Register, Vol. 6, No.1, June 2013

REGISTER
Language and Language Yeaching Journals
Vol. 6, No. 1, June 2013 ISSN 1979-8903
Editor in Chief
Norwanto
Editors
Hanung Triyoko
Ari Setiawan
Setia Rini
Faizal Risdiyanto
Rr. Dewi Mustikasari
Distributor
Mudjianto
Publisher
English Department of Educational Faculty
State Institute for Islamic Studies (STAIN) Salatiga
Address
Jl. Tentara Pelajar No. 02 Salatiga 50721 Central Java, Indonesia
Phone (0298) 323706, 323433, Fax (0298) 323433
Website
journalregister.stainsalatiga.ac.id
The first issuance

June 2008
Issuance
Twice a year
REGISTER
Language and Language Yeaching Journals
Vol. 6, No. 1, June 2013 ISSN 1979-8903
Table of Content
The Attitudes of Students from ESL and EFL Countries to English

Muhamad Hasbi .......................................................................................1
Developing Written News Item Text Materials for the Tenth Graders of
Senior High School
Sri Muryati .............................................................................................15
Applicability of Model Assessment for Learning (AFL) in Classes of

Vocabulary and Pragmatics in English Teaching Learning at STAIN
Salatiga
Woro Retnaningsih ................................................................................35
Students‘ Perceptions toward a Conversational Class Taught By

Foreigner Counterpart
Nurul Inayah ..........................................................................................47
Transgender Community and Its Slang Words

Siti Asiyah ...............................................................................................69
Tragedy and Moral Values in William Shakespeare‘s Macbeth: A

Structural Analysis
Sigit Cahyo Saputro & I. Irawati .........................................................79
Index ...................................................................................................99
Submission Guidelines .........................................................................101

Muhamad Hasbi
The Attitudes of Students from ESL and EFL Countries to

English
Muhamad Hasbi
EFL University
Hyderabad - 500 007, Andhra Pradesh, India
hasbi.muhamad@yahoo.com
Abstract
This research is to study the attitudes of English students from English as a

Second Language (ESL) and English as a Foreign Language (EFL) country
in English and Foreign Languages University (EFL University),
Hyderabad to English. This is a descriptive-quantitative research with a
survey method. The attitudes researched include those to listening,
speaking, reading, and writing. The data was taken through questionnaire
consisting of 20 questions. The findings of this study showed that the
English students in EFL University have neutral-to-positive attitudes to
Listening, positive attitudes to Speaking, positive attitudes to Reading, and
poor attitudes to Writing. In addition, the English students from ESL
country have better attitudes to Reading (positive) and Writing (neutral)
and those from EFL country have better attitudes to Speaking (neutral-to-
positive) and Listening (neutral-to-positive).
Keywords: Attitudes, English as a Second Language (ESL), English as a

Foreign Language (EFL)
Abstrak
Penelitian ini bertujuan untuk meneliti sikap mahasiswa jurusan bahasa

Inggris yang berasal dari Negara yang menggunakan bahasa Inggris
sebagai bahasa kedua (EFL) dan yang menggunakan bahasa Inggris
sebagai bahasa asing (EFL) di Universitas Bahasa Inggris dan Bahasa
Asing (English and Foreign Languages University/EFL University),
Hyderabad terhadap bahasa Inggris. Penelitian ini adalah penelitian
deskriptif-kuantitatif dengan menggunakan metode survey. Sikap yang
diteliti termasuk sikap terhadap mendengarkan, berbicara, membaca, dan
menulis. Data diperoleh melalui kuesioner yang terdiri dari 20 pertanyaan.
Hasil penelitian ini menunjukkan bahwa mahasiswa di EFL University
REGISTER, Vol. 6, No. 1, June 2013 1

memiliki sikap netral ke positif terhadap mendengarkan, sikap positif

terhadap berbicara, sikap positif terhadap membaca, dan sikap yang
kurang positif terhadap menulis. Mahasiswa dari negara ESL memiliki
sikap yang lebih baik terhadap membaca (positif) dan menulis(netral) dan
mereka yang berasal dari negara EFL memiliki sikap yang lebih baik
terhadap berbicara (netral ke positif) dan mendengarkan (netral ke positif)
Keywords: Sikap, Bahasa Inggris sebagai Bahasa Kedua, Bahasa Inggris

sebagai Bahasa Asing
Introduction
Day to day, English becomes so familiar for people around the
world due to its role as a lingua franca and an international language used
in almost fields of life. International relationship, mass communication,
business, education, politics, and others are established primarily using
English. This condition then triggers people around the world to learn
English, either for academic or specific purposes.
Because of the reasons, English study has become a branch of
science with limitless knowledge discussed by linguists and learners.
English books have continuously been on the first rank publication of
language books for years back and predictably for years after. Therefore,
the development of methods and approaches to the teaching and the
learning of English becomes one of the major expert attentions so as to
make the English learning more successful and effective.
The teaching and the learning of English can never be aside from
the four language skills (reading, writing, listening, speaking) and two
language components (grammar and vocabulary). Teachers will have to
have a lot of efforts in designing and developing their teaching methods
and approaches to help students learn better. In addition, the learners will
have to have several efforts in doing classroom as well as independent
2 REGISTER, Vol. 6, No. 1, June 2013

Muhamad Hasbi
learning which are initially influenced by their own attitudes towards

English.
The attitudes towards English are considered as a very basic as well
as crucial to the successfulness of students‘ learning. It is believed that the
attitudes consisting of the way the learners think, feel, and behave towards
English, count for learners‘ intention, process, and so result of English
learning. Considering the importance of this phenomenon, the writer
intends to investigate how far the attitudes of English contribute to the
successfulness of their learning. Furthermore, the writer also compares the
attitudes of learners from EFL and ESL countries since there are some
universal differences in terms of their accessibility, environmental and
educational supports towards English learning.
In this study, the writer would like to figure out these following
questions: (1) how far are the attitudes of English students in EFL
University to English? (2) how far are the attitudes of English students
from ESL country compared to those from EFL country? (3) how far are
the attitudes of students from EFL country compared to those from ESL
country?
Attitudes
'Attitude' is defined as the way in which a person thinks (cognitive
component), feels (affective component), and intends to behave
(behavioural component) towards something (Rajecki, 1982:33). It
underlines the summation of the three components united as a package of
competence of a person which determines the successfulness of one‘s
addressed effort. Further, Wenden (1991) explains that the cognitive
component is made up of the beliefs and ideas or opinions about the object
of the attitudes; the affective one refers to the feelings and emotions that

one has towards an object, 'likes' or 'dislikes', 'with' or 'against'; and finally,
the behavioural component refers to one's consisting actions or
behavioural intentions towards the object.
Learning a language is closely related to the attitudes towards the
languages (Starks & Paltridge, 1996). English language learning, similarly,
is also an effort done by a learner towards the mastery of English for his or
her intended purpose. In reference to Rajecki‘s definition, English learning
attitudes will include learners‘ thinking, feeling, and behavior sprung
during his English learning. Smit (1996) adds that language attitudes can
be defined as strong positive or negative emotions experienced by people
when they are faced with a choice between languages in a variety of
situations or a variety of language learning.
One‘s attitude towards English either positive or negative, will then
strongly influence his intention, orientation, effort, and result of his
learning. Karahan (2007) avers that ―positive language attitudes let learner
have positive orientation towards learning English‖; inferring that negative
language attitude, in vice versa, will bear negative orientation.
In a further extension, this attitude can be broken down up to the
branches of English skills, i.e., listening, speaking, reading, and writing.
This means that a learner can actually has a various type of attitudes in
each of the skills. This is because one‘s thought, feeling, and behavior
towards a particular skill may be different, slightly or strongly, from the
other skills. Thus, it can be found that a learner probably has a good
attitude in reading and or writing but poor in speaking and or listening. At
last, this phenomenon stimulates the writer‘s willingness to research deeper
on learners‘ attitude to those four various skills, rather than generally to
only English language.

Muhamad Hasbi
English as a second language (ESL)

English as a second language (ESL) belongs to those whose
English is a secondary language used for a particular purpose and in a
particular situation. This English has a meaningful significance, yet, is not
used as primary spoken language in daily communication. The users have
their own language, either mother tongue or national language, used in
everyday speaking. India, for instance, has ESL.
English as a foreign language (EFL)

English as a Foreign Language (EFL) belongs to those whose
English is a foreign language used for a limit purpose and in a limit
situation. This English has an occasional significance, so is used in a
particular occasion, such as in English classroom, international
symposium, etc. The users have their own language to use in everyday
speaking. Countries such as Indonesia, Bhutan, Iran, Iraq, etc have their
English as EFL.
Research method
Based upon the research procedures which had been conducted
later on, this study is included into quantitative research (Sugiyono,
2008:v). In terms of the natural setting, this is included in a survey research
(Sugiyono, 2008: 4). Survey research is used to find out facts from
research setting naturally and the researcher uses treatments for collecting
the research data. The treatments can be in the form of questionnaires,
tests, structural interviews, and the like (Sugiyono, 2008: 6). As Cohen,
at.al. (2000) says,
Typically, surveys gather data at a particular point in time with the
intention of describing the nature of existing conditions, or
identifying standards against which existing conditions can be

compared, or determining the relationships that exist between

specific events. Thus, surveys may vary in their levels of
complexity from those which provide simple frequency counts to
those which present relational analysis.
The object of this research is the attitudes of English students from

ESL country and those from EFL country studying MA English program in
EFL University, Hyderabad. The attitudes researched include those to
listening, speaking, reading, and writing. The data was taken through
questionnaire consisting of 20 questions of which every 5 questions
belonged to one particular category of the four English skills. The
questionnaire used five optional answer types, i.e., always, often,
sometimes, seldom, and never. There were 20 respondents; 10 of them
were students from ESL country, here India, and the other 10s were from
EFL country randomly chosen from Afghanistan, Bhutan, Indonesia, Iran,
Iraq, Oman, and Tajikistan.
The data was then analyzed descriptively. The answer frequency of
occurrence of the highest percentage determined to what attitude the
students belonged. The category of the attitude along with its mean
percentage range of answers follows this criterion:
- always
‗positive attitude‘
- often
- sometimes → ‗neutral attitude‘
- seldom
‗negative attitude‘
- never
Thus, later in the discussion, a positive attitude is given if the total
sum of ‗always‘ and ‗often‘ answers is majority than the others; a neutral
attitude is given if the total sum of ‗sometimes‘ answer is majority; and, a

Muhamad Hasbi
negative attitude is given if the total sum of ‗seldom‘ and ‗never‘ answers
is majority compared to the others.
Discussion
The questionnaires filled by the 20 respondents, and they were
united to be recapitulated as a final data. Below are the final data together
with their analysis presented in four parts based on each language skill.
Students’ attitude towards listening (question 1-5)

To investigate students‘ attitude to listening, the writer performed
these 5 questions to be filled.These five questions were given to detect
students‘ attitude in listening skill specifically on five elements indicating
the attitude, including their habit (Q1), readiness (Q2), accessibility (Q3),
comprehension (Q4), and evaluation (Q5) toward English listening.
Table 1
Questionnaire Data Preview on Listening Skill

Using the criterion explained earlier in the research method, the

data show that generally students have positive habit (60%), neutral
readiness (65%), neutral-to-negative accessibility (35%-35%), neutral
comprehension (40%), and positive evaluation (65%) toward English
listening. Further, in comparison from the perspective of students from
EFL to ESL country, EFL students have better habit, better readiness,
lesser accessibility, similar comprehension, and better evaluation than ESL
students do. Thus, it is said that generally the students have neutral-to-
positive attitudes towards English listening, yet, EFL students‘ attitude
shows better.
From the table, it is seen that EFL students show higher interest in
using songs, movies, and videos to improve their English and many of
them do not really need subtitle although ESL students actually have more
access to them. Correlating to later finding in reading and writing session,
ESL students have better interest in English reading and writing, this can
probably be the reason why ESL students‘ interest in movies, songs and
videos does not really mean. However, they both have good attitudes in
evaluation to English.
Students’ attitude towards speaking (question 6-10)

To measure students‘ attitudes to speaking, the writer gave these 5
questions to be filled. These questions aimed to know students‘ attitudes to
speaking skill focusing on five components indicating the attitudes, i.e.,
their fondness (Q6), confidence (Q7), meaningfulness focus (Q8),
commitment (Q9), and evaluation (Q10) toward English speaking.

Muhamad Hasbi
Table 2
Questionnaire Data Preview on Speaking Skill

data show that generally students have positive fondness (60%), positive
confidence (65%), positive meaningfulness focus (55%), neutral-to-
negative commitment (40%), and positive evaluation (65%) toward
English listening. Further, in comparison with the perspective of students
from EFL to ESL country, EFL students have better fondness, better
confidence, lesser meaningfulness focus, similar commitment, and similar
evaluation as ESL students do. Thus, it is said that generally the students
have positive attitude towards English speaking, with almost the same
level of attitudes of both ESL and EFL students.
As to explain, EFL students have better fondness in speaking
session (70%) and have no doubts to speak in English (80%) compared to
ESL students; though in average they also show good attitudes in this.
When speaking, half of them have confidence and think more ideas and

half of them still think of ‗what and how to say‘ and have problems of
confidence. The majority of both ESL and EFL students do not prefer to
use English to their acquaintances or relatives. However, many have good
mark in speaking evaluation (60%).
Students’ attitude towards reading (question 11-15)

To measure students‘ attitudes to reading, the writer made these
five questions to be filled. These questions were addressed to identify
students‘ attitude in reading skill focusing on five indications, i.e., their
habit (Q11), primary fondness (Q12), regular commitment (Q13), hard
effort (Q14), and evaluation (Q15) toward English reading.
data show that generally students have positive habit (50%), neutral
primary fondness (50%), positive regular commitment (60%),
negative/poor hard effort (40%), and positive evaluation (45%) towards
English reading. Further, in comparison with the perspective of students
from ESL to EFL country, ESL students have similar habit, better primary
fondness, better regular commitment, better hard effort, and better
evaluation than EFL students do. Thus, it is said that generally the students
have positive attitudes towards English reading, but ESL students have
better attitudes than EFL students do.

Muhamad Hasbi
Table 3
Questionnaire Data Preview on Reading Skill
To describe, ESL students have more fondness of reading English

(60%) than EFL students (30%). It shows similarly to the fact that most of
them have gotten used English reading as well as have regular reading
habit. Academically, both ESL and EFL students have been evaluated good
in English reading, though 30% of EFL students said ‗never‘. In addition,
both ESL and ESL students have few efforts in challenging reading though
30% of Indians have good trials on that.
Students’ attitude towards writing (question 16-20)

To detect students‘ attitude to writing, the writer used these
following five questions. These questions were delivered to investigate
students‘ attitude in writing skill concerning with five elements, i.e., their
habit (Q16), regular commitment (Q17), challenged passion (Q18),
professional effort (Q19), and evaluation (Q15) toward English writing.

Table 4
Questionnaire Data Preview on Writing Skill

data show that generally students have positive habit (45%), negative
regular commitment (60%), negative challenged passion (60%), negative
professional effort (40%), and positive evaluation (60%) towards English
reading. Further, in comparison with the perspective of students from ESL
to EFL country, ESL students have better habit, better regular
commitment, lesser challenged passion, better professional effort, and
better evaluation than EFL students do. Thus, it is said that generally the
students have negative attitudes towards English writing, and ESL students
dominantly have better attitudes than EFL students do.
To add, the majority of ESL students, they are Indians, have gotten
used to write in English (70%) and even 60% of them experience
publishing their article, while only 20% of EFL students get used to write
and similarly only 20% have experience in publishing their English

Muhamad Hasbi
writing. This is probably because, in India, English learning attempts more

on reading and writing and schools give more practice and task on them.
However, both ESL students and EFL students have good evaluations in
English. Other same things are few ESL and EFL have regular habit on
writing and feel challenged when writing English.
Conclusion
In conclusion, this study finally found that generally English
students in EFL University have neutral-to-positive attitude towards
English listening, positive attitude towards English speaking, positive
attitude towards English reading, and negative attitude towards English
writing. Further, students from ESL country have better attitude in
Reading and Writing, and vice versa, students from EFL country have
better attitude in Listening and Speaking. This finding then recommends
that English learners need to create good habit and attitude towards English
to make their English learning meaningful, effective and applicable, since
the heart of a language is not to be learned as a science, but rather to be
used in daily life, verbally and nonverbally.
References
Cohen, Louis., Manion, Lawrence., and Morrison, Keith. 2000. Research
Methods in Education (Fifth Edition). London and New York:
Routledge Falmer.
Karahan, F. 2007. Language Attitudes of Turkish Students towards the
English Language and Its Use in Turkish Context. Journal of Arts
and Sciences Say, 7 May, 73-87.
Rejecky, D. W. 1982. Attitude Themes and Advances. Sunderland Snouer
Associates Inc.

Smit, V. 1996. A New English for a New South Africa: Language Attitudes
Planning and Education. Vienna: Braumuller.
Sugiyono. 2008. Metode Penelitian Kuantitatif, Kualitatif dan R & D.
Bandung: Alfabeta.
Wenden, A. 1991. Learner Strategies for Learner Autonomy. London:
Prentice Hall.

Sri Muryati
Developing Written News Item Text Materials for the Tenth

Graders of Senior High School
Sri Muryati
SMAN 7 Semarang
Jl. Untung Surapati Kecamatan Ngaliyan
Semarang
srimuryati2004@yahoo.com
Abstract
School Based Curriculum or ―Kurikulum Tingkat Satuan Pendidikan”

(KTSP) 2008 requires teaching and learning activities that should be
active, innovative, creative, enjoyable, cheerful and qualified. In order to
share or help teachers, this Research and Development (R&D) research
was conducted that may inspire them in developing teaching and learning
materials for the expected class. The scope of this study is developing
written news item text materials for the ten graders of senior high school
so that the students are able to create a simple short news item texts which
are classified into four kinds: straight, interpretative, investigative and
color news stories. The method used was adapted and adjusted from
Hyland‘s Model of material development. The process started from doing
a survey, followed by developing materials, having experts and teachers
validation, doing first revision, trying out, writing second revision, and
producing final result. The try out resulted student average score 76,14 that
means the students achieved 79,55 % above minimum national learning
mastery, 75. This study focuses on the written news item texts from the 3
sources, namely newspapers, magazine and internet. Since the three
sources are available in one source, the internet, the final product is
entitled ―3 News in 1‖ accompanied by Interactive Self-study VCD‘.
Keywords: R&D, News Item Texts, Teaching And Learning Materials
Abstrak
―Kurikulum Tingkat Satuan Pendidikan‖ (KTSP), 2008, mensyaratkan

proses belajar mengajar yang aktif, inovatif, kreatif, menyenangkan,
gembira, berbobot.Untuk berbagi dengan atau membantu guru, penelitian
Research and Development (R&D) ini mungkin memberi inspirasi mereka
dalam pengembangan materi pembelajaran seperti kelas yang diharapkan

Developing Written News Item Text Materials for the Tenth Graders of ...
tersebut. Ruang lingkup penelitian ini adalah untuk mengembangkan

materi teks berita tertulis bagi kelas X sekolah menengah tingkat atas agar
siswa dapat membuat teks berita singkat yang diklasifikasikan dalam
empat jenis: straight, interpretative, investigative dan color news stories.
Metode penelitian yang digunakan diadaptasi dari model pengembangan
materi Hyland. Proses penelitian dimulai dari melakukan survei, yang
diikuti dengan pengembangan materi, validasi oleh guru dan ahli, revisi
pertama, uji coba, revisi kedua, dan menyusul hasil akhir. Uji coba
menunjukkan angka rata-rata 76,14 yang berarti 79,55 % diatas angka
criteria ketuntasan minimal, 75. Penelitian ini fokus pada teks berita
tertulis dari tiga sumber, yaitu koran, majalah, dan internet. Dikarenakan
ketiga sumber tersebut di dalam satu materi, internet, produk akhir disebut
―3 berita dalam 1‖ yang dilengkapi dengan VCD interaktif untuk belajar
sendiri.
Kata Kunci: R&D, Teks Berita, Materi Pengajaran Dan Pembelajaran
Introduction
Although the school based curricula has been implemented since
the academic year of 2006/2007, most teachers find it difficult to
prepare their complete teaching kits. Indeed, the regulation looks so
challenging, yet the teachers have not much time for preparing it.
Furthermore, they sometimes feel unsuccessful in implementing the
concepts that they have into practices. On the other hand, the students need
something interesting, enjoyable, and challenging learning process. It
includes the learning material. It is contradictory with the monotonous
material that they have got. Nowadays, we as teachers should be aware of
this urgent case. The learning material must be selected and revised into
the more inovative ones.
The students are treated as subjects while the teachers‘ function as
facilitators of the teaching learning process. In the process of the teaching
and learning, text book is very important. Its existence needs improvement
to be always updated, especially the standard material that be one of the

Sri Muryati
central pillar of a text book. Accordingly, there are so many text books
sold out in the market, whereas not all of the books cover the material
which are based on Standard of Competences (Standar Kompetensi) and
Basic Competences (Kompetensi Dasar). Teachers at school have more
than one textbook for teaching. In choosing a textbook, a teacher has his or
her own criteria though some are unqualified. There are some books
chosen by him or her only because of their low prices. Conversely, there
are some good books that are sold unsatisfactory because of unfamous
publisher and sometimes the students cannot afford it. In facing this
circumstance, teachers as the facilitators, should facilitate the teaching-
learning process by using additional material or media. This will help them
do the communication with their students. Based on the writer‘s
experience in teaching, in order to make the process of teaching and
learning more interesting, enjoyable and challenging. She uses
instructional media to make the progress of instructional purposes more
effective and knowledgeable. They are applied through hardware and
software. In this study, their applications will be used in the form of Video
Compact Disk (VCD) as hardware and Microsoft Power Point 2007 as
software which present animation, colour, movies and sound. In addition
as supporting programs, she uses Ulead 3D Cool Studio ,VCD cutter and
Macromedia Flash.
In developing material that will be a part of a text book, she should
be aware of what materials she is going to choose. Developing materials
of news item is chosen because it relates to students‘daily lives. By using
news item texts, they will get knowledge and information from all over
the world so that they are aware of developing their interest of reading and
writing in English both through printed and electronic media (internet).
Besides, news item is stated in the curriculum for grade ten semester two.

Although the students have been taught to produce texts since they
were in junior high schools , the activity of producing a text that is created
by the students in Indonesia seem meaningless and disorganized
eventhough they have studied grammar from the first time they learn
English. Richards (2001:4) claims that the goal of language learning is
communicative competence. Learners learn a language through using it to
communicate, so does in communication by using texts. Hence, in creating
a good text, the students need more practice in order to produce it as a
medium of communication.
The scope of this study will be news item text in the form of
written material. It is available in the Content Standards which explain that
the scope of English Subject in SMA/MA contains the ability of knowing
and creating short functional texts and monologues as well as essays. One
of the text types is news item text. The gradation of the materials are taken
from the use of vocabulary, grammar, and rhetorical steps.
To face the reading and writing situations of teaching-learning
processes, the material development is formed by making a concept of
scaffolding in order to create good collaborations between teachers-
learners. Some models of developing material have been discussed by
some researchers. One of them was by Hyland (2003:57) stating nine
stages of material development. They are: (1) consideration of the
students, (2) consideration of learning context, (3) consideration of the
target context, (4) establishment of course goals and objectives, (5)
planning the syllabus, (6) devising units of work and lessons, (7) creation
or evaluation and selection of materials, (8) teaching the course, and (9)
evaluation of learners.
The adapted and adjusted model of material takes the some steps.
Firstly, the first six steps of Hyland‘s model (consideration of the students,

Sri Muryati
consideration of learning context, consideration of the context,

establishment of course goals and objectives, planning the syllabus, and
devising units of work and lessons) are simplified into one step i.e. doing a
survey. The second step (creation or evaluation and selection of material)
is simplified into one step i.e. developing material. Next, two steps are
added as steps 3 and 4 before teaching the course, experts and teachers
validation and doing first revision based on the validation. The validation
from the experts and teachers are considered necessary to see whether the
material has already met the criteria. Then the eighth and ninth Hylad‘s
steps (teaching the course and evaluation of learners) are simplified as
trying out . Finally, as the last two additional steps, the doing second
revision based on the tryout is necessarily conducted to improve the
material before it comes to producing the final products.
The consideration of the students was made based on the
curriculum that the text type news item is a compulsory subject for the ten
graders of S.H.S. semester 2. The consideration of learning context and
the consideration of the target context were made based on the need
analysis in the form of questionaires given to the ten graders of S.H.S.
and a teacher who was also teaching them. It was also based on the
Informational Level of literacy (Celce-Murcia et al., 1995:6 in Agustien,
H. I R.,2003:31). In informational level the learners are able to use
English to access accumulated knowledge and use English in informal and
formal contexts. This level is in line with the competence standard stated
in the school based curriculum which is now being implemented at senior
high schools in Indonesia.
This study presenting the material development of news item
(CBC, 2004) is a text that has the following elements: social function,
generic structure, and language features. Firstly, the social

function/communicative purpose of a News items is: to inform the readers,

listeners or viewers about an event of the day, which is considered
newsworthy or important. Secondly, generic structure comprises (1)
newsworthy events: recounts the event in summary form, (2) background
events : elaborate what happened, to whom, in what circumstances, (3)
source: comments by participants in, witnesses to and authorities expert on
the event. Then langauge features consists of short telegraphic information
about: story summerized in one sentence, use of material processes to re-
tell the story, use of projecting verbal processes in source`stage, focus on
circumstantial meaning.
Dealing with this challenge of planning to assess writing reports for
their students, teachers need to be aware of a variety situations that will
happen in the pedagogical implications during teaching-learning processes.
There are criteria that will be used to construct them. (Schmitt & Messick
(1989) in Richards (2001:15-16): Validity (did the test really mesure what
it was supposed to measure?), Reliability (did the past test perform
consistently from one administration to the next?), Practicality (was the
test practical to give and mark in particular setting?)
According to the statements above, this study will present final
assessment in the forms of multiple choice and writing essay (written news
item text) as psychomotoric score. For the multiple choice, the test items
contain news item texts that will be analysed in terms of generic structure,
language features such as past tense, punctuations, capital letters and
comprehension. While in the essay, students are required to create a news
item text by choosing one of available topics taken from one of the events
of the day. Students‘ answers sheets consist of scoring columns are ready
at once.

Sri Muryati
Research methodology
This research used research and development (henceforth R & D)
approach, since the objectives of the study are to develop and innovate
news item text material for the ten graders. Principally, the objective of R
& D approach is managing and developing the effectiveness of products
applied at schools. This is started from administering an observation that is
valuable in deciding what material will be developed and on what grade
the material will be consumed. The R & D process has been constructed in
developing written news item material for the ten graders of senior high
school.
In developing written news item texts material using R & D, this
research applied the adapted Hyland‘s model of material development as
stated in introduction part. The process of material developments were
categorized into three stages. The first stage was need analysis by giving
questionaires about the existing material used for the students.
Furthermore, teachers conducted a survey comprised: (a) mapping
standard of competences, basic competences, text-types, and number of
meeting taken from Content Standard and the accessible syllabus; (b)
making Syllabus; (c) making lesson plan. The second stage was developing
material, i.e. adapting, modifying, altering or simplifying the existing
material linked with written news item text. The next process was
competent experts and teachers validation on the developed draft product
(the mapping, syllabus, lesson plan, a student book, a teacher guide, and
Self-Study VCD as the result in developing the material). By referring to
the validation forms of the experts and teachers, the writer did a revision.
Next action was trying out upon the developed product. In the tryout of the
material, the last two steps in Hyland‘s model (teaching the course and
evaluation of learners) were combined. Then if there were still

improvements after the tryout, she did second revision. For the last extra
step, the writer closed all of the steps by producing the final product of the
study. The dissemination of the final product is distributed through Subject
Teacher Forum or “Musyawarah Guru Mata Pelajaran”(MGMP).
Discussion
As the research design above, the discussion display the
impelemented stages.
The result of doing a survey through mapping

By doing a survey through the mapping of Content Standard and
collaborating with official educational calender, this study of developing
materials was presented in written news item text notably for reading and
writing skills. Afterwards, the mapping process was persisted by
formulating the syllabus and lesson plan based on the Standard of
Competences and Basic Competences. The syllabus which was centred on
the Content Standard was compiled on the standard of competences and
basic competences, instructional materials, learning activities, indicators,
evaluations, time allotment, and sources.
The lesson plan of this study consisted of an identity of the subject,
the standard of competences and basic competences, themes, subthemes,
teaching methods, objectives, materials, meeting activities, evaluations,
and final assessments. The additional contents were scoring rubric of
writting assessment of a news item text.
Developing materials of written news item text

The Materials were developed into a product that consisted of the
student book, teacher‘s guide (including teaching procedure and answers
key), and Self-study VCD as a supplement. Written texts were adapted/

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modified from three mostly sources newspapers, magazines and internet

and some events suitable with the students‘ environment (including at
school and home).
After the drafts of material development were gathered, they were
systematically arranged based on reading-writing activities. The reading
and writing sections were presented in stages (Building Knowledge of the
Field (BKoF), Modelling of the Text (MoT), Joint Construction of the Text
( JCoT), Independent Construction of the Text (ICoT)). However, before
exploring more, readers would be brought into the plot of the material
through ‗mind mapping‘ that contained of the Standard of Competences,
Basic Competences of curriculum, and indicators : (1) language literacy,(2)
language feature,(3) socio culture, (4) discourse competence, (5) Learning
Strategy (Celce-Murcia et al,1995:10).
Building Knowledge of the Field (BKoF)

The stage of BKoF was handed over into the introduction of news
item text type to students for the first time. Here, they learned the basic
idea of news item text. The discussion about the contributions of the text
were started with the significance of a news text and its types. It discussed
its social functions, generic structures, items and language features. The
students browsed their mind everything that would be parts of a news item
text by using simple words.
In unit 1, the discussion about ―Do You Like Reading News
stories‖? for the shake of attractiveness, was modified into ―Build Your
Reading Knowledge". In this stage, there were some goals should be
covered in learning the materials: (a) share the content of written news
item material and (b) the elements in a news item text.
In unit 2, the BKOF of ―How do You Write News Stories?‖ was

modified into ―Build your writing Knowledge!‖ In the first stage of writing
skill, students reviewed and studied the language features. Firstly,
Grammar Focus 1: Pronouns. They covered the concept of pronouns, for
examples kinds of pronouns and their usages. After the teacher‘s
explanation they were asked to continue to student‘s worksheet 5 and 6
comprising of Memory Games and Crosword Puzle. Secondly, Grammar
Focus 2 : Process. They covered the concept of process, for instance kinds
of process and their usage. After the teacher‘s explanation, students were
asked to classify the processes in a certain text.
Modelling of the text (MOT)

In this stage, they paid attention to teachers‘ explanation in
applying the social functions, generic structure, and language features into
news item texts. This activity was followed by the students who practice
putting them in some exercises.
MOT was modified into ―Have a look at these Models of News
Item Texts" in Section 2. In the stage, students were supposed to get the
models of news item texts. In addition, the students in the phase of writing
skills were given other model of news item text to be classified the
processes into material, mental, relational, verbal, or behavioral.
Meanwhile, continuing the previous grammar focus, grammar
focus 3 discussed about simple past tense. It covers the concept of past
tense, examples, and their usage. Grammar focus 4 consisted of past
continuous tense covers the concept of past continuous tense, examples,
and their usage. Grammar focus 5 was past perfect tense covering the
concept of past perfect tenses, examples, and its usage.
Joint construction of the text (JCOT)

In JCOT, students began to contribute in constructing whole type of

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news text. Teachers reduced dramatically their contributions in

constructing the news item text. Here, the students got closer to create the
text-type independently.
By doing the stage in group, students wrote writing section in a
different way. It is represented into the wheel process (Harmer, 2004:6)
below:
Figure 1.
The wheel process
PLANNING DRAFTING
FINAL EDITING
VERSION
FINAL
VERSION
The ‗final versions‘ mean, students in group may produce their
final version once. If there is still an error, the other group will do re-
editing this first version. The students could combine their draft with the
revised version before writing their second final one. This stage is group
presentation / publication activities.
In the research, JCOT is modified into ―Do it in Groups!" in section
3. In this stage, the students studied the elements of news item, social
function, generic structure and language features. Afterwards, they
identified the parts of news item that covered all the elements above. To
reinforce the students‘ understanding about it, they were asked to analyze
other news item text provided in the students‘ worksheets done using some
games.

Independent construction of the text (ICOT)

In this stage, Feez and Joyce (2002:31 in Depdiknas,2009:313) states
that students work independently to create the text and learner
performances are used for achievement assessment. Making concept or
drafting is merely done by students who have had higher level brain waves.
Hence, news item texts made by students may be discussed with teachers
or other writers. For the very first time, they possibly looked at dictionaries
or thesaurus for new vocabulary but not in writing their final assessment.
This study modified ICOT into ―Do it individually!" in Section 4.
In this stage, students were expected to analyze the news item text
individually. This stage ended by asking the students to find any latest
news whether it was from news paper, magazie or internet then analysed it
based on the generic structure of news item, action verbs e.g hit, run and
saying verbs e.g tell, say.
In the beginning of fourth stage of writing skill, the students were
asked to continue their work on worksheets to write their coverage based
on the correct generic structure of news item individually, followed by the
evaluation in Unit 3. The evaluation consisted of 35 items of multiple
choice test and 5 items of essay test.
Experts and Teachers Validation

In developing written news item text material, there were three
experts and two English teachers who did validations. The experts were:
Dr. Dwi Anggani L.B. M.Pd, Glenn A McGrew II, Resti Budianti, S.Pd,
and Agus Triarso,S Kom and the English teachers are: Suharno, M.Pd,
Budhi Setiawati, M.Pd.
The results of the validation are as follows:

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THE AVERAGE OF VALIDATION

EXPERTS/ NATIVE
PRODUCT TEACHERS AVERAGE
SPEAKER
1 2 1 2
Student‘s
3,40 3,33 3,80 3,60 3,46
(work)book
Teacher‘s guide 3,60 3,20 4.00 3,60 3,40
Multi Media of
3,50 3,50
Self-study VCD
Doing first revision

In accordance with the experts comments, judgments, suggestions,
and the need analysis, the first expert viewed the language of the syllabus
and mind mapping which consisted of standard competences and basic
competences. The first expert suggested that the competencies should be
better written in the original Indonesian version. The learning activities in
the syllabus were revised from teacher to student centres.
Besides, the first expert approved the product, but there should be
little improvement on typing or spelling, grammar and the news topic that
must be closer to the needs and interests of the students. It was necessary
to have a need analysis questionaire on topic or interest. The second expert
suggested (1) to present the materials in a different frame, so that users
would not too exhaust because of many posts in one view and (2) to
provide right or wrong responses. The exercises should not only "click and
drug", but it could be also in the form of "click and click".

Try out and its discussion

The preparation of the try out
Based on the agreement between the researcher and the headmaster,
the try out would be conducted by the teacher of grade ten in the school.
The reason was that the students did not need much time to adapt to new
teacher. Then, the writer showed the material which was prepared in a
student book, a teacher‘s guide, and Multimedia Self-study VCD and let
the teacher read the syllabus and lesson plan. The teacher might leave any
material that seemed too complicated for 10th graders. By doing a simple
random sampling, the tryout was performed in one class, selected from 10
classes that were labeled by using alphabets X1 to X10.
The try out

Considering the time allotment, the tryout was conducted in five
days, 90 minutes per meeting. During the tryout of the material, the teacher
did not use Multimedia Room at school. This facility is not only used by
the English teachers but also by the other subject teachers. In addition, by
using the regular classroom, both the teacher and the researcher flexibly
did any demonstations, group works, or outdoor movements. The tools
needed for the tryout were prepared by the researcher.
Evaluation
In 29 May 2010, the students did final assessment. This assessment
consisted of two sections. First was written test which was composed into
multiple choice and essay forms. There were 35 multiple choice items and
5 essay (written in 90 minutes)
The result of the students‘ answers on the Materials based a
questionnaire was:

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Grade A B C D E
Criteria
Harmonious materials 2 32 5 1 0
5% 80% 12.5% 2.5% 0%

Conceptions, Clarity of 2 30 1 0 0
explanations
5% 92.5% 2.5% 0% 0%
Clarity of instructions and 0 39 1 0 0
exercises
0% 97.5% 2.5% 0% 0%
Writing steps 8 31 1 0 0
20% 77.5 2.5% 0% 0%

Clarity of materials in Self- 7 27 0 0 0
study VCD
17.5% 82.5% 0% 0% 0%
Attractiveness of materials 6 34 0 0 0
in Self-study VCD
15% 85% 0% 0% 0%
Attractiveness of materials/ 7 33 0 0 0
topics in student book
17.5% 82.5% 0% 0% 0%
The level of difficulty of 4 36 0 0 0
materials
10% 90% 0% 0% 0%
>>>>
On the final assessment, the teacher and the writer collaborated
checking students‘ scores. There were two scores for each student:
multiple choice, and essay. The marking system was :
Reading section : n x 2 = 70
Writing section : n x 6 = 30
---------------
Total score = 100

For multiple choice score, the teacher personally helped to calculate

it. Because of subjectivity motives, the essay score was calculated by the
teacher and the researcher, then, their scores for each student were
averaged into one score only.
As indicated by the students‘ answers and the teacher‘s opinions in
questionnaires, and the result of the study, the written news item text
material is appropriate to grade ten students of Senior High School.
Consequently, The average of students‘ score was 76,14 and the learning
mastery was 79,55 %. It refers to the minimum standard score of SMA N
7 Semarang. However, there were 8 (22 %) students should attend the
remedial teaching done by the teacher because they got under school
minimum standard score for ten graders 66.
According to the aggrement of the school stake holder, the
minimum standard score of passing grade of this school is minimally 66
from 80% of its students.
The teacher’s opinion on the materials.

The result of the teacher‘s opinion through a questionnaire was:
a B C d e
Grade
Criteria
Clarity of ‗3 
News in 1‘
Conceptions &  By
Clarity of using
material in learning
teaching process media as a
supplement,

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explaining
will be more
attractive
and simple
Attractiveness of 
material
Standard level of 
difficulty
Ease of  Teachers
preparation should be
litterate in
using
compputer
Ease of operation  If the
teaching
preparation is
excellent,
teachers are
able to
operate
material/ use
IT
Self-study VCD 
in students‘
mastery
Attractiveness of 
Self-study VCD

Teacher‘s manual 
in teaching
process and Self-
study VCD
explanation
Second revision
The material development revision comprised ‗suitability with the
curriculum, level of difficulty, attractiveness, effectiveness, practicality,
clarity of the length, content, speed of delivery, and style of delivery
criteria‘. In doing so, the writer did not only refer to the first revision and
the result of the tryout but also the teacher‘s and students‘ questionnaires.
The first revision showed that most of the experts and teachers estimated
more than adequate on the material. As the result, the material did not need
to be revised.
Producing the final product

In the last part of developing material, the writer edited and revised
in order to generate a better product. Thus, she carved up the themes and
subthemes in her materials into three units: (1) Do you like reading news?;
(2) How do you write news item text?; and (3) Evaluation.
The final news item text material was written and finalized with
some illustrations related to the theme ‗3 News in One‘. There were a
student book, a teacher‘s Guide and Self-study VCD which were all
entitled ‗‗3 News in One‖. The term refer to combination of news item
text from 3 sources: newspapers, magazines and internet.

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Conclusion and recommendation

News item texts in ―KTSP (curriculum)‖, ―competency standard or
SK‖, and ―basic competence or KD‖ (Depdiknas,2009:313) should be
found in the printed and electronic mass media, such as newspapers,
magazines and internet. Three examples of news item texts developed in
this study were written news texts taken from Jakarta Post newspapers,
Kangguru magazines and internet.
Based on the “KTSP”, “SK”, and “KD”, the generic structure and
linguistic features which should be discussed in the news item texts for
the ten graders of Senior High School were :
a. Generic Structure:
 Newsworthy events : recounts the event in summary form
 Background events : elaborate what happened, to whom, in what
circumstances.
 Source : comments by participants in, witnesses to
and authorities expert on the event.
b. Langauge Features:
 Short telegraphic information about: story summerized in one
sentence.
 Use of material processes to re-tell the story
 Use of projecting verbal processes in source`stage ( in past tense
form).
 Focus on circumstantial meaning.
In line with the conclusions of this study, the recommendations

presented below may be proposed into a similar study as well as English
teachers who are going to apply this material development in their
classrooms. The writer provides three recommendations. Firstly, the

product of this study is practical as one of prototype in developing

teaching-learning material by using available sources in massmedia. Next,
generally, teachers who apply the product should attempt it first before
teaching-learning process. They have to confirm whether each time in
reading and writing sections of each stage , the students get the point of
reading comprehension and writing as well. Then specifically, further
writers are able to develop material for other language skills, grades or
perform spoken news item texts/ any other text-types by taking up the
same model since this material development focuses on the written
language and on one text-type.
References
Agustien, H. I R. 2003. KTSP: Communicative Competence. Short Paper in
Semarang Senior High School English Teacher Forum (MGMP)
Seminar.
Celce-Murcia, M. Z. Dornyei, S. Thrurrell. 1995. Communicative
Competence: A A pedagogically Motivated Model Model with
Content Specifications. Issued in Applied Linguistics.
Harmer, Jeremy. 2004. How to Teach Writing. Harlow: Longman. In 2007.
Concise Oxford English Dictionary 11th Edition. Retrieved from
http//:www.mobi-systems.com.
Hyland, K.2003. Second Language Writing. Cambridge: Cambridge
University Press.
Richards, C. Jack. 2001. 30 Years of TEFL/ TESL: A Personal Reflection.
SEAMEO Regional Language Centre Singapore.

Woro Retnaningsih
Applicability of Model Assessment for Learning (AFL) in

Classes of Vocabulary and Pragmatics in English
Teaching Learning at STAIN Salatiga
Woro Retnaningsih
IAIN Surakarta
Jl. Pandawa Pucangan Kartasura,
Sukoharjo, Central Java, Indonesia
woro_solo@yahoo.com
Abstract
The research objective is to see the applicability of Assessment for

Learning (AFL) in the classes of vocabulary and pragmatics. The subjects
of the research were students and lecturers of Vocabulary 3 and Pragmatics
classes. The research was conducted in State Islamic Studies Institute
(STAIN) Salatiga, Central Java, Indonesia. The results of the research
indicate that AfL could assess the class activities comprehensively. It could
assess teacher and students‘ behavior in the class. The teacher guides the
class from preparing the class, delivering materials and evaluating the
class. Meanwhile students‘ behavior in the classes of pragmatics is better
then in vocabulary. Students who express positive behavior in the classes
of vocabulary are in the range of 30% - 60% and around 80 – 90s % in
pragmatics.
Keywords: Assessment for Learning, Evaluation, Vocabulary, Pragmatics,

English Teaching Learning
Abstrak
Tujuan penelitian ini adalah untuk melihat kehandalan penerapan

Assessment for Learning (AFL) di kelas vocabulary dan pragmatik. Subyek
penelitian ini adalah mahasiswa dan dosen di kelas Vocabulary 3 dan
Pragmatics di Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga,
Jawa Tengah, Indonesia. Hasil penelitian menunjukkan bahwa AfL dapat
menilai aktivitas kelas secara menyeluruh. AFL dapat menilai perilaku
pengajar dan mahasiswa di kelas. Pengajar memandu kelas mulai dari
persiapan, penyampaian materi, dan evaluasi. Sementara itu, perilaku
mahasiswa di kelas pragmatik lebih baik daripada kelas vocabulary.

Applicability of Model Assessment for Learning (AFL) in Classes of …
Mahasiswa yang menunjukkan perilaku positif di kelas vocabulary berada

pada kisaran 30% - 60% dan sekitar 80 – 90an% di kelas pragmatics.
Keywords: Assessment for Learning, Evaluasi, Vocabulary, Pragmatik,

Pembelajaran Bahasa Inggris
Introduction
Evaluation is one of a series of activities to enhance the quality,
performance or productivity of an organization in carrying out a program.
The purpose of evaluation is to see and know the processes that occur in
the learning process. Through evaluation, information about what has been
accomplished and what is not will be obtained (Djemari Mardapi, 2008:
19). There are three terms that are often used in the evaluation:
measurement, assessment and evaluation. According to Griffin & Nix
(1991) measurements, assessment and evaluation are hierarchical. The
criteria of measurement to compare observations, assessment describes and
interprets the results of measurement, while the evaluation is the
determination of the value or behavioral implications. Quality of learning
can be seen from the results of the assessment. Atkin, Black, & Cofey
(2001) distinguished a judgment based on the goal of formative assessment
and summative assessment.
In general, the formative assessment has not been done properly
because there are three factors. The first is the method of assessment.
Teacher-made tests like the one in the faculty handbook, and replicate tests
contained in the collection is still a matter of choice used. The forms of
such tests have not been designed as part of the learning process yet. The
second factor, the use of data assessment has not been carried out. The
ability of teachers to use assessment results for the purpose of improving
the quality of learning is still low. Assessment data is only used by faculty

Woro Retnaningsih
to determine grades (level or achievement) and students‘ feedback is rarely

given. The third factor is a student, as a result of learning and formative
assessment performed by lecturers, as noted above, students become lazy
to learn and practice. The results of pre-survey by using questionnaires and
informal interviews were conducted on teaching English in Makassar and
Yogyakarta (DIY) indicate: (1) that the general teaching (teacher/lecturer)
understand formative assessment as the assessment of the results of tests
given each end of subject and done 4-5 times in a semester, (2) a test that is
used for the description and assessment of the multiple-choice test that is
made, taken from handbook or collection matter, (3) feedback on
assignments and exams are rarely given, (4) teaching (teacher/lecturer)
rarely involve learners in their self-assessment process, (5) remedial
(Mansur: 2009: 10).
AFL is the assessment that occurs in the classroom and involves
students in every aspect of the assessment to build their confidence and
maximize achievement. This assessment was suitable for all situations and
provides benefits, for faculty and students in identifying next learning steps
necessary to make progress, strengths and weaknesses are owned by
faculty and students (CEA, 2003; Assessment Reform Group, 1999). The
AFL draft has to provide insight into the learning benefits to students and
teachers (Stiggins, 2002: 9). Benefits derived by lecturers, namely (1) they
will become confident learners because they were able to see themselves
and (2) they are able to understand what the meaning of the responsibility
for their own learning to monitor greater success in the future. Benefits for
students are: (1) students are motivated to learn, (2) faculty instructional
decisions about student learning progress can be delivered with accurate
information.

The rapid global communication and interaction put English as one

of the media is absolutely necessary. Without adequate English
proficiency, STAIN Salatiga graduates will face many problems in
establishing global interaction. Crystal (2000: 1) states ―English is a global
language." This statement has a meaning that English is a global language,
used by different nations to communicate with other nations around the
world. English is a tool to communicate orally and in writing.
Understanding is intended to communicate is to deliver, accept,
understand, and express information, thoughts, feelings and develop
science, technology, and culture in the English language. Ability to
communicate in a full understanding is the ability of discourse
(Departemen Pendidikan Nasional, 2003: 13).
Similarly, in the context of education, the English language serves
as a tool to communicate in order to access information, and in the context
of everyday life, as a means to foster relationships, share information and
enjoy the aesthetics of language in English culture. Given the importance
of mastering English, hopefully English could be mastered by STAIN
Salatiga students. Therefore, teachers need to devise innovative methods
of learning English in order to explore, understand, explain, or describe
learning English as well as explore innovative methods tested in
overcoming learning English. One of the innovative methods that can be
done to address the problem of learning English using the model above is
Assessment for Learning (AFL). AFL is a model of assessment that can
clearly reveal student mastery of the English concept step by step.
Assessment for Learning

Model Assessment for Learning (AFL) was developed through a
combination of assessment and classroom practice. The principles

Woro Retnaningsih
underlying the birth of the AFL conclusions drawn from the results review
formative assessment conducted by Black and William (Assessment
Reform Group, 1999: 4-5), namely:
"(a) the active involvement of children in their own learning, (b) the
provision of effective feedback to children, (c) a recognition of the
profound influence assessment has on motivation and self-esteem
of children, both of roommates are crucial influence of learning, (d)
the need of children to assess and themselves understand how to
improve; and (e) adjusting teaching to take account of the result of
assessment."
Based on the conclusions drawn by William Black, the underlying

principle of the AFL include active student involvement in learning,
improve the effectiveness of feedback, the use of assessment results to
motivate and sensitize students to want to learn so that they overshadow
success. Lecturer gives the students the opportunity to assess themselves
and adjust teaching strategies to get the results. AFL gives emphasis on the
process undertaken by the faculty to seek information related to the
problems faced by students. To obtain such information, it requires
assessment instruments that can clearly reveal the problems and needs
faced by students as shown below:
Low self-esteem High self-esteem
Failure I can‟t Success I can
A B
Emotional stress Learning Relaxed
flooding alertness

In this regard, lecturer suggests AFL cycle of self-esteem. Students

are able to learn, face new challenges in a state of preparedness, a
statement of the maximum to take risks and learn. AFL goal by CEA
(2003: 2) are: a) give insight into student learning to faculty and students,
b) increase success for all, c) assist in the establishment of learning goals,
d) allowing continuous reflection on what students know today and what
they need to know next, e) measure what is valued, and f) improve the
standards obtained by the students on adages of capability.
The principle of the AFL is an effective part of the learning plan. A
plan needs to provide opportunities for teachers and learners to acquire and
use information on the progress of learning objectives. In addition, the plan
must be flexible to respond to the emerging skills and ideas. Planning
should include strategies to ensure that learners understand the goals they
want to achieve and the criteria that will be used to assess their work. How
students receive feedback, how they can take part in assessing their
learning and how they will help to make further progress should also be
planned.
Based on the study of theory, the results of pre-surveys conducted
and the results of the preliminary study, the model "Assessment For
Learning (AFL)" developed in this study consists of several components,
namely: 1). Observation consists of observations of students and faculty
behavior: at the beginning and during the teaching learning proses.
Observations made by a lecturer in English that is used exclusively during
the learning process. 2). Task Two phase (T-D-T). In phase-1 (stage-1), the
teacher gave the package to students about 10-20 minutes to complete. The
results of the work carried out as a stag-1 basis in providing the questions
on the stage-2 (stag-2) to be completed at home. 3). Self-assessment given
to students to assess themselves during the learning process by using the

Woro Retnaningsih
strategy of traffic light (TL). 4). Feedback. Besides developing the

instruments above, the assessment criteria and scoring rubric were also
developed. Component model described above can be seen in the
following figure:
AFL Guided
Model
T-D-T PD Observation
KP RP TL lecturer students
Feed back
Research method
The subjects of the research were students and lecturers of
Vocabulary 3 and Pragmatics classes. The research was conducted in State
Institute of Islamic Studies (STAIN) Salatiga, Central Java, Indonesia. The
classes of Pragmatics were selected because of the variety of background
knowledge that could explore students‘ language competence in different
contexts and cultures. Meanwhile, selecting of Vocabulary classes was
based on facts that there are many new foreign words.
The research had quantitative and qualitative data. Quantitative
data were collected from test, closed students‘ self assessment, and
observation. Meanwhile, qualitative data were open students‘ self
assessment. The instruments to collect data were observation sheets to
observe behavior and students‘ scoring sheet. The research applied
repeated measures analysis and principal component analysis (Mansur,
2009: 433)

Discussion
Assessment for Learning (AFL) is an assessment model used to
assess students' progress so that teachers can modify learning to the real
needs of students. The following data are about teacher‘s behavior,
students‘ behavior and applicability of AFL.
Teacher’s behavior
The assessment of teacher‘s behavior informs the teacher‘s
activities in delivering material in the classroom.
Table 1
Teacher‘s behavior in the classroom
No Indicators yes no
1 Teacher opened the class v
2 Teacher and students shared the basic competence v
to obtain
3 Teacher and students shared grading criteria v
4 Teacher and students shared achievement v
indicators
5 Teacher and students motivated each other v
6 Teacher delivered materials and their examples v
7 Teacher observed the students behavior in class v
8 Teacher gave assignment 1 v
9 Students did the assignment v
10 Teacher observed the students behavior in doing v
the assignment
11 Teacher gave self assessment sheets v
12 Students completed the self assessment v
13 Teacher checked the students‘ work of the v
assignment 1
14 Teacher gave written feedback for the assignment v
1
15 Teacher returned the result of the assignment 1 to v
students
16 Teacher gave classical feedback of the assignment v
1
17 Teacher gave assignment 2 as homework v
18 Teacher closed the class v

Woro Retnaningsih
Students’ behavior
The following data are the assessment of students‘ behavior in
classes of vocabulary (V) and pragmatic (P).
Table 2
Students‘ behavior
No Indicator V P
1 Students Listened intently to the teacher's explanation
A Looking forward to the board or to the 30% 80%
teacher
B Drowsy 33% 0%
C Shaking 30% 1%
D Frowning 45% 1.2%
E Smile 55% 99%
2 Students took note of the important information from teacher‘s
description
A Taking note of what is written or drawn on 30% 80%
the board teacher
B Recording oral explanation of teachers that 30% 80%
are not written on the board
C Taking note of the answers given to the 30% 80%
student
3 Students‘ question
A It is informative 30% 90%
B It is analytic 30% 90%
C It is significant questions 60% 80%
4 Students‘ opinion
A Delivering information that relate to class 30% 80%
materials
B Giving proposals 23% 87%
5 Students‘ behavior
A Sitting calmly 78% 98%
B Not interfering classmates 30% 86%
C Doing assignment quietly 30% 84%
Affectivity of AFL
Effectiveness Model Assessment for Learning is classified into 1
(poor), 2 (less effective), 3 (good), 4 (very good) in classes of Vocabulary

(V) and Pragmatics (P). They are (a) instrument model can be used to
assess the attitudes, experiences, skills and attitudes in the English
language learning or validity, V: 1 and P: 4; (b) instrument model if used
to assess the attitudes, experience, language skills and behavior in learning
will repeatedly give the same results or reliability, V: 1 and P: 4; (c) this
model can be used to obtain information as it is about the attitudes,
experiences, skills and attitudes in learning English or Objective, V: 4 and
P: 4; (d) this model is used in a systematic and continuous learning in
every classroom or systematic, V: 4 and P: 4; (e) this model is practically
used to collect information relating to the implementation of learning and
teaching classroom or practicality, V: 2 or P: 4.
Applicability of AFL
Based on the data above, model assessment for learning is
applicable for the class of Vocabulary and Pragmatics and can be used to
observe classes comprehensively. It can be used to observe teacher and
students activities. As the above data, the teacher prepared the class,
delivered materials, and evaluated the class. Meanwhile, the students‘
behavior in the classes informs their attitudes toward class and it indicates
the problems and strengths of the class as well as students record.
Conclusion
The information displayed when using model-AFL in learning is
accurate and in accordance with the real needs of students in terms of
student understanding of the learning materials, student behavior during
learning, and English language skills of students. AFL can be used through
feedback and reflection. Student learning abilities are displayed by
individual profiles and class profiles. Both of these profiles show an

Woro Retnaningsih
understanding of the development trend of the individual (or class) of the

learning materials, student behavior during learning, and the students'
English language abilities for each meeting.
AFL model has several advantages, namely: this model can display
the individual profiles in the form of student understanding, behavior, and
self-assessment. This model can be used to diagnose learning difficulties or
misconceptions on students on subjects that can give help and guidance,
obtaining adequate information and according to the real problems faced
by students and faculty, establishing good communication between faculty
and students through student self-assessment applied, building awareness
and responsibility in a professional faculty with a reflection on the results
achieved at each meeting, raising awareness, responsibility, motivation,
confidence, and independence of students in learning, providing a sense of
justice to students through feedback, encouraging faculty and students to
continue to make improvements and increase the quality of teaching and
learning continuously, fostering mutual trust between faculty and students
in the assessment, avoid subjectivity lecturer in providing assessment
decisions for students and increasing accountability for public universities.
References
Atkin, J.M., Black, P., & Cofey, J. 2001. Classroom Assessment and the
National Science Education Standards. New York: National
Academy Press.
Assesment Reform Group. 1999. Assessment for Learning: Beyond The
Black Box. University of Cambridge School Of Education.
Retrieved on 1 December 2010 from http://www.Assesment-
reform-group.org.uk.

CEA. 2003. Quality Statement on Assessment Practice (Second). Retrieved

on 5 Desember 2010 from http://www.aaia.org.uk
Crystal, D. 2000. English As A Global Language. Cambridge: Cambridge
University Press.
Departemen Pendidikan Nasional. 2003. Kurikulum 2004, Stándar
Kompetensi, Mata Pelajaran: Bahasa Inggris Sekolah Menengah
Atas. Jakarta: Pusat Kurikulum, Balitbang Depdiknas.
Djemari Mardapi. 2008. Teknik Penyusunan Instrumen Tes dan Non-tes.
Yogyakarta: Mitra Cendikia Press.
Griffin, Patrix., & Nix, Peter. 1991. Educational Assessment and
Reporting. Sidney: Harcout Brace Javanovich Publisher.
Mansur. 2009. Pembelajaran Bahasa Inggris. Yogyakart: UNY Press
Stiggins, R.J. 2002. Assessment Eurasia: The Absence of Assessment for
Learning. India: Phi Delta Kappan.

Nurul Inayah
Students’ Perceptions toward a Conversational Class

Taught By Foreigner Counterpart
Nurul Inayah
State Islamic Studies Institute (STAIN) Salatiga
Jl. Tentara Pelajar No. 02 Salatiga, Central Java, Indonesia
Nurulinayah_aiu@yahoo.com
Abstract
This research is aimed at knowing what the students‘ perception of having

taught by foreigner counterpart (native speaker of English) in a
conversational class. Besides elaborating the students‘ perception which
affects how they act and behave during the teaching and learning process,
this research also wants to explore the students‘ difficulties and strategies
in facing the foreigner‘s class. Then, the students‘ expectation of an ideal
conversational class is also important to be investigated in order to conduct
a better one in the future. Since this research explores the students‘
perception which come from the students‘ experience, qualitative approach
is considered as an appropriate research design. Then the result of this
research is presented descriptively in order to reveal the students‘
perception comprehensively. The findings of this research show that most
of the students give high appreciation with the presence of foreigner. In
fact, the personality of the foreigner as a teacher is also very important to
be highlighted since it gives significant influence on students‘ perception.
The personality and skill in classroom management become reasons for the
other students who do not like the foreigner. Then, the cross cultural
understanding and the ability to communicate in English is the students‘
main difficulty that hinders their teaching and learning process.
Keywords: Perception, Conversational Class, Foreigner Counterpart
Abstrak
Penelitian ini bertujuan untuk mengetahui persepsi siswa setelah diajar

oleh guru asing (penutur asli bahasa Inggris) dalam kelas percakapan.
Selain memaparkan persepsi siswa yang mempengaruhi bagaimana mereka
bersikap dan berperilaku selama proses belajar mengajar, penelitian ini
juga mengeksplorasi kesulitan siswa dan strategi menghadapi guru asing.

Students’ Perceptions toward a Conversational Class Taught By …
Ekspektasi siswa terhadap kelas percakapan yang ideal juga penting untuk
diteliti untuk pembelajaran yang lebih baik di masa depan. Karena
penelitian ini mengeksplorasi persepsi siswa yang berasal dari pengalaman
siswa, pendekatan kualitatif dianggap sebagai pendekatan yag tepat.
Kemudian hasil penelitian disajikan secara deskriptif untuk mengungkap
persesi siswa secara komprehensif. Temuan dari penelitian ini
menunjukkan bahwa sebagian besar siswa memberikan apresiasi yang
tinggi terhadap keberadaan guru asing. Pada kenyataannya, kepribadian
dari guru asing juga sangat penting untuk diperhatikan karena hal ini
memberikan pengaruh yang penting terhadap persepsi siswa. Kepribadian
dan keahlian dalam memanajemen kelas menjadi alasan bagi siswa untuk
menyukai atau tidak kehadiran guru asing. Kemudian masalah pemahaman
budaya dan kemampuan berkomunikasi dalam bahasa Inggris adalah
kesulitan utama yang menghambat proses belajar mengajar.
Kata Kunci: Persepsi, Kelas Percakapan, Guru Asing
Introduction
Providing an appropriate stimulus in the foreign language teaching
and learning process would be very critical for triggering the learners to be
able in using and practicing the language actively. This kind of condition is
needed to create an atmosphere where both teacher and learners can
interact well during the class. Unfortunately, it is difficult enough to find
this kind of teaching and learning process, especially in English one, since
the role of teacher does not seem to provide sufficient feedback for the
learners. As the result, the students‘ abilities, mostly in oral skill could not
be explored well.
Giving the opportunity for foreign language learners to actively use
the language to communicate in a variety of teaching and learning
activities is an effort that can be taken to overcome this problem
(Pringgawidagda, 2002: 34-40). Furthermore, Pringgawidagda (2002)
denoted that native speaker could strength in develope learners‘ ability.
Similar opinion was also expressed by Stern (1992) who states that the

Nurul Inayah
presence of native speakers in the class will help foreign language learners
to understand the thinking and feelings of the people who use the target
language. Besides improving students' motivation and interest, a native
speaker is also a source of accurate information in language learning as
well as culture.
Seeing this kind of fact, many schools are trying to bring in native
speakers in the classroom, as SMA Muhammadiyah (Plus) Salatiga.
However, in this case the native speakers will be referred as an English
foreigner counterpart, i.e. someone who uses English as the second
language. The role of the foreigner counterpart is expected to be as
maximal as a native speaker. Therefore, SMA Muhammadiyah (Plus)
Salatiga itself has a conversational class which is taught by a foreigner
counterpart for its first year students. It hopefully can be a facilitator to
develop the students' ability to use or practice the language in the process
of communication that can be understood by others. So, from this point the
aim of communication can be achieved.
Absolutely, the success of class with a foreigner counterpart cannot
be generalized to all of teaching and learning process. Beside all of his
strength, a native speaker or foreigner counterpart also have some
weaknesses. They may not be always conscious of his own language, more
focused on verbal skills, more tolerant of errors and less stringent, and can
be difficult for students in the initial learning phase (Stren: 1992). His
presence can also be difficult, especially if the foreigner counterpart cannot
speak the local language and the learners are not familiar with target
language at all. This condition seems bringing various responses from the
students as well as the first year students of SMA Muhammadiyah (Plus)
Salatiga.

From the interview with the foreigner counterpart, the class having
30 students has different responses. Students may be very enthusiastic
during the class through pay attention and give good participation.
However, it does not work for the others. Many students do not really care
of this class. They are talking to the others during the class; not paying
much attention and playing with their gadget instead. Some also usually
come late. The first fifteen minutes is wasted for waiting for the students.
Even, some appear after thirty minutes. The foreigner tries to warm the
class up by giving different method of teaching. Sometimes it is done
inside the class with making group work and letting the students work
alone to present a result in the end in front of the class, and in the other
time they just go out somewhere outside the class or only play games.
Unfortunately, some of them still do not do well during the class.
These various responses are affected mostly by the students‘
perception of the foreigner counterpart itself, the conversational class, and
their own capability and confidence. Since perception influences the
individual‘s action and behavior towards an object, it will be a useful basis
to identify the students‘ attitude toward the class, their contributions in
learning and their own behavior that might hinder the learning process.
This perception also can be developed to improve the quality of learning,
primarily which is taught by foreigner counterpart.
Perception
Adediwura and Bada Tayo (2007) in their academic journal elaborate
the theories of perception by taking some experts‘ explanation. First, they
take the theories as postulated by Allport (1966) who defines perception as
the way people judge or evaluate others. The second, Eggen and Kauchak
theories (2001) see perception from the cognitive dimension as the process

Nurul Inayah
by which people attach meaning to experiences. It means that the

perception comes after people attend to certain stimuli in their sensory
memories. However, perception will influence the information that enters
working memory. This theory is strengthened by the next statement from
Glover et al. (1990). They state that background knowledge in the form of
schemas affects perception and subsequent learning. Even, research
findings have verified that background knowledge resulting from
experience strongly influence perception. Finally, Baron and Byrne (1991)
explain it as the process through which people attempt to understand other
persons and attempt to obtain information about the temporary causes of
others‘ behavior, for example, the emotions or feelings.
Foreigner’s role in English teaching

Foreigner is a person belonging to owing allegiance to a foreign
country or something originally in other country (Webster: 1981:889). The
term foreigner counterpart in this study means someone who uses English
as his second language and has role in the conversational class in SMA
Muhammadiyah (plus) Salatiga to help improving the students‘ English
skill.
Research Methodology
The research was conducted at SMA Muhammadiyah (Plus)
Salatiga, Central Java, Indonesia. The object of the research were students
of class XA and XB. The primary data source was the result of interview
between the researcher and the students. Then, documentation and some
information from the foreigner and English teacher of SMA
Muhammadiyah (plus) Salatiga became the secondary data source. The

analysis followed Miles and Huberman (1992: 18-20), namely gathering

data, data reduction, data presentation, and conclusion.
Discussion
Students’ perception toward the foreigner as the teacher
There were various opinions as the result of the interview process
since this research explores the students‘ thought and perception toward
their experience in having taught by foreigner counterpart personally. Each
student had their own point of views. However, in general it could be
classified into: appreciative, neutral, and hateful
Appreciative
Having taught by foreigner might be the first experience for some
students. They were very excited to have an uncommon chance where they
could directly interact with the foreigner. This positive appreciation could
be seen as follows.
(1): ―Yaaa gimana ya… ya cukup memberi pengalaman baru bagi

kami semua, temen-temen. Ya menarik lah. (I think it is a new
experience for us. So, it is interesting)‖
(2):”Eee seneng banged ya, karena jarang banget bisa ketemu sama
bule terus langsung bisa berinteraksi langsung gitu. (I am very
glad, because it is a rare opportunity to meet and interact with
the foreigner directly)‖
( 3): ―… Awal-awal tu kayak yang gimana ya, heran gitu „waaah
orang luar, gini gini‟ (At the early time I was very excited
‗wow foreigner‘)
In general, some students liked the foreigner because of either his
personality or his methods in teaching. E2, G2, and R2 for example, they
looked the foreigner as a very kind, friendly, humble and humorous person.
He sometimes also taught in fun activities through some games. The
following data express the appreciation toward the foreigner.

Nurul Inayah
(4): ‟Ya. Sebenernya suka, orangnya low profile, lucu, cara

pengajarannya juga menarik gitu. (I like it. He is low profile
and humorous person. His teaching methods are also
interesting)
(5): ―Itu ga terlalu mengarah ke pelajaran, jadinya cuma kayak
permainan-permainan gitu, nambah-nambah vocab gitu. (It is
not about the lesson at all but tends to games to enrich
vocabularies)‖
(6): ―Ee.. lumayan asyik terus juga inovatif jadi buat game apa apaa
gitu jadi kadang ada cerita terus suruh buat.. pernah suruh
buat komik pake bahasa inggris, terus apa lagi ya? Eem ada
drama juga pake bahasa inggris terus itu juga ada pengenalan
tentang Jerman eee itu, asal dari J itu sendiri. (Ee… fun and
innovative. There are games, telling stories, and making comic
in English. What else‘s? Eeem making drama in English and
introducing his country, German)‖
Neutral
The term ‗neutral‘ in this paper refers to a condition where the
students neither look at the foreigner as the special one nor underestimate
them. For very few students, the presence of foreigner was not special
thing.
(7): “Biasa aja. (Just so-so)‖
As confirmed by the student, foreign teacher or Indonesian one was

not a problem. Whoever the teacher, he highlighted that the more crucial
thing was how the teacher could bring fun teaching to the class.
Some students could not define it as a special thing because the
teaching and learning process was influenced by some factors, for example
the methods and materials. Some of them only liked it in particular
activity.

(8): ―Ya kadang-kadang ada sukanya kadang-kadang ada

enggaknya... Misalnya kalau pas games-games gitu, seneng.
(Sometimes I like it especially when it is game but in other time
I don‘t)‖
(9): ―Ya suka kan soalnya ada permainan-permainan kita kan bisa
fresh gitu, pengennya bersantai. Tapi enggak sukanya itu dia
itu kalo di ajak konsentrasi tu kurang trus dia kalo di ajak
bercanda itu kurang gitu lo mb… (I like it because through
games we can refresh our mind. But I don‘t like it when it is
difficult to make a joke with him or simply ask him to more
concentrate…)‖
Hateful
The term ‗hateful‘ in this case does not mean that the students hate
the foreigner at all. It is used to describe disliking because of some reasons.
Actually like or dislike is such of felling that cannot be measured with a
particular tool. However, this category appeared from the students‘
information and reasons which clearly showed their disliking. The first
reason was communication problem. A few students admitted that they
disliked having taught by the foreigner because of this problem.
(10): ―Berbeda ya, soalnya dari segi komunikasi mungkin kita lebih
nyaman sama guru biasa. (It is different. We feel more
comfortable when communicate with non native teacher)‖
(11): ―Jujur, ga seneng mbak. Kata-katanya kurang jelas owg mbak.
(To be honest, I don‘t like it. I cannot understand his words)‖
(12): ―…Lebih suka diwulang guru sendiri lebih masuk daripada
orang lain. (…I prefer having taught by Indonesian teacher to
the foreigner, because it is more understandable)‖
Besides the communication problem, the personality of the

foreigner also became the second reason to dislike the foreigner. All of the
students included the appreciative ones agreed that the foreigner was
quick-tempered person. When be confirmed by the interviewer, his anger
usually caused by the noisy class.

Nurul Inayah
(13): ―Naa ini yang saya sedikit tidak suka. Dia itu orangnya agak
sensitive sama… kadang agak putus asa gitu ketika kelasnya
sudah tidak kondusif, gitu. Yaaa kalo orang jawa bilang
mutungan gitu loo, trus „terserah kalian‟ gitu. (Actually I do
not like this one thing. I think he is a ‗sensitive‘ person who is
hopeless when the class changes into unconducive one.
Javanese says ‗mutungan‘ (angry), then he does not care
anymore)‖
(14): ―Ya tapi suka marah-marah. Kalau, biasanya kan anak-anak
kan jail gitu, sering rame lah. Biasa gitu ya. Ya sering marah-
marah gitu. (He is temperamental person. When the students
are noisy, he will be angry)
Then, the third reason was admitted by the students regarding the
less ability of the foreigner to manage the class well. The poor classroom
management triggered indiscipline behavior in the class, such as did not
pay attention, chatted with their friends, or simply just played with their
gadget instead, as confirmed by the foreigner itself. From the students‘
perception this condition was a responsibility that the teacher had to take.
It could be showed from the data bellow.
(15): ―Nggak sukanya sama orangnya mbak. Hehehhehe. Dia itu
kayak emosian gitu. Padahal itu karena kesalahan yang dia
buat karena dia tidak bisa menguasai (kelas). (I do not like his
personality. Hehehehe. He is a temperamental person. In fact, it
is his own mistake if he cannot manage the class well.)‖
(16): ―Ada sih alesannya itu gara-gara yang di ajar itu ga
memperhatikan sama dia. Tapi kalo saya sebagai murid lebih
memandang kalau dia tidak bisa menguasai kelas gitu.. (There
is a reason why he is getting angry: because we do not pay
attention to him. But as a student I think it is caused by his poor
classroom management)‖
At the beginning meetings, toward the noisy class, the foreigner

kept silent and waited the class to be conducive.
(17): ―Pada waktu awal-awalan banyak yang gojek sendiri ga
dimarahin. (At the beginning, he lets the students do

indiscipline behavior in the class)‖ (L2.43)
However, facing the bad atmosphere in the class made him start to
warn the students. To warn the students, he used high intonation and
sometimes pounds on the table. He never gave any kind of punishment or
benches the students from the class.
(18): ―Seperti mungkin menggebrak meja, „Hey c‟mon guys‟ gimana
gitu. Kalau menghukum, ga! (He pounds on the table and says
‗Hey c‘mon guys‘, something like that. But he never gives
punishment) (A2.13-A2.14)
Unfortunately, this way gave bad perceptions from the students that
made them dislike the foreigner‘s class. In the fact, that kind of warning
was not an effective way to realize a conducive class. As confirmed by
some students, they would keep silent for a while when they were warned
by the foreigner. However, they would make a noisy again soon.
(19): ―pertama-tama diem trus gojek lagi. (We keep silent first but
then we make a noisy again)‖ (N2.20)
(20): ―Yaa biasanya diam dulu tapi karena ya mungkin banyak yang
tidak apa, tidak ngeh gitu apa yang dia katakan jadi ya….
Ngobrol-ngobrol lagi. (We keep silent for a while. But because
we do not understand his words I think, so we start to make a
noisy again)‖ (M2.14)
Students’ perception toward 7he conversational class

Students‘ perceptions toward their own conversational class were
measured from the ways they looked at the situation of the class. It was
also related with the interaction between the foreigner and the students
during the class, the methods, and the materials/themes given by the
foreigner.
Class situation
The interview process showed that the situation in the conversational

Nurul Inayah
class could be classified into fun, bored and strained situation.

First, for the enthusiasm and active students the situation in the
conversational class was fun. This fun learning was strongly influenced by
the various methods and materials during the class.
(21): ―Menyenangkan. (It is fun)‖
Second, the situation in the class turned to be bored when the

foreigner was monotone in explaining the materials, to be too serious, less
interaction with the students, or in bad mood.
(22): ―Membosankannya waktu dia menyampaikan materi itu sih. (It

is bored when he explains the materials)‖
(23): ―Kalau saya ya bosen lah. Kalau kan sabtu sekarang, saya
bolos. Soalnya dia itu menjelaskannya itu seringnya bagaimana
ya… cuma teori kalau tidak interaksi dengan siswa itu kan
siswa juga bingung mau ngapain jadi semuanya bingung. (It is
bored I think. The schedule is on Saturday now and I play truant
from the class. Because I think he explains in ee… I mean if he
only explains the theories without any interaction with the
students I think it make us confuse about what we have to do)‖
(24): ―ya biasanya itu, dia itu orangnya tergantung mood. Kalo
moodnya lagi jelek gitu ya kelasnya jadi bosan, dia agak
gimana gitu. (He is a moody person. If he is in bad mood, the
class will be bored)‖ (M2.16)
Third, few students said that the class was strained because the
foreigner only spoke in English. They did not enjoy the class since they
could not interact and communicate well.
(25): ―Mungkin ya agak menegangkan ya mbak. Kan situ apa,
berbicaranya pakai bahasa inggris kita kan ga mudeng jadi
cuma meneeeeng terus. Kita kan apa, kalau sedikit-sedikit
pakai bahasa Indonesia kan kita tau.Tapi kan situ kan
menerangkannya tu pakai bahasa Inggriiiiiiiiis trus kan kita
jadi tegang. (Maybe it is a little bit strained. He always speaks
in English whereas we do not understand it so we just keep
silent. If he speaks little in Bahasa Indonesia we may

understand it. In fact, he only speaks in English so we feel so

strained)‖.
Beside the fun, bored and strained situation, there was a confession
from a student that the presences of active students give significant effects.
In fact, the situation in the class was not only influenced by teacher‘s
factor. These students were admitted can create good atmosphere to the
class.
(26):‖Tergantung ya mb kalo yang kayak amalia, rosyad ikut gitu
lebih ramai. Tapi kalo yang ikut cuma, maaf ya yang agak ga
mudeng gitu. Sulit untuk berkomunikasi. (It depends situation, if
there are Amalia or Rosyad (active students), it will be more
interesting. But, I am sorry, if it just consists of students who do
not understand English, it will be very difficult to
communicate)‖ (D2.21)
Classroom interaction
Unfortunately, not all of students could interact well during the
class. Students having good competency in English might not have
problem with classroom interaction. They could freely ask when they did
not understand, answered the question or simply did the foreigner
command. They could interact with the foreigner easily because they
understood more than the others.
(27): ―Eeem kalo saya pribadi itu eee paham, tetapi mungkin teman-
teman saya yang kurang apa ya, ya ya kadang „opo sih artine?
Ndak mudeng‟ gitu.(I myself can understand it. But I think
some friends cannot)‖
In fact, for other students, interaction with the foreigner was not
easy. They said that there was difference in interaction with the foreigner
and their own teacher/Indonesian teacher. It was more comfortable for
them to communicate with Indonesian teacher, as reflected in Data 11 and
Data 13. It made some students passive during the class.

Nurul Inayah
(28): ―Beda banget mbak. Kalau guru kan biasa tapi kalau sama
turis kan apalagi baru pertama ketemu gitu kan aduuuh
ngomong apa ya, bingung gitu, deg-degan gitu. (There is a
difference in communication with the foreign teacher. I can
communicate with the Indonesian teacher easily. But with the
foreigner, I feel a little bit confuse what I have to say. I also feel
nervous)‖
(29): ―Gimana ya? Mungkin kalau aktifnya itu, kalau di

pembelajaran foreigner saya ga terlalu aktif, tetapi kalau di
pembelajarannya Bu Hesti sendiri kan saya agak terlalu
mudeng jadi kan saya juga aktif gitu. (I think I am active in
Indonesian teacher class, but for the foreigner‘s class I don‘t)‖
(I2.11)
Looking at those facts, some students considered that the foreigner

only interacted with particular students.
(30): ―Interaksi itu, untuk anak-anak yang tertentu saja. Enggak,
enggak gitu (pilih kasih). Misalnya, dia kan dia kan juga bisa
tau, dia kan juga melihat mana anak yang memperhatikan,
mana anak yang mlengos yang mengacuhkan dia (naa
interaksinya itu dengan anak-anak yang memperhatikan tadi).
(He only interacts with particular students. It does not mean
unfairly. But I mean he can see which students who pay
attention and which ones who do not. (And the interaction is
only with those who pay attention)‖
Teaching methods
It had to be admitted that the foreigner were creative enough in
giving the materials through kinds of methods. Sometime they did it in the
class and in the other time they went outside. There were kind of games,
quizzes, or just discussions about a particular theme.
(31): ―Bervariasi. Ya membuat game, kadang dia suka diluar kelas,
lapangan situ sambil duduk-duduk bebas, santai, gitu trus juga
di kelas. (It uses various methods. Sometimes it is done outside,
in the field to relax ourselves, for example. In the other time we
just go inside)‖

(32): ―Macem-macem sih. Ya kadang-kadang tadi, kuis, lomba,

kadang cuma ngajar doang. (There are many kinds of methods.
It is sometimes quizzes and sometimes just explanation)‖
Materials/themes
The themes or materials itself also brought a significant effect. The
students enjoyed the class when they enjoyed the materials. There were
some materials which were very attractive for the students. For example
was the material about German and its nation.
(33): ‖Ya tentang itu pengetahuan waktu menerangkan tentang
Jerman. (It is about German)‖ (B2.35)
As claimed by other student, the materials were not about the

structure or grammar rules, so it was more interesting for them.
(34):‖Temanya itu lebih yang ke apa, kemasyarakatan, wawasan
masyarakat, ga ke semisal ga ke greeting card atau ke apa tu
namanya structure gitu ga. Tapi kita itu dilatih untuk semisal
wawasan AIDS, terus wawasan, pokoknya tu wawasan tentang
kebiasaan kehidupan sehari-hari. (The themes are about
society, social knowledge. It is not about the greeting card or
structure. But we are familiarized with the knowledge of AIDS,
and then, the knowledge of our daily life.)‖
However, a controversial material/theme appeared because of the

different culture between German and Indonesia. In fact, the theme
‗HIV/AIDS Prevention‘ got ‗negative‘ responses. When the theme was
delivered, a student even left the class because she thought that the content
was too vulgar for senior high school students. Other students also agreed
that actually this theme is inappropriate for them.
(35): ―Eeem mungkin ada suatu tema yang itu agak …. Ih ….agak
jorok sebenarnya (tentang HIV). Itu menurut saya ya. Saya aja
kabur dari kelas. Ya, dia kan ga tau gimana Indonesia. Dia itu
pernah ngomong “sex itu diperbolehkan” … looh kan sini kan
sebagai… waaah itu sesuatu yang … (Eeem there is a theme
which is… iiiih so vulgar I think (the time when he explains

Nurul Inayah
HIV). It makes me escape from the class. He does not know

Indonesian culture. He said that sex is allowed. Oooh it be…)‖
(36): ―ya ada yang menarik tapi ada juga yang agak sebenarnya
tidak etis untuk dibahas ya, eee yang menarik misalkan tentang
Jerman itu, kami bisa ee menambah wawasan tentang negara
asal beliau. Tapi kan ee pernah sekali eee temanya tentang apa,
pengetahuan seksual untuk remaja. Mungkin karena budaya
disana dan budaya disini agak agak jauh berbeda sehingga
cara dia menyampaikan agak maaf kurang bisa diterima disini,
agak kesannya tidak etis gitu. (There are interesting themes,
about German for example. We know more about his
motherland. But there is also a particular theme that cannot be
accepted. It is about sex education for the teenagers. Maybe
because the culture there (Germany) and here (Indonesia) are
different, hence the way he delivered, I am sorry, is
unacceptable, it seems that it is not ethical to deliver)‖
Actually, the foreigner had good intention in raising the theme.

HIV/AIDS prevention was a good and important theme since everyone had
to be aware of it. However, the problem was on the way he explained it. He
brought condom in the class and showed the way how to use it. He gave a
detail description about it. Socialization about sex and HIV/AIDS for the
students through that way might be usual thing in his country. However, in
Indonesia, it could not be accepted. Beside of culture differences, the
students from religious background of school like SMA Muhammadiyah
(Plus) Salatiga were taught that free sex is prohibited. Those detail
description was worried in giving a stimulus for the students to do/practice
it instead. These facts made the HIV/AIDS theme got the harsh response. It
forced the foreigner, Mrs. Hesti (local teacher) and the students to face
uneasy or unpleasure time.
In the other side, the male students considered the HIV/AIDS as
their favorite theme. They argued that when this theme was given all of

students became very focus; a rare moment that could not be found in
others theme. It was also claimed by C2, G2, and O2.
(37): ―Itu… menurut saya itu materi yang paling banyak
mendapatkan respon dari temen-temen. Yaaa mbaknya tau
sendiri. Temen-temen saya yang cowok waktu materi lain
mereka mungkin ga memperhatikan, tapi kalo masalah HIV,
semua focus. (I think that is a theme which gets so many
responses from my friends. I think you understand it. My male
students may not pay attention in other themes, but for HIV, all
of the students were focus)‖
Students’ perception toward their own capability and confidence in the

Foreigner’s Class
The analysis about this perception was very important since the
good interaction class also influenced by the students‘ capability and
confidence in facing the foreigner class. Some students felt enjoy to
communicate with the foreigner. They did not feel anxious or nervous.
Basically it depended on the personality of each student. They who
actually were active students could enjoy the class and understood the
foreigner‘s explanation. They could give good contribution during the
class.
In the other side, some students who were active in other class
could not be assured that they would also be active in the conversational
class taught by the foreigner, as mentioned in Data 31 and Data 32. They
did not know how to say or express it in English. These students felt
anxious of making mistake so that other people would not understand it.
They were also afraid it would be a reason for other students to laugh at
them.
(38): ―Grogi lah mbak. Ya gimana ya, terkadang sih berani gitu
kalau takut salah atau kurang dipahami gitu lo. (I am nervous
if I make mistake or speak miss understandable)‖ (C2.25-
C2.26)

Nurul Inayah
(39): ―Yang grogi takut. Karena ya kurang bisa berbicara bahasa

inggris gitu lo. Nanti malah di anu (diejek) temen.(I feel
nervous because I cannot speak English well. I am afraid of
getting ridicule from others)‖ (E2.22-25)
Students’ difficulties in having taught by foreigner counterpart

Having taught by foreigner counterpart with all of different aspects
from the both side was not easy, especially for the first year students of
SMA Muhammadiyah (Plus) Salatiga. The difficulties and problems
appeared although both of them had tried to adjust their selves during the
class. Those difficulties could be concluded as follows.
Communication problem
The differences of background of knowledge, culture and language
mostly triggered communication problem. Some misunderstandings and
uncomfortable feelings in communication could hinder in realizing an
effective teaching and learning process. Most students faced this difficulty.
It was caused by the foreigner‘s incapability to speak in Bahasa Indonesia
and less ability of the students in understanding the foreigner‘s words.
(40): “(Kesulitan utama) Komunikasinya. Ya ada yang karena cepet
ngomong, ada yang karena ga paham artinya. Ga, ga jelas sih,
terlalu cepet. (The main problem is the communication. He
speaks too fast so sometimes we do not understand his words. It
doesn‘t clear enough.)‖
( 41): “Kurang memahami bahasa inggris. Kalau ga bisa bahasa

inggris itu memahami apa yang dia katakan itu agak sulit. (It is
difficult for me to understand his words because I haven‘t
mastered English yet)‖
( 42): ―Mesti bingung kalau foreigner bicara terus ku ga tau artinya.

Terus gimana ini. Kan kalau dia ngomong kita juga berusaha
tahu apa yang dia bicarakan gitu to. Kalau ga tau ya… ya
masalah utamanya itu aku ga tahu artinya itu. Bingung. Kita
mau ngomong apa juga ga bisa, trus mau komentar apa juga ga
tahu, pendapat apa juga ga tahu. (I feel a little bit confuse

when I do not know the meaning of the foreigner‘s words. We

try to understand what he is talking about. However, the
problem is I do not know the meaning. As the result I will not
be able to give appropriate feedback or comment or opinion)‖
Poor classroom management

Most of students claimed that the foreigner in their conversational
class could not manage the class well. The poor classroom management
influences the students‘ reaction and behavior during the class that could
trigger subsequent problem such as unconducive class.
This problem was faced not only by students but the foreigner as
well. Unfortunately, those various methods and materials could not be
accepted for all of students well. As confirmed by the foreigner, the big
gradation of the students‘ ability was the main factor. For the high
students, the class was easy enough to be followed. However, for some
very weak students it was difficult even to handle the simplest tasks. When
the foreigner prepared the class for the weak students, it would be too easy
and annoying for the high ones. Another result, the foreigner had given too
difficult task for the weak students, so that they could not fulfill it. Then,
the middle level also could not fully satisfy both sides. It also became
another obstacle for the foreigner itself.
Big class
The conversational class was divided into two classes, X A and X
B which each class consisted of 26 students. Unfortunately, the two classes
were joined to be one in the conversational class. Although some students
did not attend the class, it still became an immersion class. In a
conversational class taught by foreigner, too many students surely became
a problem.
(43): ―Saya juga kurang sreg nya itu, kita gabung sama anak-anak

Nurul Inayah
yang rame gitu lo mbak. (The joined class makes me

uncomfortable because we have to gather with noisy students)
(H2.57)
(44): ―Kurang memperhatikan aja soalnya kebawa suasana. Kan itu

2 kelasnya di gabung jadi satu otomatis yang ribut ikutan yang
ribut yang anteng juga anteng. (I cannot pay much attention
because of classroom atmosphere. The two classes are joined
into one, so they will very noisy.)‖ (C2.49-C2.50)
Unconducive class
This kind of condition was an effect from the poor classroom
management and big class. It absolutely became a serious problem for
those who were enthusiastic and serious in joining the class.
(45): ―Masalahnya itu sebenarnya ya kalo saya mendengarkan yang
disampaikan foreigner tu kayaknya bisa cuman temen-
temennya itu ada yang berisik jadi kurang konsentrasi. (If I
listen carefully to the foreigner I think I can understand. The
problem is my friends are too noisy so it is difficult for me to
get concentration)‖
(46): ―Keganggu sama teman yang ga mendengarkan. Ga kondusif.

(The noisy students truly disturb me. It is unconducive class)‖
Bad schedules
The schedule of the conversational class itself also became other
problem for some students. There were diligent students who were never
absent from the conversational class. However, they who did not attend the
class have many reasons. Some students played truant because they were
lazy for attending the class. Others blame the inappropriate schedule. The
schedule for this extracurricular was on the same time with their own
schedule. One of students, for example, admitted that he never came to the
class on Friday because he had to do the other things. It was a real because
in the fact he attended the conversational class when it was changed on
Saturday.

(47): ―Kalau yang dulu kan sehabis jumat, dan saya tidak ikut.
Karena kan kalau dipanti itu harus jumatan di panti, naaah
mulainya kan habis jumatan kalau kesini lagi itu ga sempat. (I
cannot attend the class because it is Friday. On Friday we have
to pray Jum‘at in the orphanage, and if I come back to school
again it will be very late)”
(48): “Segi jamnya mungkin. Kan waktu awalan dulu kan hari jumat
itu sekitar jam 1 jam 2 itu kan anak-anak uda pada cape. (The
problem is the schedule I think. In the past it was in the
afternoon on Friday at 1 or 2 p.m., when the students are tired
enough)‖
Every student had their own ideal time for the schedule of the
conversational class. Some of them preferred having a class on Friday to
Saturday. However, the other students were on the opposite one. The main
thing was an appropriate schedule had to be arranged to create an effective
teaching and learning process.
Conclusion
The students‘ perceptions toward conversational class taught by
foreigner counterpart are very various. They have their own opinion with
its strong reasons. For some students it is a new experience which gives
them unforgettable experience. Through many kinds of teaching methods
and attractive materials the foreigner can give fun learning for the students.
These most of the students give high appreciation with the presence of
foreigner in their class.
However, for a few students, the presence of foreigner in their class
is not a special thing. For them the most important thing is not about
foreign teacher or Indonesian one. Whoever the teacher, they highlight that
the more crucial thing is how the teacher can manage the class well. Good
classroom management which triggers fun learning is their main

Nurul Inayah
consideration. So they do not consider the presence of foreigner as special

thing.
Whereas, those who do not like the foreigner‘s class agree that the
personality of the foreigner is the main cause. The foreigner is considered
as a temperamental person. The students claimed that their fun learning
turns to be bored or strained when the foreigner is getting angry. Then,
poor classroom management which triggers unconducive class becomes
the additional reason to dislike the foreigner‘s class.
Furthermore, new experience in the foreigner‘s class raises some
difficulties. They are (a) communication problem. It is claimed as the
biggest problem where most students cannot understand the foreigner‘s
words. They also cannot give an appropriate feedback since they do not
know how to communicate with the foreigner well. This problem widens
gaps between them; (b) poor classroom management. This kind of
weakness enables some students to make noise during the class. The
students will be difficult to concentrate; (c) big class. The conversational
class consists of too many students since the two classes are joined as one;
(d) unconducive class. This situation is a result of poor management
classroom and big class. This unconducive class disturbs those who want
to pay attention seriously; (e) bad schedule. Some students claimed that the
conversational class itself is scheduled in inappropriate time. It even
disables the students to attend the class; (f) cross cultural understanding.
Poor understanding of local cultures from the foreigner may become
constraint in class. Inappropriate ways to deliver sensitive topics may
embarrass some group of students that may cause failure in teaching.

References
Adediwura, and Bada Tayo. 2007. Perception of Teacher Knowledge,
Attitude, and Teaching Skills as Predictor of Academic
Performance in Nigerian Secondary Schools. Educational Research
and Review Vol. 2 (7), July, 2007. Pp: 165-171
Miles, Matthew B, Michael Huberman. 1992 Analisis Data Kualitatif:
Buku Sumber Tentang Metode-Metode Baru. Jakarta: Penerbit
Universitas Indonesia (UI-Press).
Pringgawidagda, Suwarna. 2002. Strategi Penguasaan Berbahasa.
Yogyakarta: Adicita Karya Nusa.
Stern, H.H. 1992. Issues and Options in Language Teaching.
Oxford University Press.

Siti Asiyah
Siti Asiyah
State Islamic Studies Institute (STAIN) Salatiga
Jl. Tentara Pelajar No. 02 Salatiga, Central Java, Indonesia
bembybee@yahoo.co.id
Abstract
The purpose of this research is to describe slang words used in transgender

community in Salatiga, the meaning, how to form and the functions. This
is the descriptive qualitative method. The data are from natural
communication taking among transgenders. The source of data is
transgender community in the form of oral data. The results of the study
shows that transgender slang words is formed by borrowing syllables of
Javanese and Indonesian language, adding with specific affixes, or
changing into other common words. Transgender community inserts the
slang words into Javanese language and use Javanese language structure to
form their utterances. They use it as a secret code and also solidarity
marker inside the groups or between the group and other groups.
Keyword: Slang Words, Transgender Community, Functions of Slang

Words
Abstrak
Tujuan dari penelitian ini adalah untuk mendeskripsikan kata-kata slang

yang digunakan oleh komunitas transgender di Salatiga, artinya,
bagaimana membentuknya, dan fungsinya. Penelitian ini adalah penelitian
deskriptif kualitatif. Sumber data adalah komunitas transgender dalam
bentuk kalimat lisan. Hasil penelitian menunjukkan bahwa kata-kata slang
transgender dibentuk dengan meminjam suku kata dari bahasa Indonesia
dan Jawa, menambahinya dengan imbuhan tertentu, atau merubahnya
menjadi kata-kata lain yang biasa dipakai. Komunitas transgender
menyisipkan kata-kata slang ke dalam bahasa Jawa dan menggunakan
struktur bahasa Jawa dalam membuat kalimat. Mereka menggunakannya
sebagai kode rahasia dan juga sebagai penanda solidaritas sesame anggota
atau dengan kelompok lain.

Kata Kunci: Kata-Kata Slang, Komunitas Transgender, Fungsi dari Kata-

Kata Slang
Introduction
There are so many communities in Indonesia and so many
variations in language to make the communication easier; one of them is
the transgender community. Almost everyone knows transsexual or
transgender. The transgenders are minority group in society but the number
of transgenders is growing, especially in big cities. The transgender
communities are generally unique and exclusive because their code is the
result of creativity in language. They usually have specific code which is
usually known as slang words.
Kridalaksana (1982: 156) states that slang is a variety of language,
it is not official, used by young people or particular social group for
internal communications in order to make people in the other groups do not
understand, formed in new vocabulary and always changing. Meanwhile,
according to Chaer and Agustina (1995:87-88), as the secret and special
social variation, slang can only be understood by certain people in a
limited area and may not be known by the people outside the group.
Soeparno (2002:73) argues that slang is a manifestation or
realization of the language that is specific and secret. Specific means used
by certain groups that is very limited. Secret means people outside their
group should not understand. As a step to maintain the confidentiality,
slang is always modified or changed, so it is temporal. Meanwhile,
according to Chaer and Agustina (1995:87-88), as the secret and special
social variation, slang can only be understood by certain people in a
limited area and may not be known by the people outside the group.
Therefore, the vocabulary used in slang always changes. Slang emphasizes

Siti Asiyah
more on vocabulary than the phonology or grammar. Slang is temporal.

According to Keraf (1994:108-109), slang word is a kind of a pure
or high conversation word. Slang consists of words that are nonstandard
and informal and created exclusively. Sometimes slang is a result of
accidental mistake, or sometimes in the form of destruction of a common
word to fill in other field meaning.
Transgender
According to Atmojo (1986:2), in general, transgender is a man
who dresses and acts as women. Fassinger and Arseneau in Bieschke
(2007:22) argues that the transgenders are people who have gender-variant
or gender-"transgressive". They express their gender in a different way
from the appropriate behaviors and acts based on their (perceived)
biological sex. Meanwhile, Cook (2004:7) defines a transgender as persons
who strongly identify themselves with the opposite sex.
Yustinus (2006:81-82) states, psychologically, the transgenders are
included in gender identity disorder. He describes that gender identity is
the individual subjective feelings about being a man or a woman. Most
individuals have a gender identity in accordance with identification of
physiological sex but there are some exceptions. For example, a person
may have a penis, has all the features of secondary male sex (eg, high
voice and mustache) and play the traditional role of men in public, but may
feel that he is actually a woman. If there are incompatibilities between the
identification of physiological sex of individuals with gender identity, the
individual diagnosed as having gender identity disorder.
Research method
This research used descriptive qualitative research. Sudaryanto

(1992:62) argues that the term of descriptive has relation with language
study "descriptive linguistic". It is a study based on facts or phenomena
empirically exists on the speakers, so the result or noted in form of
language used. So it is like portraits (explain as they are).
The data source of the study is transgender community in Salatiga.
The objects of this study are slang words, phrases, sentences. To collect the
data, the researcher observed and interviewed the transgender community
using recording technique. The writer did an interview with the members
of transgender community in Salatiga to get information about slang
words. According to Moleong (2008:186), interview is a conversation with
a certain purpose.
Discussion
Word changes
The way the transgender create their slang words are not too clear.
It seems that they create it and memorize it. Some words can be traced its
original words in Javanese language or Indonesian language.
Slang words Javanese Indonesian
anguage language
(1) skul-skul Sekolah - (school)
(2) sinyol nyolong - (steal)
(3) sinja njaluk - (request)
(4) pulonia - pulang (go home)
The bold syllables are part of Javanese or Indonesian language

which is borrowed in slang words. Another way to form slang words is by
changing the words into different words.
Javanese meaning Slang words
language
(5) ketemu meet ketumbar (food ingredient)
(6) cium kiss cumi (sea animal)

Siti Asiyah
Other words seem arbitrary, it is difficult to trace its original word,

such as singer (understand)
Grammar
The data obtained informs that transgender community in Salatiga
is bilingual (Javanese language and Indonesian Language). According to
Nur Indah and Abdurrahman (2008:73), the existence of bilingualism
affect the existence of code switching and code mixing, switching from
one code (e.g language) with another or mixing some codes together. The
pattern or structure of the sentence used by transgender follow the pattern
of Indonesian or Javanese sentence. It can be found from the pattern
subject – predicate – object and include suffix, affixes, prefixes etc that are
usually used in Javanese and Indonesian language.
The data of slang words are from oral communication. According
to Widjono (2007:24), oral communication has some characteristics,
such as: the diction of vocabularies are informal, there is a tendency not to
use affixes, the form of sentences are incomplete (without subject, verb or
object). The meaning of sentences is influenced by context when that
sentences stated. The meaning can be understood although the structure of
the sentences is ungrammatical. For instance:
(7) Sing rembonge disisam-sisam sing sirup’e jreng, eyes
that the hair extended hat the face nice beautiful
koyo Lidia Kandau

like Lidia Kandau
(someone whose hair is extended has beautiful face like Lidia
Kandau (an actress))
This sentence includes code mixing between Javanese language and

slang. Sing is Javanese language. Rembonge is a slang word from rembong
+ e; rembong means hair (rambut in Javanese or Indonesian language) and

e is suffix in Javanese language that indicate possessive. Disisam-sisam

(di+sisam-sisam) is a slang word constructed of prefix di- showing
passive voice and sisam-sisam showing repeated activity. Sirupe (sirup +
e) is slang word for face and e is suffix in Javanese language that show
possessive.
(8) ―Neng kene ki iso lima-lima brendi ne sandong ki tinta
in here ki can see young man in there
ki not
besikan‖
can
((I) can see young men here, (I) can not see young men there)
The sentence is constructed by Javanese vocabularies (italic) and

slang words (italic and bold). The sentence is incomplete, it does not have
subjectAlthough this is consisting of many words, actually this speech is
not complete. When it includes subject such as ―I‖, it should be:
(9) Aku (akika) neng kene ki iso lima-lima brendi ne sandong ki

tinta besikan‖
Aku is Javanese language for I, meanwhile akika is a slang word for the
same pronoun. The structure of the sentence follows the pattern of
Javanese language. The phrase tinta (not) besikan (can) reflects it, the
negative ―not‖ before ―can‖ is Javanese pattern (compare to English ―can
not‖!).
(10) “Lha mau ketumbar ning mandre?”
lha past meet in where
(where did (you) meet?)
This is another example of incomplete utterance. The sentence does

not include subject and object of the sentence. In fact, this phenomenon is
common in daily Javanese or Indonesian languages; a speaker usually
omits common information shared with a hearer.

Siti Asiyah
Function of slang words

According to the informants, the general reason of transgender
community to use slang words is to hide the meaning of their conversation
from others. They insert slang words into language of everyday
conversation (e.g Javanese language).
(11) ― Ngemese ki gowo bahasa macica
Speak use language name for transgender group
we, gen do tinta singer.‖
let not know
((I) speak in transgender language, so they don‘t understand)
(12) T3: Aku neng kono ki tinta singer kok.

I in there not understand
Aku malah ket mbiyen ki tinta singer nek ndekne
I from the beginning not understand if he/she
gaweane sinyol-sinyol ngono-ngono kui to
her/his job steal like that
(I did not know. From the beginning, I did not know if
she/he stole like that)
T2: Tapi ndeke ki mbek timong
But he/she with a guest
(but he/she was with guest)
T3: Oo..mbek tamara
with guest
(Oh .. he/she was with a guest)
It is clear that there are negative assumptions from society about

transgenders community. It is because people assume that the transgender
often related with the prostitution. Based on this reason, transgender use
the code that different from common society in their conversation. One of
their goals to use this code in order to make people outside their group
does not understand what they are talking about. They will be more
comfortable if they talking about something that important, or just
gossiping someone. So it is like a kind of password that is only understood

by that group‘s members. The transgenders create their own language to

communicate especially to hide their conversation from other community.
The use of transgender‘s slang words can also be extended to other
group who also understand the code. The participants of the conversation
(5) are a man (M1), the member of motor club, and the member of
transgender community (T1)
(13) T1: Mawar dadi pecongane? Hahaha kowe ki ndek
want become her boyfriend? Laugh you are in
sandong we,halaah, hahahahaha
there laugh
(will you be her boyfriend? You are there)
M1 : Hii ya Allah, ya Allah, ya Allah, ya Allah. Hahahahahaha
(Hiii .. oh my God, oh my God. Hahaha)
T1 : Dicumi-cumi tho yo…
Kiss marker for sugestión
(kiss her …)
This conversation expresses close relationship and solidarity

between two different member groups. Another function is for self identity.
Between the two people, T1 as the member of transgender inserts slang
words into her/his language but M1 do not use the slang words. The
language used differentiate the member and non member of transgender
community.
Solidarity can also be expressed by member of non transgender
community by using transgender‘s slang words.
(14) T2: Pecong-pecongan kie ?
Boyfriend / in love question marker
(Are you in love relationship?)
T3 : Ember
(that‘s right)
T1 : Mawar, mawar pecong-pecongan?
Want boyfriend
(I‘d like too)
M1 : Tintaaaaaaa…..
(oh, no ….)

Siti Asiyah
Other two persons joining the conversation use transgender‘s slang

words and then T1 also use the slang. It seems that the two group have
close relationship and understand the language each other.
References
Atmojo, Kemala. 1986. Kami Bukan Lelaki. Jakarta: Pustaka Grafitipers.
Bieschke, Kathleen J., Ruperto M. Perez, and Kurt A. DeBord. 2007.
Handbook of counseling and psychotherapy with lesbian, gay,
bisexual, and transgender clients. Washington, DC: American
Psychological Association
Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik Suatu Pengantar.
Jakarta: PT Rineka Cipta.
Keraf, Gorys. 1994. Diksi dan Gaya Bahasa. Jakarta: PT Gramedia
Pustaka Utama.
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Sigit Cahyo Saputro and I. Irawati
Tragedy and Moral Values in William Shakespeare’s

Macbeth: A Structural Analysis
Sigit Cahyo Saputro

STKIP PGRI PACITAN
Jl Cut Nya’ dien 4A Ploso Pacitan
adimas_sigit @yahoo.com
I. Irawati
STKIP PGRI PACITAN
Jl Cut Nya’ dien 4A Ploso Pacitan
iisrohlii@yahoo.com
Abstract
This research is aimed to find out the structural elements and the moral
values of the play. The subject of the research is the play Macbeth by
William Shakespeare and the object of research is its intrinsic elements of
the play and the moral values of it. To analyze the structural elements of
the play Macbeth, the writer uses the objective approach that anatomizes
the work of art itself without relating to external factors such as the
universe, the artist and audience.
The findings of the research show that (1) The theme of the play is a blind
ambition. Macbeth is goaded by his more ambitious wife, Lady Macbeth,
to be king by evil way. He uses ‗the goal which justifies the means‘ to
obtain it. But it causes the downfall. (2) There are two main characters
namely Macbeth and Lady Macbeth and seven minor characters namely
King Duncan, Banquo, Three Witches, Macduff, Malcolm, Fleance, and
Lady Macduff. (3) The setting of time happens in eleventh century ;
Meanwhile, the setting of place happens in Scotland and in England,
Though, Shakespeare uses the setting of place in beginning of every act.
(4) The plot of the play starts from exposition, then it moves to rising
action and reaches the climax or turning point. Later, it goes to falling
action and the resolution. 5). Shakespeare as author always uses the third
person point of view such as He, She, and the name of the character. (6)
The language that is used is dialog language in the stage and it is old
classic English.(7) The symbolisms of play which are standing out are
blood and darkness. (8) The moral values are divided into positive moral
values such as bravery, loyalty, affection, modesty as well as honesty, and
negative moral values such as ambition, atrocity, temptation, vengeance.

Tragedy and Moral Values in William Shakespeare’s Macbeth: …
Keyword: Tragedy, Moral Values, Structural Analysis
Abstrak
Penelitian ini bertujuan untuk mengetahui unsur-unsur struktural dan nilai-

nilai moral drama tersebut. Subyek penelitian adalah drama Macbeth karya
William Shakespeare dan objek penelitian adalah unsur-unsur intrinsik dan
nilai-nilai moral dari drama tersebut. Untuk menganalisis unsur-unsur
struktural drama Macbeth, penulis menggunakan pendekatan objektif yang
menguraikan karya seni itu sendiri tanpa mengaitkan dengan faktor
eksternal seperti alam semesta , seniman dan penonton.
Temuan dari penelitian ini menunjukkan bahwa (1) Tema drama tersebut
adalah ambisi buta. Macbeth, terpengaruh oleh istri yang lebih ambisius
(Lady Macbeth) menjadi raja dengan cara yang jahat. Dia menggunakan
'segala cara untuk mencapai tujuan' untuk mendapatkannya. Tapi itu
menyebabkan kejatuhan. ( 2 ) Ada dua karakter utama yaitu Macbeth dan
Lady Macbeth dan tujuh karakter minor yaitu Raja Duncan, Banquo, Tiga
Penyihir, Macduff, Malcolm, Fleance, dan Lady Macduff. ( 3 ) Latar
waktu terjadi di abad kesebelas; Sementara itu, latar tempat terjadi di
Skotlandia dan di Inggris meskipun Shakespeare menggunakan seting
tempat di awal setiap pertunjukan. ( 4 ) Plot drama dimulai dari eksposisi ,
kemudian bergerak ke alur menanjak dan mencapai klimaks atau titik
balik. Kemudian, mengarah kepada penyelesaian dan resolusi. 5 ).
Shakespeare sebagai penulis selalu menggunakan sudut pandang orang
ketiga pandang seperti dia (laki-laki), dia (perempuan), dan nama karakter.
( 6 ) Bahasa yang digunakan adalah bahasa dialog di panggung dan itu
adalah bahasa Inggris klasik lama. (7) Simbolisme drama yang menonjol
adalah darah dan kegelapan. ( 8 ) Nilai-nilai moralnya terbagi menjadi
nilai-nilai moral positif seperti keberanian, kesetiaan, kasih sayang,
kesederhanaan serta kejujuran, dan nilai-nilai moral negatif seperti ambisi,
kekejaman, godaan, balas dendam.
Kata Kunci : Tragedi , Nilai Moral, Analisis Struktural
Introduction
Literature contains universal ideas of human interest and it also can
be the imitation of human life. It is the clear representation of author‘s
reflection upon the reality of life. What the writer normally comprehends

about literature is any writing that has power to move the reader‘s hearts or
to stir his/her emotions. Some people define literature as the expression of
beautiful thoughts or ideas in the beautiful language.
In some literary books, it is found that the use of particular literary
thoughts that by means of the normal, the conventional standards are not
beautiful at all. Moreover, it is within the language. Many examples are
able to be quoted from William Shakespeare‘s great literary works. The
point of his literature appeals to the emotion and to the imagination In
addition, it gives the readers the certain pleasure or particular satisfaction.
The strongest emotional appeal is found in the poetry but, novels or plays
(drama) also have the emotional appeal.
In realm of poetry, the effect is reached through the use of words
such as their meanings, sound, position, connotations, etc. In the literary
works like novel or play, the representation of events and persons also
contribute to the emotional effect. Similar to any other form of art,
literature is an artistic expression of the life or an artistic expression of the
truth. In painting, the expression takes the form of lines and colors. So, in
literature, the mode can be taken form the words and sounds. the setting of
the story may be confined to the particular place and period.
The problem of the particular individual, the underlying theme is
one that is not limited by time and space. For instance, William
Shakespeare‘s plays or drama, though written nearly for hundred years
ago, are still read and enjoyed by many readers around the world. William
Shakespeare is known as the greatest dramatist that creates many
masterpieces in his works. The plays that become his masterpieces are like
Romeo and Juliet, King Henry, Macbeth, etc. In brief, it can be stated that
literature is artistic, permanent, and universal.
By learning the literary works like world drama, our understanding

of the world deepens. Also our sense of humanity and interrelationship

increases. People study that other people living in distant place under
different climatic and cultural conditions may have the human problems
and aspirations quite similar to others. On the other hand, the new
emotions and value may also be learned that the writer of this paper would
never have realized if he had remained out of touch with the foreign
literature.
Talking abut literature, the writer must be familiar with English
literature. In English literature, there are many periods such as Old English
period, Anglo Norman period, Elizabethan Age, etc. Among the eras in
English, the writer of the paper wants to take one of the famous works
entitled the play Macbeth by William Shakespeare. The writer thinks that
William Shakespeare is the great English man of letters in Elizabethan era.
Then, the research about him and his works especially in term of tragedy
point of view is seldom done .
The play Macbeth is his masterpiece and interesting to research
from structural approach. Moreover, William Shakespeare is famous for
dramatic instinct, a deep knowledge of human nature. He is able to
develop the story base on the love and ambition. This research is aimed to
reveal the ambition the protagonist Macbeth has. But it causes the
downfall and it becomes the tragic story of the play. In doing the research,
he is interested in taking the topic related with tragedy. He wants to
discuss deeply about the structural elements including the major character,
Macbeth as a tragic hero in the play and analyze the moral values from the
play. We can learn and take the moral values after comprehending the play
Macbeth.
Besides, William Shakespeare is well-known poet and greatest
dramatist in England who is a well-know and legendary figure. He

certainly had the capacity and intelligence to read the works of the great
masters of the past that can be seen from his wide variety of topics in his
plays. One of his famous plays is Macbeth that is most valuable and great
tragedy written by him.
The main idea of the play Macbeth is about the ambition. Macbeth
is an ambitious man and his wife, Lady Macbeth, is more ambitious.
Macbeth was goaded by his wife to be a King in Scotland by the evil way.
Though, he succeeds to kill the king Duncan, but it becomes the downfall
of Macbeth and his wife. In the end of story, he was killed by, Macduff,
general of palace. So, that is why the story becomes the great tragedy and
Macbeth is a tragic hero of the play.
This topic is so interesting to be analyzed byk scrutinizing the
structural elements including the relationship among them. It will be
focused on the story in the view of intrinsic element. It does not talk about
the extrinsic aspects and it is not only positive moral values that will be
elaborated but the negative moral values as well.
The genres of drama

There are many thoughts related to the genres of play. Each source
has different opinion. According to Tennyson (1967, 59), the genres of
drama are divided into three kinds; namely tragedy, comedy and
melodrama. By and large, Shakespeare's dramatic work is traditionally and
rather arbitrarily divided into three main genres: comedies, histories, and
tragedies.
The word ‗comedy‘ has a Greek origin. It signifies a festive
musical and dancing procession and the ode song on such as occasion.
Comedy has a ritual origin not one associated with the death of a god (like
tragedy), but one conjoined with the marriage of a youthful god of a

vegetation or life cult. The festival from which comedy grew was a joyous
and happy one, marked by jokes and laughter.
Tragedy is an imitation of an action that is admirable, complete
(composed of an introduction, a middle part and an ending), and possesses
magnitude; in language made pleasurable, each of its species separated in
different parts; performed by actors, not through narration; effecting
through pity and fear the purification of such emotions.
History as a separate genre was popularized by William
Shakespeare. One might think the genre of the history play would be more
stable than that of the comedy. The history play as a genre was when
Shakespeare began to crate his version of English history. One includes
plays about Britain‘s legendary history such as Cymberline or King Lear
or plays about the history of Rome like Titus Andronicus, Julius Caesar,
Antony and Cleopatra. For Shakespeare, history is an altogether mor
human and murky experience. However, he simply presented some hybrid
of Hall‘s and Holinshed‘s versions of English history.
The next genre is tragedy. The word ‗Tragedy‘ derives from a
Greek word manning goat song. Its origins are so ancient that no one now
knows whether the association with the goat arose because a goat was
sacrificed during the performance, or because a goat was the prize. In
common understanding, a tragedy is simply a play that ends unhappily.
But in the study of drama, it is customary to distinguish between that
which is tragic and that which is merely sad.
In tragedy, there is a sense of dignity and importance beyond that
of everyday life or, even, of exceptionally unfortunate situation. A tragedy
will inspire in the spectators a sense of pity and fear and that it will purge
these emotions. It depends on a view of life as a partial and dependent
dimension of a larger reality. It requires a belief in a world of

transcendence, a world that exists and has meaning beyond the world we
know and understand. Tragedy is man‘s encounter with that great and
ultimate meaning which the transcendent world embodies. More
specifically, tragedy is man‘s casting himself athwart the purposes of the
world beyond.
Thus, tragedy is more than a play that ends unhappily, it is also a
play that meaningfully comes to grips with the ultimate questions of life,
that exhibits man in his most exalted moments and that somehow leaves
the spectator a better man than he was.
Morality and moral values

AS.Hornby (1974: 548-549) in his Oxford Advanced Learner‟s
Dictionary of Current English, states that moral is concerning principles of
right and wrong, the power of distinguishing right and wrong, the ability to
understand the difference between right and wrong. So, it can be stated
that moral is relating to character or conduct considered as good or evil:
ethical: conformed to or directed towards right, virtuous: esp. virtuous in
matters of sex: capable of knowing right and wrong: subject to the moral
law.
Meanwhile, he defines that morality is the standards, principles of
good behavior or the particular system of morals. Morality is quality of
being moral: that which renders an action right or wrong: the practice of
moral duties apart from religion: virtue: the doctrine of actions as right or
wrong. Morality is the quality of being in accord with standards of right or
good conduct or a system of ideas that fall into those same categories.
A moral is a message conveyed or a lesson to be learned from a
story or event. The moral may be left to the hearer, reader or viewer to
determine for themselves, or may be explicitly encapsulated in a maxim.

The use of characters is a means of conveying the moral of the story by

eliminating complexity of personality and so spelling out the issues arising
in the interplay between the characters, enabling the writer to make clear
the message. With more rounded characters, such as those typically found
in Shakespeare's plays, the moral may be more nuanced but no less
present, and the writer may point it up in other ways.
Moral values are the standards of good and evil, which govern an
individual‘s behavior and choices. Individual‘s morals may derive from
society and government, religion, or self. When moral values derive from
society and government they, of necessity, may change as the laws and
morals of the society change. Moral values also derive from within one‘s
own self. This is clearly demonstrated in the behavior of older infants and
young toddlers. If a child has been forbidden to touch or take a certain
object early on, they know enough to slowly look over their shoulder to
see if they are being observed before touching said object.
Research Method
The researcher uses library research in data collecting process.
There were some steps in the collecting data. The first step was reading
carefully the primary data for several times in order to understand the
content of the book. The second step, the researcher gained all the
information related to the topic that was being analyzed in order to
complete the analysis. The next method of collecting data was a
documentation method; all the data were collected from international
network and other supporting sources which were relevant and related to
the subject matter of the research. The methods were used to determine the
intrinsic elements and moral values in play Macbeth. All of the data from

the methods are gathered, studied, and then compiled suitably based on
determined pattern.
The subject of the research is play Macbeth by William
Shakespeare and the object of research is the intrinsic elements of the play
and the moral values of it. To analyze the structural elements of the play
Macbeth, the writer uses the objective approach that anatomizes the work
of art itself without relating to external factors such as universe, artists,
audience.
Discussion
Theme
After reading many times, comprehending, and analyzing the play,
it can be concluded that the theme of play Macbeth is about the blind
ambition. It is the ambition of Macbeth to be the king of Scotland by the
clout of evil prophesy and his devilish wife to kill the king Duncan.That
ambition causes the downfall. It is real bad and horrified ambition.
The play is a variety of underlying motifs, such as the supernatural,
the temptation of evil, etc. The tragedy of Macbeth is a story of power and
destruction. The two main character, Macbeth and his wife, Lady Macbeth,
are driven by ambition to commit the evil actions. Lady Macbeth, a more
ambitious person than her husband, plots to have her husband murder the
king of Scotland, so that he can take the throne of Scotland.
The ambition pushes Macbeth to see all that has come before as
merely prologue; the crown is his goal. What‘s past, and what must come
to pass to get the crown, are unimportant. Macbeth is completely
consumed with his ambitions. Though he does feel fear, all he can think of
is "What Is Not" – namely that he is not yet king, but soon will be.
Ambition got Macbeth to where he now stands, and he now has nothing

but ambition to fall back on. It can be seen from the quotations below:
Macbeth
[Aside.] Two truths are told,
As happy prologues to the swelling act
Of the imperial theme. I thank you, gentlemen.
[Aside.] This supernatural soliciting
Cannot be ill; cannot be good: if ill,
Why hath it given me earnest of success,
Commencing in a truth? I am Thane of Cawdor:
If good, why do I yield to that suggestion
Whose horrid image doth unfix my hair,
And make my seated heart knock at my ribs,
Against the use of nature? Present fears
Are less than horrible imaginings:
My thought, whose murder yet is but fantastical,
Shakes so my single state of man, that function
Is smother'd in surmise; and nothing is
But what is not.
( Act I, Scene III, 128)
Ambition is central to Macbeth, as it can be used to justify every

act – and yet the actions it encourages are unjustifiable. He is blinded by
the good promised him, and feels that following his ambition, no matter
the cost, is the best way to fulfill his destiny. Moreover, the horrible
blandishments come from his wife, lady Macbeth.
Character and characterization

Nurgiyantoro (1998:165) distinguishes between the character and
characterization that Character indicates the person; meanwhile,
characterization indicates the characteristics and attitude of the character s
like what is interpreted by the readers. The characterization is imagination
of character in story certainly. A character is any person, persona, identity,
or entity that exists in a work of art. The process of conveying information
about characters in fiction is called characterization. Characters may be

entirely fictional or based on real, historical entities. Characters may be

human, supernatural, mythical, divine, animal, or personifications of an
abstraction. A character may be based on a particular archetype.
Character is an important element of building the play.
Characterization is a way of making clear about the character, as character
is a creation of the author. Characterization is the important part in
embodying the good story that will give both mental and physical feature
of individuals or figures involved in the story, for it gives both mental and
physical features of individual or figures. (Sudjiman, 1992: 16)
In the play Macbeth, the characters can be divided into two groups,
they are major or main characters and minor characters. Two major
characters in the play are Macbeth and Lady Macbeth. Meanwhile, the
minor characters are King Ducan, Banquo, Macduff, Three Witches, and
Malcolm.
Setting
Stanton (1965, 18) states that setting is environment of its events,
the immediate world in which they occur. Usually, the setting is presented
through descriptive passage, and many readers are impatient with these
because, understandably enough, they want to get on with the narrative.
The story always happens in a place and in a time. Setting is usually
divided into two namely setting of place and setting of time. In the
William Shakespeare‘s Macbeth, the setting of time happens in eleventh
century; meanwhile, the setting of place happens in Scotland and in
England.

Moral Values of The Play Macbeth

Moral is concerning principles of right and wrong, the power of
distinguishing right and wrong, the ability to understand the difference
between right and wrong (Hornby, 1974: 548). Moral values are the
standards of good and evil, which govern an individual‘s behavior and
choices. Individual‘s morals may derive from society and government,
religion, or self. Reading and Analyzing the play Macbeth, the writer of
the paper divides the moral values on the play into two parts namely
positive moral values and negative moral values.
Positive moral values

a. Bravery
Bravery means the principle in willing to face danger, pain, or
trouble, not afraid, having courage. It implies fearlessness in meeting
danger or difficulty. Macbeth is a brave and good general in battlefield. It
can be seen when he has won the battle with his friend, Banquo.
Macbeth is introduced as the brave man who led King Duncan's
forces to victory against the traitorous Thane of Cawdor, Macdonwald and
The King of Norway, in a battle that could have gone either way were it
not for Macbeth's leadership. We learn that Macbeth killed Macdonwald
himself in battle. King Duncan, overjoyed, decides to make Macbeth his
new Thane of Cawdor.
Malcolm
This is the sergeant
Who, like a good and hardy soldier, fought
'Gainst my captivity.—Hail, brave friend!
Say to the king the knowledge of the broil
As thou didst leave it.
( Act I, Scene II, 04 )

Soldier
For brave Macbeth,—well he deserves that name,—
Disdaining fortune, with his brandish'd steel,
Which smok'd with bloody execution,
Like valor's minion,
Carv'd out his passag tTill he fac'd the slave;
And ne'er shook hands, nor bade farewell to him,
Till he unseam'd him from the nave to the chaps,
And fix'd his head upon our battlements.
( Act I, Scene II, 18 )
b. Loyalty Oo Obedience
Loyalty or obedience means doing or willing to do what one is
told. It suggests a giving in to the orders or instructions of one in authority
or control. Loyalty is one of moral values on play Macbeth. Macduff, the
thane of Fife, is portrait of loyal and patriotic person. He puts country
above home and family when he flees to England and leaves his castle a
the mercy of the tyrannous usurper.
Malcolm
Why in that rawness left you wife and child,—
Those precious motives, those strong knots of love,—
Without leave-taking?—I pray you,
Let not my jealousies be your dishonors,
But mine own safeties:—you may be rightly just,
Whatever I shall think.
( Act IV, Scene III, 30 ).
c. Affection and love

Both Macbeth and Lady Macbeth love each other. Although they
are blinded by the evil ambition, they are a good couple. Macbeth loves his
wife and so does she. Macbeth accepts her guidance and advice and
consults her concerning his plans. He shares his joy with his wife.
Moreover, he is affectionate in his action toward her and uses terms of
endearment when speaking to her.

Macbeth
My dearest love,
( Act I, Scene V, 58 )
Macbeth
So shall I, love; and so, I pray, be you:
( Act III, Scene II, 33 )
It is proved that when Macbeth is told of Lady Macbeth‘s death, he

is too weary to feel more than just a dull sense of loss and regret.
Though, Lady Macbeth is more ambitious woman in prompting in
killing the king Duncan and makes him in downfall, Lady Macbeth also
loves much his husband, Macbeth. She greets him in their first affectionate
meeting. She shows the good portrait of woman in welcoming her husband
returning from battlefield.
Lady Macbeth
Great Glamis! Worthy Cawdor!
Greater than both, by the all-hail hereafter!
Thy letters have transported me beyond
Lady Macbeth
My royal lord,
You do not give the cheer: the feast is sold
( Act III, Scene IV, 36 ).
d. Modesty
Modesty means the principle in having or showing a moderate
opinion of one‘s own value, abilities, achievements, etc; not vain or
boastful. In the play Macbeth, Banquo has the portrait of modest person.
He and Macbeth won the battle. And the king Duncan gives the honor and
praises Banquet:
Duncan
Noble Banquo,
That hast no less deserv'd, nor must be known
No less to have done so,let me infold thee

And hold thee to my heart.

Banquo modestly replies:
There if I grow,
The harvest is your own.
( Act I, Scene IV, 32 )
e). Honesty
Honesty means the principle is held in respect, honorable. It is
respectable, creditable, commendable. Banquo is not only the modest
person but the honest one as well. His honesty is shown in his struggles
against temptation and the evil thoughts that beset him. Only in sleep does
his power of resistance weaken.
Banquo
A heavy summons lies like lead upon me,
And yet I would not sleep:—merciful powers,
Restrain in me the cursed thoughts that nature
( Act II, Scene I, 06 )
Negative moral values

a. Ambition
Ambition means the strong desire to gain a particular objective.
Actually, Ambition has good moral values if it is used in right and proper
aim. For example, if we are teachers, then we want to reach the higher
level in a position such as headmaster or headmistress, we should work
hard to reach the best achievement in gaining the position by struggling
and praying. But, when we reach the position by a bad or evil ambition
with short cut like bribing, the result will be bad; even, it will be a
downfall for us.
In play Macbeth, the main character, Macbeth is the ambitious
person; indeed, his wife, Lady Macbeth is more ambitious. She is a
prompter to do evil ambition to Macbeth. She motivates him to kill the
king Duncan and the story of the play becomes the tragedy. Macbeth does

a tragic event by being killed by Macduff in the end of story. He does

downfall in his life.
Lady Macbeth
Your hand, your tongue: look like the innocent flower,
But be the serpent under't. He that's coming
Must be provided for: and you shall put
Lady Macbeth
To alter favor ever is to fear:
Leave all the rest to me.
b. Atrocity
The cruelty or tyranny is a best description for Lady Macbeth. She
is the main role in motivating Macbeth to kill the king Duncan. In his
hesitation, she whispers that the king would be us. Finally, Macbeth is
killing Duncan.
Lady Macbeth
Come, you spirits
That tend on mortal thoughts, unsex me here;
And fill me, from the crown to the toe, top-full
Of direst cruelty!
The cruelty can also be seen when Macduff fights with Macbeth.
Macduff is able to cut Macbeth‘s head.
Macduff
behold, where stands
The usurper's cursed head: the time is free:
I see thee compass'd with thy kingdom's pearl
( Act IV Scene VIII, 64. )
c. Temptation
The big temptation is encountered by Macbeth. As his wife, Lady
Macbeth has the evil ambition to tempt Macbeth. By his goading, Macbeth

finally is crushed and does in killing Duncan. Lady Macbeth holds him to
his vow to kill Duncan, telling him. This is the great temptation for
Macbeth
Lady Macbeth
I have given suck, and know
How tender 'tis to love the babe that milks me:
I would, while it was smiling in my face,
Have pluck'd my nipple from his boneless gums
And dash'd the brains out, had I so sworn as you
Have done to this.
( Act I, Scene VI, 62 )
d. Vengeance
Vengeance is vividly hown by the portrayal of Macduff, the thane
of Fife. He loves his wife and family. Macduff‘s love of his family propels
him to vengeance to Macbeth.
Macduff
That way the noise is.—Tyrant, show thy face!
If thou be'st slain and with no stroke of mine,
My wife and children's ghosts will haunt me still.
( Act V, Scene VII, 14 )
The play Macbeth is regarded as a tragic story

After analyzing the play Macbeth, the researcher can take some
reasons why this play can be told as tragedy. Macbeth as a victim of
supernatural conspiracy: One of the important elements of a Shakespearian
Tragedy is the supernatural element. It‘s the witches who sow the seed of
treason in Macbeth‘s mind, though we do get a feeling that the thought of
‗replacing‘ King Duncan was in his mind all the time. Later on they even
give wrong information of his impending death. The Birnam wood does
move to Dunsinane hill & Macduff who is ‗born of no woman‘ does kill
Macbeth who was snug due to the witches‘ ambiguous prophesies. But the

blame does not lie squarely on the witches, as it is Macbeth who ‗chooses‘
to murder the king.
Macbeth as a victim of human soliciting: It is Lady Macbeth who
actively encourages Macbeth to commit the ‗ghastly deed‘. She challenges
his masculinity with a battering of arguments & a Blitzkrieg of bitter &
stinging words. Later she entices him by saying that the blame of the
murder could be put on the king‘s guards & so their crime won‘t be
discovered.
Macbeth as a tyrant: After Duncan‘s murder, Macbeth would be
expected to calm down. But he becomes a tyrant.He kills Banquo & wipes
off Macduff‘s family. But Macbeth becomes a tyrant out of desperation.
Death. He fails to defend the king of Scotland and Macduff is able
to hand over the crown. His head is cut by Macduff. It is so tragic.
Conclusion
William Shakespeare is one of the well-known world wide English
authors . So, there are many writings dealing with him such as critics about
him, his writings or articles and also his biography. Additionally, many
actual facts about him can be proved so far. William Shakespeare was born
in Stratford-upon-Avon, Warwickshire, England. His birth was April 23,
1564.
The play Macbeth is a tragedy by William Shakespeare written
around 1606 and Macbeth, the main character, is the tragic hero of the
play. The play follows the story of General Macbeth, a nobleman who
hears a prophecy that he will become king and is tempted to evil. Finally,
he goes through the downfall for his devilish ambition.

References
Hornby, AS. 1989. Oxford Advanced Learner‟s Dictionary of Current
English. Oxford: Oxford University Press.
Nurgiyantoro, Burhan. 2000. Teori Pengkajian Fiksi. Yogyakarta: Gadjah
Mada University Press
Shakespeare, William. 1994. Macbeth. London: Penguin Popular Classics.
Stanton, Robert. 1969. An Introduction to Fiction. New York: Holt,
Rinehart & Winston.
Tennyson, GB. 1967. An Introduction to Drama. California: Holt, Rinehart
and Winston.

INDEX
A K
AFL. See Assessment for Learning Kata-Kata Slang, 70
Analisis Struktural, 80 Kelas Percakapan, 48
Assessment for Learning, 35, 36, Komunitas Transgender, 70
38, 42, 43, 45, 46
Attitudes, 1, 3, 13, 14 M
materi pengajaran dan
B pembelajaran, 16
Bahasa Inggris sebagai Bahasa Moral Values, 79, 80, 90
Asing. See EFL Muhamad Hasbi, 1
Bahasa Inggris sebagai Bahasa
Kedua. See ESL, See ESL N
News Item Texts, 15, 24
C Nilai Moral, 80
Conversational Class, 47 Nurul Inayah, 47
E P
EFL, 1, 3, 5, 6, 8, 9, 10, 11, 12, 13 Pembelajaran Bahasa Inggris, 36,
English Teaching Learning, 35 46
ESL, 1, 2, 3, 5, 6, 8, 9, 10, 11, 12, Perception, 47, 50, 68
13 Persepsi, 48
Evaluasi, 36 Pragmatics, 35, 41, 44
Evaluation, 28, 32, 35, 36 Pragmatik, 36
F R
Foreigner Counterpart, 47 R&D, 15, 16
Functions of Slang Words, 69
Fungsi dari Kata-Kata Slang, 70 S
Sigit Cahyo Saputro, 79
G Sikap, 1, 2
Grammar, 24, 73 Siti Asiyah, 69
Guru Asing, 48 Slang Words, 69
Sri Muryati, 15
I STAIN Salatiga, 35, 38
I. Irawati, 79 Structural Analysis, 79, 80

T V
Teaching And Learning Materials, Vocabulary, 35, 36, 41, 43, 44
15
Teks berita, 16 W
Tragedi, 80 William Shakespeare‟s Macbeth,
Tragedy, 79, 80, 84, 85, 95 79, 89
Transgender Community, 69 Woro Retnaningsih, 35

SUBMISSION GUIDELINES
REGISTER is a forum of discussion that focuses on language (linguistics

and literature) as well as language teaching studies. It aims at enhancing
critical studies on the various actual phenomena from different
perspectives.
The editors invite articles from teachers, linguists, and those who concerns
with language, literature and language teaching under the following
submission guidelines:
1. The editors will be pleased to publish research and non research
original articles that deal with linguistics, literature, and language
teaching.
2. The article has not been published or is not being considered for
publication elsewhere (either in the actual or modified form)
3. Full-length articles should not exceed 11000 words and should not
be less than 2000 words typed in A4 paper of 1.5 spaces, Times
New Roman 12, in MS Word.
4. The title should be concise and informative
5. Write the author‘s name, affiliation, affiliation address and the e-
mail address of the author below the title.
6. The abstract should be concise, informative, and in 100 – 350
words.
7. Key words should have 3 - 5 words or phrases
8. References should be written as the example:
Wilis, J. 1996. A Framework for Task- Based Learning. Longman:
London
Carr, Kathryn S. 1990. How Can We Teach Critical Thinking? Retrieved from
http://www.ericdigests.org/pre-9218/critical.htm
Stadler, Stefanie. 2011. Intercultural communication and East
Asian politeness. In Kadar, Daniel Z. and Sara Mills (eds).
Politeness in East Asia. Cambridge: Cambridge University
Press
9. Research articles comprise: (a) title; (b) writer‘s name (without any
title); (c) abstract; (d) key words; (e) introduction including
theoretical review and / or research purposes; (f) research
methodology; (g) discussion; (h) conclusion; (i) reference.
10. Non research articles comprise: (a) title; (b) writer‘s name (without
any title); (c) abstract; (d) key words; (e) introduction; (f)
discussion; (g) conclusion; (h) reference.
11. Submit a soft copy of the article to the editors or send it via e-mail.

REGISTER published by English Department of Educational Faculty,
State Islamic Studies Institute (STAIN) of Salatiga, Jl. Tentara Pelajar No.
2 Salatiga, Central Java, Indonesia, 57012.
Website: journalregister.stainsalatiga.ac.id
e-mail: jurnalregister@yahoo.com

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REGISTER

Language and Language Yeaching Journals

Vol. 6, No. 1, June 2013 ISSN 1979-8903

The first issuance

Vol. 6, No. 1, June 2013 ISSN 1979-8903

The Attitudes of Students from ESL and EFL Countries to English

Applicability of Model Assessment for Learning (AFL) in Classes of

Students‘ Perceptions toward a Conversational Class Taught By

Transgender Community and Its Slang Words

Tragedy and Moral Values in William Shakespeare‘s Macbeth: A

Submission Guidelines .........................................................................101

The Attitudes of Students from ESL and EFL Countries to

This research is to study the attitudes of English students from English as a

Keywords: Attitudes, English as a Second Language (ESL), English as a

Penelitian ini bertujuan untuk meneliti sikap mahasiswa jurusan bahasa

REGISTER, Vol. 6, No. 1, June 2013 1

memiliki sikap netral ke positif terhadap mendengarkan, sikap positif

Keywords: Sikap, Bahasa Inggris sebagai Bahasa Kedua, Bahasa Inggris

2 REGISTER, Vol. 6, No. 1, June 2013

learning which are initially influenced by their own attitudes towards

REGISTER, Vol. 6, No. 1, June 2013 3

4 REGISTER, Vol. 6, No. 1, June 2013

English as a second language (ESL)

English as a foreign language (EFL)

REGISTER, Vol. 6, No. 1, June 2013 5

compared, or determining the relationships that exist between

The object of this research is the attitudes of English students from

6 REGISTER, Vol. 6, No. 1, June 2013

Students’ attitude towards listening (question 1-5)

REGISTER, Vol. 6, No. 1, June 2013 7

Using the criterion explained earlier in the research method, the

Students’ attitude towards speaking (question 6-10)

8 REGISTER, Vol. 6, No. 1, June 2013

Using the criterion explained earlier in the research method, the

REGISTER, Vol. 6, No. 1, June 2013 9

Students’ attitude towards reading (question 11-15)

10 REGISTER, Vol. 6, No. 1, June 2013

To describe, ESL students have more fondness of reading English

Students’ attitude towards writing (question 16-20)

REGISTER, Vol. 6, No. 1, June 2013 11

Using the criterion explained earlier in the research method, the

12 REGISTER, Vol. 6, No. 1, June 2013

writing. This is probably because, in India, English learning attempts more

REGISTER, Vol. 6, No. 1, June 2013 13

14 REGISTER, Vol. 6, No. 1, June 2013

Developing Written News Item Text Materials for the Tenth

School Based Curriculum or ―Kurikulum Tingkat Satuan Pendidikan”

Keywords: R&D, News Item Texts, Teaching And Learning Materials

―Kurikulum Tingkat Satuan Pendidikan‖ (KTSP), 2008, mensyaratkan

REGISTER, Vol. 6, No. 1, June 2013 15

tersebut. Ruang lingkup penelitian ini adalah untuk mengembangkan

Kata Kunci: R&D, Teks Berita, Materi Pengajaran Dan Pembelajaran

16 REGISTER, Vol. 6, No. 1, June 2013

REGISTER, Vol. 6, No. 1, June 2013 17

18 REGISTER, Vol. 6, No. 1, June 2013

consideration of learning context, consideration of the context,

REGISTER, Vol. 6, No. 1, June 2013 19

function/communicative purpose of a News items is: to inform the readers,

20 REGISTER, Vol. 6, No. 1, June 2013

REGISTER, Vol. 6, No. 1, June 2013 21

The result of doing a survey through mapping

Developing materials of written news item text

22 REGISTER, Vol. 6, No. 1, June 2013

modified from three mostly sources newspapers, magazines and internet