students
discuss with their pairs, (5) the teacher gives time for each pair to express their idea, (6) If
time is over, the position of asker or answerer has to be changed, and (7) the teacher asks
students to retell the result of discussion to class randomly. Next, Dastgeer and Afzal (2015:
1316) give the procedures of PBL as follows: (1) in the first meeting, the class is divided in
small groups of 4-5 each and the problems to be discussed and solved are told to the students,
(2) in the second meeting, the students clarify and make the focus for finding the solutions,
and (3) in the third meeting, the students share and discuss as well as debate the solutions to
make final solution in the groups and followed by having written agreement of final solutions
with the whole class.

RESEARCH METHOD
This research was a collaborative classroom action research consisting of four main
steps. They were planning the action, implementing the action, observing the action, and
reflecting the action. In this research, the researcher was the lecturer of grammar class,
especially advanced English grammar. A Semester of Teaching Learning Planning (RPS) of
grammar for the fifth semester and blank forms of observation sheets were given to the
collaborator. The observation sheets were in the form of field notes which were used to report
everything related to the lecturers activities, students activities, and students responses
when the lecturer implemented PBL in grammar class. There were two cycles with two
meetings of each cycle in this research. Meanwhile, the subjects of the research were 9
students of the fifth semester of English department of education faculty in the academic year
of 2016/2017, Hasyim Asyari University (UNHASY) Tebuireng Jombang.

Techniques of Collecting Data and Data Analysis

Observation and the post-test of grammar were the techniques of collecting data in this
research. Observation was done by the collaborator by writing all the things which happened
in the class in every meeting of the cycle. Meanwhile, the post-test of grammar was held in
the following meeting after the second meeting of every cycle. This research used descriptive
data analysis and statistical data analysis. The descriptive data analysis gained from the

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observation data. This data told about the lecturers activities, the students activities, and the
students responses during teaching and learning process using PBL. Then, the statistical data
analysis was got from the score of the post-test of grammar. This score showed the
improvement of the students grammar competence and the percentage of the students who
could pass the minimum criteria mastery. The mean score of pre-test, post test I, and post test
II were compared to know the improvement of the students grammar competence. Then, it
was consulted to the computational result of SPSS t-test to know whether or not the
improvement of the mean scores was significant. It used SPSS version 20. Meanwhile, the
minimum mastery criteria was 70. When 75 % of the students got score 70 became the criteria
of the success of this research.

DISCUSSION
Cycle One
Cycle one had two meetings. The first meeting was held in November 8, 2016. Then, the
second meeting was in November 15, 2016.

A. The Lecturers Activities

In the first meeting and the second meeting of cycle one, basically the lecturer did the
same activities. As usual she always does every day, she always checks the attendance list at
first after opening the class by greeting. Something different from her usual activities was that
she told the students that she would use the PBL method to teach grammar class. After that,
she did the procedures of PBL. Below were the descriptions of this.
a. The lecturer gave the problems to be solved by the students ( the problems were about
the definition of Noun Clause and its examples in the form of reading text in the first
meeting and The usages of Noun clause in the sentences and the examples in the form
of reading text in the second meeting)
b. The lecturer grouped the students into three groups
c. The lecturer gave guided questions about the definitions of noun clause, the usages of
noun clause in the sentences and the real examples of noun clause in the reading text
d. The students discussed with their groups

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e. The lecturer asked one of the groups to present the result of their discussion to the
class randomly
f. The lecturer gave the corrections of the students explanation in front of the class.
In the first and the second meetings, the lecturer was walking around the class to check
the students activeness in doing what she instructed. She did not give the exact time when the
students had to finish their discussion. It seemed that she only used their feelings when to stop
discussion and asked the representative of the group pointed to present the result of their
discussion in front of the class. She also did not give the time limitation for the students to
present the result of their discussion. That was why she only had little time to review the
result of the presentations and the students did not have enough time to ask more explanation
from the lecturer.
B. The Students Activities
Here are the descriptions of what the students did in the first and the second meeting of cycle
one.
a. The students sit in group of three
b. The students discussed about the definition of noun clause and the examples in the
form of reading text for the first meeting and the usages of noun clause in the
sentences and the examples in the form of reading text for the second meeting
c. The students found the information needed from internet and other sources
d. The pointed group presented the result of their discussions in front of the class
while other students asked questions about what they did not know.
In the first meeting of this cycle, there was one group that seemed did not seriously do
what the lecturer instructed. They made a joke one another while keeping looking at their
laptop. They were pointed by the lecturer to present the result of their discussion. Then, they
admitted that they were doing the assignments from another lecturer. After that, other group
came forward to change the first group pointed. This group told the result of their discussion
until the end.
In the second meeting, all of the groups paid full attention to their duty. Unfortunately,
there was one student coming late. He directly joined their group to do the instructions from
the lecturer with their group. When the lecturer pointed one of the groups to present their
result of their discussion, there was one student asking permission to go to the bathroom. It
did not disturb the class at all. The discussion could run well.

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The following day after the second meeting was the meeting for post-test I. It was held
in. The mean score from this test was 66.7. Only 44.4% of the students could pass the
minimum mastery criteria. That is why cycle one was considered unsuccessful.
C. The Students Responses
The students seemed comfortable with PBL method that was applied by the lecturer
since the first meeting of cycle one. They gave positive responses by following what the
lecturer requested. Only one group was known not to do their duty well. They told the lecturer
honestly that they did the assignment from other lecturer. But other groups were active and
serious to find the solutions of the problems given by the lecturer. At the end of the class, they
asked the lecturer about what grammar books were good for their references. The lecturer
suggested using every grammar book and the important point was that they could understand
the explanation from that book.
Then, in the second meeting, all of the students were serious in doing discussions and
finding the solutions of their discussion problems. All of them brought grammar books that
they had. It was not the same as in the first meeting when all of the students only counted on
the internet to find the solutions. At the end of the class, some of the students told the lecturer
that they still found difficulty in applying their grammar when writing. The lecturer,
absolutely, gave suggestion to write everything everyday by considering the rules of grammar
they had learned.

Cycle Two
Cycle two also had two meetings. The first meeting was held in November 22, 2016. Then,
the second meeting was in November 29, 2016.
A. The Lecturers Activities
What the lecturer did in the first meeting and the second meeting of cycle two was
generally the same as what she did in cycle one. The differences were about the problems
given to the students and the time limitation for discussion section and presentation of the
discussion result. When cycle one, there was no exact time limitation. It was because she
seemed to use their feelings only when stopping discussion and presentation. There was no
exact time contract. But it was different when cycle two. The lecturer gave the students the
exact time for discussion and presentation. It was thirty minutes for discussion and thirty
minutes for presentation including questioning and answering in the presentation section.

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The procedures of PBL in cycle two were as follows.

a. The lecturer gave the problems to be solved by the students ( the problems were about
the definition of coordinating conjunctions and its examples in the form of reading text
in the first meeting and kinds of coordinating conjunctions and its examples in the
form of reading text in the second meeting)
b. The lecturer grouped the students into three groups
c. The lecturer gave guided questions about the definitions of coordinating conjunction,
kinds of coordinating conjunctions, and the real examples of gerund in the reading text
d. The students discussed with their groups in thirty minutes
e. The lecturer asked one of the groups to present the result of their discussion to the
class randomly (time for presentation was thirty minutes)
f. The lecturer gave the corrections of the students explanation in front of the class.
B. The Students Activities
Here are the descriptions of what the students did in the first and the second meeting of cycle
two.
a. The students sit in group of three
b. The students discussed about the definitions of coordinating conjunctions and the
examples in the form of reading text for the first meeting and kinds of coordinating
conjunctions and the examples in the form of reading text for the second meeting (time
for discussion was thirty minutes)
c. The students found the information needed from internet and the grammar books they
brought
d. The pointed group presented the result of their discussions in front of the class while
other students asked questions about what they did not know (time for presentation
was also thirty minutes)
Both in the first meeting and the second meeting of cycle two, all of the students in
their groups did serious effort to do their task based on the problems given by the lecturer. In
the first meeting, there was one group raising a hand to present their result of discussion
before the lecturer pointed one of the groups. Of course, the lecturer gave the chance to come
forward while reminding that the time was thirty minutes for them in front of the class. Their
presentation was great. They presented reading text containing what they do everyday. The

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text was not taken from internet anymore but they wrote the text by themselves by applying
the patterns of noun clause and coordinating conjunctions they just learned.
In the second meeting, every group divided the duty for every member. Then, they
discussed what they got to solve the problems given by the lecturer. Fortunately, all the three
groups wanted to present their discussion result. Finally, the lecturer asked them to do the
lottery. The presentation was excellent. The explanation was complete and the reading text
was from their real life.
The following day after the second meeting was the meeting for post-test II. It was
held in November 30, 2016. The mean score from this test was 72.8. 88.9% of the students
could pass the minimum mastery criteria. That is why it can be said that cycle two was
considered successful.
C. The Students Responses
All the students were very comfortable with PBL method that was applied by the
lecturer. All of them were full of motivations to join the grammar class. It was proven when
the time for presentation in the second meeting came, all of the groups wanted to present their
discussion result. They were more active. It could be seen that there was no student coming
late anymore. No students wanted to leave the class before the time was really over.

DISCUSSION
Teaching grammar by using problem-based learning improved not only students
grammar competence but also students speaking skill as well as students writing skill. When
the students were discussing grammar problems given by the lecturer, they tried to speak as
clearly as possible to explain their ideas about their solutions to their friends. This condition
was interchangeably done by them in the case of giving questions and answers. It also
happened when they were presenting their discussion result in front of the class. They also
tried to use the appropriate grammar when asking and answering questions. Al-Mekhlafi and
Nagaratnam (2011: 71) state that when grammar is seen as a resource, it can help
communication. All of us know that the forms of communication can be oral and written. That
is why the activities that the students did in their grammar class also could improve their
writing skill. It could be seen from the reading texts that they themselves made. They were
strongly motivated to make the reading texts without copying from the internet anymore.

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They enjoyed learning and applying their grammar lesson in their writing reading texts.
Asgari (2013: 488) states that the increasing of students motivation will effect on the learning
improvement. That is what happened when students did what the lecturer instructed in their
grammar class.

CONCLUSIONS
Based on the result of the research, the conclusions can be explained as follows:
1. Problem-based learning could improve grammar competence in the fifth semester
students of English department of education faculty of Hasyim Asyari University
(UNHASY) Tebuireng Jombang in the academic year of 2016/2017.
2. In cycle one, the lecturers activities was following the procedures of problem-based
learning that she planned. She walked around the class when the students discussed.
There was something less in cycle one. She only used her feelings to stop the time for
discussion and presentation without telling the students the exact time. Then, she gave
the time limitation in cycle two after getting information from the observer. The time
for discussion was thirty minutes as well as the presentation.
3. The students activities in cycle one and cycle two were basically the same. In cycle
one, there was one group who did the assignment from another lecturer. So that they
did not pay full attention to their discussion. In cycle two, all of the students were
active in joining the discussion and also the presentation. All of the groups wanted to
present their discussion result in the second meeting of cycle two. But finally, the
lecturer made a lottery to choose the group presenting their discussion result. Besides,
all of the groups presented their discussion result, made their own reading text without
searching from internet or other sources. Their mean score was 66.7 in cycle one and
72.8 in cycle two. Then, 44.4% of students passed the minimum mastery criteria in
cycle one and 88.9% of students passed the minimum mastery criteria in cycle two. It
means that there was an improvement of their grammar competence.
4. The students responses were good since cycle one. Even though some of them said
that they still got difficulty in applying their grammar in their daily life. In cycle two,

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the students were more motivated to join the grammar class. It was little different
between cycle one and cycle two.

From the conclusions above, it could be seen that grammar was learned more
interestingly by using PBL. This study found something different from the previous studies
using PBL. The finding was that the increase of the students grammar competence was in
line with the increase of their speaking skill and their writing skill. It was because PBL
applied in this grammar class gave the opportunities to the students to speak and write more
and more. Then, the students seemed to compete in making the better writing and to speak
more in presenting their ideas related to the problems of the grammar materials given by the
lecturer. Besides, their motivation to learn also had a role in the success of their grammar
achievements.

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Present tense: Il maketi iter. International Journal of Learning & Development,
4(1), 115-131. doi:10.5296/ijld.v4i1.5154
Tuan, L. T. & Doan, N. T. M. (2010). Teaching English grammar through games. Journal of
Studies in Literature and Language, 1(7), 61-75.
Uibu, K. & Liiver, M. (2015). Students grammar mistakes and effective teaching strategies.
International Journal of Teaching and Education, 3(1), 70-87.
doi:10.204.72/TE.2015.3.1.006

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Swearing Used in Richard Wrights Black Boy

Giyatmi
Universitas Veteran Bangun Nusantara Sukoharjo
giyatmi85jimmy@gmail.com

Ratih WIjayava
Universitas Veteran Bangun Nusantara Sukoharjo
ratihwijayava@gmail.com

Nunun Tri Widarwati

Universitas Veteran Bangun Nusantara Sukoharjo
nununtriwidarwati@gmail.com
DOI: http://dx.doi.org/10.18326/rgt.v10i1.62-82

ENGLISH ABSTRACT

This research aims at finding the types of swearing expressions and linguistic forms of
English swearing used in Richard Wrights Black Boy. This is a descriptive qualitative
research since it describes the phenomena of swearing used in the novel. The data of the
research are all the conversations or sentences used swearing in the novel written by Richard
Wright namely Black Boy as the main data source. The method of collecting data in this
research is observation and teknik lanjut catat. After all the data had been collected then they
are coded using the coding system such as data number/title of novel/chapter/page/data.
There is no data reduction since all the data are analyzed in this research. This research used
theory triangulation. Kind of swearing expressions found in this novel dealing with God and
religion terms, name of animals and plants, part of body, racial terms, stupidity terms, name
of occupation, sexual terms, family terms. The linguistic forms of English swearing used in
this novel are word, phrase, and clause. The swearing in the form of words consists of (1)
noun referring to place, person, occupation, animal, and idea (2) verb and (3) adjective.
Phrase consists of (1) noun phrase with swearing functioning as headword, modifier, and
both headword and modifier, (2) adjective phrase with swearing functioning as modifier.
Swearing expression is also found in the form of sentence.

Keywords: taboo, swearing, and linguistic form.

INDONESIAN ABSTRACT

Penelitian ini bertujuan untuk menemukan jenis makian serta satuan bahasa dari makin
berbahasa Inggris yang digunakan dalam novel Richard Wright yang berjudul Black Boy.
Penelitian ini berjenis deskriptif kualitatif karena penelitian ini berusaha menjelaskan
fenomena makian yang terdapat pada novel Black Boy karya Richard Wright. Data pada

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penelitian ini adalah semua kata, frasa, klausa, kalimat yang mengandung kata makian dalam
percakapan di novel Black Boy karya Richard Wright yang merupakan sumber data primer
dalam penelitian ini. Metode pengumpulan data dalam penelitian ini adalah observasi dan
teknik lanjut catat. Setelah semua data terkumpul maka data diberi kode dengan system kode
yang sudah ditentukan yaitu nomor data/judul novel/BAB dalam novel/halaman novel/data.
Semua data yang ditemukan dalam penelitian ini dianalisis, sehingga tidak ada reduksi data.
Penelitian ini menggunakan trianggulasi teori. Jenis makian yang ditemukan dalam novel ini
terkait dengan nama tuhan serta istilah keagamaan, nama hewan dan tumbuhan, nama
bagian tubuh, istilah rasial, istilah yang bersinonim dengan hal yang menunjukkan
kebodohan, nama pekerjaan, istilah aktivitas seksual, dan istilah yang terkait dengan
keluarga. Sementara itu dari satuan lingual, makian dapat berbentuk kata yang terdiri dari
(1) kata benda yang merujuk pada tempat, orang, pekerjaan, binatang serta idea (2) kata
kerja (3) kata sifat. Frase yang digunakan dalam makian pada novel ini meliputi (1) frase
kata benda dengan posisi kata makian sebagai kata inti (head word), penjelas (modifier),
serta berfungsi sebagai keduanya baik kata inti (head word) dan penjelas (modifier), (2) frase
kata sifat dengan kata makian sebagai penjelasan (modifier). Ekspresi makian juga
ditemukan dalam bentuk kalimat.
Kata kunci: tabu, makian dan satuan lingual.

INTRODUCTION
Richard Wright was one of famous American authors. He wrote some novels, short
stories, poems, and non-fictions. Many of his works concern with racial theme. One of his
novels is Black Boy: A Record of Childhood and Youth. It is considered to be a semi
autobiography, because the novel tells about his early life then moved to Chicago. He started
his writing career and became involved with Political Party in that town. This novel was
written in 1945 and became best seller.

Having read this novel, the writer found interesting language phenomenon, i.e. the use
of swearing. Richard Wright used many swearing expressions in the novel. It is easy to find
swearing expression such as Damn, Hell, Goddamn, Sonofabitch in this novel. Swearing is an
offensive word, usually as an expression of anger. Swearing is considered to be impolite and
taboo so that many people avoid it.

Swearing is often associated with negative emotion such as anger, disappointment.

Actually swearing can be related to the positive emotion. Swearing can be used to express
relief, happiness or even admiration. It depends on the context. Swearing as one of language
expressions is influenced by the context surrounded it.

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Broadly speaking, context is the environment where the utterance or expression

happens. Mey (1993; 38) defines context as the surroundings, in the widest sense, that the
participants in the communication process to interact, and that make the linguistics expression
of their interaction intelligible. Context can bring swearing expression to be positive or
negative emotion. For example the word damn can mean negative when it is spoken by a who
gets angry after knowing that his girlfriend had an affair with his friend. On the other hand,
damn can mean positive when it is used by the speaker who finally accidentally meets his old
friend with whom he have not seen yet since high school graduation. So, to sum up, context
plays an important part in determining meaning of an utterance or expression.

Swearing is common in languages but not universal. There are some communities
such as Indian America, Malay, and most of Polynesian languages do not swear (Montagu in
Geoffrey, 1998; 3). Swearing is influenced by culture and belief of the society using the
swearing. In one society maybe a certain word is not considered as swearing but in another
society maybe that certain word is swearing. For example is jangkrik (cricket) which is
considered as swearing in East Java, Indonesia but not in Central Java, Indonesia. Jangkrik
(cricket) is a name of animal. There are many animals used as swearing such as dog, bitch and
pig. Besides, there are still many sources used as swearing expression such as part of body for
instance eyes and lips (mata dan bibir in Javanese society), ass (in English language).
Swearing can be also got from the bad behavior of someone such as silly, stupid (bodoh in
Indonesia).

The writer is interested in the English swearing found in Richard Wrights Black Boy
so that the writer had a research on it. The research focused on the type of swearing and
linguistic forms used on swearing found in Richard Wrights Black Boy.

Previous Study

Swearwords seem to be very interesting to study hence there are many researches
dealing with swearwords. The researchers presented some previous researches dealing with
swearword to complete the researchers study. Ririn Febrima and Rusdi Noor Rose in
Swearwords Found in Chat Room Yahoo Messenger (2012) focus their study on kinds of
swearwords used by the people in Indian Chat Room Yahoo Messenger and the functions of
swearwords used by the people in Indian Chat Room Yahoo Messenger. This research shows

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that there are 6 kinds of swearwords used in Indian Chat Room Yahoo Messenger such as the
swearwords related to (1) supernatural or internal power of Gods, angels and devils (2)
swearwords related to the future life (3) swearwords related to the names of ancestors and
heroes (4) oaths by natural objects, forces, and phenomena (5) vulgar or obscene words (6)
oaths by animals, plants, and their products. Meanwhile, the swearwords used in this chat
room functions as anger, joke, surprise, unbelievable, promise, convince, and disappointment.

Elisa Nuraini, A comparative Study of English and Indonesian Swear Words on

English and Indonesian Movie (2009) emphasizes on the linguistics form types of the
swearwords employed by the characters in Indonesian and English Movies and the meaning
of the swear words found in Indonesian and English Movie. The result of the study shows that
the type of swearwords employed by the characters in Indonesian and English Movies are
single word, compound word, noun phrase, verb phrase, and adjective phrase. Besides, the
research shows that the meanings of swearword are to express anger, to intensify, to express
annoyance, to insult, to disprove ones statement, to express surprise and to mock.

The two previous studies mentioned used chat room and movies to get the data, while
this research uses novel, The Black Boy by Richard Wright to get the data. In addition this
research focuses on kinds of swearing and linguistic forms found in Richard Wrights Black
Boy.

Taboo

Taboo is closely related to swearing so thats why it is necessary to discuss it. Taboo
comes from Tongan language, an Austronesia language of the Polynesian branch spoken in
Tonga (in Pacific Ocean). Taboo was firstly introduced into English by Captain Cook in 1777.
Broadly speaking, taboo means forbidden to be said, to be used because of its contradiction to
the value in the society and culture.

Winick (in Laksana, 2009; 17) defines taboo is a prohibition, which, if violated, leads
to an automatic penalty inflicted by magic and religion. Frazer in (Laksana, 2009; 25)
classifies taboo into taboo of action, taboo of people, taboo of property, and taboo of words.
Furthermore, Frazer classifies taboo words into taboo of parents name, taboo of family, taboo

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of dead people, taboo of sacred person or animal, taboo of Gods name, and taboo of certain
words.

In addition (Wijana; 242) mentions that taboo can appear in three ways such as taboo
of fear, taboo of delicacy, and taboo of property. Taboo of fear refers to the forbidden of
mentioning Gods name, spirit and animal. The example of this taboo is taboo word for
animal such as bear which people prefer calling it honey eater because of its totem power
(Geoffrey,1998; 8). When people avoid of naming something that is not worth saying such as
name of disease and death, it is the implementation of taboo of delicacy. Geoffrey (1998; 10)
states that virtually all societies have, for instance taboo against direct reference to death:
invariably preferred is some euphemism concerning journey to unknown destination, such as
pass on, pass away or more uplifting variant of Salvation Army, promoted to the glory. Taboo
of property has something to do with sexual, parts of body as well as their function.

Swearing

Swearing is usually known as a word or phrase considered unacceptable in polite

language, and used to express strong feeling such as anger, or to give offense. Montagu (in
Laksana, 2001; 26) states that swearing is the act of verbally expressing the feeling
aggressiveness that follows upon frustration in words possessing strong emotional association.
Another definition is given by Crystal (1992; 61), swearing is the complex and sophisticated
expression that may be found in religion, legal and formal context. At the other, there are
many daily examples of taboo speech, usually profanities or obscenities that express such
emotion as hatred, antagonism, frustration and surprises. To sum up, it can be said that
swearing is a kind of verbal expression used to express strong emotion association such as
anger, hatred, frustration, and surprises.

Crystal mentions the sources of swearing such as things that have something to do
with sexual activity, secretion, and supernatural (1992; 61). Still from Crystal, swearing is
classified into (1) parts of body and their functions that are considered taboo and impolite in
the society such as ball and four letter words, (2) name of God, evil, holy place, hereafter life,
saint people such as God, Dear Lord, Heaven, Hell, by heard of the Prophet.

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Ajib Rosidi in Kata Makian in http://sainstory.wordpress.com/2011/12/01/kata-kata-

makian/, classifies swearing into (1) those which have something to do with religion and
belief (2) those which have something to do with sex (3) those which have something to do
with parts of body (4) those which have something to do with function of human body (5)
those which have something to do with synonymy of stupidity (6) names of animal.

Another article from Choiron in dalam Manfaat Memaki (Bukan Kamus Makian) pada
http://bahasa.kompasiana.com/2011/03/26/manfaat-memaki-bukan-kamus-makian/ mentions
that most of society share similarity on theme that deals with swearing such as (1) human
body and its defects (2) weakness of bad attitude of person (3) human organ dealing with
secretion (4) sexual activity (5) animal which are considered low and small (6) insect such as
jangkrik (7) fruit such as jambu (8) bad name of family.

In Budiawanto (2006; 5), English swearing develops in three stages. The first is in 16 th
century. In this stage, most swearing refers to euphemism for Gods name such as God blind
me, bloody by my lady. The next stage is in the 18th century. Swearing dealing with Gods
name euphemism was decreasing in this stage. England started to clean their language from
such kind of swearing. Most of swearing refers to the parts of body and their function such as
cock, and cunt, the genital organs for male and female. The last stage is on the 20 th century, in
which swearing has something to do with racial issues and sexuality, such as nigger, which
means people having black skin.

Linguistic Forms

Language consists of two elements i.e. form and meaning. Linguistic form includes
phonological units such as phonemes and syllables. On the other hand, grammatical units such
as morphemes, phrases, clauses, sentences, and discourses (Ramlan, 2005; 21)

a. Word
Word is the smallest of linguistic units which can occur on its own speech or writing
(Richard, 1985; 311) Similar definition of word from Crystal saying that word is the
smallest unit of linguistic that can stand independently. In the written form, word is

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separated by spaces and in the spoken form; it is recognized by pause (Crystal, 1992;
xxx)
To sum up, the two definitions are viewed word from the orthographical point of view.
Word is classified into content word and function word. Content word refers to object,
events, and abstract concept. Content words consist of noun, verb, adjective, and
adverb. On the other hand, function words are those kinds of words that are often best
defined by its function (Aronoff and Fudeman, 2005; 40). Articles, conjunctions,
pronouns, prepositions are the examples of function words.

b. Phrase
Richard mentions that phrase is a group of words which form grammatical units. A
phrase does not contain a finite verb and does not have a subject-predicative structure
(1985; 39). Based on the definition there is no finite verb and subject-predication on a
phrase, however a phrase consists elements name Headword and modifier.
Based on its headword, phrase can be classified into noun phrase, verb phrase,
adjective phrase, and adverb phrase.

c. Clause and Sentence

Clause is a group of words which form a grammatical unit and which contains a
subject and finite verb. A clause forms a sentence of part of a sentence and often
functions as a noun, an adjective, or an adverb (Richard, 1985; 39)
Clause has already had a subject and predicate but clause cannot stand independently
because the meaning of clause is not complete yet.

RESEARCH METHODS
This is a descriptive qualitative research which observed the phenomenon of swearing
found in novel entitles Black Boy by Richard Wright. The data of this research is swearing
found in Richard Wrights Black Boy as the main source of data. The method of collecting
data used is observation and teknik lanjut catat. The data found are recorded then are given
codes. The coding system is data number/title of novel/chapter/page/data such as

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001/BB/017/damn thing. The writer used all the data so there was no data reduction. This
research is used theory triangulation.

DISCUSSION
a. Type of Swearing Used on Richard Wrights Black Boy
Based on the analysis, the types of swearing words used on Richard Wrights Black
Boy are;
1. Religion Terms
Swearing expression dealing with religion terms covers the euphemism of Gods
names such as Gods name, evil, angel, hell, and heaven.
No Religion Terms Amounts

1 Gods name such as Gods sake, Gods face, 24

Goddamn/Goddamnit, Christ, Lord, Holy
2 Evil/Devil 6

3 Angel 1

4 Hell 22

5 Damn 11

Tabel 1. Swearing Expression with Religion Terms

Gods name euphemism consists of the use of Gods name for swearing. These
swearing are used mostly when the speaker felt angry. The examples of these
swearing such as found in the following data;

a. Whats the matter, for the Gods sake? My mother asked for me, of Granny,
of my brother, turning her face from one to anther (005/BB/II/50/Gods sake)
b. I have nothing to do with whether you go to school or not, she said.
You left the church and dead to me, dead to Christ.(037/BB/V/154/Christ)
c. Mrs. Moss came down in her robe.
Mama, look what Richards was gonna do. Bess said, showing the can.
He was gonna eat this in his room.
Lord, boys, Mrs. Moss said. You dont have to do that (096/BB/236/Lord)
d. Holy cats, he said. He looked at us.

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Did you really find this here?

oh, yes sir, we said. (098/BB/XI/242/Holy)

Swearing dealing with religion terms that was firstly found is the use of evil and
devil. Both refer to something unpleasant. However, there is also the use of angel
as the swearing expression. The examples of these data are:
a. Youre an evil. You bring nothing but trouble. (035/BB/IV/148/evil)
b. Then why write it? she asked.
Because people might want to read it.
Thats the Devils work, she said and left. (057/BB/VII/185/Devil
c. Them bastard brats of yours aint no angel! the landlady said.
(012/B/II/angel)

Meanwhile, religion terms for swearing can be seen in the use of hell to swear
such as in the following data:

a. Hell, I aint gonna stand near you, nigger! (018/BB/III/89/hell)

b. That aint gonna do you no good.
Hell, theyll catch you. Rejection of nave rebellion. (023/BB/III/90/hell)

2. Animal and Plant Terms

Tabel 2. Swearing Expression with Animal and Plant Terms

No. Animal Terms Amount

1 Bitch 2

2 Pig 1

3 Dog 3

4 Hog 1
5 Ass 1
6 Rooster 1
7 Monkey 1

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Names of animals and plants can be used to swear too. However not all animals
and plants can be used as swearing. The use is various among the culture. Some of
the swearing found in Richard Wrights Black Boy use animal and plant terms,
such as;
a. Bitch and Dog
Thats right, you bitch, the young man said (046/BB/VI/164/bitch)
Well, walk, you black sonofabitch (069/BB/IX/black sonofabitch)
Bitch is female dog, wolf, or fox. This swearing sometimes appears in another
form such as sonofabitch. In informal use, bitch means unpleasant woman.
Bitch and dog are used for swearing to compare the traits of the swearing
addressee with those of the animals.

b. Pig and Hog

Calling the hogs
Go home, pig! (030/BB/III/92/hogs, pig)

Hog is a male pig with its sexual organ removed that is allowed to grow large
so it can be eaten its meat. Hog and pig usually symbolize greediness so in
informal use pig and hog means greedy persons.

c. Ass
Listen, nigger, he said to me, my ass is tough and a quarter is scarce.
(101/BB/XII/250/Ass)

The next animal used for swearing is ass. Ass is the same as donkey. It is a
mammal of the horse family which is usually smaller than a horse and has
longer ears. In British informal, ass means foolish or stupid person.

d. Rooster
I dont want to fight for white men. Im no dog or rooster (106/BB/XII/262-
3/Rooster)

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Rooster is a male chicken. It is also known as cock. In slang terms both rooster
and cock has another meaning. Rooster and cook can mean male genital.
Rooster can also mean male homosexual.

e. Monkey
Yeeeessss, siiir, Shorty sang : but first he picked up his quarter and put it
into his mouth.
This monkeys got the peanuts, he chortled. (100/BB/XII/250/Monkey)

Monkey and other animals like cow, baboon, ape, skunk, polecat, and shrew,
has been used in a metaphorical fashion for both a disreputable and unpleasant
woman.

f. Nut
Crush that niggers nut, nigger!
Hit that nigger! (109/BB/XII/265/nut)

Nut means a hard-shelled dry fruit or seed with a separable rind or shell and
interior kernel (http://www.merriam-webster.com/dictionary/nut). In slang
language, nut means a persons head and in a vulgar use, it can mean testis. In
addition, nut can also mean a person with silly and stupid behavior.

3. Racism Terms
No Racism Terms Amount

1 Black 10

2 Negroes 1

3 Nigger 33

4 Coloured man 1

5 White ( white people, white man 7

Tabel 3. Swearing Expression with Racism Terms

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Black Boy is a novel with Afro American family background in America. There
was still many discriminations found in the story. There are some swearing words
dealing with racism terms such as negro, nigger, black, colored man, white folk,
white, white man. These swearing words have something to do with skin color.
Negro comes from Spanish and Portuguese words meaning black. The next words
have the same meaning as negro is nigger and black. The following are the
examples of those swearing:

a. Maybe thats wrong with Negroes, I said. They take too much time.
(078/BB/IX/205/Negroes)
b. Crush that niggers nut, nigger!
Hit that nigger! (109/BB/XII/265/nut)
c. Pack up your rags, you black bastard, and get, the landlady ordered.
(015/BB/II/74/black bastard)

Besides, there is some swearing having something to do with white skin, such as
white, white man, white people like the following ones:

a. . But I didnt want to sell Betsy to white people

Why?
Because theyre white, I said (017/BB/II/81/white)
b. They say a white man bit a colored man up north and that colored man bit that
white man, knocked him cold, and nobody did a damn thing! Urgent wish to
believe in fight (026/BB/III/white man, colored man)

4. Stupidity Synonymy

No Stupidity synonymy Amount

1 Fool (fool, foolish, 14

foolishness)
2 Silly 1

3 Lousy 1

Tabel 4. Swearing Expression with Stupidity Synonym

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There is swearing having synonymy with stupidity that is found in this novel for
example fool (fool, foolish, foolishness), silly and lousy. The most used is fool. All
kinds of the swearing is used for showing someones stupidity. The following are
the examples of swearing dealing with stupidity:
a. Come on here, you little filthy fool, my mother called (007/BB/II/51/fool)
b. Couldnt Granny find out who her father was?
For what, silly?
So she could know (009/BB/II/57/silly)
c. That goddamn lousy bastard sonofabitching bucket! I spoke in a whisper of
hate and despair. (033/BB/III/107/lousy)

5. Occupation
No Occupation Amount

1 Whore 1

2 Prostitute 2

Tabel 5. Swearing Expression with Occupation

Sometimes people swear by using word dealing with occupation. In Indonesian

there is a swearing taken from the occupation name, bajingan which is actually is a
name of the person whose job is driving a carriage. This phenomenon can be found
in the novel such as whore and prostitute. Both are addressed to women engaging
in sexual activity for getting money. The examples of the use of this swearing are:
a. And what kind of whore is you? The landlady shouted.
(014/BB/II/74/whore)
b. Youre just a common prostitute, Aunt Maggie pitched
(013/BB/II/74/prostitute)

6. Sexual Activity

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No Sexual Activity Amount

1 (f*****g) 2

Tabel 6. Swearing Expression with Sexual Activity

There are only two swearing dealing with sexual activity found in this novel such
as f**k and f*****g. Those two words are not written completely. There are some
letters blanked to hide the real words because this swearing is considered as the
worst swearing. This swearing has something to do with sexual activity. The
example of the swearing with sexual activity term is;
a. Didnt you call him, Pease? If you say you didnt, Ill rip your gut string loose
with this f- - k- i- g bar, you black granny dodger! You cant call a white man
a liar and get away with it (084/BB/IX/209/f- - k - i - g)
b. Suck im in his f- - k - - g piece! (109/BB/XII/265/ f- - k - - g)

7. Parts of Body

No Parts of Body Amount

1 Ass 1

2 Piece 1

Tabel 7. Swearing Expression with Parts of Body

Parts of body are also used in swearing. This research found two swearing using
part of body in this novel, namely ass and piece.
a. Ass
Ass is derived from the word arse which means a persons buttocks. This
swearing is usually used to show someone who is stupid and irritating.
Listen, nigger, he said to me, my ass is tough and a quarter is scare.
(101/BB/XII/250/ass)

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b. Piece
Piece, in this case means male genital.
Suck im in his f- - k - - g piece! (109/BB/XII/265/ f- - k - - g)
8. Family Terms
No Family Terms Amount

1 Bastard

2 Sonofabitch

Tabel 8. Swearing Expression with Family Terms

The swearing has something to do with family terms found in this novel is bastard
and sonofabitch.

a. Bastard
Bastard is used to call a child born with no married parents or an illegitimate
child. There are many swearing using the word bastard, one of them is;
Pack up your rag, you black bastard, and get, the landlady ordered.
(015/BB/II/74/Bastard)

b. Sonofabitch
Bitch is a female dog. This swearing is sometimes combined with the word son
(the male child in the family). The following is the example of it;
That goddamn lousy bastard sonofabitching bucket! I spoke in a whisper of
hate and despair. (033/BB/III/107/sonofbiching)

b. Linguistic Forms
The most dominant linguistic forms used in swearing found in Richard Wrights Black
Boy are words and phrases. There is also a swearing in the form of sentence.

1. Word

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The swearing expression in word forms that are found in Richard Wrights Black
Boys consists of noun, adjective, and verb.
No Parts of Speech Swearing Words

1. Noun Nigger, Negro, hell, whore, prostitute, pig, hog,

dog, bitch, rooster, cock, monkey, angel, Christ,
Lord, God, Evil, Devil, foolishness.

2. Verb Damn

3. Adjective Black, silly, fool, Holy, bastard

Tabel 9. Swearing Words

a. Noun
Noun is the word identifying person, thing, place, animal, and idea. Swearing
words used in the novel can be classified into;
1. Person such as nigger and Negro. Nigger is name for black people.
Sometimes it is called Negro. The examples for noun referring to person
are;
a) Nigger, you minds in a ditch, Amusingly moralistic.
(019/BB/III/89/nigger)
b) Get down, nigger and put up your hands! they order

2. Place such as hell. Hell is a place for punishing and tormenting in the
afterlife. The used of this term can be found in the following examples:
a) Hell, I woulda just killed her if she hada said that to me.
(021/BB/III/90/hell)
b) Hell, I aint gonna stand near you, nigger (018/BB/III/89/hell,nigger)

3. Animal such as ass, rooster, cock, pig, hog, dog, bitch and monkey. Rooster
and cock both refer to an adult male. Rooster and cock are used for
referring male genital. Hog and pig are similar. Hog is male pig that its
sexual organs have been removed and a hog is usually kept for its meat.

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Dog and bitch both refer to an animal with four legs that are usually kept
by human for pet, hunting or guarding. Bitch refers to female dog. These
animals are used for referring people who is unpleasant. The used of these
swearing words such as;
a) Thats right, you bitch, the young man said (046/BB/VI/164/bitch)
b) Go home, pig! (030/BB/III/92/hogs, pig)
c) I dont want to fight for white men. Im no dog or rooster
(106/BB/XII/262-3/Rooster)
4. Idea such as foolishness. Foolishness is used to show someone else
stupidity. The use of it can be seen in the following example;
a) Quit talking foolishness! (008/BB/II/55/foolishness)

b. Verb
There is only one verb found in the novel. It is damn. It, however, has variation
in the past form such as damned. This verb usually combined with the word
God such as Goddamn and Goddamnit. The used of it can be found in the
following examples;
a) Now Ill be damned if Im going to be beaten because of your hurt
feeling. (053/BB/VI/174/damned)
b) It is my house and Ill have in it what I damn please, the landlady said.

c. Adjective
Swearing in adjective forms found in the novel are black, fool, and foolish.
Those swearing function to modify noun such as the following data;
a) Youre foolish, my mother said. (017/BB/II/foolish)
b) Aw, youre fool, he said. Then he smiled quickly(106/BB/XII/fool)
c) Dick, look, youre so black, black, black, see? (076/BB/IX/203/black)
2. Phrase
The next linguistic unit used in swearing expression is phrase. Phrase is a group of
words with headword and modifier. There are two kinds of phrases used as
swearing in this novel. They are noun phrase and adjective phrase.
a. Noun Phrase

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Noun phrase is a phrase with noun as its headword. The modifier can be noun,
adjective, article, numeral, etc. Swearing in the form of noun phrase found in
this novel is classified into three based on the position of the swearing. They
are swearing as Headword, swearing as Modifier, and swearing as both
Headword and Modifier.
1) Swearing as headword.
In this part, swearing words function as the headword of the phrase. The
followings are some phrases in which the headword is swearing:
a. Youre just a common PROSTITUTE, aunt Maggie pitched.
(013/BB/II/74/common prostitute)
b. You little FOOL! Put that suitcase down! (038/BB/V/159/little fool)
c. Youre a lucky BASTRD, cause if youd said that to some other white
man, you mightve been a dead NIGGER now.
(070/BB/IX/200/lucky BASTARD, a dead NIGGER)

The swearing words (in bold capital letters) on the sentences above all are
nouns and functioning as headwords in the noun phrase.

2) Swearing as modifier.
In this part, swearing words function as modifier to the headword of the
phrase. The followings are the examples of swearing as modifier found in
the novel;
a. Kill that DAMN thing!, my father exploded (001/BB/I/17/DAMN
thing)
b. You stop that, you EVIL gal, she shouted. (002/BB/I/47/EVIL gal)
c. Who on earth put such sides into your NIGGER head?
(043/BB/VI/162/NIGGER head)

All the swearing words (in bold capital letters) are functioning as modifiers.
They modify the headwords in the noun phrase.

3) Swearing as headword and modifier.

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In this part, swearing functions both as headword and modifier in the noun
phrase. The followings are data concerning with swearing as headword and
modifier;
a. Pack your rugs, you black BASTARD and get, the landlady ordered
(015/BB/II/74/black bastard)
b. Say, what in hell are you glaring at me, you nigger BASTARD? he
demanded (047/BB/VI/164/nigger bastard)
c. Well, walk, you black SONOFABITCH! (069/BB/IX/200/black
SONOFABITCH)

The noun phrases above consist of swearing both as headword and

modifier. The headwords are bold typed and the modifiers are italic.

b. Adjective Phrase
This kind of phrase has adjective as its headword. The modifier for this phrase
is usually adverb. The followings are the adjective phrases found in this novel;
a. What so damn FUNNY about that? She asked (040/BB/V/160/damn
funny)
b. Sometimes I get so goddamn MAD I want to kill everybody, he spat I a
rage.
I like to sleep too goddamn MUCH. Ill die here. Or maybe theyll kill
me (111/BB/XIII/281/ goddamn mad, goddamn much)

The above phrases have adjectives (in capital letters) as their headwords and
adverbs (in bold type) as modifiers. The swearing words on the sentences are
functioning as modifiers.

3. Sentences
The biggest linguistic unit in swearing found in this novel is sentence. The
followings are the sentences with swearing:
a. Ha ha ha.Yeah, goddamnit theyll catch you (024/BB/III/90/godamnit)
b. Goddamn. I thought. It happened quicker than I had expected.
(049/BB/VI/170/Goddamn).

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The two swearing expressions found in the novel are in the form of sentence but
they are written with no spaces. They should be God damn and God damn it.

CONCLUSIONS
Swearing is an application of language function namely expressive or emotive function.
Swearing is used as an expression of feeling and emotion. Based on the research about
swearing found in Richard Wrights Black Boy, we can say that the swearing types used in
the novel are various. There are eight types of swearing used in it such as swearing with
religion terms and God names, animal and plant terms, racial terms, stupidity terms,
occupation terms, sexual terms, parts of body, and family terms. In addition, the swearing
used on the novel also comes in the form of words, phrase, and sentences. No swearing found
in the form of clause. Kinds of words used for swearing expression are; verb, adjective, and
noun referring to people, things, places, animals, occupations, and idea. There are only two
kinds of phrases used in swearing found in the novel such as noun phrase and adjective
phrase.

REFERENCES
Arronof, M &Fudeman, K (2005). What is Morphology. Oxford: Blackwell Publishing Ltd.

Budiwanto, C.. (2006). An Analysis of Swear Words in Jackass The Movie. Skripsi Fakultas
Sastra Universitas Kristen Petra Surabaya.

Choiron. (2011). Manfaat Memaki (Bukan Kamus Makian). Kompasiana. Retrieved March
06, 2012 from http://bahasa.kompasiana.com/2011/03/26/manfaat-memaki-bukan-
kamus-makian/

Crystal, D. (2003). The Cambridge Encyclopedia of Language. New York : The University of
Cambridge

Geoffrey, H. (1998). Swearing: A social History of Foul Language, Oaths and Profanity in
English. England: Penguin Book Blackwell

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Laksana, I.K.D (2009). Tabu Bahasa: Salah Satu Cara Memahami Kebudayaan Bali.
Denpasar: Udayana University Press

Matthews, P. (1997). The Concise Oxford Dictionar of Linguistics. New York: Oxford
University Perss Inc

Mey, J.L(1993). Pragmatics: An Introduction. Cambridge, Massachusettes: Blackwell

Publisher.

Moloeng J.L (2008). Metodologi Penelitian Kualitatif Edisi Revisi. Bandung: PT.Remaja
Rosdakarya

Ramlan, M. (2005). Ilmu Bahasa Indonesia: Sintaksis. Yogyakarta: CV Karyono.

Richards, J, Platt,J & Weber,H (1985). Longman Dictionary of Applied Linguistics. Longman
Group Limited: England.

Rosidi, A. (2011). Kata-kata Makian. Pikiran Rakyat. Retrieved March 06, 2012 from
http://sainstory.wordpress.com/2011/12/01/kata-kata-makian

Wijana, I.D.P (2012). Makian Dalam Bahasa Indonesia: Studi Tentang Bentuk dan
Referensinya dalam Jurnal Humaniora Fakultas Ilmu Budaya UGM

Wright, R. (1989). Black Boy: A Record of Childhood and Youth. New York: Harper & Row
Publisher

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Authentic Material and Automaticity for Teaching English

Widyastuti
State Institute for Islamic Studies (IAIN) Salatiga
Widyastuti.jati@yahoo.com
DOI: http://dx.doi.org/10.18326/rgt.v10i1.83-100

ENGLISH ABSTRACT

This article discusses how to make students of Science Education in first year feel interesting
in English lesson, understanding the text well and can communicate English fluency. It has
been suggested that Authentic Material and Automaticity Theory not only creates a friendly
and fun condition in teaching reading but helps students to study comprehensibly so they are
able to understand the text, structure, vocabulary easily, read fluently and they also can
communicate in English. The authentic material can make the teaching learning process fun
and eliminate boring because the topics and materials can be found in internet so it will be
more visually and interactive . Automaticity theory can solve the problem of students who
must memorize words that make them feel boring and forget the words soon. The other benefit
is the students can exposure the real language being used in a real context and stimulate
studensidea, encouarage them to relate themselves with real-life experiencesThese strategies
can make the students understand easily and enjoy the teaching learning process. By
combining authentic material and automaticity strategies for teaching English in science
education, will develop readers (students) to become fully competent and fluent.
Key Words: Authentic material, Automaticity theory, Teaching English

INDONESIAN ABSTRACT

Artikel ini membahas bagamana agar mahasiswa di Tadris IPA tahun pertama tertarik dan
dapat memahami teks berbahasa inggris dengan baik selain itu juga dapat berkomunikasi
dalam Bahasa Inggris dengan lancar. Authentic Material dan Automaticity Theori tidak
hanya menciptakan suasana pembelajaran membaca yang nyaman dan menyenangkan tetapi
membantu mahasiswa untu belajar secara menyeluruh sehingga mereka dapat belajar
bacaan, tata Bahasa dan kosa kata dengan mudah selain itu mereka bisa membaca dan
berkomunikasi dalam Bahasa inggris dengan lancar. Authentic Material membuat proses
belajar mengajarnya menjadi menyenangkan dan menghilangkan rasa bosan Karena topik
dan materinya bisa diambil di internet sehingga bisa dilihat dan lebih interaktif.
Authomaticity Theory dapat mengatasi rasa bosan mahasiswa yang harus menghafal kosa
kata sulit dan cepat lupa. Keuntungan lain adalah mahasiswa dapat menggali bahasa yang
sesungguhnya dalam konteks nyata ,merangsang dan mendorong ide mahasiswa ,untuk
mengkaitkan dengan kehidupan nyata. Dengan demikian strategi ini akan membuat
mahasiswa mudah memahami dan merasa nyaman dalam proses be;ajar mengajar. Dengan
menggabungkan dua strategi, yaitu authentic material dan automatiy theory dalam

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pembelajaran Bahasa Inggris di Tadris IPA, akan meningkatkan kecakapan dan kelancaran
mahasiswa dalam Bahasa Inggris.
Kata Kunci: Materi otentik, Teori otomatisasi, Pengajaran Bahasa Inggris

INTRODUCTION

Reading means different things to different people, for some it is recognizing written
words, while for others it is an opportunity to teach pronunciation and practice speaking.
However, reading always has purpose.

The reason for reading depends very much on the purpose for reading. Reading can
have three main purposes, for survival, for learning or for pleasure. Reading for survival is
considered to be in response to our environment, to find out information. In contrast reading
for learning is considered to be the type of reading done in classroom and is goal oriented,
while reading for pleasure is something that does not have to be done.

Reading is central to the teaching and learning language. It is also one of the more
difficult aspects of language to teach well. Teaching reading has to be one of toughest tasks a
teacher faces. We all know that reading skills are essential to students success on
standardized tests and college entrance exams. In their ability to communicate orally and in
writing and in nearly all other areas of life.

Indeed there are many different teaching methods which people today purport which
do not focus on solely teaching reading. There are many different ways of making reading a
little more interesting.

This article tries to adress the often neglected aspect of enjoying and motivating
students in the process of studying reading especially in the first year students of science
departement IAIN Salatigabeside that this paper will discuss the need of teachers to teach the
proper reading strategies to help the students understand the text easily.

The sources of authentic materials that can be used in the classroom are infinite, but
the most common are newspapers, magazines, TV programs, movies, songs and literature.
One of the most useful is the Internet. Whereas newspapers and any other printed material

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date very quickly, the Internet is continuously updated, more visually stimulating as well as
being interactive, therefore promoting a more active approach to reading rather than a passive
one.

Automaticity theory of learning emphasizes the importance of training at the

associative stage, where learners come to coordinate individual skills in more varied, complex
tasks which display automaticity and fewer breakdowns in mental processing and overloads of
working memory. The process is lengthy one, students will get eventually and are capable if
given the correct support. Patience is vital to the successful implementation of theory.

Automaticity refers to the ability to perform complex skills with minimal attention and
conscious effort. Automaticity is essential for higher-order thinking such as skilled reading
and writing because important sub-skills must be performed accurately, quickly and
effortlessly.

Reason for Using Authentic Material and Automaticity Theory in The Classroom

When considering the use of authentic materials, Widdowson wrote:

It has been traditionally supposed that the language presented to learners should be
simplified in some way for easy access and acquisition. Nowadays there are
recommendations that the language presented should be authentic (Widdowson
1990:67).
The use of authentic material in teaching and learning activity is not new. Authentic
material can include TV show, radio, news broadcast, documentaries, movies, photograph, art
work, adverticement, brocure etc. Authentic material focuses on helping students eliminate
the feeling of failing or other negative association they may have toward learning activity.
One of the important principles of communicative language teaching is that authentic
language should be used in instruction whenever possible (Omaggio- Hadley, 1993).

Martinez (2000) summarized several benefits of using authentic materials.

1. By using authentic material, students are exposed to real discourse, as in videos of

interview with famous people where intermediate students listen for general idea.
2. Using authentic materials in the classroom is once outside the safe, controlled
language learning environment, the learner will not encounter the artificial language of
the classroom but the real world and language how it is really used.

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3. Keep students informed about what is happening in the world, so they have an
intrinsic educational value.
4. As language changge is reflected in the materials so that students and teachers can
keep abreast of such changes.
5. Reading texts are ideal to teach/practice mini-skill such as scanning, eg students are
given a news article and asked to look for specific information. Also, teachers can
have students practice some of the micro-skills of listening . eg basically students
listen to news reports and they are asked to identify the name of countries, famous
people etc.
6. Different authentic material such as books, articles, newspaper and soon contain a
wide variety of text type and language styles not easily found in conventional teaching
materials. Thus it can help students extend their vocabulary and help memorize them
in a number of meaningful recycling.
7. Authentic material can encourage learning for pleasure because they are likely to
contain topic of interest to learners, especially if students are given the chance to have
a say about the topics of kinds of authentic material to be used in class.
8. Authentic material drawn from periodicals are always up to date and constantly being
updated. (www.intelegentbusiness@pearson Education 2005)
As result, learners will keep high motivation and interesting in language teaching
through these meaningful interaction with the material. Nunan (1999).

Authentic Material Selection Criteria

The definition of authentic material is the materials that have been produced to fulfill
some social purpose in the language community. ( Peacock 1997). The purpose is to stimulate
studentsidea, encouarage them to relate themselves with real-life experiences and develop
topics in ways that articulate their ideas and aplicate them correctly. Tomlinson & Masuhara (
2010: 400 ) states that Authentic materials are designed not to transmit declarative
knowledge about the target language but rather to provide an experience of language in use.
The basic consideration for selecting authentic material is trying to pick topic that are
relevant and of interest to the students. Providing materials that are both practical and
aplicable that can help students to relate themselves with real-life experiences.

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Another aspect which need to be considered is how to make the exercise fun and
aplicable to help the students think ahead and prepare themselves about the topic.The exercise
provides the perfect opportunity to challenge students critical thinking skills. Students also
gain valuable learning experience in data interpretation.
It can be concluded that authentic materials bridge the gap between classroom
language use and real life language use by bringing familiar linguistic situation and materials
right into the classroom. When teachers use authentic materials, they are in fact helping
students to make a comfortable learning to fulfill some social purpose in language
community.

How to Choose Authentic Material Text

Authentic texts have been defined as real-life texts, not written for pedagogic purposes
(Wallace 1992:145) They are therefore written for native speakers and contain real
language. They are materials that have been produced to fulfil some social purpose in the
language community. (Peacock (1997).

The sources of authentic materials that can be used in the classroom are infinite, but
the most common are newspapers, magazines, TV programs, movies, songs and literature.
One of the most useful is the Internet. Whereas newspapers and any other printed material
date very quickly, the Internet is continuously updated, more visually stimulating as well as
being interactive, therefore promoting a more active approach to reading rather than a passive
one. From a more practical point of view, the Internet is a modern day reality, most students
use it and for teachers, there is easier access to endless amounts of many different types of
material. From a even more practical/economical point of view, trying to obtain authentic
materials abroad can be very expensive, an English paper/magazine can cost up to 3-4 times
the price that it usually is and sometimes is not very good. Often by having unlimited access
in the work place, looking for materials costs nothing, only time.

Authentic materials should be the kind of material that students will need and want to
be able to read when travelling, studying abroad, or using the language in other contexts
outside the classroom. Authentic materials enable learners to interact with the real language
and content rather than the form. Learners feel that they are learning a target language as it is

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used outside the classroom. When choosing materials from the various sources, it is therefore
worth taking into consideration that the aim should be to understand meaning and not form,
especially when using literary texts with the emphasis being on what is being said and not
necessarily on the literary form or stylistics. Nuttall gives three main criteria when choosing
texts to be used in the classroom suitability of content, exploitability and readability.
Suitability of content can be considered to be the most important of the three, in that the
reading material should interest the students as well as be relevant to their needs. The texts
should motivate as well as. Exploitability refers to how the text can be used to develop the
students competence as readers. A text that can not be exploited for teaching purposes has
no use in the classroom. Just because it is in English does not mean that it can be useful.
Readability is used to describe the combination of structural and lexical difficulty of a text, as
well as referring to the amount of new vocabulary and any new grammatical forms present.
It is important to assess the right level for the right students.

The authentic presentation, through the use of pictures, diagrams, photographs,

helps put the text into a context. This helps the reader not only understand the meaning of the
text better but also how it would be used. A more attractive text will appeal to the student
and motivate them into reading. It may seem to be a very superficial aspect but the
appearance of any article is the first thing that the student notices. An attractive looking
article is more likely to grab the readers attention rather than a page full of type. Very often
it is so easy to just download an article from the Internet and present the student a page full of
impersonal print, without taking any of these factors into consideration.

Automaticity Theory

Automaticity Theory (AT) attempts to explain how people acquire skills as a

function of the automaticity of operating processes. Schneider and Fisk (1983) explain the
mechanisms of skill acquisition in terms of contrasting automatic and controlled types of
cognitive and memory processing.

Automatic processing is a fast, parallel, fairly effortless process which is not limited
by short-term memory capacity, is not under direct subject control and performs well-
developed skilled behaviors. Automatic processing typically develops when subjects deal with
the stimulus consistently over many trials....Controlled processing is characterized as a slow,

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generally serial, effortful, capacity limited, subject controlled processing mode that must be
used to deal with novel or inconsistent information. (p. 120)

Schneider and Fisk (1983) also show how practice changes controlled processing into
automatic processing. According to them, automatic productions are modular and will
develop when the component processes are consistent. This modular processing system can be
hierarchical, with the same module being one part of many different skills. The assumption is
that there is an upper limit to human attention span. Practice, however, can make automatic
productions relatively free of limited memory resources; thus there is no necessary limit to the
number of automatic processes which can be active at the same time. Moreover, practice
makes productions autonomous, reducing direct conscious control of the subject. This is a
crucial stage on which it can be said that good and poor learners divide. Automaticity which
has been acquired through effective, repeated practice makes it possible to process different
stimuli at different stages simultaneously, as in something like a psychological and pyscho-
motor version of a complex production line. Schneider and Fisk (1983) illustrate this change
of behavior in practicing a motor skill by describing the change in learning how to play the
piano. At the novice level, performance is very slow, serial, and capacity limited. Controlled
processing is in effect at this stage and the learner must allot much of finite attention capacity
to each motor task. After substantial practice, however, the learner builds up a vocabulary of
playable notes by consistently repeating each note in a given phrase thousands of times. As
the automatic productions develop, the performer can speed up the responses, incorporate
more complicated rhythm information, and begin to have sufficient capacity freed up and
made available to attend to the patterns of notes, familiar scales and chords, and then finally
onto entire sections in the music. Figure 1 shows the continuum of automatization adapted
from Whitaker (1983, p. 199)

By way of comparison and contrast, Anderson (1995) perceives the development of

skill acquisition as the development of problem-solving operators. He divides the processes
into three stages; the cognitive stage, the associative stage, and the autonomous stage. He
describes the general characteristics of each stage as follows: In the cognitive stage, learners
commit to memory a set of facts relevant to the skill. Typically they rehearse these facts as
they first perform the skill. The process is slow. The information they have learned amounts
to a set of problem-solving operators for the skill. In the associative stage, the connections

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among the various elements required for successful performance are strengthened. Errors are
detected and eliminated as well. Learners, by this time, have converted the verbal knowledge
once memorized into procedural knowledge. In the autonomous stage, the procedure becomes
more skilled, more automated, and more rapid. In becoming so, it requires fewer and fewer
attentional resources. Learners also develop more complex skills in the direction of becoming
more automated and requiring fewer processing resources. Anderson says, "it is the
procedural, not the declarative, knowledge that governs the skilled performance" (p.274)

The models of skill acquisition described above show how people develop
automaticity with practice, and they break down a complex process over time into
understandable stages. In learning a foreign language, just as with other skill acquisition
processes, we must start from an absolute beginning stage at which we have no language and
must progress over time until we have acquired language proficiency. Ultimately, we hope to
attain the stage where we can exert control over language well enough to allocate our
attention to understanding and responding to the content of messages, to actual
communication.

In real classroom, it is hard to see how the process of acquiring functional proficiency
levels over stages is actually acknowledged. Reading, grammar, key vocabulary, typical
expression, and language associated with communicative situation and functions, etc. for each
isolated item, explanation and opportunities for practice activities are often given.

They need to free up their cognitive and memory resources by becoming fluent,
automatic, and efficient at certain elements of processing in order to devote their mental
resources to more involved, complex tasks of real communication and interaction. In short,
they need to stick it out with some practice tasks until stages of automaticity have been
reached. After practicing distinct skills until a fluency with them has been reached, learners
then need to practice them in more integrative, less framed tasks. In so doing, they will also
learn how to balance their attention span; their cognitive and memory resources can be more
efficiently shared out to the various integrated parts of increasingly complex tasks. Taking this
into consideration, we need to restructure the whole curriculum to incorporate language
training adapted to the associative stage of Anderson's (1995) model. Figure 2 demonstrates a

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model which could be applied to the structuring of the formal language curriculum around the
concepts of AT.

Therefore, to talk about automaticity in foreign language reading, we need to divide

elements involved in the reading act into what can be automated and what cannot.
Knowledge-driven operations such as intra textual perception, metacognition, and prior
knowledge may work mainly as individual differences in learners' general reading skills
developed. More importantly, these operations cannot be automated because they are
constantly changing depending on the context and continue to require attention and effort.
However, automaticity in text-driven skills may well free up memory and cognition for the
type of fluent reading that requires constant attention and effort, and breakdowns in such
skills can prove to be the "weakest link" in the entire reading process

The Use of Authentic Reading Materials and Automaticity Theory In The Classroom
One of the main ideas of using authentic materials in the classroom is to expose the
learner to as much real language as possible. Even if the classroom is not a real-life
situation, authentic materials do have a very important place within it. It has been argued that
by taking a text out of its original context, it loses it authenticity:

As soon as texts, whatever their original purpose, are brought into classrooms for pedagogic
purposes they have, arguably, lost authenticity. (Wallace 1992:79)
Even if true, the learner is still exposed to real discourse and not the artificial language
of course textbooks, which tend not to contain any incidental or improper examples. They also
tend to reflect the current eaching trend. Authentic materials also give the reader the
opportunity to gain real information and know what is going on in the world around them.
More times than not, they have something to say, be it giving information, a review. They also
produce a sense of achievement. Extracting real information from a real text in a
new/different language can be extremely motivating, therefore increasing students' motivation
for learning by exposing them to 'real' language (Guariento & Morley 2001). They also
reflect the changes in language use, (again something that does not occur in textbooks, which
become very dated, very quickly) as well as giving the learner the proof that the language is
real and not only studied in the classroom:

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Authentic texts can be motivating because they are proof that the language is used for real-
life purposes by real people. (Nuttall 1996:172)
The wide variety of different types of text means that it is easier to find something that
will interest the learner and may even encourage further reading or reading for pleasure. An
advantage of taking a complete newspaper or magazine into classroom, rather than
photocopies of an article, is that students can actually choose what they want to read. The
more the learner reads, the better a reader he will become, not only improving his language
level but also confidence. In each stage of proficiency, the learners should be given sufficient
training to reach a stage where they can read the material rapidly and accurately. The content
of the material should be easy and concrete at first, gradually becoming more difficult and
abstract. In general, reading material that uses typical, mature written English may contain
more complicated sentence structures when compared with spoken material. Exposing
students with graded, spoken materials in the early stage may give them opportunities to listen
to texts with the basic sentence structures and help them to internalize and schematize the
basic English sentence structures. Though the ultimate goal of most reading practices may be
to comprehend the text, syntactic feature recognition should be emphasized particularly to the
L2 or FL readers whose native language structures are very different from those of the target
language. Otherwise, learners may depend too much on their background knowledge and so
not pay enough attention to what is actually written in a text.

Definition of Automaticity is ability to respond or react without attention or conscious

effort. Automaticity is defined as fast, accurate and effortless word, identification at the single
word. (Hook, PE and Jones, S.D 2002). Automaticity is essential for higher -order thinking,
such as skilled reading and writing because important sub-skills must be performed
accurately, quickly and effortlessly. If reading subskills are performed automatically, then
higher order aspects of the task such as comprehension, can be performed effectively.

When students become a truly automatic readers, they will look at a page and read on
it sequence, without unnatural hesitation they will understand what those words mean on a
subconscious level and wont even have to think about or give to much attention to them to
absorb their meaning. Automaticity in reading requires a great deal of practice to be
thoroughly installed in memory.

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Because the reading demands on our students are high, students with poor reading
fluency can fall begin, so it is important to provide and use tools, including technology that
can assist students in reading practice and improve their automaticity.

Samples of Reading Lesson the Classroom Activities

Readers process texts in two ways, either Top-Down or Bottom-Up. Bottom-up

processing is when the reader builds up meaning by reading word for word, letter for letter,
carefully scrutinizing both vocabulary and syntax. This is often associated with poor or slow
readers, but can sometimes occur when the readers own schema knowledge is inadequate.
TopDown processing is the opposite, where a global meaning of the text is obtained, through
clues in the text and the readers good schema knowledge. This is often associated with a
good reader, who does not read word for word but quickly and efficiently. The most
comprehensive description of the reading process are interactive models, in which every
component in the reading process can interact with any other component (Alderson
2000:18), combining elements of both bottom-up and top down models. Reading is
considered to be an interactive process (a conversation between writer/reader, even though the
writer is not present) and for it to occur both processes are necessary, top-down to predict the
meaning and bottom-up to check it. The two are therefore complementary ways of processing
a text.

The sample of activity uses text for example about Heart and Circulation, lung,
Kidney, blood, brain etcthe materials were downloaded from the Internet and then
adapted.The researcher chooses this text with the following reasons, firstly any students find
many difficulties, boring with the text, hopefully by using Authentic Material land
Automaticity Theory, the students wont find any difficulties and boring but they will feel
interesting and fun with the material. Secondly, it evokes imagination and provides materials
that are both practical and applicable that can help students to relate themselves with their
knowledge and experiences. Thirdly the exercises of the text provide perfect opportunity to
challenge students critical thinking skills. Fourthly, there some sub-topic of Heart and
Circulation, for examples What is blood, what are blood groups, How does the heart work and

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so on so it motivate students study automaticity because they will get more practice and
vocabulary related to the text. And finally, students can gain valuable learning experience.

First step Pre-reading (observation)

The aim of this step is to get students interested and build out their impression to the
topic. The question will guide the students to construct their idea related to the activity and the
goal is to understand and use English in real life and automatically. It can be made more
approachable byreviewing new vocabulary before reading, and then asking students to
perform tasks that are within their competence, such as skimming to get the main idea or
scanning for specific information, before they begin intensive reading. Recycling the same
words learned before in numerous different contexts may reduce their study load and will also
help them recognize words in future reading encounters.
The students are given occupation to read the text,the more the student reads, the
better a reader he will become, not only improving his language level but also confidence
because they can read automaticity.
According to Automaticity Theory this step is in the cognitive stage, learners commit
to memory a set of facts relevant to the skill. Typically they rehearse these facts as they first
perform the skill. The process is slow. The information they have learned amounts to a set of
problem-solving operators for the skill. By practicing regularly and repeating practice every
time the lecturer come, hopefully the learners will respond automatically and easily so the
students wont feel difficulties and boring but they will feel fun with the material.
To combine authentic material and automaticity theory, teacher must use variety
strategies and different strategies for different text.
The example of activities in pre- reading
1. Using the title, subtitles and division within the text to predict content and
organization or sequence of information.
2. Pronunciation in group
3. Read paragraph, it can motivate students reading fluency (the ability to read text
quickly, accurately and automatically)

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Teach new vocabulary using multi- sensory approach ( graphic organizer, photograph or
pictures) by using LCD to create deeper understanding The authentic presentation, through
the use of pictures, diagrams, photographs, also helps put the text into a context. This helps
the reader not only understand the meaning of the text better but also how it would be used. It
will become more attractive step of reading that will appeal to the student and motivate
them into reading.

1. Reviewing vocabulary or grammatical structure

2. Doing guided practice with guessing meaning from context or checking
comprehension while reading.
3. Describing a pictures
4. Involve all students in the simulation

Step 2: While-reading

Teacher tries to encourage the students to be a flexible and active readers, the teacher
alsoto promote a dialogue between reader and writer. In this step the teacher can develop the
questions, clarify the content of the text, ask the students to summarize or visualize and
monitor the understanding of the students. It can be done in a group. The teacher can control
language learning environment and the students will get real world and language how is really
used. In While-reading, in discussing the text, the items area about typically grammar points,
key vocabulary, typical expressions, and the language associated with communicative
situations and functions. For each item, explanation and opportunities for practice activities
are given

The example of activities in While-reading

1. Put students in group of four or in a partner

2. Ask them to discuss the answers of the questions from the text
3. Ask students to skim the text to get a general sense
4. Engage students in some general discussion of the topic, making a brief notes on board
about main ideas
5. Monitor their understanding

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6. Activate schema
7. Do error correction
8. Keep track of what students are grasping easily and what they are having trouble
understanding or comprehending.
9. Clarify and correct students when they give incorrect answers

Review activities

In this step, it is hoped that the students participate with more interest and
involvement, they also gain confidence and can use their sense-making instincts or their
automaticity. Students need not to memorize words, because by recycling the same words
learned before in numerous different contexts may reduce their study load and will also help
them recognize words in future reading encounters. The other benefit of automaticity is the
students have the ability to read words without decoding, it means students reading allow
them to read words fluently so that they can concentrate on comprehending the text.

Step 3: Post-reading

Post-reading strategies provide students away to summarize reflect and questions what
they have just read.

The example of post reading activities

1. Assign them in different job for example summarize what they have read and draw
picture or graphic organizer what they read.
2. Ask students to return to the statements and to make notes from what they have
discovered in their text that may confirm or change their opinion.
3. Assign a relevant reading task to a small group so that students can practice using the
features of the text to locate information and help them understand and remember
what they read.
4. The teacher brings an English language newspaper/magazine to class and has students
read the text and underline every instance of the present perfect aspect or passive
tense, then copy them all in their note book.

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5. The teacher uses on inauthentic text from a published course book which was
contrived specifically to practice reported speech and then discuss other waysin which
the speakers could have said the same thing using different language.
6. The teacher asks students to use the internet to research about the pictures that show
about the function of heart, lungs, brain or kidney then create a short information
about the picture.
7. If the students find difficulty in understanding the text from internet, the teacher can
edit or simplify the text and if the passage is too long, the teacher can shorter the text
and make lexically easier
By using the method of Authentic material and automaticity, the students will get four
skills, in receptive reading they will study text by skimming, scanning, looking at text
organization (paragraphing, topic sentences), listening for gist and listening for specific
information. In productive speaking the students discuss on issues arising from the text or
role play based on the scenario, and use the article as model responding in writing.

CONCLUSION

The use of authentic material in the classroom of science education students in IAIN
Salatiga benefiting from exposure to real language being used in real context. Other aspects
with proved positive when using authentic materials were that they are highly motivating,
giving sense of achievement when understand and encourage further reading. For developing
reading, the most useful resource is the internet, beside easily accessible.

Theory of Automaticity derived from the word automatic, automaticity is a key

importance for developing readers to become fully competent and fluent. It means being able
to recognize and process information without really thinking about it in conscious level.
Something that human being is not born with but rather develop as they continue to learn
when applied to reading. Automaticity is the ability to look at words and read them aloud
without thinking.

Automaticity is very important to students of Science education because if our

students achieving automaticity in reading is not only their becoming effective readers but
becoming effective all -around learning. The majority students make a shift from learning
to read to reading to learn Effective reading comprehension requires not only accurate

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reading and fluent reading school also automatic skill that allow them to easily comprehend
what they are reading. Automaticity Theory can improve the teaching reading process because
the students are able to coordinate individual skills in more complex task, leading to
independence in communicating ability.

REFERENCES
Alderson, J.C. & Urquhart, A.H. (1984) Reading in a Foreign Language London, Longman

Alderson, J.C. (2000) Assessing Reading Cambridge, C.U.P.

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Anderson, N.J. (1999) Exploring Second Language Reading Issues and Strategies Canada,
Heinle & Heinle
Breen, M.P. (1985) Authenticity in the language classroom Applied Linguistics 6/1 pp60-70
Brumfit, C.J. & Johnson, K. (1979) The Communicative Approach to Language Teaching
Oxford, O.U.P.

Carrell, P.L., Devine, J. & Eskey, D.E. (Editors) (1988) Interactive Approaches to Second
Language Reading Cambridge, C.U.P.

Fumiko Yoshimura (2000) Automaticity Theory and EFL in Japan .Literacy Across Cultures.
Spring/summer 4/1

Goodman, K (1988) The Reading Process in Carrell, P.L., Devine, J. & Eskey, D.E. (Editors)
(1988) Interactive Approaches to Second Language Reading Cambridge, C.U.P. pp11-
21

Guariento, W. & Morley, J. (2001) Text and Task Authenticity in the EFL Classroom in ELT
Journal 55(4), pp 347-353

Hook.PE and Jones, SD (2002) The important of Automaticity and Fluently for Efficient
Reading Comprehension. International Dyslexia Association Quarterly news Letter
Perspective, winter, 2002, vol 8, no 1 page 9 -

Martinez, A.G. (2002) Authentic Materials: An Overview on Karen's Linguistic Issues

http://www3.telus.net/linguisticsissues/authenticmaterials.html

Nuttall, C. (1996) Teaching Reading Skills in a foreign language (New Edition) Oxford,
Heinemann

Peacock, M. (1997) The Effect of Authentic Materials on the Motivation of EFL Learners in
English Language Teaching Journal 51, pp 2

Richard, J.C. (2001) Curriculum Development in Language Teaching Cambridge C.U.P

Samuels, SJ & Flor, RT (1999) The importance of automaticity for developing expertise in
reading. Reading & Writing Quarterly, 13.107-121

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Senior, R (2005) Authentic Responses to Authentic Materials in English Teaching

Professional 38, pp71

Students Perceptions of the Use of Blogs in English Language Learning

Miftachudin
IAIN Salatiga
Miftac4@gmail.com

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DOI: http://dx.doi.org/10.18326/rgt.v10i1.101-121

ENGLISH ABSTRACT

This study aims to provide understanding about students perceptions of the benefits of blogs
in English language learning and their challenges in authoring blogs. In addition, this study
explores the benefits of blogs in English language learning. Furthermore, it investigates the
challenges in authoring blogs that potentially define the gaps between students perceptions
and blogging practice in English language learning. This study involves three undergraduate
students at the State Institute for Islamic Studies (IAIN) Salatiga. It is conducted by using two
stages of semi-structured interviews through Skype. The findings from the data analysis
outline that the students perceive blogs as a beneficial application for English language
learning in the areas of writing, reading and communication. However, they also admit that
challenges remain in authoring blogs, such as performance fluctuation, self-confidence and
aspects of technology. From the findings, there is a suggestion to formulate strategies in order
to counteract the challenges. Thus, the use of blogs improves the quality of English language
learning in any future practice.
Keywords : students perceptions, English language learning, benefits of blogs, challenges
in authoring blogs.

INDONESIAN ABSTRACT

Penelitian ini bertujuan untuk memahami persepsi mahasiswa mengenai manfaat blogs dalam
pembelajaran bahasa Inggris sekaligus tantangan mereka dalam menggunakan blogs. Tidak
seperti website pada umumnya, blogs merupakan aplikasi yang gratis dan sederhana yang
bisa digunakan siswa walaupun mereka tidak memiliki kemampuan bahasa komputer. Blog
bisa disebut sebagai sebuah lingkungan pembelajaran bahasa Inggris asli yang di dalamnya
memungkinkan kegiatan refleksi dan kolaborasi. Selain itu, penelitian ini mengeksplorasi
manfaat blogs dalam pembelajaran Bahasa Inggris. Kemudian juga, dalam studi ini mencoba
untuk menginvestigasi tantangan-tantangan dalam menggunakan blogs yang kemungkinan
dapat bermanfaat untuk memahami perbedaan antara persepsi siswa dengan praktek
penggunaan blog dalam pembelajaran Bahasa Inggris. Subjek penelitian ini adalah tiga
mahasiswa S1 di IAIN Salatiga. Penelitian ini dilaksanakan dengan menggunakan dua sesi
semi-structured interviews melalui Skype. Temuan dari analisa data menyebutkan bahwa
siswa menganggap blogs sebagai aplikasi yang bermanfaat untuk pembelajaran bahasa
Inggris dalam bidang menulis, membaca, dan komunikasi. Akan tetapi mereka juga
mengungkapkan bahwa terdapat tantangan dalam menggunakan blogs seperti fluktuasi
kerja,kepercayaan diri dan aspek teknologi. Dari temuan tersebut kemudian memunculkan
saran untuk memformulasikan strategi untuk mengatasi tantangan-tantangan tersebut.
Sehingga penggunaan blogs akanmeningkatkan kualitas pembalajaran bahasa Inggris di
kemudian hari.

Kata kunci : persepsi siswa, pembelajaran Bahasa Inggris, manfaat blogs, tantangan dalam
menggunakan blogs.

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INTRODUCTION
People have been familiar with blogs or weblogs since the emergence of the World
Wide Web (Winer, cited in Campbell, 2004). Blogs are online writing spaces that can be
edited immediately and published publicly through web browsers (Zhang, 2009). They work
as online journals in which blog developers can update any day-to-day life experiences
independently (Oravec, 2002). However, according to Blood (2000), the vast use of blogs
started around 1999 because the platform was developed to aid web users in some areas. The
first point is that users do not need any advanced knowledge of coding, HTML and FTP in
order to be pertinent blog developers (Lohnes cited in Ducate & Lomicka, 2003).
Furthermore, users can customise blogs with little difficulty even though they may have very
little knowledge of computer language. The second point is that blogs provide free domain
and hosting unlike standard websites (Campbell, 2004). As a result, this makes blogs more
accessible to everyone.
In educational realms, blogs are popular amongst teachers and students, especially in the
field of English language learning (Noytim, 2010). Teachers and students have become more
interested in using blogs because blogging activities focus on sharing plain text and
commenting on each other posts (Oravec, 2002). Developing personal blogs is motivating for
students since they can publish the contents based on their interests. In such situations, blogs
elevate learners interest and ownership because they are independent in authoring and
searching for information for their updates (Ferdig & Trammell, 2004). Moreover, students
can upload any form of data such as audio-video files, hyperlinks, pictorial data, colour and
text data on blogs (Kress, 2003; Smith & Baber, 2005; Du & Wagner, 2007).
The use of blogs is relatively new in education realms and English language learning
(Zhang, 2009). There is still little research that focuses on the topic of using blogs in both
fields; education and English language learning. Experts in the field of blog technology only
provide reports on the function and use of blogs but neglect the benefits of blogs for education
(Du & Wagner, 2007). In English language learning, the incorporation of blogs into course
design can actually lead to effective language learning (Wu, 2005). Therefore, the study
specifically explores the benefits of blogs for English language learning as well as the
challenges in authoring blogs.

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Aims
This study aims to help English language educators gain understanding of the benefits
of blogs in English language learning derived from students perceptions and about the gaps
between students perceptions and blogging practice in English language learning. In the long
run, the future practice of blogs in English language learning will be more effective.
In line with that, there are two objectives in this study. The first objective is to
determine the benefits of blogs in English language learning to encourage more students to
use blogs as an extension of learning outside class. The second objective is to define the
challenges in authoring blogs in order to trigger awareness prior to the implementation of
blogs in English language learning

Theoretical framework
Empowering learners independence in English language learning
Empowering learners independence is the focus issue in education (Kenny, 1993).
Being independent in learners contexts means learners take control of their own learning,
gain more responsibility for any decisions in learning aspects and develop strategies for
learning (Sherrin, 1997).
Little (1994) says that the principle of learners independence also takes place in foreign
language learning. Language development is an internal process in which learners need to
take account themselves. Therefore, language instructors should not intensively fill learners
time and space during the process of thinking. However, Pinkman (2005) suggests that
language instructors need to stimulate and facilitate learners to be independent. As a means of
doing this, language instructors can encourage learners to create a new learning environment.
Accordingly, learners need to maintain this environment as a learning extension out of the
class.
The student-centered approach in English language learning
The idea of learners independence is incorporated in the student-centered approach that
facilitates learners to take responsibility in learning. According to Pinkman (2005, p.
12),once learners take responsibility for their learning, they will be more able to capitalize
on learning environments both in and out of the classroom, hopefully making them life-long
and efficient learners.

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Moreover, a student-centered approach is defined as a broad teaching approach that

includes substituting active learning for lectures, holding students responsible for their
learning, and using self-paced and/or cooperative (team based) learning (Felder & Brent,
1996, p. 43). Such approaches improve learning motivation, enhance learners appreciation of
learning subjects, bring deeper insights and promote more knowledge retention (Bonwell &
Eisen, 1991).
On the other hand, a teacher-centered approach has less impact on the development of
students independence in English language learning. In a teacher-centered approach, students
mostly rely on learning input from language instructors which means the instructors actually
feed information to students (Clasen & Bowman, 1974). The instructors are in control of all
aspects of the learning process such as learning targets, language materials and exercises, or
learning orientations. Consequently, this approach appears to minimize continuity in the
knowledge acquisition process, reduces reinforcement, and therefore reduces the lasting
effect of learning (Du & Wagner, 2007, p. 1).

Blogs and English language learning

Technology possesses lots of advantages in facilitating and complementing English language
learning. It is a motivating tool (Ferdig & Trammell, 2004; Zang, 2009). It allows learners to
independently learn, based on their personal interests, develop their own learning strategies
and adjust the pace of learning (Blin, 1999).

To gain the advantages offered by technology in English language learning, Pinkman (2004)
points out Computer Assisted Language Learning (CALL) as the area with the most potential.
Specifically, Pinkman considers blogs as a type of CALL, applications that can potentially
facilitate English language learning in an authentic, reflective and collaborative environment
beyond the classroom.

Blogs can be used not only to enhance but also to complement language learning in EFL
classrooms (Ding, 2008; Cashion & Palmieri, 2002). Ding (2008) claims that the quality of
education can be improved by using blogs. In his research, he finds that through blogging,
learners increase their learning interest and initiative in English language learning. Du &

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Wagner (2007) argue that students individual English language learning and course
achievements are significantly affected by using blog projects.
Furthermore, blogs are popular not only in the field of education but more specifically
in that of English language learning (Noytim, 2010). Blogs are significantly used inside and
outside the EFL classrooms (Pinkman, 2005). In EFL classrooms, blogs can be utilized as a
medium of personal written expression, communication and as a forum of discussion and
build relationships in an authentic cyberspace community (Wu, 2005; Pinkman, 2005;
Campbell, 2003). They can be utilized to elevate learners motivation and ownership in
English language learning because learners have autonomy in organizing the contents (Ferdig
& Trammell, 2004).

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The types of blogs in English language learning

The types of blogs are diverse including tutor blogs, class blogs and learner blogs which can
be integrated into English Foreign Language (EFL) class activities (Campbell, 2003).
However, from these three kinds of blogs, students independently take advantage of the use of
learner blogs. Learner blogs can be personally or collaboratively managed by students
(Oravec, 2002) which is beneficial for students in English language learning (Ding, 2008).
Ding (2008, p.33) states Freedom should be given to students to establish blogs with their
own personality. Individual blogging can help students express their distinct individuality in
the learning process, stimulating their interest and activating their initiative for the English
language learning.

Thus, at this point, the term blogs is interchangeable with that of learner blogs as the focus
of the discussion in this study.

RESEARCH METHODS
This research is a small-scale study conducted using a qualitative approach. The focus of this
research is to explore the students perceptions around the topic of the use of blogs in English
language learning. The exploration will lead to the phenomena and significant description
related to research questions. Accordingly, the result of this qualitative research will be a
salient gauge to argue and affirm those phenomena.

There are two reasons deploying qualitative approach in this research. Firstly, Creswell (2008)
defined that qualitative research as:
A type of educational research in which the researcher relies on the views of
participants; asks broad, general questions; collects data consisting largely of words
(or text) from participants; describes and analyses these words for themes; or
conducts the inquiry in a subjective, biased manner (p. 46).

In line with that, this study intends to have an exploration that relies on the students views. In
the first run, the general questions are asked to collate the text data. Then, the data is analyzed
to find out the themes. From that rationale, this study can justify that qualitative approach is
appropriate for the research study.

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Secondly, Creswell (2008) and Coombes (2001) state that qualitative research typically
involves small scale population such as an individual or a few individuals in the process of
data collection. In this research, the writer only involves three respondents who are thoroughly
investigated. The writer felt, in this light, that three students would be sufficient to address the
research questions.

The context
State Institute for Islamic Studies (IAIN) Salatiga launched the Intensive English
Program in 2010. This program consisted of additional English classes for students who lived
in campus accommodation in Salatiga. Female and male students were separated into different
accommodation and English classes. Related to this research, the context focuses on the
English classes which are conducted in Female campus accommodation at the end of even
semester of the academic year 2014-2015.
As a pioneering program, it was not graded like other programs on a regular basis. Its
objectives were to enhance students language skills, involve them in a convenient language
environment and give them more experience in using language. Moreover, these objectives
were related to the diversity of class population. The students of the Intensive English
Program came not only from English schools but also from others schools such as Islamic
studies, elementary education, Islamic economics, Arabic and Islamic law.
The population and the participants
Of the 30 students observed, ten students made use of blogs outside of the class.
However, only 3 students accepted the request to be participants in this research. Those three
students are outlined in the following section.
The participants of this research are three undergraduate students of the Intensive
English Program in the State Institute for Islamic Studies (IAIN) Salatiga. In turn, the tables
will describe the participants in a brief description.

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Table 1: The personal identification of respondents

University Blogging
No Name Blog Providers
Major starting date
1 Respondent 1 English 2008 Blogger.com
2009 Wordpress.com
2011 Shvoong.com
2 Respondent 2 English 2010 Blogger.com
2011 Shvoong.com
3 Respondent 3 Islamic 2008 Blogger.com
Studies
2008 Wordpress.com
2011 Shvoong.com

Table 2: The observation of learners blog

Articles
Participants
Indonesian English Total
Respondent 1 87 5 92
Respondent 2 8 3 11
Respondent 3 40 0 40

The first participant is studying English and has had experience in authoring blogs since
2008. Initially, she made use of Blogspot from blogger.com in 2008. However, she never
posts any articles on it. In the following year, she used Wordpress from worpress.com. In this
blog, she only posted several articles. Eventually, she signed up to Shvoong from
shvoong.com in 2011. In this blog, she has posted a lot of articles. However, she has not
updated this blog since 2012.
The second participant is also studying English. She started her first attempt in
authoring a blog in 2010. In that year, she used Blogspot from blogger.com. She admitted that
she never updated anything in this blog. In 2011, she made use Shvoong from shvoong.com.
She has posted several articles. Nevertheless, she has not posted any new articles since 2012.
The third participant comes from Islamic Studies. She used Blogspot from blogger.com
and Wordpress from wordpress.com in 2008. However, she neither posted on nor maintained
these blogs. In the following year, she made use Shvoong from shvoong.com. Initially, she
wrote many articles in this blog. Nonetheless, she has failed to write a post since 2012.

Data generation tools

This research occupies semi-structured interview to collate the data. Based on several studies,
a semi-structured interview is an appropriate device in qualitative research through which to

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carry out in-depth exploration of specific social phenomena. Creswell (2008) asserts that the
semi structured interview can be used as one of the forms of data in qualitative research. In
qualitative research, he argues that researchers can use broad and general questions to
generate responses from the participants.
Unlike the structure interview, the interviewer is expected to adapt, modify and add
to the prepared questions if the flow of the interview talk suggests it (Cousin, 2009,
p.72).

The semi-structured interview is conducted through synchronous Computer Mediated

Communication (CMC) Skype software. Mann & Stewart (2000) suggested that CMC can be
employed in case the respondents are dispersed geographically and cannot be contacted face
to face. Although Mann & Stewart (2000) were questioning whether synchronous
communication was equal to face to face communication, the interview keep using Skype as
the tools. In the context of IAIN Salatiga, Skype is free and an appropriate technology for the
participants. Moreover, they have access to the use of laptops and free internet in the campus
accommodation or around the university. Thus, the use of Skype is pertinent for this research.

Research procedures
The research procedure consists of three steps; data preparation, data collection and data
processing. The definition of these three steps are respectively explained in the following.
Data preparation
Data preparation was the preliminary stage in which the writer constructed the interview
questions. At first, three mini tour questions are raised as the opening session to identify the
participants. In addition, the writer made outlines for semi-structured interview questions
based on the literature review and students blog observation. By so doing, there are five
general questions related to the benefits of blogs as the first stage of the interview session.
Probing questions might take place to follow up the participants responses. The probing
questions were the initial sets that they might be modified during the interview to extract more
information. Further, the writer also prepared seven questions to explore students challenges
in authoring blogs as the second stage of the session.

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Data collection
The data are collected through two stages of semi-structured interviews. Whilst the interview
proceeded, the conversation was audio recorded, verbatim by using a digital recorder. In the
first stage, the writer wanted to explore the first question of the research about students
perceptions of the benefits of blogs in English language learning. The stage consisted of five
general questions and several probing questions that are asked during the interview to extract
further information.

Simultaneously, the second stage of the interview session is conducted. The objective of this
stage was to explore students challenges in authoring blogs. The writer felt that gaining
insights into those challenges would help him understand what gaps there are between
learners perceptions of the benefits of blogs and their blogging practice in English language
learning. Overall, the second stage of the interview consisted of seven questions.

Data processing
The data from the interview was in the form of audio recording. From ethical considerations,
the respondents agreed to use Indonesian as the instruction language in communication and
interview. Therefore, the data was not only transcribed but also translated into English before
the process of analysis. Based on Coombes (2001) explanation, qualitative data is presented
mostly in the form of tabulation. Therefore, the writer decided to collate data in tabulated
form so that it could be more easily analyzed.

Repetition, filler or idioms were excluded. The writer only translated some parts of the data
called extracts. Those extracts were selected and tabulated into a computer file by using
Microsoft Word. Coombes (2001) asserts that a word processor is relevant software to
produce documents for any research. In addition, data reduction is allowed before the data
presentation (Miles and Huberman, 1994). However, Punch (2009) suggests that the deducted
data must still be significant and the main components can be used for the analysis.

The data in the second stage of semi structured interview was also treated as the first one. It
was transcribed and translated excluding the repetition, filler or idioms. Eventually, it was

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presented in the tabulation by using the same word processor application before the analysis
proceeded.

DISCUSSION
In this section, the writer discusses the findings including three benefits of blogs in English
language learning and three challenges in authoring blogs. In the discussion, the writer also
correlates the findings with past studies that have been published. Eventually, the conjunction
between the findings and the past studies will give reliable answers to the research questions.

Benefits
Writing
Campbell (2003) says that the idea of blogs is to promote learner writing practice. Moreover,
blogs facilitate learners to have a purpose in writing (Zhang, 2009). Those ideas are in line
with the findings of this study. In this study, respondents 1 and 2 have the same perception
and practice of blogs for writing in English. However, respondent 3 only perceives that blogs
facilitate her to write in English as she is not confident to write in English.

Respondents 1 and 2 focus was to generate an income as their initial purpose for writing
blogs. However, in the process, they realized that generating an income from writing blogs
was not easy to do. Consequently, they changed their focus from seeking income to self-
actualization. On the contrary, respondent 3 has set writing as a major purpose of authoring
blogs since she set up blogs. She finds that blogs are another media to facilitate her hobby of
writing.

Learners can author and manage their blogs independently or collaboratively to update any
thoughts, words and opinions (Oravec, 2002). They may write anything they desire based on
their own interest that leads learners to independently direct their learning (Ferdig &
Trammell, 2004). In addition, Ferdig & Trammell assert that blogs work as an online journal
in which learners are capable of updating any life-experience. In this research, the respondents
use and manage their blogs independently. They concur that blog facilitates independent
writing practice. In addition, they can upload anything based on their preferences.

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Respondent 1 confirms that she can independently articulate her opinions without being
frightened that anyone will reject her writing. Meanwhile, respondent 3 applies her
independence in authoring blogs into various types of writing such as short stories, diaries,
life experiences, summaries of learning materials and abstracts. Furthermore, respondent 2
takes advantage of blogs not only as a space for independent self-expression but also that for
knowledge sharing.

Bernstein (2004) confirms that blogs facilitate the development of writing skills through
frequent writing. Two respondents; 1 and 3 explicitly perceive that frequent writing by using
blogs promotes their writing development. Respondent 2 is the only participant that implicitly
mentions development of writing skills through frequent writing. She says that she can
improve her writing skills in English because she has more words to write. Through frequent
writing, respondent 3 thinks that she can develop her grammar. In addition, she was capable
of revising her writing by using blogs. Similarly, respondent 1 also can revise the errors that
she may have in her writing. Therefore she recognizes the progress of her writing skills
gradually.

Reading
Pinkman (2005) makes a claim based on his research that blogs potentially enhance learners
reading comprehension. Moreover, Campbell (2003) says that English as a Second Language
(ESL) learners mostly take advantage of blogs in reading and writing classes. Their claims
emerge in the finding of this research. The respondents agree that blogs have facilitated
reading activities. In different terms, they perceive blogs as a beneficial medium that lead
them to read more.

Respondent 1 and 2 mostly read blogs to support their assignment as they major in English
school. They use information from blogs to generate or refer to ideas in their assignments. On
the other hand, respondent 3 reads blogs as references for her creative writing because she is
majoring in Islamic Studies and never has any assignments in English. Overall, the
respondents concur that reading blogs is a salient method to promote further reading.

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In authoring blog posts, learners experience meaningful learning through website exploration
(Zhang, 2009; Campbell, 2004). In line with that, Blood (2002) sorts out three chronological
steps in authoring blogs including scouring, filtering and posting. During the scouring
process, learners need to find the relevant sites to support their opinions or generate ideas per
se. They may occupy search engines to surf thoroughly. Surfing related information can be
performed in English. Thus, it will empower students reading comprehension, increase
vocabulary retention and develop more insight on certain topics (Ducate & Lomicka, 2005;
Pinkman, 2005). In this study, the findings affirm the points of website exploration, scouring
and filtering processes, vocabulary development and gaining more insight on certain topics.

Respondent 3 needs to explore and find trusted resources containing relevant information.
Therefore, she can rely on the information and refer it into her own writing. During the
exploration, she does not only gain from the related information but also knowledge of
writing structure and diction. Through blog exploration, respondent 1 and respondent 2 learn
how to be critical readers to compile appropriate information for their assignments or their
blog posts. Moreover, respondent 2 finds new vocabulary and various writing styles from blog
exploration. The new vocabulary significantly assists her in reading other blogs. Meanwhile,
writing styles guide her in constructing her own writing.

Communication
Blogs belong to Computer Mediated Communication (CMC) applications which can be used
in asynchronous communication (Murray & Hourigan, 2008). Moreover, blogs serve as
convenient media for conversation in which interaction and sharing of learning experiences
take place (Du & Wagner, 2007). Blogs can be alternative media to have authentic
interactions with online community (Wu, 2005; Ding, 2008). In English language learning,
blogs have involved student interaction not only with information systems but also with other
global audiences (Oravec, 2002; Noytim 2010). In line with that, the respondents in this study
perceive that they can use blogs as a medium to communicate and interact with people online.

The comment feature is a salient tool which makes blogging more communicative and
interactive (Wilder & Merritt, 2004; Pinkman, 2005). The communication and the interaction

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also take place when the respondents in this study develop their blogs. By using comment
features, they communicate and build mutual interaction.

Respondent 1 has formulated a strategy to build interaction by using comment features.

Firstly, she visits other peoples blogs. Afterwards, she writes comments that may trigger the
blog developers to visit her blogs. Meanwhile, respondent 3 sometimes has her friend
comment on her newest blog posts about the next days presentation materials. Therefore, she
can refine the materials in advance. By this kind of interaction, she has peer-assisted learning
that may be useful in developing her language skills if she writes in English. On the other
hand, respondent 2 is the person who has the least experience in using comments features for
interaction. She has only had one comment so far but she replied directly to it. In general, she
affirms that she can use comment features for interaction.

In education, Feldman (2001) suggests that learners can take advantage of the vast use of
URLs to improve learning, interaction and communication skills. In line with that, all
respondents conclude that sharing links is another way of building interaction. Respondent 1
never leaves the incoming comments without any replies. If she gets halted, she tries to
provide book titles or some links for references. Likewise, respondent 2 and 3 mostly share
their blog update links with their friends on Facebook. In addition, respondent 3 tags,
therefore the links reach more people to read and comment.

In a blog project, Pinkman (2005) found that out of 15 students observed, eight students
enjoyed the experience of interaction in blogging with fellow students and respectively had
peer-assisted learning. Similarly, the findings in this study also reveal the identical
phenomena. The respondents reactions are varied toward interaction in blogging. Respondent
1 explains that she will be pleased if she gets appropriate feedback to her blog posts. She
believes that the blog readers are specific. The readers must be people who really need certain
information or have subscribed to her blogs. Thus, they will put appropriate comments. On
the other hand, respondent 3 is very excited at finding out that people notice her blog posts.
She is eager to read and reply to the comments. Meanwhile, respondent 2 has a neutral stance
towards commenting activities. She does not mention her feelings in particular. However, she
states that This is my obligation to answer what people ask.

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Challenges
Performance fluctuation
Wu (2005) finds that learners beliefs and actions in posting articles is not congruent. In his
research, 85 % of respondents agree that the idea of posting English articles is good to be
implemented in their blogs. However, the quantity of blogs is disappointing. The learners
posted less than eight articles in one semester. In fact, the action of posting more articles
cannot be performed although the majority of learners believe in the idea. The result from
Wus (2005) research seems to be identical with the findings in this study. The respondents
believe that blogs have benefits in language learning. However, they are inconsistent in using
and maintaining blogs.

The respondents have signed up to several blogs providers such as Blogspot, Wordpress,
Shvoong. However, they did not use and maintain them well. Respondent 1 has used Blogspot
and Wordpress since 2008. Afterwards, she never used Blogspot. Similarly, she tried to use
Wordpress in 2009 but she just uploaded several articles. Respondent 3 uses Blogspot and
Wordpress but has not posted anything. Finally, the respondents have used Shvoong since
2011 but they have not maintained their blogging activity.

Du & Wagner (2007) and Noytim (2010) mention that time constraints are a reasonable
explanation for the continuity of authoring blogs. They find that the learners have to deal with
many assignments during the current semester. Similarly, from his research, Pinkman (2005)
finds out that two out of 10 learners responded that they will keep posting in their blogs unless
the time was unavailable. This pattern also happens in the context of this study. The
respondents point out that time constraints have caused their performance fluctuation.

Respondent 1 explains that she does not have much time after her regular classes end because
she has to follow her schedule. Respondent 2 and 3 state the common reason that they are
busy with their assignments during the week.

Du & Wagner (2007) and Pinkman (2005) assert that learners are not accustomed to the
learner-centred environment that requires individual active involvement beyond the
classroom. In this kind of learning environment, learners need to have motivation and

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confidence to present their knowledge, review other learners practice and find related
sources. As learners gain the whole control of blog post configuration, the issues of personal
independence and motivation are crucial for learners persistence in authoring blogs. In line
with that, the respondents from this study show the personal independence and motivation
which affect their persistence and development of English writing skills.

Respondent 1 says that she will write if she is in a good mood. Similarly, respondent 2 states
that I am a moody person. I will write if I want to. Although respondent 3 conveys that she
loves writing, she keeps mentioning that she cannot change her mood. She says Surprisingly,
now I have my own laptop. Still, I cannot focus to develop my blogs.

Their mood also affects the development in English writing skills. Two respondents;
respondent 1 and 2 predominantly write in Indonesian. While, respondent 3 writes only in
Indonesian. Their excuse is that they are Indonesian natives therefore it is easier to write in
Indonesian. However, in some statements, they explain that the process of writing in English
is more complicated. Thus they post more Indonesian articles than English ones.

Self-confidence
Zhang (2009) asserts that learners challenged the lack of self-confidence in writing their ideas
in English. He exemplifies this in discussing the case of the best writer in his project who was
not confident at all about his skills in writing. In addition, he also felt uncertain about his
comments to his classmates writing although several students were excited about his advice.
Those facts also appear in the findings of this study. However, two respondents; respondent 1
and 3 experienced the challenge of self-confidence to write in English.

Respondent 1 felt insecure with her English. She is afraid of making mistakes in English
writing. Likewise, respondent 3 faces the typical challenge. She finds herself not confident
with her grammar.

Wu (2005) finds that her learners confronted the challenge of self-confidence in inviting,
reading and commenting on each other blogs. From the feedback responses, those learners
admit that Its quite a shame to ask someone to read my blog, I didnt post a lot articles,

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I dont have enough confidence to share my ideas with my friends, What I write is too
personal, so I dont want to share with them, I would like to keep my privacy, for I may post
some articles that mention my classmates, and I think that articles I posted were not good
enough(p. 428). In this study, the respondents also admit that they had identical challenges
mentioned by Wu.

Respondent 1 does not share her blog posts because she has no new updates. In addition, she
is concerned about comments that are irrelevant to the contents of her blog posts. If she posts
personal opinions, she prefers that people read them without commenting. Similarly,
respondent 3 will share her updates if she knows the topics well. From respondent 2 point of
view, she will share her blog posts if she is competent in the topic areas written.

Aspects of technology
In the case of lack of technological competence, Pinkman (2005) asserts that some learners
experience the complication of understanding the application of blog software. The case
relates to the difficulty in uploading images onto learners blog posts, typing practice or
understanding the instruction language in English. In the context of this study, the respondents
do not mention that they have a problem in uploading images or typing. However, respondent
1 faces the challenge in understanding the instruction language in English. Thus, she cannot
configure her blogs.

Respondent 1 partly has a problem in understanding the instruction language of blogs

although she has used blogs since 2008. In addition, respondent 2 and 3 concede that they do
not fully have salient knowledge in information technology (IT). Respondent 2 never
configures her blogs because she has never learnt how to do that. She said I set nothing up. I
just write, check and post the articles. In line with that, respondent 3 concurs that she has her
blogs configured.

In terms of limitation of internet access, Ding (2008) points out that personal computer
availability significantly affects access in blogging. Learners can utilise university computer
labs. Instead they may use any computers in commercial internet cafs outside the university
facilities. However, these facilities have less influence in free blogging rather than personal

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computers that are used by students in their spare time. In the findings, only respondent 1
cannot afford to buy a laptop. Therefore, she has a problem in developing her blogs. For the
rest of the respondents, they do not have such a problem.

CONCLUSIONS
Summary of the findings
This study has found three benefits of blogs in English language learning and three challenges
in authoring blogs.

The respondents identically perceive that blogs have three benefits in English language
learning. The first benefit is in the area of writing. All respondents share the same perception
of using blogs for writing. Although two respondents initially have different purposes in
authoring blogs, they finally changed their focus in using blogs for writing. Then, the second
benefit is in the area of reading. The respondents agree that blogs have facilitated reading
activities. They perceive blogs as a beneficial medium that leads them to read more. Finally,
the third benefit is in the area of communication. The respondents perceive that they can use
blogs as a medium to communicate and interact with people online.

On the other hand, the students find three challenges in authoring blogs. The first challenge is
performance fluctuation. The respondents believe that blogs have benefits in English language
learning. However, they are inconsistent in using and maintaining blogs. The second issue is
self-confidence. They do not have enough confidence to share their writing and to write in
English. The last problem is in relation to technology. They mentioned that they had
problems in understanding language instruction, laptop ownership and blog configuration.

Further work
For further research, there is a need to formulate strategies in how to counteract the challenges
in authoring blogs. Those strategies are important guidelines for the continuity of
implementation of blogs in my classroom. The result can lead the students to resolve their
challenges and become more independent. Concurrently, English language teachers may
improve the quality of English language learning both inside and outside of the class.

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