File Register Journal Vol 11 No 2 June 2018 Full Download

REGISTER JOURNAL
Vol. 11, No. 1, 2018, pp.1-18

ISSN (Print): 1979-8903; ISSN (Online): 2503-040X
Website: http://journalregister.iainsalatiga.ac.id/index.php/register/index
DOI: http://dx.doi.org/10.18326/rgt.v11i1.1-18
The Influence of Students’ Creativity to

Construct Sentences Toward Their Speaking
Skill
Mukminatus Zuhriyah
Hasyim Asy’ari University
zoehrea@gmail.com
Ria Kamilah Agustina

riakamilah88@gmail.com
Maskhurin Fajarina
emfajarina@gmail.com
Submission ABSTRACT
Track:
Received: Having capability to speak English well is not an easy
29-03-2018 task. There are some factors influencing the speaking
Final Revision: competence. One of them is creativity. Therefore, this
19-05-2018 research concerns on investigating the influence of
Available online: students’ creativity in arranging sentences toward their
01-06-2018 speaking skill. This quasi-experimental research
Corresponding discusses whether the students having high creativity
Author: have high speaking skill. The population of the research
Mukminatus was 109 students (5 classes). The research used cluster
randomsampling to choose two classes as the samples of
Zuhriyah
this research.The data of this research consisted of
zoehrea@gmail.com
scores of creativity test and speaking test. The data of
thespeaking scores comprises of the scores of the
students having high and low creativity. After those data
were normal and homogeneous, then, the data were
analyzed using F-test ANOVA. The difference between
rows is significant because Fo between rows (1125.64)
is higher than Ft (4.11) at the level of significance α=
0.05. The mean score of speaking test of students having
1
Mukminatus Zuhriyah, Ria Kamilah Agustina, Maskhurin Fajarina
high creativity (78.9) is higher than that of students

having low creativity (60.85). It means that the speaking
skill of students having high creativity is higher than
those who have low creativity. Thus, it can be concluded
that students’ creativity influences their speaking skill.
Keywords: Influence, Students’ Creativity, Speaking

Skill
INTRODUCTION
This quasi experimental research discusses whether or not the
students who have high creativity have high speaking skill.Some researchers
have conducted the research about the relationship between the creativity and
the students’ achievement (e.g. Trivedi and Bhargava (2010), Baghaei and
Riasati (2013), and Ramezani, Larsari, and Kiasi (2016)). However, a few
researchers focused on the students’ creativity toward their speaking skill.
There have been limited studies concerned on exploring the influence of
students’ creativity to create sentences toward their speaking skill. Therefore,
this research focuses on the neglected influence of students’ creativity to
construct sentences toward their speaking skill.
Trivedi and Bhargava (2010), Baghaei and Riasati (2013), and
Ramezani, Larsari, and Kiasi (2016) have found the significant relation
between the creativity and the students’ achievement. Trivedi and Bhargava
(2010) in their study found that adolesences who have high achievement have
higher level of creativity than those who have low achievement. Other three
studies inform the existence of creativity in teaching. Yager, Dogan,
Hacieminoglu, and Yager (2012) concludes that teachers using
Science/Technology/Society (STS)approach are aware of the capability of
their students to use their creativity in their classrooms. Thestudy conducted
by Baghaei and Riasati (2013) suggests that the the creativity of the teachers
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may affect the achievement of students. Additionally, Ramezani, Larsari, and

Kiasi (2016) find that English learners having higher critical thinking had
better speaking skill.
Creativity has close relation with the ability of someone to produce
and create something new or different from others. Eragamreddy(2013)
defines creativity as a kind of thinking that can bring us to something new,
novel, and fresh consisting of insight, approaches, perspectives, ways of
understanding and conceiving of things. Trivedi and Bhargava (2010) say
that creativity is a critical aspect of human’s lifebeginning from the
embryonic level up to adult people. Meanwhile, Lin (2011) argues that in the
beginning of the twentieth century, the perception about the creativity source
has undergone the shifting from inherited genius owned by the individuals
with high talents to diverse human abilities. Additionally, Mkpanang (2016)
states that creativity is a process involving some cognitive and affective
factors which influence one another. Furthermore, Thakur and Shekhawat
(2014) present five levels of Taylor’s hierarchy of creativity, namely (1) an
expressive creativity, (2) a technical creativity, (3) an inventive creativity, (4)
an innovative creativity, and (5) an emergent creativity.
Another significant aspect in communication, particularly in English
classes, is speaking competence. As human being, people always interact
with others in fulfilling their daily need. In this case, they communicate one
another. People commonly express and communicate their willingness,
feelings, ideas, and thoughts to others through speaking. Mulya, Adnan, and
Ardi (2013) state that someone can deliver his or her information and ideas,
and keep his or her social relationship by communicating with others through
speaking. Speaking is one of the communication ways to express ideas and
thoughts orally(Efrizal, 2012). Thus, it can be said that speaking becomes an
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important part in human daily life. Afrizal (2015) argues that speaking is a
process which is interactive to make and receive information. Meanwhile,
Becker and Roos (2016) state that speaking is usually considered as the
language skill which is reproductive and imitative in the classroom so that the
activities done are prepared to produce the output which is closely supported
accurate. With regardto speaking English for EFL learners, Oradee (2012)
presents the idea that EFL learners usually do not use the language in
authentic situations so that they often speak incorrectly and
inappropriately.Afrizal (2015) presents five components of speaking skill,
namelycommunication, grammar, vocabulary, fluency, and comprehension
Speaking is one of the basic skills for English students. With regard to
the role of English, Arham, Yassi, and Arafah (2016) argue that speaking
skill is the requirement to interact and communicate in this globalization era,
e.g. Indonesian workers must master English speaking skill to work overseas.
Therefore, It is very important to teach English as Foreign Language (EFL)
to Indonesian students.Ramezani, Larsari, and Kiasi (2016) point outthat, for
EFL learners, speaking skill becomes the most important skill because of
technology improvement and the need to interact with others in their
community.Additionally, Dewi, Kultsum, and Armadi (2017) say that EFL
learners must master speaking skill as the basic English language skill
because it is useful for their knowledge improvement and making them easier
to get a job. Kaminskiene and Kavaliauskiene (2014) state that in the twenty
first century, English learners should be able to talk about professional issues.
In line with this condition, most of universities in Indonesia put English as
one of compulsory courses for non English department students.
Hasyim Asy’ari University, as other universities in Indonesia, put
English as a compulsary course for non English department students. English
skills (listening, speaking, reading, and writing)as a compulsary course for
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non English department students is taught integratedly. They usually focus on

speaking skill when they are studying English. Learning speaking skill
enables them to study listening, reading, and writing indirectly.Listening
occurs when they listen to their lecturer’s speech and other students’ talk.
Reading, then, takes place when they read the materials of the speaking
topics. Meanwhile, students learn writing skill happens when they write their
ideas and thoughts or scripts to prepare their talk.
The speaking materials studied by non English department students
are still the basic one. It is still about how to express their ideas, feelings, and
thoughts in their daily conversations and discussions. They often practice
speaking by talking with their partners and sometimes by discussing some
topics in their groups. Although it is still speaking about the daily life, the
students also need to use their creativity to produce the comprehending
conversations and discussions with their friends. The students’ creativity has
an important role in their speaking. Mkpanang (2016) states that creativity
can contain the ability of a person to think and to imagine. Meanwhile,
Trivedi and Bhargava (2010) explain that something to be done for creativity
is to keep and encourage it in order that its appearance can be full and real.
RESEARCH METHODS
This study is a quasi experimental research. Quasi experimental
research is done with the consideration that it is impossible to create an
experimental group in the school with a full control (Amir, 2015).
Meanwhile, the independent variables of this study is teaching models, the
attributive variable is students’ creativity), and the dependent variable is
students’ speaking skill. The teaching models used in this research were
problem-based learning (PBL) which was implemented in an experimental
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group and direct instruction which was implemented in a control group. The
design of this research is a simple factorial design 2 x 2.
Population, Sample, and Sampling
It is important for the researcher to determine the population before
the sample is taken and treatments are given. The population of this research
was the second semester students of Non English Departement of Education
Faculty of Hasyim Asy’ari University (UNHASY) in the academic year of
2017/2018. The total number of the population in this research was 109
students who are divided into 5 classes. Based on the characteristics of the
population, which were grouped into classes, the sample of this research was
class or cluster. There were two classes as the samples of this research. One
class was the experimental group and the other class was the control group.
In determining the sample, the researcher took cluster random sampling
because it was impossible to change the classroom arrangement or to use
random assignment. Because of this condition, this research is classified as a
quasi experimental research. Meanwhile, the steps to take the samples in this
research were (1) making a list of the five classes; (2) writing the name of
each class on five pieces of paper; (3) rolling five pieces of paper and then
put them into a can and shake the can well; (4) dropping the two rolled pieces
of paper. The next step after getting the two classes was to determine which
class would be the experimental group and the control group by using the
lottery. The number of the students who became the sample in both
experimental class and control class in this research was 40 students. The
experimental class consisted of 20 students and the control classcomprised
of 20 students.
Techniques of Data Collection and Data Analysis
The data of this study was collected from creativity test and speaking
test. The first test was conducted to collectthe primary data of the students’
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creativity scores. The creativity test was about the test of making sentences
based on given criteria. This test consisted of four main questions to create
sentences. Of all, the students should wrote twenty sentences in creativity
test. The detail of these four main questions were (1) five questions asking
the students to makesentences based on the initial letters of the
providedwords; (2) five questions requesting them to make sentences based
on the middle letters of the givenwords; (3) five questions instructing them to
make sentences based on the final letters of the prepared words; and(4) five
questions telling them to make sentences which contained the last words of
the previous sentences.
Thesecond test, i.e.speaking test,was administeredto get the primary
data of the students’ speaking scores. The speaking test was the test of
making conversations in English with their partners. The lecturer provided
the topics of the test and the students were able to choose one of them to be
the topic of their conversations with their partners. The testswere conducted
after the students attended four sessions of each treatment and control classes.
There were five indicators of speaking test’s scoring, namely comprehension,
vocabulary, grammar, fluency, and pronunciation.
To check the readability of the tests materials, the researcher
administered test to students outside the treatment and control classes. It was
to know the readibility of those two tests. Meanwhile, the creativity test itself
was first validated by two experts. After getting the result of the preliminary
test informing that the creativity test was readable, the creativity test was
distributed and tested to the experimental class and the control class. Then,
the scores of creativity test were used to classify the students into students
having high creativity and students having low creativity. This kind of
classification was applied in the experimental class and the control class.
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Hence, there were two classifications of students in those two classes:

students who have high creativity and students who have low creativity. The
speaking test also got the same treatment as the creativity test. This speaking
test was tested to the other class to know its readibility before it was
distributed and tested to the experimental class and the control class. Then,
the speaking scores were analyzed based on high creativity and low
creativity.
After knowing that the data of students’ speaking skill of students
who have high creativity and students who have low creativity in both the
experimental class and the control class was normal and homogeneous, then
the research hypothesis was tested. To test the research hypothesis, inferential
analysis was used. It was also used to test whether the null hypothesis is
accepted or rejected. Ho is rejected if Fo > Ft or Fo is higher than Ft. If Ho is
rejected, the analysis is continued to know the significant difference of mean
using Tukey test. The speaking scores of both the experimental and the
control groups were first analyzed using the F-test ANOVA. The result of
data analysis was consulted to the Ft at the significance level of α = 0.05 to
know whether the result is significant or not. If Fo between rows is higher
than Ft at the significance level α = 0.05, the difference between rows is
significant. It means that the students who have high creativity differ
significantly from those who have low creativity in their speaking skill. After
that, the data was also analyzed by using Tukey test to know the significance
between rows.
RESULTS & DISCUSSION

The normality and the homogeneity of the data of speaking test of
students who have high creativity and students who have low creativity in
both the experimental class and the control class were firstly analyzed. It was
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done as the prerequisite before analyzing the data by using F-test ANOVA.
After knowing that the data of the experimental class and the control class
(the data of speaking test scores of students having high creativity and
students having low creativity)were in normal distribution and homogeneous,
then the data was analyzed by using F-test ANOVA. The result is described
as follows.
Table 1. Summary of a 2x2 Multifactor Analysis of Variance
Sources of Variances SS df MS Fo Ft
Between Rows (Creativity) 2892.9 1 2892.9 1125.6 4.11
4
Between Groups 3241.1 3 114.04
Within Groups 92.4 36 2.57
Total 3333.5 39
Based on the table above, it can be seen that Fo between rows (1125.64) is
higher than Ft (4.11) at the level of significance α= 0.05, so that Ho is
rejected. This result means that the difference between rows is significant.
Thus, it can be concluded that the difference between the speaking skill of the
students who have high creativity and those who have low creativity is
significant. Because the mean score of speaking test of students who have
high creativity (78.9) is higher than the mean score of speaking test of
students who have low creativity (70.25), thus, it can be said that the students
who have high creativity have better speaking skill than the students who
have low creativity. Next, to find the significance of the difference between
rows, the data was analyzed by using Tukey test. The result of Tukey test
shows that qo between rows (50.14) is higher than qt at the level of
significance α= 0.05 (2.95). It means that the difference between rows is
significant. Therefore, it can be concluded that the students who have high
creativity in constructing sentences have better speaking skill than those who
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have low creativity. The students’ creativity in creating sentences has

significant influence toward their speaking skill.
Based on the above result, it can be said that students’ speaking skill
was influenced by their creativity. Creativity relates to the ideas and products
which are unusual, new, and efective (Runco and Jaeger, 2012). Creativity
which is discussed in this study is students’ creativity. It is closely related to
their creativity in their learning. In line with this, Lin (2011) argues that
students can learn and think creatively when they are given opportunity to do
them. Then, creativity which is possessed by students gives a great influence
to their ability in learning, especially in learning to speak. It is because
learning to speak requires the students to be more creative and
critical.Thelearning to speak needs the ability to analyze and determine
whether the ideas are appropriate with the topics of conversations or
discussions and whether the vocabularies used are suitable withthe topics of
conversations or discussions. In this case, the students who have high
creativity speak better since they have high ability to analyze and determine
the appropriate ideas for their talk. They may also choose
appropriatevocabulary so that they can produce the meaningful and
comprehensive conversations having a lot of argumentations and opinions
based on the topics given by the lecturer.
In addition, Tsai (2012) states that there are some factors affecting
creativity, which can be described as (a) personality traits, (b) knowledge and
expertise, (c) motivation and self-efficacy, (d) learning styles and thinking
styles, (e) teaching approaches, (f) assesment and reward, and (g)
environment. Thus, it can be said that the students who have high creativity
have more knowledge and expertise, more motivation and self-efficacy, and
more thinking styles. All those factors make the students who have high
creativity become more active in speaking class. Students having high
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creativity give more argumentations and opinions during the speaking class.
As the result, the situation of learning speaking in the classroom becomes
more interesting.
Having more knowledges and expertise makes the students who have
high creativity easier to find and get ideas related to the topics of the
conversations. They also can understand the topics of conversations easily.
They are able to have conversations with whoever inviting them to talk. They
have ability to join the conversations not only as the information takers but
also as the information givers. That is why more knowledges and expertise
that they possess makes them able to handle the conversations well. The
knowledge can be knowledge of the topics of the conversations, knowledges
of vocabularies, which are needed in the conversations, and knowledges of
grammar to make comprehensive and meaningful sentences, which are
produced in the conversations. Knowledges about the topics of the
conversations enable the students to have opinions and argumentatations as
well as the explanations about the topics which are given. Whereas,
knowledges of grammar enable the students to produce the meaningful and
comprehensive sentences for the conversations. Meanwhile, knowledges
about the vocabularies make the students able to express and communicate
their feelings, ideas, and thoughts in the right context. Dealing with
knowledges of grammar and vocabulary, Mart (2012) states that the
knowledge of vocabulary and grammar makes the students able to understand
the conversations. When the students are able to understand the
conversations, they will be able to create the understandable conversations.
Then, more motivation and self-efficacy which are owned by the
students who have high creativity make them able toenjoy joiningthe
speaking class. They are motivated to come to speaking class. It means that
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they are voluntarily to join the speaking class, even though they are non-
English Department students and it is obligatory course to take. Besides, they
are also highly motivated to involve in the conversations which were created
in the speaking class. They never feel ashamed of the given topics that they
do not fully understand. Thus, they come to the class with high motivation
and self-efficacy to be involved in the speaking activities. According to Al
Othman and Shuqair (2013), the learners’ motivation has great effect to their
willingness to be involved in the learning process.
Additionally, students having high creativity has more thinking styles.
According to Gacar, Altungul, and Nacar (2015), there are five thinking
styles: (a) intuitive thinking style, (b) experiential thinking style, (c)
ideational thinking style, (d) conceptual-rational thinking style, and (e)
analytical thinking style. Those thinking styles have close relationship with
the people’s ways to face and solve the problems that they get in their life.
Therefore, the students with high creativity are easily able to find the
solutions of the problems in their speaking class. By having more thinking
styles, the ways how the students have the solutions, opinions, ideas, as well
as argumentations in their conversations will be varied. Then, the students are
always curious with the problem solving of the topics of the conversations
given. This condition makes them have high spirit to present their ideas in the
speaking class. Besides, the students are also able to think something new
differently with the various ways of thinking that they have. It makes them
easier to understand and adapt every knowledge in whatever the condition of
the learning process is. So that something new that they get and find is not
the problem at all for them. They can adapt and handle this kind of this thing
easily. Thus, they can manage and handle whatever they find and face in their
conversations without any doubt.
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Meanwhile, students who have low creativity have less knowledge

and expertise, less motivation and self-efficacy, and less thinking styles.
They usually are not interested in joining the teaching and learning process.
They just count on the lecturer and their friends and are often passive in
learning to speak. They seldom give their argumentations and opinions in
their discussions. They follow their friends’ argumentations and opinions
without any objections. Moreover, some of them also just sit, listen to what
their friends say, and keep silent without giving any comments at all. Dealing
with this situaation, Adriana, Melendez, Gandy, Zavala, and Mendez (2014)
state that low English level students often experience shaking, sweating,
being silent for long time, sitting back to their seats and not going on their
speaking, or crying because of no word coming out from their mouth when
they are asked to speak. Therefore, it can be concluded that the students
having high creativity have better speaking skill than the students having low
creativity. It means that creativity has influence toward students’ speaking
skill.
Having less knowledge and expertise makes the students feel not get
through with the conversations made in the class. They feel know nothing to
contribute in that speaking. Then, they also cannot comprehend the
conversations well. They often feel anxious when they are involved in the
teaching and learning process because of their low knowledge. Zhu and Zhou
(2012) states that many students feel anxious when being asked by their
teacher to answer questions. They are afraid if their answers are
incorrect.Therefore, what they can do is just listening and agreeing what their
friends talk about. Sometimes they will speak one or two sentences as far as
what they know about the topics of the speaking.
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Meanwhile, less motivation and self-eficacy makes the students feel

lazy to involve in the teaching and learning process of speaking in the class.
They come to the speaking class since they are obligated to join. It is because
they have already taken this course. That is why they attend the meeting.
Then, they are less motivated to take a part in the class of
conversations.Dislen(2013) states that the students’ motivation is damaged
becausetheir self-confidence and self-esteem are low andtheir anxiety and
inhibition are high. When the students experience those two things, they are
absolutely less motivated. Therefore, they are often just acting as the good
listeners by keeping silent or just as the good supporters by saying one or two
sentences of expressing agreements in their conversations.
Less thinking styles that the students have also make them difficult to
feel free in every situation of conversations created in the class. For instance,
the students who only can learn by thinking of what they see, it is very
difficult for them to catch and understand something said by others. The
students who only can find ideas while moving their parts of their bodies,
while loittering for instance, they will get difficulty when they are ordered to
express their ideas in their speaking with the setting of a certain place and a
certain condition prohibiting them to have many movements. This kind of
students cannot find opinions and ideas or argumentations as soon as possible
in this condition.This case is supportes by Negahi, Nouri, and Khoram (2015)
who explain that styles become the stem of the success and the failure of the
ability. Thinking styles are included in it. That is why less thinking styles
make the students having low creativity fail to have high speaking skill.
Thus, the students who have low creativity tend to have low English
level. Considering with the conditions happening to the students having low
English level above, it is very necessary to encourage those kinds of students
to be able to speak English well and fluently. It can be done by encouraging
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their creativity related to their English speaking skill. The questions of

creativity test used in this research can be applied to these students. They can
be asked to do the creativity test as much as possible. So that they are
accustomed to using their creative thinking in expressing their feelings, ideas,
thoughts, opinions, as well as argumentations by constructing English
sentences. This activity is meant to make them used to having creative
thinking. It is because basically everyone can become creative;being creative
is the potential that is owned by everybody(Lin , 2011).
CONCLUSION
Based on the research result above, it can be inferred that the students
who have high creativity have better speaking skill than those who have low
creativity. It happens because the students who have high creativity have
more motivation and knowledge, more self-efficiacy, more learning styles,
and more thinking styles. Because of those, they have high ability to
comprehend the topics of speaking and are able to produce different and
meaningful ideas and opinions as well as argumentations with the appropriate
vocabularies and good grammar. They are able to express what they want to
communicate with others fluently. They have ability to produce the
meaningful and understandable sentences in their conversations. They have
logical ideas and opinions when they held discussions with their partners.
They are easy to create comprehensive communications with other people.
Thus, it can be known that students’ creativity has important role in students’
speaking skill. Therefore, it is very crucial to encourage the creativity of the
students in order that the students do not feel difficult in speaking anymore.
The result of this study shows that thestudents’ creativityinfluences
their abilities to create sentences in speaking classes. The students who have
15
high creativity feel as the right men in the right place. It means that they are
ready to face anything happening to their speaking class. They are not
worried about whatever topics of the speaking that they will get and find.
They have the key to solve every problem taking place. They are strongly
motivated to be included in thespeaking activities. All of those can happen
because they have high creativity. But the creativity in this study is still
limited to the creativity of the students to create sentences based on the
instructions provided by the lecturer. That is why it is recommended for other
researchers to explore the other parts of creativity that can influence the
students’ speaking skill. There are still many areas of creativity that can
contribute to the students’ speaking skill. It is suggested to the future
researchers to explore those areas relating to the students’ speaking skill.
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Veil or Evil? Spotlighting Women Portrayal

through Semiotics Analysis
Ika Apriani Fata
Syiah Kuala University
ika.apriani@unsyiah.ac.id
Submission
Track: ABSTRACT
Received:
03-12-2017 The phenomenon of woman and man portrayal
Final Revision: has been discussed worldwide. Many
23-05-2018 viewpoints such as media, politics, health,
Available online: cultural studies, gender concerned on this
01-06-2018 topic. However, only a few of them was trying
Corresponding Author: to seek out the language features attributed for
Ika Apriani Fata women representation. Accordingly, to fill in
Ika.apriani@unsyiah.ac.id this gap, this research aims at describing
semiotic sign analysis of woman portrayal in
media. A number of four data of Serambi
Indonesia column were analyzed based on two
signification semiotics interpretations of
Barthes (1967). The result eventually revealed
that the language features attributed for
women in the newspaper are woman as
animal, as properties, as trigger of sins, as
peaceful guard, those are considered as terms
of denotative signification meaning.
Meanwhile, the connotative meaning divided
into two understandings; veil and evil,
introducing positive and negative
representation towards women. Finally, it is
expected that for further studies involve
systemic functional linguistics or corpus
linguistics towards other discourses as media
to further develop the conclusions drawn from
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Ika Apriani Fata
this present study.
Keywords: Woman, Aceh, semiotics,

portrayal, signification.
INTRODUCTION
There are several studies discussing on woman, mass media and
portrayal. Some studies were consistent in their claim that women tend to be
seen in less powerful object (French, 2012; Lerman & Callow, 2004;
Das,2000; Ford et al.1998; Eldridge et al. 1997; Phillips& Imhoff, 1997 and
Sullivan et al. 1988). In contrary, there are number of studies stating the
balanced gender role for women (Fata et al., 2016; Steinke, 2005; Bell,2009;
Shachar, 2000; White & Kinnick, 2000). Finally, there were limited study
discusssing on signification meaning towards women portrayal in media.
This study intended to explore in depth the issues addressed in qualitative
way. In this study, researcher described the expression of women. Then the
researchers analyzed the expression to figure out denotation and connotation
meaning. Considering that the way people define women is a challenging and
interesting discussion, this research intends to capture what people in Aceh
utter about woman after tsunami attacked based on linguistics study and to
grab a precise utterances and written thoughts about woman. Thus, the
researcher formulated research questions as what the women portrayal of
denotative and connotative meaning in Serambi Indonesiaare.
Barthes (1994) one of semiotician has been talking that signification is
one of semiotics issue. Barthes said that there are three levels of
understanding meaning; denotation, connotation and ideology. Denotation
(which is what Saussure calls signification), at the first level, consists
of signifier (markers) and the signified (elaboration). Signifier is for example
a word of a sentence ―she dreamt that her son will be as John F. Kennedy‖. A
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word of signifier is her son, a marker to identify who will be John F

Kennedy. Meanwhile the signified in that sentence is a word of John. F.
Kennedy, an elaboration of the question: What is her son to be in the future?
Another example is women in Aceh who did not wear veil ‗hijab‘ are
alike cattle in the market. The denotation meaning is woman as ―cattle‖. The
word of women was the signified. The word cattle, then, represented the
signifier. It takes a further analysis to understand connotation and ideology
meaning. Connotation and ideology meaning do not take part as the way it is
written. Thus, understanding the meaning representation becomes a
challenging action.
In this discussion, Barthes (1994) revisits the relationship between
signifier, signified and sign. However, the relation is approached in a new
way, in the relation between expression (E) and content (C), expressed as
ERC. The focus here is on staggered systems of signification, or those
systems in which one or more of the components in the relation (ERC) is
expressed by a relation all its own. The first system lies in the level of
denotation, and the second (collective), in the level of connotation; it is wider
and encompasses all the elements. Denotation stands for the collectively
agreed upon meaning of an image or text--comparable to the signifier and
connotation represents the accompanying ideas and concepts--much like the
signified and the ensuing process of the signification.
Denotation according to Hoed (2008),the denotative meaning is what
the dictionary attempts to provide. Denotation is a first level
of meaning, language at the level of the first or initial meaning. Denotation is
a primary signifier and signified system; denotations are the first system
consisting of signifier and signified. An example of signifier and signified of
the first level of meaning is in the sentence of ―women are bought and sold
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Ika Apriani Fata
like cattle‖. The first marker means ―women‖, while the second marker
is ―bought and sold like cattle‖. As a first level of meaning, meaning as in the
first stage, or in other words in the sentence, denotation is the sameness
between women and cattle. The similarities between women and cattle are
they are sold able and tradeable.
The denotation meaning of woman and cattle are in the dictionary. For
example theword woman means person who has a vagina, can have
menstruation, pregnancy, childbirth, and breastfeeding; ladies (Keraf,
1997). Meanwhile the word cattle refer to ruminant animals, horned, hoofed
even, four-legged, bodied large, raised for the beef and dairy; ox
(Kridalaksana, 2008). The Meaning of women and cattle are discussed based
on the similarity of woman and cattle‘s definition found in this dictionary. It
becomes a challenging discussion. Because sometimes, to capture what
people think about woman seem alike cattle would not stop at the denotation
meaning. Then, the understanding of meaning continues to the second phase
or connotation meaning. In this study, the dictionary meaning is called
denotation meaning.
Kridalaksana (2008) also reinforced about denotation meaning. He
said that denotation is the meaning of a word or group of words which is
based on a straightforward designation on something outside the language or
that are based on certain conventions; objective nature. The convention refers
to a language understood by the public or language society. In addition, Nöth
(1990) said that denotation means having something in common, the actual
world and the networks that define it constantly refresh our manner of being
together. Hence, denotation is word or phrase has a convention by
community. Looking back to the meaning of denotation, Barthes (1967)
explains that the denotation of a primary system of meaning is a sign which
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gives a precise clarification and it is understood clearly. The researcher

concluded that denotation is the initial/primary meaning.
To figure out meaning, people find it out through discourse. The term
discourse is applicable in a number of ways within the extensive view of
discourse analysis. Eco (1986) mentioned that there are two relevance
meanings of discourse. First, discourse in an abstract sense is an assembly,
which employs the broadly semiotic elements as opposed to and in relation to
other, non-semiotic, elements of social life such as language, visual
semiotics, and body language. In addition, Porcar (2011) have a preference
to use the term semiosys to circumvent the common confusion of the sense of
discourse with the second meaning. In this sense, discourse is a count noun,
as a category for employing precise ways of representing particular aspects of
social life. For instance, it is common to distinguish different political
discourses, which represent for example problems of inequality,
disadvantage, poverty, social exclusion, in different ways. The category of
discourse in this second sense is defined through its relation to and difference
from two other categories, genre and style.
With regard to connotation, Barthes (1967) begins with the concept of
the sign, a signifying relationship, which is essentially the union of the
components signifier (a term) and the signified (its concept or relation.).
Ideas of content and expression are inextricable from this process. At the
same time, readers are reminded that the sign is more complex than this basic
formula. It is, indeed, more than the mere correlation of a signifier and a
signified, but perhaps more essentially an act of simultaneously cutting out
two amorphous masses.
In addition, Barker (2003) states that every element in the semiological
relationship has more than one meaning. Like a sheaf of paper, each
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possesses a reverse image. Signs, particularly those with utilitarian,

functional origins, are known as sign-functions. The idea it is drawn from this
is that reality and meaning are based on use and function; there is no reality
except when it is intelligible.
Barthes (1967) imposes the signified in the relationship as the mental
representation of a thing; a concept. It incorporates such elements as
practices, techniques, and ideologies. It is this component of the triadic
relationship, which triggers Barthes‘ discussion of meta- languages
(languages about languages—that is, a discourse employed to make sense of
another discourse.) According to Eco (1986), connotation is a second level
of meaning. In other words, the connotation is the meaning of the second
level. Connotation is an extended meaning of signification. Moreover, the
expansion of the connotation has meaning. The expansion of the meaning is
derived from the meaning of denotation. Barthes‘ connotation can be
explained in the following illustration.
Figure 1. Connotative Concept Adopted from Barthes (1967)
Sr. (signifier) = rhetoric Sd. (signified) =
ideology
Sr.(signifier) Sd(signified) Connotative
Sr. (signifier) Sd. (signified)

Denotative
Connotations are at the second level. The first level is called the primary
system or denotation. At the first level (denotation) consists
of signifier (markers) and the signified (the
signified). Signifier and signified the first stage becomes the signifier in the
second stage (secondary system). Barthes called the second stage
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connotations. Researcher previously mentioned the denotation meaning of

the sentence of ―women are bought and sold like cattle”. The meaning of
women here addressed to women who follow the beauty contest. Women
who participate in the contest and show off the beauty are similar to
cattle. Cattles and women who join beauty contest, they are both sold, taken
for the advantages and victimized.
The opinions of another linguist also reinforced the meaning of
connotation. According to Kridalaksana (2008), connotation is one of the
aspects of meaning of a word or a group based on feelings, thoughts arising
or incurred in speaker and the listener. Connotation acknowledged as an
early sign of the development of meaning. Researcher concluded that the
connotation is the signifier and signified at the second level and experience of
the first expansion phase.
The next concept related to this research is corpus. Nöth (1990) stated
that corpus is a finite collection of materials, which is determined in advance
by the analyst. The corpus is a collection of a particular material or in other
words a set of data.
The corpus has a time-period. Barthes (1967) says if one study the
phenomenon of the press, for instance a sample of newspaper roommates
appeared at the same time will be preferable to the run of a single paper over
several years. If one examines the media such as newspapers, it is
recommended to choose one article in the newspaper with a specific time-
period. In a corpus study of semiotics, it should meet three requirements:
(1) corpus must be wide enough to give reasonable hope that its elements will
saturate a complete system of resemblances and differences, (2) the corpus
must be homogenous as possible; homogenous in substance,
and (3) homogeneous in time(Barthes,1994).
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One of social discourses is newspaper. Among several newspapers in

Aceh, Serambi Indonesia is a reliable and the oldest one. The newspaper of
Serambi Indonesia has some columns. One of the columns is opinion.
Opinion column provides the authors‘ ideas towards social life. Authors‘ idea
embraces about women, politics, governance, economics, religion, education
and local or national issue and others.
Hoed (2008) mentioned thattalking about women becomes one of
challenging and interesting part in discourse analysis. Gender talk would be
many interpretations about woman in cultural studies, particularly, language
studies. On one hand, Muis (2000) said that the authors‘ idea in newspapers
about women has three insights. First, writers represent women based on
their role. Second, writers define women based on their physical appearances.
Third, writers describe women based on their behavior. For example in Aceh,
after tsunami in 2004, women have more roles than before. Sometimes,
women worked to earn for living, took care for children, etc. In additions,
Aceh declared the law of sharia (Islamic laws). Based on the law, the women
must wear veil ‗hijab‘ and cover their bodies. Many people discussed this
issue. People discussed about women in Aceh based on their own perspective
and argument. The people commonly offers review and gave some
comments related women in shariaview.
RESEARCH METHODS
This research is a qualitative research. Creswell (2000) described
qualitative research as a process to understand the social problems by
creating a complete holistic picture formed with words; reported a clear view
of the informant and arranged in a scientific background. To avoid
misconception, there are several terms to explain, such as author (refers to
people who write in opinion column of newspaper of Serambi Indonesia) and
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researcher or writer (refer to person who conduct this study). The researcher
described the data by using semiotic analysis. Every newspaper has a
section/column (Zoest: 1992). Newspaper provides a story on the
phenomenon of the community. In conjunction with the newspaper, a corpus
is likely to be part of showing the meaning and sign. Considering there are
many sections in Serambi Indonesia, such as "Economy / Business",
"Donya", "archipelago", "Panteu", "Droe Keu droe", "Islamic Consultation ",
and "Opinion". The researcher decided to take one of the sections to be
analyzed further. The section named ―Opinion‖. In this case, the researcher
decided to choose the corpus of "Opinion" because of some reasons.
Firstly, "Opinion" is a medium of Serambi Indonesia to accommodate
public opinion about social facts.. Opinion is a genre of narrative and
argumentative text. Sinclair et.al (2006) stated that narrative is a kind of
writing to narrate an incident event in chronological order. Besides the
argumentative text is the kind of writing that emphasizes evidence based on
logical reasons and critical thoughts. The type of narrative and argumentative
text are one of the good mediums to look upon the people thoughts about
woman. In this case, the researcher convinced that in ―opinion‖ there were a
sufficient corpus to be discussed for woman meanings.
Secondly, the content of "Opinion" is a dependent opinion of the
people of Aceh. Dependent opinion of the people of Aceh means people who
argued in forms of agreement or disagreement about the social phenomenon
that occurred in Aceh. Thirdly, the people who write in ―opinion‖ should
attach the copy of identification card of Aceh. Otherwise, the newspaper will
not publish the writing.
As the development of technology, readers may read and access
Serambi Indonesia at the official website of www.serambinews.com without
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Ika Apriani Fata
any differences between printed version and online version. Researcher

performed the following steps to collect the corpus. The researcher visited to
the official website of Serambi Indonesia, then selected the "Opinion",
afterwards type in search tab Opinion for some keywords, e.g. women,
woman, mother, wife, inong (woman), poerumoh (wife), and the girl. Then
the last step was saving the corpus. After having obtained the corpus, the
researcher calculated it so the total of corpus was ten. The researcher started
to collect the corpus from June 2006-Januari 2011. In this study, there are
four opinion topics as data.

This section is intended to display the findngs of this research. The
findings divided into denotative and connotative meaning accordingly. There
are four corpus taken into account as data of women portrayal in Serambi
Indonesia.
Women as animal. In this corpus, the author gave his opinion toward
beauty contest around the world. He thought that beauty contest should have
no minimum standard requirements for women. If the contest concerns on the
elected most beautiful woman by requiring size, height, and breast size, so
the contest is similar to medium to choose a cattle. The cattle are seen as the
medium to deliver birth. The connotation of women in contest to a choosing
cattle is interesting part. The author argued that there were similarities of
women and cattle in beauty contest. The following excerpt indicates the
connotation.
C1 (Corpus 1): … ―maka kontes lomba cantik tadi sama saja denga
mencari induk sapi yang paling mampu menghasilkan anak.
Kecerdasan dan kepribadian yang konon turut dinilai itu sekedar
tambahan. Karena kalau dua hal ini yang menjadi faktor utama, maka
seharusnya tak usah ada prasyarat tinggi badan sertaukuran vital.Itu
artinya, ada hampir 1200 perempuan yang rela dijejerkan di panggung
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dan diperbandingkan satu sama lain, persis seperti memilih sapi‖

(Amiruddin, 2011).
C1 translation….therefore; the beauty contest is similar like choosing
cattle. The intelligence and personality of women in beauty contest are
additional matters. If intelligence and personality are being concerned
on this contest, there will be no height and vital size as the minimum
size requirements. It means there were more than 1200 women, who
were voluntarily competedon stage; it is like choosing cattle.
In C1, the sentence of women on stage to be judged and assessed in
beauty sides are alike choosing cattle, addressed by the author to comment
the similarity between women and a cattle. If we looked up in the dictionary
(Keraf, 1997) the meaning of cattle or cow is an adult female grazing
quadruped. It means that cattle are kept for milk, meat and breeding. Cattle
which were kept for milk, meat and breeding, are taken for its advantages.
The advantages are also refers to women who had ability to breastfeeding,
delivering birth, etc. The existence of woman is adhered to for her not only
physical or biological capacity but also intelligence, beauty, affection and
wonderful behavior.
If one of Acehnese people thinks one part of something and then he
takes it into a big general drawn, it might drive into a mistaken concept.
Furthermore, the author of the text correlated his opinion to one verse of Al
Qur‘an (Al-Baqarah). He took the translation meaning of the verse literally.
He considered that if woman in beautiful contest judged by the physical
performance, it means that women seemed to be likely cattle.
Based on Barthes (1994) theory, the signifier mentioned in that article
is the women who participate in beauty contest and the signified seems as
cattle. In short, the woman is like cattle if she participated in beauty contest.
This finding is in line with Ford et al.(1998) and Sinclair et.al (2006), they
find out that women role portrayal in advertising as an object. To bear in
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Ika Apriani Fata
mind, the object of advertisement tends to sell women body to the public
while they earned some funds.
Women as shelf. The signified is woman for peace; meanwhile the
signifier isas shelf. The denotation meaning of shelf is a board for laying
things on (Poerwadarminta,2003). The function of shelf is to display or
laying things on. Regarding of display, shelf does not have things to do, by
means shelf is an object to display things by someone.
C2…Sampai hari ini lembaga-lembaga PBB masih membahas tentang
indicator partisipasi inong dalam perdamaian dan keamanan.
Sayangnya hari ini, satu dekade setelah keputusan telah dibuat, situasi
yang sebenarnya tidak banyak berubah. Proses perdamaian masih
menjadi dunia laki-laki. Dan kalau pun perempuan disertakan hanya
sebagai etalase. Akan tetapi seiring berjalan waktu, peran perempuan
dalam resolusi konflik semakin dominan dan signifikan(Pamulutan,
2009).
C2 Translation... At present, United Nation (UN) discussed the
indicators of the women‘s participation in peace and safety.
Unfortunately, a decade after UN made the decisions; the real fact has
not changed a lot. The peaceful program is still on men hands.Although
the women participated in peace program, they are considered as shelf.
However, recently women have played significant and important roles
in conflict resolution.
This finding supports Steinke (2005) and Shachar‘s (2000) idea that
powerful woman might take role in public area. For instance, in technology,
women take place as computer scientist, chief editors, senior manager, and so
forth. The skill in computer and engineering tend not to differentiate between
women and men. As in this data, women play an important role in conflict
resolution.
The function of shelf is to display or laying things on. With regard to
the function, shelf does not have things to do; it is only a space displaying
objects placed by someone. This meaning leads us to connotative meaning;
women in shelf are women who passively take into account of peaceful
program. Muis (2000) stated that woman interpretation may also inform how
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a woman is an object, entity, item, who passively involve in the program. The
first level of denotation meaning; signified and signifier, women as shelf has
three connotative meanings. (1) women are assumed yet able to act and
undertake the job in peaceful program. (2) women are presumed having
incapability to take actions. Third, women are presupposed to refurbish and
furnish programs of peaceful job. Therefore, the connotative meaning here,
yet give women the negative perspective.
Woman as a Trigger of Sins. In this corpus, the author talked about
women, who do not wear their veils, may become the trigger of sins for male.
This corpus was published by thedate ofthe adoption of Islamic sharia
declared by Aceh Government. Based on memorandum of understanding
(MoU) of Helsinki, Aceh has a privilege to apply Islamic sharia or Islamic
laws. The author states:
C3: …perempuan muslimah tidak mengumbar tubuhnya. Apabila ia
mengumbar tubuhnya merupakan pemicu bagi lawan jenis
melakukan kesalahan sehingga banyak terjadinya dosa.
Pemerkosaan, perzinahan merupakan dampak karena perempuan
tidak menutup auratnya.Sehingga peraturan harus lebih keras
menghukum perempuan tersebut (Nurchaili, 2010).
C3 Translation …Muslim women should not expose their body.
When she exposed her body, she becomes a trigger of sins for male.
and adultery are the effects of women who do not cover their body.
The laws should punish these women.
Discussing this corpus, the author assumed that women, who does not
wear veil and cover their body as the trigger of sins. The signified of this
corpus is women, who do not wear veil; meanwhile the signifier is as a
trigger of sins. These signified and signifiers are the denotative meaning.
Furthermore, to understand connotative meaning; researcher elaborated them
into two things (1).wearing veil is an obligation for women, based on Islamic
laws, to cover their physical performance and (2) women should wear veil to
avoid the adultery. It seems that the author elaborated that the trigger of sins
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Ika Apriani Fata
causes by women who donot wear hijab/veil. The women tend to address as
an ―evil‖, while it is still a challenging discussion.
To bear in mind, in Islam by a close reading of the Qur‘an and
Sunnah and as Winter (1994) notes, Islam has a ―sex positive attitude,‖
exemplified by Imam Nawawi‘s statement: ―All appetites harden the heart,
with the exception of sexual desire, which softens it‖. There is nothing in the
Qur‘an about women as dangerous sexual beings. Rather, there is the notion
that men and women are fundamentally alike, being created of a single soul,
and being both recipients of the divinebreath.Thus there is nothing evil or
undesirable about the body and its desires. Woman, although partaking in the
Fall, is not held responsible for the expulsion from Paradise (Adam is). There
is no original sin (God forgave them straightaway), and no impurity attached
to her because of this act, as in other religious traditions (Bullock,2010).
Hijab-wearing women often characterize the practice as empowering,
contrasting the pressure on (Western) women to reveal their bodies with their
own choice to cover; the first reflects patriarchal oppression while the second
reflects conscious resistance to oppression. Studies conducted in Canada
(Ruby 2006), France (Afshar 2008; Wing, Smith, and Nigh 2005–2006) and
the USA (Droogsma 2007) reveal very similar and equally diverse
motivations, ranging from religious observance and modesty, to avoiding the
male gaze, resisting sexual objectification and taking control of their own
bodies, to asserting a Muslim identity and resisting assimilation. Far from
seeing head covering as oppressive however, there may, of course, be
instances where head covering are imposed on women.
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Women are as properties. The signified is women who do not wear

veil and the signifier is women as properties.
C4 Budak perempuan sebagaimana kita baca dalam sejarah juga sering
dianggap sebagai barang yang diperjualbelikan. Ketika dia masih dapat
digunakan termasuk untuk pemuas nafsu dia akan dibeli. Tetapi ketika
dia tidak berguna mereka tidak ada yang beli. Mungkin sebab-sebab
itulah kemudian Allah mewajibkan kaum perempuan agar menutup
auratnya termasuk memakai jilbab agar kaum perempuan ini tidak
dianggap sebagai barang (Husita,2011).
C4 Translationwoman slave as we may read in historical context, it is
frequently considered as properties. If she (woman) is still eligible for
object of sexual,she will be purchased. It seems as possible reasons
why then Allah requires woman to cover her body so that the woman
will not be considered as properties".
According to Poerwadarminta (2003), slave is a person held in
servitude as the chattel. Sharia law has stated clearly the requirement to wear
veil for Muslim women. It is not a negotiable position for them. The benefit
drawn from this requirement, one of it, they are not considered as slave to
satisfy the owner sexually. Muslim women have dignity, prestige, and pride
by wearing veil and covering their body. With regard to the history of women
in Aceh, Hadi (2010) told that Aceh and its history have attributed women for
their elegance, strength and powerful in life. Several heroes have taken
contribution to bring Aceh as it is today.
CONCLUSION
Finally, this research is intended to seek out language features which
is used to portray women in Serambi Indonesia (Aceh mass media). This
should matter since there are few studies focus on linguistics features on
women description accordingly. At the end, this study finds out four
distinctive denotation of women portrayal, there are woman as animal, as
properties, as trigger of sins, and as shelf. Meanwhile, in term of connotative
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the data analysis revealed that veil and evil become the authentic contextual
signification attributed for women. It is recommended for future researchers,
to discuss women portrayal in depth through systemic functional linguistics.
REFERENCES
Amiruddin, M. H. (2011, January 2). Jika Perempuan Tidak Mau Dianggap
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Utilization of Edmodo as an Online Tool in EFL

Writing Class to Increase Students’ Writing
Ability
M. Zaini Miftah
English Education Department, Faculty of Teacher Training and
Education,
IAIN Palangka Raya
miftahmzaini@gmail.com
Submission ABSTRACT
Track: This article reports the results of investigation on
Received: the utilization of Edmodo as an online tool in
09-11-2017 EFL writing class to increase the students’ ability
Final Revision: in producing an argumentative essay. Classroom
30-05--2018 Action Research was applied in the study. 15
Available online: Indonesian EFL students who enrolled in the
course of Argumentative Writing became the
01-06-2018
participants of the study. Observation, writing
task, questionnaire, and field notes were used for
Corresponding Author: the data collection. The data obtained were
M. Zaini Miftah categorized into qualitative and quantitative
miftahmzaini@gmail.com data. The collected data were then analyzed for
the conclusion drawn. The results show that the
utilization of Edmodo in EFL writing class could
significantly increase the students’ ability in
producing an argumentative essay in the Cycle 2.
The Appropriate teaching procedures are;
prepare the teaching materials, introduce
Edmodo, guide students to get ready to use
Edmodo, give an opportunity to students to get in
the Edmodo group, train students to use Edmodo
group, group students in the small group via
Edmodo, give students writing tasks through
37
M. Zaini Miftah
Edmodo, provide a guideline and tell students to

follow the guideline to access their small group,
ask students to post their first drafts of an
argumentative essay on their small groups, ask
students to give feedback on their peers’ works,
ask students to revise their drafts of the
argumentative essay based on the their peers’
feedback and teacher, and ask students to post
their final products of an argumentative essay on
their Edmodo account.
Keywords: Edmodo, online tool, EFL writing

class, writing ability, argumentative
essay
INTRODUCTION
The study addresses the question of how Edmodo as an online tool in
writing class of English as a foreign language (EFL) can improve students’
ability in writing an argumentative essay. The researcher expects to
contribute to knowledge theoretically and practically. Theoretically, it was
expected to support the theory of the use of Edmodo in the teaching of
writing specifically in the development of utilization of Edmodo in the
writing teaching of EFL. Meanwhile, practically, teachers can get benefits
from Edmodo as an online tool or e-learning community that could be as one
of the alternative ways in EFL writing class. Also, the students could be
engaged in writing activities collaboratively in order that their writing ability
improves.
In the teaching and learning of English as a foreign language,
information and communication technology (ICT) is widely used. ICT has
become an important aspect of life and its various types have been
established in different parts of life such as in education field (Cahyono,
2010). Also, the technology use of computer and internet being developed in
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this digital era gives big influence on higher education (Çobanoğlu, 2018),
and the trend current technology now is shifted from the traditional way with
face-to-face to the online community of practices (Trust, 2015). Thus, the
communication technology uses such as the utilization of Edmodo that is
implemented via internet can be used for teaching English, more specifically
for teaching writing.
On the internet, both teachers and students can browse learning
materials and access virtual learning environments and resources for free
(Kodriyah, 2016). Teachers can bring students to another way of learning, i.e.
e-learning, because they can access the internet every time and everywhere as
their information sources (Kistow, 2011). In short, by utilizing technology in
English classes, it could assist teachers and students for the easier and more
motivated teaching and learning process.
One of the online tools or the educational social networking sites is
Edmodo (Anbe, 2013). Jeff O’Hara and Nick Borg has designed and
developed it and make it available at www.edmodo.com since 2008
(Kongchan, 2013). It is free, private and secure learning network, which is
similar to Facebook (Jarc (2010) in Kongchan, 2013). Edmodo is useful for
both teachers and students. It provides simple functions or features for
teachers in creating and managing their online classroom environment.
Moreover, it assists students to contact and work easily with their online
classmates and teachers. This social networking device provides a secure
community for the connection, collaboration and learning among teachers
and students (Trust, 2017). Edmodo offers privacy to both teachers and their
students. It is only the teacher of the classroom, who can create and manage
the Edmodo accounts. The access to the Edmodo Class is limited only to
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M. Zaini Miftah
students who receive a group code from the teachers and register in the
group. Students from other classes cannot participate and join in the group
(Kongchan, 2013). In short, the teacher of the Edmodo English class can
invite students to get collaboratively involved in the learning process of the
virtual classroom community of the writing. For the collaboration process, it
is as suggested by Alwasilah (2006) as cited in Supiani (2012), to develop
confidence, authorship, and enjoyment of being parts in the community of
writing, writing collaboratively should be applied in the writing class.
Since the Edmodo utilization makes the use of the power of online
social media in the atmosphere of education (Ursavaş & Reisoglu, (2017)
such as in the Edmodo classroom activities, teachers can send text alerts,
messages attached with a file or a link, reply students’ messages, send out
quizzes and assignments, receive completed assignments, give feedback,
assign polls, maintain a class calendar, and contact the whole class, small
groups, or even individual students. Meanwhile, students can send a message
attached with a file and a link, store and share content, e.g. a file or a link,
submit homework, assignments, and quizzes, receive and reply their teacher’s
feedback, messages, alerts, vote on polls as well as set their own calendar.
Students can communicate with their teachers, the whole class, and their
small group. The only limitation is that they cannot communicate with
individual students via Edmodo (Kongchan, 2013).
With regard to Edmodo used in teaching English as first, second or
foreign language, some researchers have conducted studies on the use of
Edmodo in writing classes. Holland and Muilenburg (2011) studied the
students participating in literature discussions using asynchronous discussion
platform found on Edmodo.com. It was to improve the quality and the depth
of student discussion of literature in (and potentially outside of) an English
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classroom. The results showed that Edmodo successfully expanded the

students’ ability to ask insightful questions and elicit meaningful responses
with minimal intervention from the teacher because they gained more
experience in the literature-based online discussion.
Ali (2015) carried out the study aiming at investigating the students’
voices towards Edmodo use to supplement face-to-face way in the English
language class. It reported that the significant implications of the study in
English language teaching applied by the teacher needs knowledge of using
tools such as Edmodo as teaching and learning platform. Purnawarman et al.
(2016) did their research observing Edmodo as a learning platform in a
blended learning setting combined with genre-based approach. The results
informed that it was possible to integrate Edmodo into genre-based approach
writing cycles within the writing class. Kodriyah (2016) investigated the
effectiveness of the use of Edmodo based on the students’ perception. The
results indicated that the majority of the students considered Edmodo as an
effective tool to support their English learning even though they got problem
with internet access.
Salasiah (2016) explored students’ perception or students’ voice on
online learning particularly Edmodo application in the class of writing
course. The research indicated that using digital learning especially Edmodo
in the class of writing could significantly contribute to positive change in the
process of learning such as improving students’ digital learning knowledge.
Students can access various materials of learning writing online that enrich
their horizon. The previous research focused on investigating students’ view
on Edmodo application in the writing class, but the current research more
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M. Zaini Miftah
focuses on investigating how Edmodo can be implemented for the student’s

writing ability improvement.
In addition, Al-Naibi, Al-Jabri, and Al-Kalbani (2018) did a
classroom action research in EFL classroom at Arab university. It was found
that by using Edmodo integrating in the writing class, the students’ writing
had significant improvement. In the present study, it uses classroom action
research design in different atmosphere of Indonesian EFL writing class with
focus on the use of Edmodo to improve students’ writing performance in
argumentative essay writing.
At the English Department of State Islamic Institute (IAIN) Palangka
Raya, Indonesia, in which English is taught as a foreign language (EFL). The
use of technology to teach writing tends to be challenging and only some
teachers facilitate their classrooms with it. In the current study, the teacher-
researcher tried to implement the use of technology such as Edmodo in his
EFL writing class.
RESEARCH METHODS
Type of research, data collection, and data analysis
The research design applied in this study was classroom action
research (CAR). It covers four steps – planning, implementing, observing,
and reflecting (Kemmis & McTaggart, 1992, p. 11-13). These phases took
place in 2 cycles with 4 meetings each. The participants were 15 Indonesian
fourth-year undergraduate EFL students, who enrolled in an Argumentative
Writing course, particularly in English Education Department of State
Islamic Institute (IAIN) Palangka Raya, Central Kalimantan, Indonesia.
Dealing with data collection, Koshy (2006, p. 85) asserts that an action
research can apply a variety of methods to collect the data. The instruments
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required in this study were writing tasks, observation checklist, field notes,
and questionnaire. The students' works were analyzed at the end of the cycle
by utilizing an analytic scoring rubric for argumentative essay adapted from
Oshima & Houge (2007, p. 316).
Research procedures
The preliminary study was conducted in the first week of the meeting
of the course. It obtained the data through the writing test and observation.
The study found that the students had been interested in learning writing and
had unsatisfactory abilities in writing an argumentative essay. This happened
since there was no interesting tools or ways of teaching and learning strategy
to engage them in the collaborative activities in writing class.
Planning
In this phase, the teacher developed the instructional procedures of
Edmodo as an online tool in writing activities in the EFL writing class. In
applying Edmodo in teaching writing, the researcher modified the
instructional procedures proposed by Stroud (2010) and Purnawarman et al.
(2016). The modification was based on the material provided in the course of
argumentative writing and the students’ need. When implementing
instructional procedure for utilizing Edmodo in teaching writing, the process
of writing was applied, i.e. prewriting, drafting, revising, editing and
publishing (Miftah, 2015). In addition, the process of writing implemented
the techniques of peer and teacher feedback so that the students could engage
in the writing activities via Edmodo as a virtual writing community. By
engaging them in the writing activities the students can hopefully get
involved in giving feedback on their peers’ work in order to produce better
writings.
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M. Zaini Miftah
In preparing the classes, lesson plan was developed based on the

course syllabus of argumentative writing curriculum of the university. It
focused on the implementation of Edmodo in the writing class.
To know the students’ writing ability and see the progress of their
writing ability, the students produced argumentative essay through the
writing activities via Edmodo. They followed the procedures of prewriting
activities, writing first drafts, giving feedback on peers’ argumentative essay
focused on introductory, body, and concluding paragraphs, revising and
editing the drafts, and publishing the final product in each cycle.
In Cycle I, the students were assigned to produce argumentative essay
based on the topics of their interest. Meanwhile, in Cycle II, the students
wrote their argumentative essay based on the topics provided by the teacher.
They chose one of five topics expressing agreement or disagreement toward
the given themes. Topic 1 was “the future status of English teacher is
assured”. Topic 2 discussed about “the death sentence for corruptors to
establish good governance in Indonesia”. Topic 3 dealt with “the
urbanization rate should be minimized for the safety of Palangka Raya city”.
Topic 4 focused on “people should apply diet program should for their good
health”. Topic 5 addressed the problem of “the English students of IAIN
Palangka Raya should go abroad for their better future”.
At the end of each cycle, the students collected portfolio of their final
works. The teacher, then, analyzed the students' works using analytic scoring
rubric for argumentative essay (Oshima & Houge, 2007, p. 316). The data
obtained from this instrument were in the form of scores.
The criteria of success were set up in advance as a basis to determine
whether the action conducted was successful or not. This study is said to be
successful if it meets two criteria of success: (1) the students’ writing
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achievement enhances, and (2) the students are actively involved in the
writing activities.
Implementing
In this phase, Cycle I applied the instructional procedures of
implementing Edmodo in the writing class through the activities of training
on how to use Edmodo in writing class (in-class and online activities). Task 1
was doing prewriting activities in Edmodo (in class and online activities).
Task 2 was writing first draft. Task 3 was giving feedback on peer’s
argumentative essay (Focus on Introductory Paragraph) (in-class and online
activities), Task 4 was giving feedback on peer’s argumentative essay (Focus
on Body Paragraphs) (online activities). Task 5 was giving feedback on
peer’s argumentative essay (Focus on concluding Paragraph) (online
activities). Task 6 was revising and editing the draft based on the feedback
from peers and teacher (in-class and online activities). Task 7 was publishing
the essay by posting the final product in Edmodo account (online activities),
and reviewing the essays (in-class activities).
Cycle II applied the revised instructional procedures of implementing
Edmodo in the writing class through the activities of reinforcement of using
Edmodo in writing class (in-class and online activities). Task 1 was doing pre
writing activity (in-class and online activities). Task 2 was writing a thesis
statement (in-class and online activities). Task 3 was organizing the ideas (in-
class and online activities). Task 4 was writing first draft (in-class and online
activities). Task 5 was taking photo of the results of prewriting activities and
outline and uploading into Edmodo account (online activities). Task 6 was
post the first draft of argumentative essay in Edmodo account (online
activities). Task 7 was giving feedback on peer’s argumentative essay (Focus
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M. Zaini Miftah
on Introductory Paragraph) (in-class and online activities). Task 8 was

giving feedback on peer’s argumentative essay (Focus on Body Paragraphs)
(online activities). Task 9 was giving feedback on peer’s argumentative essay
(Focus on concluding Paragraph) (online activities). Task 10 was revising
and editing the draft based on the feedback from peers and teacher (in-class
and online activities). Task 11 was publishing the essay by posting the final
product in Edmodo account (online activities) and reviewing (in-class
activities). The complete schedule of implementing the action plan is shown
in Table 1.
Table 1. Research Time Line (within Lecture Activities)
Cycle Focus/Activities Weeks/Meeting Learning Mode
Cycle I Training on using Week 7 In-class and online
Edmodo in Writing (Meeting 1) activities
Class, by:
- Introducing Edmodo in
writing classroom
- Showing the procedure
of using Edmodo in
writing class
- Practicing to upload
file (first draft of their
argumentative essay):
Introductory paragraph
and body paragraph
into Edmodo account
- Practicing on writing
concluding paragraph
and upload it into
Edmodo account
- Practicing on giving
feedback on peer’s
work in Edmodo
Group (Argumentative
Writing)
- Giving feedback
(teacher feedback) on
each student’s essay.
Task 1: Do prewriting Week 8 In-class and online
activities in Edmodo group (Meeting 2) activities
by:
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- grouping students in
the small group via
Edmodo (a group of 3)
randomly, 5 group in
total
- using prewriting
technique (i.e. listing,
clustering, or
freewriting).
- clarifying in mind
what the two sides of
the argument are.
- deciding which side
student agrees with.
Task 2: Write the first In-class and online
draft and upload activities
argumentative essay into
Edmodo group (small
group).
Task 3: Give Week 9 In-class and online
comments/feedback/ (Meeting 3) activities
suggestion on peer’s
argumentative essay
(Focus on Introductory
Paragraph).
Task 4: Give Online activities
comments/feedback/
argumentative essay
(Focus on Body
Paragraphs).
comments/feedback/
argumentative essay
(Focus on Concluding
Paragraph).
Task 6: Revise and edit Week 10 In-class and online
the draft based on the (Meeting 4) activities
comments/feedback/sugge
stion from peers and
teacher.
Task 7: Publish the essay Online activities
by posting the final
product of argumentative
essay in Edmodo account
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M. Zaini Miftah
(in a small group).

Review Week 11 In-class activities
Cycle II Reinforcement of using Week 12 In-class and online
Edmodo in Writing Class (Meeting 1) activities
Task 1: Do pre writing In-class and online
activity by: activities
- using a prewriting
technique (listing,
clustering, or
freewriting).
- clarifying in mind
what the two sides of
the argument are.
- deciding which side
student agrees with.
Task 2: Write a thesis In-class and online
statement by stating either activities
your point of view or both
points of view (the writer’s
point of view and others’
point of view)
Task 3: Writing an outline In-class and online
to organize your ideas activities
Task 4: Write the first Week 13 In-class and online
draft by: (Meeting 2) activities
- writing an explanatory
or an attention-getting
introduction, as student
prefers.
- supporting the
arguments for both
sides of the arguments
using references if any
Task 5: Take photos the Online activities
results of prewriting
activities and outline, and
then upload them into
Edmodo account (in a
small group).
Task 6: Post the first draft Online activities
of an argumentative essay
in Edmodo account (in a
small group).
Task 7: Give Week 14 In-class and online
comments/feedback/ (Meeting 3) activities
argumentative essay
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(Focus on Introductory
Paragraph).
comments/feedback/
argumentative essay
(Focus on Body
Paragraphs).
comments/feedback/
argumentative essay
(Focus on Concluding
Paragraph).
Task 10: Revise and edit Week 15 In-class and online
the draft based on the (Meeting 4) activities
comments/feedback/sugge
stion from peers and
teacher.
Task 11: Publish the essay Online activities
by posting the final
product of argumentative
essay in Edmodo account
(in a small group).
Review Week 16 In-class activities
Observing
The observation was conducted in each meeting in Cycle I and II. It
observed the whole aspects of the implementation of the action of teaching
writing using Edmodo covering the improvement of the students' writing
ability and their involvement during the writing classes of in-class and online
activities via the virtual community.
Reflecting
In this stage, it dealt with the activity to analyze the data. It analyzed
the data based on two classifications. The data dealing with the writing
achievement in the form of students’ writing products in form of
argumentative essay were analyzed by utilizing the analytic scoring rubric
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M. Zaini Miftah
adapted from Oshima & Houge (2007, p. 316). The writing products were
assessed in terms of the three writing components – content, organization,
and grammar.
The data dealing with the students’ involvement in the writing class
during the implementation of Edmodo gathered through observation checklist
were analyzed quantitatively based on the number of the scale checked by the
observer in the observation checklist. The analysis results, furthermore, were
employed to decide whether the class met the predetermined criteria of
success. The result of this reflection was then used as the basic consideration
to draw a conclusion whether the action stops or needed improving for
deciding what next cycle would be done.

The students’ writing achievement
The students’ achievement, in the Cycle I, was not satisfactory yet.
The mean score of the students gotten from the writing task was 68.80. This
score was greater than those obtained from the writing task in Preliminary
Study (64.40). There was an increase in the students’ writing achievement.
However, the result has not met the first criterion of the succesfull learners.
The indicator determined that the students’ writing achievement enhances if
the mean score of the students is higher than or equal to 70.00 (it is
categorized into B or good).
In Cycle I, the majority of the students was struggling to improve
their technical skill on how to use Edmodo in the classroom; consequently,
they could not yet produce a good argumentative essay. They did not get
benefit more from Edmodo as their learning community. Most of them have
not yet used Edmodo as a tool in their writing learning appropriately. The
students encountered some problems with their tasks during writing activities
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using Edmodo. In doing Task 1, prewriting activities, most of them did not
use prewriting technique appropriately and they did not clarify the two sides
of the argument stated in the essay and decide which side they agreed as well.
In doing Task 2, most of them got difficulties to write first draft and building
communication on a small group of Edmodo, particularly in uploading
activity. In doing the next tasks of giving comment or feedback on their
peers’ works, they faced technical problems in responding their peers’ works
on Edmodo in a small group. Moreover, they did not know how to comment
on their peers’ works, i.e. on the introduction of the argumentative essay,
body paragraphs, and concluding paragraph. The teacher should suggest them
to consult to the feedback guidelines. Additionally, most of them took longer
time in revising activities. Even though the teacher had signed the useful
feedback gotten from their peers in his comment box of each small group, the
students sometimes did not pay more attention to the sign “like”.
Consequently, the students were not able revised properly their essays. For
the last task of Cycle I, the majority of the students succeeded to publish their
final essays in their own Edmodo account.
After teaching reflection, the teacher evaluated the instructional
procedures of the teaching of writing using Edmodo. He revised the teaching
procedures to encounter problems found in class activities of the Cycle I.
After doing the action in Cycle II, the students’ achievement in
writing argumentative increased significantly. The mean score of the students
gotten from the writing task was 74.60, higher than the score in Cycle I
(68.80). From the findings, there was a slight improvement of the students’
writing achievement in producing argumentative essay using Edmodo in
Cycle II. Therefore, it met the first criterion of the study success. The
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M. Zaini Miftah
indicator said that the students’ writing achievement enhances if the mean
score of the students in the writing task is greater than or equal to 70.00 (it is
categorized into B or good).
Inspite of the increasing score, the students continuously made certain
types of mistakes in their argumentative essays. The number of the mistakes
reduced gradually. Typically, the students doing some mistakes were those
who were not active during writing activities using Edmodo. Most of the
students’ argumentative essays presented better information in terms of the
general statement and thesis statement in the introductory paragraph. In
addition, each body paragraph had a topic sentence, which was stated fairly,
clearly and accurately. Their essays were fairly well organized. They were
generally able to develop coherent paragraphs. They had supporting details
and proper transitional signals. However, their writings still had some
grammatical mistakes. Despite of the errors, their argumentative essays were
understandable and readable since they had good content and organization. In
addition, in the writing activities during using Edmodo in the virtual
community, the students could express or expose their ideas dealing with
writing an argumentative essay during conference time in the stages of
revising and editing activities.
The students’ involvement in writing class using Edmodo
The students’ involvement in writing activities during the class using
Edmodo in Cycle I was fair. It is indicated by the average percentage
(69.13%) of the students, who engage in class activities (11 students of the
class were actively involved in the writing activities). This result can be
categorized as fail since it did not meet the second criterion of the study
success. The indicator requires 70%-84% students of the class or 12-13
students to engage in the class activity in order to reach good category.
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The technical problems on how to use Edmodo encountered.by the

students caused the unsatisfactory level of students’ involvement in writing
activities of cycle I. For instance, they got problems to upload pre-writing
activities and outlining argumentative essay into Edmodo account in their
own groups and to give feedback in the conference activities during revising
and editing stages. Moreover, they could not revise their works which
refer to the feedback/comment/suggestion by their peers, and could not
produce their argumentative essays well after being given feedback by their
peers and the teacher. In addition, they still got difficulties of making
coherent paragraphs and essays.
The students’ involvement in writing activities during the class using
Edmodo in Cycle II was good. The average percentage (83.13%) of the
students doing the activities (13 students of the class were actively involved
in the writing activities) indicates the result. This result was greater than the
percentage gained in the previous cycle. This outcome is categorized as
succeed since it met the second criterion of the study success.
The instructional procedures of teaching writing using Edmodo
The research findings in Cycle I and II show how Edmodo as an
online tool in EFL writing class can increase the students’ ability in
producing an argumentative essay. By engaging the students in the writing
class during the use of Edmodo as virtual writing community, it seems that
they are able to communicate and collaborate with their peers. The
communication process was indicated when the students were actively using
their English during writing process activities, e.g. in the prewriting,
outlining, drafting, revising, editing, and publishing activities using Edmodo
as their online writing community during the process of the action cycles.
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M. Zaini Miftah
The instructional procedures of teaching writing using Edmodo

developed by the teacher-researcher and applied in the EFL writing class
were adapted from Stroud (2010) and Purnawarman et al. (2016) and based
on the material provided in the course of argumentative writing and the
students’ need. The focus of teaching writing using Edmodo implemented by
the teacher-researcher was on the teaching of writing which strongly engaged
the students in the process of writing collaboratively. In this activities, the
students can revise their works effectively based on peer feedback and
teacher feedback. In relation to the writing instruction using Edmodo, it was
done by following the steps which were integrated within the lecture
activities in argumentative writing class shown in Table 1.
The increase of the students’ writing ability after the writing class using
Edmodo
The utilization of Edmodo as an online tool in EFL writing class with
the appropriate instructional procedures can increase the students’ ability in
writing an argumentative essay. The increase of the students’ writing ability
can be examined from the indicators: (1) The increase of the students’
achievement in writing an argumentative essay, and (2) The students’
involvement in the writing class during the use of Edmodo in the process of
teaching and learning writing.
The students’ achievement in writing argumentative essay is reflected
by the increase of the mean score of the students gotten from the writing task
in Cycle I and II. The mean score of the students in the writing task of cycle I
was 68.80. It increased significantly into 74.60 in Cycle II.
The students’ involvement during the writing class using Edmodo
shows the improvement the students’ participation in the writing activities.
Statistical data of cycle I informs that 69.13% students (11 students of the
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class) involve in the writing activities. The involvement of the students

increase significantly in cycle II (83.13% or 13 students of the class). It
means that they actively involved in the writing activities.
CONCLUSION
The study investigates the utilization of Edmodo as an online tool in
Indonesian EFL writing class to increase the students’ ability in producing an
argumentative essay. The results show that Edmodo as virtual writing
community can significantly increase the students’ ability in writing
argumentative essay, particularly, in the Cycle 2. To reach the goal, the
teaching learning process applying Edmodo follows 14 steps. (1) Prepare the
teaching materials. (2) Introduce Edmodo in writing classroom. (3) Guide
students to get ready to use Edmodo by having a personal account of
Edmodo. (4) Give an opportunity to students to get in the Edmodo group by
telling them “the group code”. (5) Train students to use Edmodo group so
that they get involved in writing activities in the group. (6) Group students in
the small group via Edmodo (a group of 3). (7) Give students writing tasks
through Edmodo accompanied by clear instruction for each task. (8) Provide
a guideline and tell students to follow the guideline to access their small
group in Edmodo. (9) Ask students to post their first drafts of an
argumentative essay on their small groups. (10) Ask students to give
comments/feedback/suggestion on their peers’ works on the parts of the
Introductory Paragraph. (11) Ask students to give
comments/feedback/suggestion on their peers’ works on the parts of the Body
Paragraphs. (12) Ask students to give comments/feedback/suggestion on their
peers’ works on the parts of the Concluding Paragraph. (13) Ask students to
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M. Zaini Miftah
revise their drafts of the argumentative essay based on the feedback from the
peers (their friends) and their teacher (A useful feedback from their peer is
the feedback that was assigned with "like" by Teacher). (14) Ask students to
post their final products of an argumentative essay on their Edmodo account
(in their own small group).
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Teaching Methodology in Asia and Beyond, Book 3, University of

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Stroud, C. (2010). Edmodo: A white paper. Retrieved from
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0019
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Photovoice: A Tool of Reflective Learning to

Enhance Students' Speaking Ability
Amirah Husnun
Sebelas Maret University
amirahhusnun2@gmail.com
Aprilia Wulandari
apriliawe1997@gmail.com
Atika Munawwaroh
atika.muna.15@gmail.com
Nur Arifah Drajati

nurarifah_drajati@staff.uns.ac.id
Submission
ABSTRACT
Track:
Received: Speaking considers as an important skill
since it requires students to speak up
25-03-018 their idea or opinion. However, Students
Final tend to do the same mistakes when
performing an oral speaking test. Due to
Revision: the lack of students' skill in performing
28-05--2018 speaking, it triggers the researchers to
raise this issue so the problem of
Available online: students in performing speaking could be
01-06-2018 solved by using reflective learning based
on reflective learning strengths.This
Corresponding Author: research used narrative inquiry to
59
Amirah Husnun, Aprilia Wulandari, Atika Munawwaroh, Nur Arifah Drajati
Nur Arifah Drajati elaborate the photovoice method in

which more practical is needed by
nurarifah_drajati@staff.uns.ac.id
collaborating with SHOWeD analysisin
order to find and analyze the data. The
participants of this study are 15 students
who join speaking class of English
Education Department consisting of 13
females and 2 males with the average
age of around 19-20 years old. This
article provides the findings of the use of
reflective learning in the classroom to
gain students' speaking ability for
college students and also it uses audio
recording, video of the student’s
performance and document as the main
data for the study. In conclusion, the use
of reflective learning from lectures to
enhance students' speaking ability could
be achieved through a certain treatment
during the learning and teaching process
in the classroom.
Keywords: Reflective Learning,

Speaking Ability, Narrative Inquiry,
Photovoice.
INTRODUCTION
C.S.Koong (2014) described reflective learning as a process of
combining experiences, theories, and actions to gain new values. Reflective
learning is a combination of thinking and action process. More studies stated
that reflective learning gives positive impact to academic achievement level
of learning (C.Hursen and F.G.Fasli, 2017). Moreover, reflective learning
allows the students to enhance their learning experiences by using their
previous skills. Reflective learning can be as the appropriate technique for
developing lifelong learning skills of the students. Even though there are
some arguments between the experts, but facts indicate that reflective
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learning provides the students with deeper understanding and improves their
skills as well. Reflective learning also helps the teacher in giving instruction
for the students according to the students' need by providing a significant
learning-teaching process (S.Galea, 2012). For helping the students to
develop their speaking skill the researchers use reflective learning to conduct
this study. The research intends to answer the question of how reflective
learning impact in students' speaking performance.
Reflective learning approach provides the learning-teaching process
with an important viewpoint, offers teachers the opportunity of improving
their instructional implementations in the direction of students'
needs(S.Galea, 2012).The reflective learning includeas an essential element
both for change in students' behavior and cooperation among teachers
(Fatemipour H. , 2013). Through reflection learning, students can correct
their misinterpretation by revising their beliefs and challenging the nature of
their knowledge. In brief, it is a practice, which helps the students to become
active learners.
As cited in M. Liu and J.Jackson (2009), based on the previous study
found that many the students were passive learners, in a classroom the
example of a negative action is students' silence. A study conducted by
J.K.Wong (2004) used interviews with non-native students (E.Sawir, 2005).
His study found that a lot of non-native English students became passive
learners because they had been set up to focus on academic purposes and
only listen to the teacher (teacher-centered) in the classroom with less chance
to have active classroom conversation. Additionally, this study found that the
students' cultural obstacle and lack of English language competence in the
classroom were the main causes of students' passiveness. They only read the
textbook, then teacher give the instruction, did the exam, in the end, they
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forgot what they had learned. Since they became passive learners, they had
lack of practice in speaking, such as they did not engage in conversation with
classmates and teachers, students did not ask questions and figured out the
answers, and eventually, they did not engage with students. Such problems
made their speaking skills far from the target of learning plans. Students
often made some mistakes since they never learned how to fix those
mistakes. In addition, because of the students' passiveness, they tended to
escape from their mistakes without any fixes. To cover the problems that
students faced in speaking class, the researcher uses reflective learning
strategy in order to improve their speaking performance.
According to C.L.Anandari (2015), foreign language made anxiety
appeared among the students and that self-reflection activity helped the
students to realize the strength, weaknesses, and helped them to solve the
problems. Students could improve their own ability in speaking since they
did the reflection; the reflection is one of the effective ways and it was
practical to be done. According to Suwartono (2014), the reflective learning
method using video involves oral communication activities has enhanced
student learning process of English supra-segmental phonemes.
Reflection creates a "bridge between theory and practice (A.Power,C.
Thomson,B.Mason and B.L. Bartleet, 2016). It is a vital part of students'
critically reflective development within experiential-learning contexts.
According to E.A.Insuasty, L.C.Z. Castillo (2010), reflection should
become the fundamental part of teacher development because teachers have
the responsibility to be able to assess and rearrange their teaching skill in
order to optimize the teaching-learning process. Further, Zeichner.K.M &
D.P.Liston (1996)stated that reflective learning concept means to advance
teacher's professional competence(Radulescu C. , 2013).It is because
reflective learning concept consists of some steps, which generally aim to rise
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exploration attitude and investigation in order to encourage teacher student's

awareness and become the factor, which affects student teacher's learning
process.
With regard to English foreign language learners, according to
Akkakoson S. , 2016) speaking considers as the most significant language
skill, the students have to learn it. It is because English is important as an
instrument for international communication ((Crystal, D, 2003)) and yet it is
assumed the most stressful among the four language skills (M. Liu and
J.Jackson, 2009).
According to Y. Rahmawati & Ertin (2014), there are some aspects
that a person should consider when assessing students' speaking ability. (1)
Grammar Test takers focus on the way they use grammar appropriately and
accurately, construct the sentences and to avoid grammatical errors in
speaking. (2) Using vocabulary features in a conversation used by test takers
indicate the level of how proficient they are. (3) Comprehension is vital in
order to understand the situation of the conversation and capable to give
appropriate answer according to the question. (4) Fluency signs that the
production of speech in a conversation is well delivered. In delivering the
speech and being able to respond specific topics without many pauses in
choosing words, confidence is necessary.(5) The criteria of the assessment in
pronunciation deals with the frequent errors in pronunciation happen and the
way pronunciation factor delays the communication. (6) A task is about
finishing the instruction given during the speaking test.
As cited in Y. Rahmawati & Ertin (2014) speaking scores must be
trustworthy, fair, and used for the intended purposes (Louma, 2004). In
addition, trustworthy can be reached in speaking assessment as long as there
should be some reasons (Y. Rahmawati & Ertin, 2014).The first is
63
practicality. Test designer must consider how practical the test is, by
considering the time limitation of running and interpreting the scoring of the
test, budget limitation, and facilities. The second is validity. Excluding all
irrelevant variables to measure the test. Test designer should decide the kind
of speaking types that is suitable, as it will affect the design of assessment.
The third is reliability. A reliable test is very significant since it needs the
consistent scoring. In addition, clear rubric and scoring criteria is also a must.
Without a good scoring system, it is hardly possible to have a reliable result
of the test. The items on the scoring system should represent all aspects of
what is to be assessed from the students. The amount of the score must be
printed clearly on the form to make sure each student's ability is well
presented. During the test, the standard scoring system will useful to record
students' work. The last is authenticity. It is about contextual language or
language in use. Test takers are instructed to represent something related to
their values. In that case, the language produced is authentic.
Returning to reflective learning, Blumberg P. (2014) states that critical
reflection is essential for all continued professional development. Therefore,
instructors can use it as an effective tool as they transition to learn-centered
teaching. Critical reflection is composed of three integrated part, namely
personal reflection, critical review that is more data-driven, and
documentation to support and record the insights gained in reflection. In
addition, the development of reflective practice is certainly important for
formative learning, tutors and students would benefit from an open
discussion of a meta-cognitive dimension of learning and the theories of
underpinning the process of reflection to facilitate their reflective
competence.
According to Bard R. (2014), reflective learning is the act of thinking
about something while seeking a deeper level of understanding; it needs
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systematically thoughts by making questions, collecting data and analyzing

data in order. Bard also shares that reflective learning is not isolated evidence
(or data) about their work and then make a decision (instruction and
otherwise) based on this information. Farrel T. (2012) states that reflective
learning is a compass that allows us to stop for a moment or two and consider
how we can create more learning opportunities for students. According to S.
Thomas & D. S. Packer (2013),reflective practicing makes teachers
monitoring the students' progress and analyzing progress, monitoring data,
making a reflection on every student's progress and fixing teaching practices
based on each student's response to the instruction. In brief, reflective
learning is an activity that involves high order thinking to acquire the
information by passing some scientific process.
By taking the advantages of reflective learning, students can enhance
their ability in performing speaking. According to NCAA (2015) reflective
learning can be significant since it creates students' awareness of knowledge
and skills that students have developed before. Every student has different
knowledge background, in class students will be encouraged by using
reflective learning. Besides, by using reflective learning students can
categorize strengths and areas for development. Students in the class will be
evaluated by their friends using written feedback during the learning process
and friends' evaluation make the students know their weaknesses that they
will do better in the next performance.
Reflective learning can develop an action plan for future learning; it is
quite similar as the previous benefit. Students that have been evaluated by
their friends they understand on which part that they usually make a mistake;
therefore in the next chance they will not do the same fault. Afterwards,
reflective learning is really important because it gains a greater understanding
65
of students and how students learn. It is very crucial that reflective learning
can be a parameter of students' ability so that it helps the teacher to know
how far students learn the knowledge. Lastly, reflective learning takes more
responsibility for student process. Because in the reflective learning, students
whom their friends assess will get the feedback about the performance, it is
useful since it makes them improve their ability and revise their mistake in
order to be better in the next performance.
RESEARCH METHODS
In this study, photovoice is used as the tool to analyze the data of
reflective learning impact in students' speaking ability. Photovoice can be
defined as a participatory action research strategy based on educational
theories and health principles to contribute in social issues and community
change, cited in (C.Wang & M.A. Burris, 1997) Photovoice allows people to
use the camera to take photographs of every moment that happens in the
community or social life. Photovoice helps the teacher to understand what is
really happening in the teaching-learning activities through photographs.
This research employed narrative inquiry as the methodology to collect
and constructs the data. Through inquiry into narratives, the participants have
the chance to reflect on what they have experienced in their lives (Chan E. ,
2017). The participants of this research were 15 students who join speaking
class of English Education Department in one of universities in Indonesia.
This class consists of 13 females and 2 males with the average age of around
19-20 years old. This research was conducted in around 8 weeks. Researchers
used questionnaire and written document to collect the data. After the
students watched and gave feedback on the videos of their friends, the
researchers give the questionnaire. The researchers, then, analyzed the results
of the questionnaire by using SHOWeD analysis.
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The purpose of our photovoice project was to understand what happens

in the class. In photovoice project, we use SHOWeD analysis. SHOWeD is
theacronyms of several questions in the questionnaire that the participants
should answer while analyzing pictures.
S – What do you SEE here?
H – What is really HAPPENING here?
O – How does this relates to OUR lives? (or your life personally)
W – Why does the situation, concern or strength exist?
e – How could this image EDUCATE the community? ( class)
D – What can we DO about it?
The documents in form of written reflection from the students
themselves were used to assess and know which part needs to be revised.
The written documents consist of some parts of their mistakes during self-
recording, e.g. intonation, grammar, pronunciation and fluency. In addition,
what they have learned from their mistakes.

The implementation of reflective learning for college students, which
focused on students’ speaking ability, reports great improvement. At the
beginning of the speaking class, the teacher explained the objectives that
should students achieved in one period of learning activity. The students
would learn about how to deal with speaking for IELTS test. In order to
enhance students' speaking ability, the teacher asked the students to make a
recording or video of himself or herself practicing their speaking skills. There
were 10 topics, which usually appeared in speaking IELTS test and the
students could choose one of them for their recording or video. The purpose
of using recording or video in speaking lesson was to make the students
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practice their speaking ability. The students do the reflection of their

performance. There were three instruments used in a reflective learning
activity in the classroom, namely recording instrument, video about students'
performance and the other friends assess it, self-reflection documents. The
researchers use those instruments to monitor the students’ learning progress
in reflective learning method.
Figure 1. Recording Instrument

S – What do you SEE here?
Answer: We are recording ourselves.
H – What is really HAPPENING here?
Answer: The lecturer asks us to make two recordings
about introducing themselves. The first recording is
without any preparation and the second one the students
have a chance to prepare it before records it. After that,
we are asked to compare the recording and analyze.
O – How does this relates to OUR lives? (or your life
personally)
Answer: From this exercise, we the can know that if we
want to get a better result we have to prepare it before.
W – Why does the situation, concern or strength exist? credit: participant X
Answer: Because of the lecturer and we need to know about how far students' ability in
speaking IELTS, so they can predict what should they do next.
e – How could this image EDUCATE the community? (class)
Answer: By looking at the image, we can learn about the importance of reflecting ourselves to
know our weaknesses and to know how to solve it.
D – What can we DO about it?
Answer: We can fix our problem by doing reflection so that we can perform better.
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One of the ways to know the student's performance in speaking is

through a voice recording. The recording is the good method to improve the
students' speaking skills and one of the appropriate exercises because it
allows the students to review their own performance. Through the recording,
the students know their mistakes after listening to their own recording.
Therefore, they know what they should do in the next better performance.
Figure 1. Shows that based on SHOWeD analysis of the picture, one of
the participants shows a good response towards reflective learning
implementation in speaking class. The students made a self-recording in
speaking test without any preparation. The first recording was without any
preparation and the second one the students had a chance to prepare it before
recordedit. After that, the students compared the recordings and analyzed it.
From the recording, we can know that if we want to get a better result we
have to prepare it before.
According to Bard R. (2014), reflective learning is the act of thinking
about something while seeking a deeper level of understanding; it needs
systematic thoughts by making questions, collecting data and analyzing data
in order. The research found that the students of speaking class could
develop their skill in critical thinking and had better performance in speaking
by using reflective learning. When listening to the first recording, the
students, who joined speaking class using reflective learning method,
realized that there were some errors in pronunciation, intonation, and pause.
From knowing the students' own mistakes, they know their own speaking
ability, so they can predict what they should do next to have better
performance in speaking test. The students can learn about the importance of
reflecting themselves to know our weaknesses and to know how to solve it.
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Figure 2. Video about Students' Performance Assed by the Other Friends
This video captured by one of the student in

Y speaking class. She records her video of
IELTS speaking test preparation. The video is
about student' personal data description. The
content of the video is the IELTS speaking test
part 1. This student introduces what her name
is, how her friendsusually call her, where she
lives, and what her hobbyis. In addition, the
student talks about the special things in her
hometown. The video is recorded in about 2 minutes.
The students has watched the video in figure 2 in the class and then
students take a note to assess and give feedback to the friend' performance.
Most of the feedback given for each student focuses on grammar,
pronunciation, fluency. Students have various mistakes and their friends
comment on written feedback. Feedback is useful for students since it helps
students to realize their actual competence; they not only realize their ability
but also revise and try to improve their ability in order to perform better in
the next recording. One student said that feedback is an evaluation for them.
Reflective learning could be one of an effective way since it involves all the
members of the class to assess one performance.
Consequently, those phenomena above relate to the study conducted by
NCCA (2015) indicating that reflective learning can categorize strengths and
areas for development. Students in the class evaluate their friends using
written feedback during the learning process. The peer assessments make the
evaluated students know their weaknesses so that they can perform better in
the next performance.
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In addition, reflective learning is flexible. It is not only applicable inside

classrooms but also outside the class. It is limitless as long as students have
the video to assess. Students agree that reflective learning involves critical
thinking. In reflective learning students who assess others should think
critically in what aspect should be corrected, e.g. they have to give detail
comment of their friends’ videos. Moreover, critical thinking is useful to
gain the great result. There are some changes from students after joining the
reflective learning process; they are well improved. Students become more
critical in speaking aspect, in this case, they not only say what they want to
say but also pay attention to some aspects, such as their pronunciation,
grammar and also expression.
Therefore, Blumberg P. (2014) states that critical reflection is essential
for all continued professional development. Therefore, instructors can use it
as an effective tool as they are in transition to learn-centred teaching. Critical
reflection consists of three integrated parts, namely personal reflection,
critical review that is more data-driven, and documentation to support and
record the insights gained in reflection. In addition, the development of
reflective practice is certainly important for formative learning, tutors and
students. The students gain benefit from the open discussion of a meta-
cognitive dimension of learning and the theories underpinning the process of
reflection to facilitate their reflective competence.
71
Figure 3. Self-Reflection Document
In today's classroom, I have learned and gained about speaking on

IELTS, how the test going on, what time we have to prepare our
speaking and the available time to speak. Also, we know that there are
three parts in IELTS speaking test, the topic that has high possibilities
to be come out as a test material. In my own recording, I have learned
Student A that two minutes can be so short and also long, depends on how we can
share what we have known about any kind of topics. Besides, we have
to automatically concern on using appropriate intonation, fluency,
accuracy, and grammar when speaking.
Student B I got a lot of new information, especially in IELTS. What things that
we have to say when we are in IELTS test, how to introduce ourselves
in two minutes with the appropriate topic. And then, there are three
points that we have to know about IELTS.
By listening to my own recording, it makes me realize how awkward
was my voice is. So, I want to practice a lot in speak English to get the
better voice.
Student C From today's classroom, I learn so many things especially, to introduce

myself in two minutes because before this I think that two minutes is a
little time but when I practice it, two minutes are enough. Not only
knowing my own introduction but also knowing my friend's
introduction. I also learn about recording my voice when I have the
introduction, so I know that my pronunciation is good or bad. The
things that I learn from the recording is I can fix my pronunciation
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when I heard and record it.
The things that I have learned:

Student D 1. Three parts of speaking on IELTS (Introduction and Interview,
Individual Long Turn, Discussion).
2. Duration in speaking on IELTS (15 minutes).
3. One minute's preparation and two minutes speak in part 1
(Introduction myself).
4. Fluency is very important in speaking on IELTS.
5. There is a feedback from examiner on part 2.
6. The score of speaking is 25% of total marks.
7. One candidate one examiner.
8. We speak familiar topic on the part one.
9. A lot of things that we can introduce in introduction and interview
section.
10. Practice introduce myself by record it (before we have the
knowledge and after we get it).
What topic we should introduce, preparing for speak, listen to my own
recording and we can know my duration, my mistakes, and my fluency.
I have got new experiences such as trying to introduce myself to
academic speaking.
In the first time, I try to prepare what will I say on the recording.
Student E Because I confuse what will I say. But, the lectures help me with give
some "clue" to speak. Finally, I can say what will do. (introduction to
IELTS):
1. Trying to score the fluency.
2. Trying to exercise (speaking) with my friends.
73
Student F I learn how to arrange my points to talk about my minute's introduction.

I learn about the 3 parts of speaking in IELTS.
I should be calmer when I speak or introduce myself.
I should my pronunciation so what.
I've said an be well-heard to everyone.
I should speak beautifully so my voice will not feel weird.
Student G The thing that we can learn from today's classroom is about the parts of
introduction IELTS speaking ability, especially in the introduction
parts.
I learned some question in the introduction. I learned some things
especially about the way I speak.
I learned about fluency, pronunciation, and the way I choose the
vocabularies.
I will learn to answer all the questions because in my recording I only
can answer some questions.
The students’ reflection documents of speaking IELTS talk about the

rule in Speaking IELTS test. The students have a chance to speak in 2
minutes with the chosen topic. One of the students feel that the time is
sufficient, and some say that 2 minutes is not enough, it proves that each
pupil has the different problems on diction.
From the result of their own recording, the students able to know their
own performance. The students also know what they experience in doing
reflective learning during speaking class. That activity helps them to make
introspection of themselves so that they learn from their mistakes and try to
fix it.
Every student has different background knowledge, in the class
students will have encouragement by using reflective learning. The finding
of this study prove the statement of NCCA on section 1that the students are
more aware of their knowledge. The reflective learning process demands the
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students to revise their works frequently. Moreover, by doing frequent

revision they recognize their own ability and the point to develop. The
students also have better preparation, they anticipate some problems by
having more practice, fix their pronunciation, recheck the grammar, set the
intonation, as well as the fluency. Therefore, they minimize the same mistake
in the next performance. By using reflective learning, the effectiveness can
be reached since it involves all the students in the class. Reflective learning
really makes the students realize to make progress of their own ability, the
students are aware that they have responsibility to revise their mistakes.
CONCLUSION
By looking on the students' result, researchers can conclude that the
practice of reflective learning is effective. It is able to reflect the mistake
made by the students and the reflection improves the students’ skill,
particularly speaking competence. The enhancement aspects include
intonation, grammar, pronunciation and fluency. Besides, reflective learning
encourages the students to learn from their mistakes in form of oral speech.
By learning the mistakes, the students develop their ability to do better in
performing speaking. This study contributes to help both teacher and
students. For the teacher, it helps the teacher to develop new method for
teaching-learning activities in classroom. Reflective learning include as the
appropriate method for the teacher to monitor the student's learning progress.
Meanwhile, reflective learning is very helpful for the students to do better
performance in speaking by learning and evaluating their own mistakes.
The limitation of the research is that the researcher had limited time to
conduct the study.It might influence the participant's responses to have
complete answer.
75
With regard to further research, this study is investigating the use of

reflective learning to develop the students' speaking skill. Although the study
reveals that reflective learning shows a positive impact to improve students'
speaking skill, it still depends on the students' honesty in doing the reflection
activity. The researchers suggest for the next study to do more preparation to
maximize the results and prevent non-valid result.
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learning, learning for reflection. Journal of University Teaching &
Learning Practice, 13(2).
Akkakoson, S. (2016). Speaking Anxiety In English Conversation
Classrooms Among Thai Students . Malaysian Journal of Learnng
and Instruction , (13):63-82.
Bard, R. (2014). Focus on Learning: Reflective Learners and Feedback.
TESL-J, 18(3).
Blumberg. (2014). How Critical Reflection Benefits Fculty as They
Implement Learner- Centerd Tecahing. New Direction For Teaching
and Learning, 144.
C.Hursen and F.G.Fasli. (2017). The Impact of Reflective Teaching
Application Supported by Edmodo on Prospective Teachers' Self-
Directed Learning Skills. International Journal of Emerging
Technologies in Learning, 12(10).
C.L.Anandari. (2015). Indonesiaan EFL students anxiety in speech
production: possible causes and remedy. TEFLIN Journal, 26(1).
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C.S.Koong. (2014). An Investigation into Effectiveness of Different

Reflective Learning Strategies for Learning Operational Software.
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C.Wang & M.A. Burris. (1997). Photovoice: Concept, Methodology, and
Use for Particpatory Needs. SAGE Journal, 24(3), 369-387.
Chan, E. (2017). Narrative inquiry: a dynamic relationship between culture,
language and. Australian Journal of Teacher Education, 42(6), 22-
34.
Crystal, D. (2003). English as global language. Cambridge: Cambridge
University Press.
E.A.Insuasty, L.C.Z. Castillo. (2010). Exploring refflective teaching through
informed journal keeping and blog group. National University of
Columbia, 12(2), 87-105.
Farrel, T. (2012). Reflecting on Reflective Practice: (Re)visiting Dewery and
Schon. TESOL Journal, 3(1).
Fatemipour, H. (2013). The Efficiency of the Tools Used for Reflective
Teaching in ESL Contexts. Elsevier, 93, 1398-1403.
J.K.Wong. (2004). Are the learning styles of Asian internationals culturally
or contextually based? International Education System, 4(4), 154-
156.
Louma, S. (2004). Assessing speaking. Cambridge: University of Cambridge.
M. Liu and J.Jackson. (2009). Retience in Chineese EFL Students at Varied
Proficiency Levels. TESL CANADA JOURNAL, 26(2), 67.
NCAA. (2015). Focus on Learning: Students Reflecting on Their Learning.
Dublin: NCAA.
Radulescu, C. (2013). Reinventing reflective learning methods in teacher
education. Science Direct, 78(-), 11-15.
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S. Thomas & D. S. Packer. (2013). A Reflective Teaching Road Map for

Pre-service and Novice Early Childhood Educators. International
Journal of Early Childhood Special Education, 5(1).
S.Galea. (2012). Reflecting Reflective Practice. Educational Philosophy and
Theory, 44(3).
Sawir, E. (2005). Language difficulties of international students in Australia:
The effect of prior learning experience. International Education
Journal, 6(5).
Suwartono. (2014). Enhancig the pronunciation of English suprasegmental
features through reflective learning. TEFLIN Journal, 25(1).
Y. Rahmawati & Ertin. (2014). Developing assessment for speaking. IJEE,
1(2), 1-12.
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A Descriptive Analysis of Young Learners’

Behaviors toward TEFL
Choiril Anwar
Universitas Islam Sultan Agung
Semarang, Indonesia
choirilanwar@unissula.ac.id
Wa Ode Runi Kusumawarni

Universitas Islam Sultan Agung
Semarang, Indonesia
runnykusuma20@gmail.com
Submission Track:
ABSTRACT
Received:
12-05-2018 This research was surely aimed at
investigating young learners’ behaviors
toward the teaching English as a foreign
Final Revision: language (TEFL). This qualitative research
used descriptive method. It was conducted in
01-06-2018 SD Islam Sultan Agung 4 Semarang, Central
Java, Indonesia. The population of this
research was the students of grade 5 and
Available online: students of grade 6 in the academic year of
2017/2018 with the total sample was 70
06-06-2018 students, consisting of 32 students of Grade
Corresponding Author: VA and 38 students of Grade VI. In this
research, the researchers used convenience
Choiril Anwar sampling to determine the sample of the
choirilanwar@unissula.ac.id research. The independent variable of this
study was teaching English as a foreign
language and the dependent variable was
young learners’ behavior functions. The data
collection techniques of this research were
through 1) observation and 2) close-ended
questionnaire. The results of the research,
79
Choiril Anwar, Wa Ode Kusumawarni
then, indicated that students had a high

motivation in following the lesson given by
the teacher. The young learners showed
positive behaviors toward the teaching
English as a foreign language, such as paid
attention to the teacher’s explanation, wrote
down and read the material, actively and
bravely in asking questions to the teacher,
and made the vocabularies list to memorize
new English words.
Keywords: Teaching English as a foreign

language, Behavior, Young learners.
INTRODUCTION
Language is a very important tool that is needed by the people in
interaction. According to Pringgawidagda (2002), language is the main tool
for communicating in human life, both individually and socially. By using
language, people can do the social interactions by expressing their desires,
feelings, and hopes. One of many important aspects of language, which
enables the speakers to use it in its social function, is language acquisition.
Therefore, this research focuses on teaching English to young learners (e.g.
“anyone under the age of 18” (Copland & Garton, 2014)). The objective of
this study was to investigate their behaviors toward the teaching of English as
a foreign language. The samples of the research were the fifth and sixth grade
students of SD Islam Sultan Agung 4 Semarang in the academic year of
2017/2018.
Language is very helpful for young learners, especially when they are in
primary school. According to Zubaidah (2003), through language, young learners
can connect, share experiences, and improve intellectuals, in order to their
development of knowledge and language skills. Moreover, as a communication tool,
language also helps primary school students to understand the material provided by
teachers and even assists them in interacting in their environment.
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In facing of the development of the times, the mastery of foreign languages is

an effort made by various countries to improve the quality of human resources.
Nowadays, English is one of the most commonly used languages in the world. The
statement is reinforced by Held et al., in Condruz-Băcescu (2013) that English has
also become the central language of communication in business, politics,
administration, science and academia, as well as being dominant language of
globalized advertising and popular culture.
According to Harmer (2007), English is applied as a compulsory subject in
school and included in the curriculum. English is the language generally introduced
in primary schools in the world (Copland, Garton, & Burns, 2014; Garton,
2014; Nguyen, 2016). “For many years now, theoretical considerations and
practices related to teaching English to young learners (TEYL) have been
excessively investigated” (Ekin & Damar, 2013). In Indonesia, English is taught
from primary school to high school. In state primary school, English subject is
taught from grade 4. Meanwhile for private primary school, it starts from grade 1.
In primary schools, students should at least study three languages, such as
Bahasa Indonesia as the national language, vernacular (adjusting their respective
regions), and English as a foreign language. This can be a consideration for English
teachers in order to make the English teaching as enjoyable as possible in order to
attract students' learning interests and make them not easily bored.
As a foreign language, learning English is not an easy thing especially for
students (young learners) in primary school. It is because after learning English, the
students do not apply it into their daily communication (Setiyadi, 2006). Therefore,
students will find it difficult to be learned. In facing the difficulties in learning
English, students will give different responses or reactions. This shows that the
teaching of English in primary school affects the behavior that will be shown by
students in the classroom.
81
RESEARCH METHODS
As the researchers mentioned in the previous part, this research was a
descriptive study that investigated the young learners‟ behaviors toward the
teaching of English as a foreign language for the fifth and sixth grade
students of SD Islam Sultan Agung 4 Semarang in the academic year of
2017/2018. The researchers used two kinds of instruments such as narrative
observation sheet and close-ended questionnaire.
According to Airasian (2012), a questionnaire is a written collection of
self-report questions that need to be answered by the respondents.
Furthermore, Zohrabi (2013) states that questionnaires are doubtless one of
the primary sources of obtaining data in any research. According to Arikunto
(2010), based on how to answer it, questionnaire is divided into two types
such as open-ended questionnaire and closed-ended questionnaire. In open-
ended questionnaire, the researcher gives the opportunity to the respondents
to answer the question by their own sentence. Meanwhile, close-ended
questionnaire means that the respondents choose one of the options or
answers that have been provided by the researcher. In this research, the
researchers used the closed-ended questionnaire, considering not only about
the sample, who are primary school students, but also close-ended
questionnaire is easier to analyze.
Another method used by the researchers was narrative observation.
According to Burns (2010), in narrative observation, the researchers may
make notes like telling the story of the events that the researcher observes by
freehand writing. The researchers used narrative observation sheet to observe
the students‟ behavior (activities) in the teaching and learning process in
English class. According to Diedrich in Sardiman (2006), there are several
kinds of students‟ activities in the classroom such as visual activities, oral
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activities, listening activities, writing activities, motor activities, mental

activities and emotional activities.

Based on those kinds of students‟ activities, here are some indicators
of students' activities in the classroom based on researchers‟ observation
followed by the students‟ respond to questionnaire and the critical discussion
on them.
Observation
Students’ sitting occupation
While the researchers were doing the observation on January 27 th,
2018, in Grade VA, researchers found that before the teacher said greetings
to start the lesson, few students were still standing up and did not want to sit
yet. When the teacher started the class by saying greetings, the students who
were standing up directly hurried to sit down to their seats. There were five
students who came late but the teacher still allowed them to join the class
and sit to their seats. There were four empty chairs because two students
were sick and two students did not come without any information.
Nevertheless, the seats were left empty and not occupied by other students
present that day.
While observing in Grade VI on February 29 th, 2018, researchers
found that when teacher entered the classroom, they all have been sitting
neatly in their respective seats, even before the teacher saying greetings to
start the lesson. After that, the classroom door was closed and no students
were late for English class. There were three students who were absent
because they were sick, so their seats were left empty and no one occupied.
Student’s preparation
83
After the students had occupied their seats, they prepared the
necessary equipments for English lesson such as pen, eraser, notebook, LKS
(worksheet) and dictionary. In grade VA‟s class, there were about three
students who did not carry LKS, so they shared the same book with their
friends. There was one student who lost the pen, so he borrowed his friend‟s
pen to be used. The students already had their own eraser, so they did not
have to borrow someone else's. While in class VI, there was one student who
did not carry LKS, and they did the same thing that happened in the VA
class which shared the LKS together. No student borrowed a pen or eraser to
another friend.
Student’s attentiveness
During the observation in both classes, i.e. class VA and class VI, the
researchers saw that most of the students were very concerned to the teacher
in explaining the material. Although in the class VA there were two students
who were busy playing with their chair mate, while in class VI there were
two students who were busy telling stories about something beyond the
material when the teacher was explaining.
When the teacher gave instructions, the students paid attention and
followed the instructions well. For the example when the teacher instructed
the students to notice when their friend was asking or answering questions.
Student’s thoroughness in reading material
Besides paying attention to the teacher who was explaining the
material, the students read the material in the LKS to make them easier to
understand. In class VI, researchers found that students read the material
aloud along with the teacher. When there were students who pronounced the
wrong word, the teacher justified. The students in the class VA read the
material when the teacher said they would hold a quiz. For some students
who did not carry LKS, they read the LKS together with their friends.
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Raising questions
Researchers saw that in class VA, most of students actively asked the
teacher about the material that they did not understand yet and the meaning
of English words, such as famous, south, mosque, and the market. At that
time, they were discussing about direction and location. The researchers also
found that there were few students who asked their friends about the
meaning of English words. They prefer asking questions to their friends to
their teacher.
The researchers also found in the students of class VI, they actively
asked the teacher about the material. The material was about describing
people and objects. Researchers did not find any students who asked about
the material to another student.
By asking questions to teachers as well as to other students, it shows
that students have an effort to learn English during the lesson. They were not
just silent when they had something to ask.
Students’ note taking
Researchers observed that all students wrote down the material
provided by the teacher, both in class VA and class VI. When the teacher
mentioned the meaning of the words asked by one of the students, the other
students directly wrote it down in their notebooks. Students also wrote down
the material written by teachers on the board.
Students’ teamwork capability
The data shows that the student's teamwork capability is very good
for both class VA and class VI. VA class students were seen doing the task
in groups, they gathered with other friends, shifted the bench and moved to
their friend's desk. They appeared to discuss the given topic among others
and they looked serious in doing the task.
85
While in class VI, researchers did not see any interaction among
students to do the task in groups. This was because the teacher did not give
the task to be doing in group. But when the teacher gave the question to one
of the students, the other students were seen discussing and guessing the
answer.
Students’ independence in doing tasks
In doing the observation, the researchers did not see any students
who did the task independently. It happened to the students of VA and
students of VI. They were asking other friends‟ answer and even visiting
other friends' desk to do the work even though it was an individual task.
Students’ eagerness in following the lesson
During the observation in class VA and class VI, the researchers
found that all of the students looked very enthusiastic in following the
English lesson given by the teacher. The material was made as simple as
possible by the teacher so that the students seemed enjoying the teaching and
learning process. Especially when the teacher provided a game that tested
the students' ability to memorize the English vocabulary. The game began
when the teacher gave eraser to the student who sat in the front row in the
left corner, after which they sang the song 'Balonku' (my balloon) together.
The student holding the eraser was asked to give the eraser to a friend next
to him and the friend next to him had to give it to the other student beside
him and so on until the song stopped at the word 'DOORR'. When the song
stopped, the last student who held the eraser would be asked by the teacher
to state the meaning of an English word. The teacher would give ten seconds
to the student to find the meaning of the word and if, on the tenth count, the
student could not answer it, then the student was asked to do funny actions
and make the others laugh in front of the class.
Students’ automatic response to questions
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In this indicator, the researchers found that the students had been
dared to answer the questions given by the teacher. Most of the students,
who got questions from the teacher, answered the questions bravely. There
were a small number of students who were still shy, although in the end they
would answer the questions given by the teacher.
For example when one of the students was asked about the meaning
of the word 'halte' and that student answered 'terminal'. Some of the other
students laughed at that student, but the teacher continued to appreciate that
student and gave the correct answer, i.e. 'bus stop'. The teacher also advised
students not to laugh at their friends when they had wrong answer because
they were all still learning English.
Questionnaire
The second method to collect the data was close-ended questionnaire.
Ten statements were adapted from the aspects of behavior of the students in
the classroom by Lavin (2011). However, the researchers modified the
aspects, i.e. the amount of the time that the students study, notes that the
students take, the students‟ attendance, the interactions with the teacher. The
researcher presents the results of the close-ended questionnaire with its
figures.
(1) „I study the material of English lesson before that lesson began.‟
The first statement of the questionnaire enquires the preparation of the
students before attending the class. Figure 1 shows the results of the students‟
response.
87
Figure 1. Students‟ Attitude toward English Material before Class
Statement 1
100%
Frequency
54%
23.8% 20.6%
1.6%
0%
SL SR JR TP
Students' responses
Based on figure 1, there was 1.6% of the samples or one student, who
chose Selalu (always) as the response to this statement. 23.8% of the samples
or 15 students responded Sering (often). For the response Jarang (seldom),
there were 20.6% of the samples or 13 students, who read the material before
attending the class. Finally, 54% of the samples or 34 students responded that
they Tidak Pernah (never) do this statement. Hence, it can be concluded that
most of the students never study the material of English lesson before the
lesson began.
(2) „I write down the material given by the teacher.‟

The second statement of the questionnaire questioning the students‟
activities during the class, particularly their attitudes toward the topic under
discussion. The response of the students are presented on figure 2
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Figure 2. Students‟ Attitude on Class

Statement 2
90.5%
100%
Frequency
50%
7.9% 1.6% 0%
0%
SL SR JR TP
Students' responses
Figure 2 shows that there were 90.5% of the samples or 57 students,
who Selalu (always) wrote the material discussed on class. For the rest of the
students, 7.9% of the samples or five students chose Sering (often), 1.6% of
the samples or one student responded Jarang (seldom), and 0% or no one
answered Tidak Pernah (never). The researchers concludes from the data that
most of the students always write down the material given by the teacher.
(3) „I attend the English class every week.‟
The third statement describes students‟ attendance on class. Figure 3
shows the students‟ responses.
Figure 3. Students‟ Attendance on Class
Statement 3
100% 55.6%
Frequency
39.7%
50%
3.2% 1.6%
0%
SL SR JR TP
Students' responses
89
There were 55.6% of the samples or 35 students, who Selalu (always)

attended the class. For the response Sering (often), there were 39.7% or 25
students, who chose this option, 3.2% of the samples or two students, who
chose Jarang (seldom), and only 1.6% or 1 student, who responded Tidak
Pernah (never). The researcher concludes that most of the students always
attend to the English class every week.
(4) „I ask the teacher when there is material that I do not understand.‟
The fourth statement of the questionnaire was arranged to analyze the
aspect of students-teachers interactions.
Figure 4. Students‟ Responses to The Fourth Statement
Statement 4
82.5%
100%
FREQUENCY
50%
9.5% 6.3% 1.6%
0%
SL SR JR TP
STUDENTS' RESPONSES
It can be seen from figure 4 that 82.5% of the samples or 52 students chose
Selalu (always) as the response to this statement, 9.5% of the sample or six
students responded Sering (often) and 6.3% of the sample or four students
answered Jarang (seldom). For Tidak Pernah (never), there was only 1.6% of
the sample or one student, who chose the option. From the description, it can
be concluded that most of the students always ask the English teacher when
they do not understand the lesson materials
(5) „I make vocabularies list to be memorized.‟
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The fifth statement of the questionnaire was arranged based on notes

that the students take. The results of the students‟ response are on figure 5.
Figure 5. Students‟ Responses to vocabularies list
Statement 5
81%
100%
Frequency
50% 17.5%
1.6% 0%
0%
SL SR JR TP
Students' responses
It can be seen form figure 5 that there were 81% of the samples or 51
students, who Selalu (always) wrote new vocabularies on the vocabularies
list. There were 17.5% of the samples or 11 students, who chose Sering
(often) as the response. For Jarang (seldom), there was only 1.6% of the
samples or one student. Meanwhile, 0% of the sample or no one responded
Tidak Pernah (never) to this statement. The data inform that most of the
students, to memorize vocabularies, always adds new vocabularies to their
vocabularies list. It helps them to memorize new vocabularies.
(6) „I study the material of English lesson before the examination began.‟
The sixth statement of the questionnaire was arranged based on the
amount of time allocated by the students to read the material of English
lesson. The results of the students‟ response are on figure 6.
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Figure 6. Students‟ attitude in facing examination
Statement 6
100% 65.1%
Frequency
31.7%
50%
3.2% 0%
0%
SL SR JR TP
Students' responses
Figure 6 indicates that 65.1% of the samples or 41 students responded
Selalu (always) to this sixth statement. For Sering (often), there were 31.7%
of the samples or 20 students chose that response. Only 3.2% of the samples
or two students responded Jarang (seldom) and 0% or no one chose Tidak
Pernah (never). The findings indicates that most of the students always study
the material of English lesson before the examination began.
(7) „I pay attention attentively when the teacher is explaining.‟
The seventh statement of the questionnaire reflected students-teacher
interactions. Figure 7 informs the response.
Figure 7. Students‟ Attentiveness

Statement 7
100%
Frequency
52.4% 46%
50%
1.6% 0%
0%
SL SR JR TP
Students' rsponses
Figure 7 shows that there were 52.4% of the samples or 33 students,
who responded Selalu (always) to this statement. Meanwhile, 46% of the
samples or 29 students chose Sering (often), only 1.6% of the samples or one
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student stated Jarang (seldom), and 0% or no one answered Tidak Pernah

(never). It means that most of the students always pay attention attentively
when the teacher is explaining.
(8) „I follow the English class although my homework is not done yet.‟
The eighth statement of the questionnaire questions the students‟
attendance on class. Figure 8 describes the students‟ attendance.
Figure 8. Students‟ Responses to Pupils‟ Attendance
Statement 8
84.1%
100%
Frequency
50%
4.8% 6.3% 4.8%
0%
SL SR JR TP
Students' responses
From figure 8, it can be seen that 84.1% of the samples or 53 students

Selalu (always) join the class. Meanwhile, only 4.8% of the samples or three
students responded Sering (often) to this statement. For Jarang (seldom),
there were 6.3% of the samples or four students chose it as the response.
Finally, 4.8% of the samples or 3 students stated that they Tidak Pernah
(never) attended the class when they did not do the homework. It can be
concluded that most of the students always follow the English class although
they did not finish their homework.
(9) „I bravely answer the question that is given by the teacher.‟
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The ninth statement of the questionnaire discusses how the students

respond the teacher‟s question. The students‟ response on are shown on
figure 9.
Figure 9. Students‟ Responses to Teacher‟s Question
Statement 9
100%
Frequency
50.8%
28.6%
50% 15.9% 4.8%
0%
SL SR JR TP
Students' responses
Figure 9 informs that 50.8% of the samples or 32 students chose Selalu

(always) to respond teacher‟s question. There were 15.9% of the samples or
10 students responded Sering (often) to this statement. For the third option,
there were 28.6% of the samples or 18 students, who Jarang (seldom) answer
the question and only 4.8% of the samples or three students chose Tidak
Pernah (never). The data describes that most of the students always bravely
answer the question given by the teacher.
(10) „I make the resume of the material in order to understand it easily.‟

The tenth statement of the questionnaire is about the students‟
technique in learning. The students‟ the response are presented on figure 10.
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Figure 10. Students‟ Responses indicating their attitude in learning
Statement 10
100%
Frequency
55.6%
50% 14.3% 27%
3.2%
0%
SL SR JR TP
Students' responses
Based on figure 10, there were only 3.2% of the samples or two
students, who always resumed the English materials. It helped them to
understand the materials effortlessly. Meanwhile, 14.3% of the samples or
nine students responded Sering (often), 27% of the samples or 17 students
chose Jarang (seldom) and 55.6% of the samples or 35 students stated Tidak
Pernah (never). The researchers concludes that most of the students never
make the resume of the material as the technique to understand them easily.
Discussion
In the observation, the researchers found that, in the beginning, the
students were afraid of answering the questions given by the teacher. This
was due to the lack of English vocabulary that students had, so students
would feel embarrassed and afraid if they give the wrong answer. Students
also had difficulty in pronouncing a word or when they were asked to read a
sentence by the teacher. That explanation is appropriate with the statement by
Anwar and Fitriani (2016), “primary school students have many difficulties
in learning English, especially in pronouncing and understanding the
meaning of the words”. This shows that the most common difficulties
encountered by primary school students are related to vocabulary and
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pronunciation. The statement is also supported by Menakapriya (2016)

stating that vocabulary and pronunciation are basics problems faced by
students who learn English beside spelling, grammar and sentence formation.
Because of the difficulties students faced when learning English in the
classroom, students realized and tried to actively ask the teacher about the
meaning of words, how to pronounce words or about materials they did not
understand. This shows that students' curiosity was very high in learning
English so that the students actively asked the teacher when they had
something that makes them confused. That statement was supported by the
result of the questionnaire showing that 82.5% of the sample or 52 students
chose selalu (always) as the response to the statement „I ask the teacher when
there is material that I do not understand‟.
Besides asking the teacher, the students had another way to handle their
difficulties in learning English. From the result of the questionnaire, 81% of
the sample or 51 students responded selalu (always) to the statement „I make
the vocabularies list to be memorized‟. It shows that the students did not keep
silent when they get problems in learning English, particularly on
understanding the meaning of English words; they did the efforts to cope
with those difficulties.
From the result of observation, the researchers also found that the
students had a high motivation in following the lesson given by the teacher.
Researchers saw that several factors caused the students‟ behavior, such as
the teacher could provide a comfortable classroom atmosphere so the
students could enjoy the class. Besides, the teacher also conveyed the
material as simple as possible, which did not make students dizzy. Other
factors are that the students had high curiosity, the students were also very
active in asking and answering the questions, and the students loved to move
around and could not stay in their seats while doing the task given by the
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teacher. The above statement related to the characteristics of young learners

that they are different from adult learners; they have a lot of physical energy
and emotionally excitable (Ellis and Brewster; 2002; Uysal & Yavuz, 2015).
It shows that students were not burdened with the teaching of English as a
foreign language at school even though they had to learn three languages
such as Bahasa Indonesia, Javanese and English. Teaching English as a
foreign language did not make them lazy to follow the lesson, it actually
made them challenged in overcoming their difficulties in learning.
CONCLUSION
Based on the discussion mentioned, it comes to the conclusion that
young learners showed the positive behaviors toward the teaching of English
as a foreign language at school. The young learners showed that they paid
attention to the teacher‟s explanation, wrote down and read the material,
actively and bravely in asking questions to the teacher, and made the
vocabularies list to be memorized.
The statement that the young learners paid attention to the teacher‟s
explanation can be seen from the observation result that the students were
very concerned to the teacher in explaining the material. The result of the
questionnaire showed that most of the students always pay attention
attentively when the teacher is explaining. The statement for the students
wrote down and read the material can be seen from the observation and
questionnaire results. The results showed that the students wrote down the
material that is given by the teacher as well as read the material from the
LKS. For the statement that the students actively and bravely raising
questions to the teacher, it can be seen from the result of the observation
explaining that the students actively asked the teacher about the meaning of
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English words they did not know. The result of the questionnaire showed that
most of the students always bravely ask the teacher when there is material
that they do not understand. Meanwhile for the statement for students made
the vocabularies list to be memorized can be seen from the questionnaire
result that most of the students always make vocabularies list to memorize
English vocabularies.
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Anwar, C., & Fitriani, D. (2016). Total Physical Response and Direct Method
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Arikunto, S. (2010). Prosedur penelitian suatu pendekatan praktik, Ed.
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Burns, A. (2010). Doing action research in English language teaching: A
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Condruz-Băcescu, M. (2013). English in Romania - From the past to the
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Copland, F., & Garton, S. (2014). Key themes and future directions in
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Ellis, G., & Brewster, J. (2002). The primary English teacher's guide.
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to young learners: the case of South Korea. Current Issues in
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Harmer, J. (2007). How to teach English (New Edition). London: Longman
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Lavin, A. M. (2011). The impact of classroom technology on student
behavior. Journal of Technology Research, 2 (1), 1-13.
Menakapriya, P. (2016). Challenges in Learning English as a Second
Language. South Asian Journal of Engineering and Technology, 2
(14), 22-25.
Nguyen, C. D. (2016). Metaphors as a window into identity: A study of
teachers of English to young learners in Vietnam. System, 60, 66-78.
Pringgawidagda, S. (2002). Strategi penguasaan berbahasa. Yogyakarta:
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Sardiman, A. (2006). Interaksi dan motivasi belajar mengajar. Jakarta: Raja
Grafindo Persada.
Setiyadi, A. B. (2006). Metode penelitian untuk pengajaran bahasa asing
pendekatan kuantitatif dan kualitatif. Yogyakarta: Graha Ilmu.
Uysal, N. D., & Yavuz, F. (2015). Teaching English to Very Young Learners.
Procedia - Social and Behavioral Sciences, 197, 19-22
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability
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Zubaidah, D. E. (2003). Pengembangan bahasa anak usia dini. Yogyakarta:

Pendidikan Dasar Dan Prasekolah Fakultas Ilmu Pendidikan.
Universitas Negeri Yogyakarta.
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The Effectiveness of Skimming and Scanning

Strategies In Improving Comprehension and
Reading Speed Rates for the Students of English
Study Program
Iwan Fauzi
FKIP Universitas Palangka Raya
i_fauzi@edu.upr.ac.id
Submission Track:
Received: ABSTRACT
28-03-2018
This research was aimed to know the
Final Revision
effectiveness of skimming and scanning
strategies to improve students’ reading ability
05-05-2018
indicated by their competence to comprehend
texts and their performance in the speed of
Available online: reading. Pre-test and post-test control group
03-06-2018 design was used in this research. Third year
students of English Study Programme of FKIP
Corresponding Author: of Palangka Raya University were taken for
the research subject. There were 54 students
Iwan Fauzi taken which were equally in number grouped
I_fauzi@edu.upr.ac.id into an experimental group and a control
group. Both groups were considered to be
equal in reading performance with regard to
the result of pre-test carried out before the
experiment. Experimental group was the class
where the researcher supervised it, and
control group was a group where he did not
supervise it with the experiments. The result
showed that scores of reading tasks given to
the experimental group (M=75.56, SD=4.07)
were significantly higher than the control
group (M=64.82, SD=3.72) t=9.928, p=.000.
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Meanwhile, the speed of reading rates of the

experimental group (M=274.07, SD=32.06)
was also significantly higher than the control
group (M=204.29, SD=21.98) t=9.325,
p=.000. Either comprehension or speed rates
performed by the experimental group showed
more excellent than its counterpart. Based on
these findings, skimming and scanning
strategies were undeniably effective to
improve students’ comprehension in reading
and efficient to boost their speed of reading.
Keywords: reading comprehension; reading
speed; skimming; scanning
INTRODUCTION
In learning English, students have to master four basic language skills
of the target language. Those basic skills are listening, speaking, reading, and
writing. Speaking and writing are language production (productive skills),
while listening and reading belong to language comprehension (receptive
skills). Among those four skills, reading is vital in language comprehension.
Reading is one of the four skills that students should learn and care of.
Reading process means not only “read” but tries to make interaction between
the reader and the text. It is a constructive process that can help students to
acquire new knowledge of language, experience about life and so on. Simply,
reading is defined as “the active process of understanding print and graphic
texts” (Souhila, 2014: 4). It is deals with how the readers can convey the
meaning through the written symbols and process them into their mind.
In more classical term, reading defines as the meaningful
interpretation of printed or written verbal symbols (Nuttal, 1982: 42). This
definition indicates that reading is a result of the interaction between the
perception of graphic symbols that represent language and the reader’s
language skill, cognitive skill and knowledge. Therefore, reading process also
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makes connection between a text, a reader and social context with in which
the activity take place. This is in line with Hudelson in Murcia (2001: 154)
that reading process involves the reader’s acting on or interpreting the text
and the interpretation is influenced by the reader’s past experiences, language
background, and cultural frame work, as well as the reader’s purpose for
reading.
In addition, Howart (2006) in Susanti (2013) cites that reading is, of
course, just as communicative as any other form of language. It means that in
reading there is an interaction between the writer and the readers through the
texts. The writer tries to encode the messages to the reader, then the reader
tries to decode the messages sent by the writer. Thus, it can be inferred that
reading is a complex activity process which is very important involving the
language and thought in order to get meaningful message, or information sent
by the writer through printed language such as graphic symbols, or written
verbal symbols.
In order to understand the way of people read, two types of reading
which are mostly well-known and mostly applied by readers; those are
intensive and extensive reading. The former refers to a high degree of
comprehension and retention over a long period of time, in other words, it is
reading in depth or carefully to comprehend a given text for example;
studying it line by line, using the dictionary, comparing, analysing,
translating, and retaining every expression that it contains. Brown (1994:
400) explains that intensive reading “calls attention to grammatical forms,
discourse markers, and the surface structure details for the purpose of
understanding literal meaning, implications, rhetorical relationships, and the
like”. Therefore, intensive reading is reading for a high degree of
comprehension and retention over a long period of time.
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In term of extensive reading, Bamford et al (2004: 3-4) defined

“Extensive reading is a language teaching procedures where learners are
supposed to read large quantities of materials or long texts for global
understanding, the principal goal being obtaining pleasure from the text”.
According to Liana’s Extensive Reading Journals (2011) in Souhila (2014:4),
it is “reading as much as possible, for your own pleasure, at a difficulty level
at which you can read smoothly and quickly without looking up words or
translating to English as you go”. So, we can say that extensive reading is
connected to student choice and pleasure in reading in order to reach
enjoyment.
In educational system, most of EFL learners face many problems
especially in comprehension of written materials when reading. According to
them, understanding the meaning of texts can be a great challenge i.e. they
are able to understand each word and even each sentence; but unfortunately,
they fail to achieve the meaning of text as a whole. For that reason, many
psychologists and researchers, to mention few such as Beale (2013), Macleod
(2013), and Brown (1994) assume that those who always struggle and find
reading comprehension as a problematic issue is due to the fact that most of
students lack their reading strategies that may help them to overcome their
reading problems.
Furthermore, there are much evidence that have been shown on the
importance of reading strategies and their effective role in enhancing and
developing reading comprehension. Mc Namara et al (2009: 218) views that
“reading strategies are more useful and beneficial for learners who show lack
of knowledge in the domain of reading, as well as those with lower reading
skill, these kinds of learners are strongly needed to these strategies to achieve
reading comprehension”. Therefore, the continuous use of reading strategies
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will lead the readers to become skilled and later they will be able to utilize
the reading skills acquired without conscious efforts.
In the area of reading strategy studies, many researchers have utilized
different types of strategies; these last are more effective, useful and
beneficial ones for students which some of them are as follows: predicting,
skimming, scanning, inferring, guessing the meaning of new words, self-
monitoring, and summarizing. This study prefers to deal with skimming and
scanning strategies since both strategies are the most necessary ones to be
implemented in reading. Besides, it is also important to contribute more
studies about skimming and scanning in reading skill as this study was
carried out.
One of the most effective methods for beginning the kind of
thoughtful reading necessary for academic work is to get a general overview
of the text before beginning to read it in detail. Beale (2013) in Abdurrahman
(2014: 169) wrote ideas about speed reading strategies as “people who know
how to skim and scan are flexible readers. They read according to their
purpose and get information they need quickly without wasting time. They do
not need everything which is not important to read in increasing their reading
speed. Their skill lies in knowing what specific information to read and
which method to read”. Relating to this situation, strategies of skimming and
scanning are well-known and help students to improve their speed as well.
Macleod (2013) in Abdel rahman (2014) wrote that skimming involves a
through overview of a text and implies a reading competence. When reading,
a reader needs to know every single word in the text. Some of the words are
not so important to understand that the reader may neglect them, they
sometimes do not really connect to the idea being searched. Skimming is one
of strategies that require readers to read quickly in order to get an overview
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or the general idea or gist of a section. According to Djuwarsih (2006:14),

skimming is a skill of getting general idea of a text. It means that we need
only short time to read the text. It is because general idea of the text usually
is located at certain lines or certain sentences of the text. In other word, we
only need to read certain parts or lines of the text quickly. It is also supported
by Djuharie (2008:12) who claimed that skimming refers to look at the text
quickly for getting the main idea from the text. It may be true that by using
skimming, readers don’t need to read the whole text. They only need to look
at the text quickly and find the main idea of the text. So, they wouldn’t waste
their time when they are reading the text.
In addition, Hanckock in Simanjuntak (1989: 58) also says that in
preview skimming a reader reads the introductory information, the heading
and subheading, and the summary, if one is provided. After skimming, decide
whether to read the material more thoroughly, and select the appropriate
speed which to read. Skimming to get an overview is an important skill for
students. By skimming to get the “gist” of the material, the students are able
to cover all of it. According to Liao (2011) in Hong (2013: 2), skimming is
done at a speed three to four times faster than normal reading. People often
skim when they have lots of material to read in a limited amount of time.
To define its counterpart, scanning is more a limited activity, only
retrieving information relevant to a purpose. Brown (1994: 283) suggested
that “perhaps the two most valuable reading strategies for learners as well as
native speakers are skimming and scanning”. In reading, the students
searching for some particular piece of information in the text quickly and
practice to think of clues move their eyes rapidly. Vaezi (2006: 5) states that
scanning is reading rapidly to find specific a piece of information. According
to Casey (2003: 2), scanning is a device used to locate details-specific
information that may be asked at the end of the assignment. Therefore,
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scanning is very useful for students to find specific information to get

answers from the questions in the assignment or exam, and minimize their
time to answer the questions in the text. Brown (2001:308) said that scanning
means quickly searching for some particular pieces of information in a text. It
is said that by using scanning, reader only needs to extract specific
information without reading throughout the whole text. Scanning is usually
used to look for names or dates, or to list a certain number of supporting
details. This is in line with Djuwarsih (2006:14) who stated scanning is a
reading skill in getting specific information from a text. When we want to
know some specific information from the text, we should not read the whole
passage carefully. We need only to locate the information we want from the
passage. So that it can help readers get certain information from the text
easily. It is because readers usually tend to read the whole text carefully.
Many studies investigated those both reading strategies and they
proved that skimming and scanning can improve students’ achievement to
their better comprehension and also better speed rates in reading. Rababa’h
(1991), for instance, conducted a study to find the effect of using skimming
and scanning in the first secondary science students. He conducted his study
on male and female students. The results of the study showed that the
experimental group has a high significant use of skimming and scanning
strategies. The difference with the control group was due to the training on
the use of the speed reading strategies.
Then, Abdelrahman and Bsharah (2014) carried out a study to find the
effect of speed reading strategies on developing reading comprehension
among second secondary literary stream students in English language. Their
study consists of 42 students assigned into two groups who were chosen
randomly from schools, a controlled group (21) students, and an experimental
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(21) students trained on speed reading strategies. Pre and post reading
comprehension tests were administrated. The results showed that the students
in the experimental group were better than the students in the controlled
group. The difference between the means was due to the use of speed reading
strategies. In the light of the results, it is recommended that teachers should
train students extensively on the use of speed reading strategies such as
skimming and scanning.
Still relating to reading strategies, Fatmawati (2014) conducted a
study to investigate the use of skimming and scanning in teaching reading of
descriptive texts to Junior High School students in Lampung. The data came
from two pre-test and two post-test in experimental group and control group.
The results indicated that there is impact of using skimming and scanning
strategies towards the students’ reading comprehension.
From all mentioned studies relating to reading strategies, they noticed
that there is an effect of using reading strategies such as skimming and
scanning on students’ achievement in reading comprehension and their speed
rates as well. Skimming and scanning seem to be two terms which are very
simple in reading strategies. However, both are able to give an important
progress for readers to comprehend the texts instead of improving their speed
of reading. Five aspects of reading below are treated by skimming and
scanning as strategies of teaching reading in this study.
Identifying purposes and organizational patterns of texts

Through strategies of skimming and scanning readers are able to
distinguish between the overall purpose of a passage and the purpose of
specific parts of a passage, to identify category words that restate the purpose
of a passage, to find out the organizational pattern of the passage by
recognizing relationships between points made in the passage, and to
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recognize signal words in the passage and identify the organizational patterns
they represent.
Understanding unknown vocabulary from structural clues and word parts

Barnhart (2008: 697) states that stock of words is used by person,
class of people, profession. Concerning with those statements indeed
vocabulary is fundamental for everyone who want to comprehend ideas in
reading. Sometimes, on the passages, author used unknown or low frequency
words to convey a meaning. By skimming types of structural clues such as
words marked with punctuation, restatement, and examples, students are able
to guess the meaning of unknown vocabulary in the very limited time.
Instead of structural clues, scanning also helps students to understand how to
find the meaning of unknown words through scrutinizing the word parts such
as prefixes, suffixes, and roots contained within the word. This is the point,
how to understand precisely unknown words (without using dictionary) in
comprehending texts is badly needed by common readers.
Inferring information from the passage

In relation to make inferences, Katheleen (1986: 31) states that “an
inference is an educational guess or prediction about something unknown
based on available facts and information. It is the logical connection that the
reader draw between he observed or known and what he does not know”. The
inference is usually used to predict what the topic discussed precedes and
follows the text which is being read. Information given in reading texts is
both directly stated and indirectly stated. Inference can be made through
concluding or paraphrasing information. In addition, inference may make
predictions about another related situation, such as what probably came
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before or after the reading passage. To this type of inference, readers only
skim the first sentence or the last sentence of the passage. By inferring, again,
skimming must have been the solution employed by readers to make time
effective.
Understanding facts and details from the text

Two types of fact and detail provided on the reading task; those are
about “what is true” and “what is not true” relating to the information given
on the passage. To understand facts and details from the passage, scanning is
a technique which can be taken for granted. Students should employ scanning
by looking for the topic and main idea, because all facts, details, and the
overall organization of the passage refers to the topic and main idea.
Therefore, specific information will tell readers about the main idea precisely
(Katheleen, 1986: 36). Thus, by scanning what should be scanned can help
readers to speed their comprehension in this kind of reading task.
Defining author’s attitudes, tones, and purposes on the passage

A reading task that asks about the attitude of the author or the tone of
the passage requires that readers think about the whole passage. In some
passages the author may express how he or she feels about the topic, the
ideas, or the issues that he or she has written about. In this reading task,
students who have no technique to understand author’s attitudes, tones, and
purposes, of course will spend much time to do this task. Again, skimming is
the key to make time not wasted. Readers must skim the passage looking for
clues that the author is showing some emotion in order to define author’s
attitude and the passage tone. In terms of author’s purpose, readers may draw
a conclusion about the purpose by skimming the main idea in the topic
sentence and the details used to support the main idea.
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In relation to the focus of this study, strategies of scanning and

skimming are used to achieve maximum comprehension through reading
aspects aforementioned. In this regard, students are given an experiment on
how to succeed with those aspects of reading comprehension through
scanning and skimming strategies. There are two main objectives which want
to find out: (1) to know whether skimming and scanning strategies are
effective to improve students’ comprehension in relation to five aspects of
reading in comprehending the text; (2) to know whether skimming and
scanning strategies are also effective to improve students’ reading speed.
RESEARCH METHODS
This study used true experimental design taking the type of pre-test
and post-test control group design. This research design used two groups to
be compared: experimental group and control group which were randomly
selected. Both groups were given a pre-test to find out their proficiency levels
(before treatments) whether the two groups are different or not. The pre-test
result was analysed using independent sample t-test statistical analysis. The
test instrument was an academic reading test proficiency adapted from
Reading Diagnostic Test based on Phillips (2001) which was regarded to be
standard to the level of university students. There were 50 items to be tested
which represented five aspect of reading proficiency as treated during five
weeks of teaching. To confirm the vallidity of test, the researcher asked two
senior lecturer of English education to rate the content of test. Both lecturers
were agreed that the test content was suitable and could evaluate the students’
ablities on reading comprehension. Then, Cronbach Alpha used to count the
reliability coefficient was .81. So, the researcher felt confident about the
validity and the reliability of the test instrument.
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The subjects were taken from the third year EFL students of English
Study Programme of Palangka Raya University that are considered to be
passed the courses of Reading-1 (level one) and Reading-2 (level two). There
were 54 students who were taking the course of Reading-3 (level three) taken
as the sample which were equally in number to be grouped into two;
experimental group and control group. The experimental group was the class
of Reading-3 where the researcher supervised it, and the control group was
the other class of Reading-3 where he did not supervise it with the
experiment. Students on both groups were selected through random sampling
method in order to meet number of 27 for each group where they had equal
chances to be picked as the sample of this study.
The experiment treated was the teaching of reading using skimming
and scanning strategies. There were five sessions of teaching reading
implementing skimming and scanning strategies in the experiment based on
material tested to the experimental group. The experiments covered five
sessions implementing five aspects of reading comprehension during five
weeks, those were Treatment-1: Identifying purposes and organizational
patterns of texts; Treatment-2: Understanding unknown vocabulary from
structural clues and word parts; Treatment-3: Inferring information from the
passage; Treatment-4: Understanding facts and details from the text; and
Treatment-5: Defining author’s attitudes, tones, and purposes on the
passage. After that treatment being completed, a test again was given to two
groups of sample to find out the data from the group which was experimented
(experimental group) and the group which was not experimented (control
group). The data were statistically analysed referring to independent sample
t-test to find out the effect of treatments given whether significant or not.
In addition, the researcher also administered the reading speed rates to
both groups immediately after the pre-test and the post-test given. The
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Vol. 11, No. 1, 2018, pp.101-120
students were given three different texts to be read in which each text had
400 to 600 words in length. The speed rate for each text performed by each
student was calculated to find out the speed of reading into wpm (words per
minute) unit. Then, the reading speed rate in average was accumulated
through three texts attained by students in the respective group. Finally, the
researcher summarized the speeds of reading performed by the two groups. In
order to find out whether there is an improvement of the reading speed in
relation to the experiment conducted, the result of the reading speed rates by
both groups was also statistically analyzed by using independent sample of t-
test.

Before implementing treatments, the researcher administered a pre-
test to both groups to make sure that there is no difference in reading skill
competence between the two groups. The following is the result of analysis
related to mean scores of both groups on pre-test.
Table 1. Significance difference between the mean reading comprehension scores of

experimental group and control group on pre-test
Mean p
Groups N Mean Sd t df
difference (2-tailed)
Experimental 27 64.39 3.98
1.20 1.134 52 .262
Control 27 63.19 3.81
Table 1 shows that reading comprehension scores were not
significantly different between the experimental group (M=64.39, SD=3.98)
and the control group (M=63.19, SD=3.81), t=1.134, p=.262. This means that
both groups are at the same level of reading proficiency before the treatments
made.
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Iwan Fauzi
During five times of treatments carried out to the experimental group

which spent five weeks to complete, the researcher gave a feedback at the
end of each treatment to the groups by reflecting and feeding students with
some exercises. The evaluation was not a measurement of the treatment, but
it simply was a reflection for the researcher to evaluate his treatments
whether they gave any benefit to the students or not. To find out precisely the
result of the five treatments, the researcher conducted a test for the
experimental group and also to the control group. The table below is the
result of analysis related to mean scores of both groups on post-test.
Table 2. Significance difference between the mean reading

comprehension scores of experimental group and control group on post-
test
Mean p
Groups N Mean Sd t df
difference (2-tailed)
10.54 9.928 52 .000
Control 27 64.82 3.72
Table 2 shows that the experimental group had higher significantly
reading comprehension scores (M=75.56, SD=4.07) than the control group
(M=64.82, SD=3.72), t=9.928, p=.000, after five weeks treatments
implemented to the experimental group. In fact, the result of post-test shows
different achievements to both groups on reading comprehension where the
experimental group seems to be improved much better than the control group.
As a result, the treatments given to the experimental group succeed to
improve students’ reading comprehension.
This is to say that skimming and scanning strategies can afford to
improve significantly students’ comprehension in reading tasks in terms of
(1) identifying purposes and organizational patterns of texts; (2)
understanding unknown vocabulary from structural clues and word parts; (3)
inferring information from the passage; (4) understanding facts and details
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from the text; and (5) defining author’s attitudes, tones, and purposes on the
passage.
Table 3. Significance difference between the mean reading speed rates

(wpm*) of experimental group and control group on pre-test
Mean Mean p
Groups N Sd t df
(wpm) difference (2-tailed)
2.48 1.194 52 .238
Control 27 146.48 7.77
*wpm (words per minute)
Table 3 depicts no significant difference between mean rates of reading speed

performed by the experimental group (M=148.96, SD=7.49) and the control
group (M=146.48, SD=7.77), t=1.194, p=.238. This data analysis showed that
the speed rates of reading performed by students in the experimental and the
control groups was not different or at the same level before treatments were
carried out.
Again, to show whether strategies of skimming and scanning give
significant effect to the speed rates of reading, Table 4 below depicts the
result of reading speed rates performed by both groups.
Table 4. Significance difference between the mean reading speed rates

(wpm*) of the experimental group and the control group on post-test
Mean p
Mean
Groups N Sd difference t df (2-
(wpm)
tailed)
69.78 9.325 52 .000
Control 27 204.29 21.98
*wpm (words per minute)
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Iwan Fauzi
The data analysis showed that the speed rates of reading performed by the
experimental group (M=274.07, SD=32.06) was much better than that of
performed by the control group (M=204.29, SD=21.98), t=9.325, p=.000.
This is to say, again, that skimming and scanning strategies are able to boost
significantly students’ speed rates of reading in completing the reading tasks.
In respect to the rates of reading speed test administered before
treatments, the two groups only have 2.48 wpm of speed rate mean
difference. However, after treatments the two groups have 69.78 wpm of the
speed rate mean difference in which the experimental group again
outperformed the control group. In relation to the speed of reading, Fry in
Bell (2001: 1) states the rate per minute of reading speed for poor readers or
below average is 150 to 249 wpm, then a reader having speed rates 250 to
350 wpm belongs to a good reader or above average level of speed rates.
With respect to the student speed rates depicted in this research, the two
groups have reading rates in range of 146—149 wpm before treatments
where their levels are categorized as poor readers which are no difference
between both. However, after treatments completed the experimental group
has rates 274 wpm of speed which belongs to the speed rate category of good
level. In contrast, the control group only has rate of 204 wpm meaning the
reading speed is still on the same rate level category as previously be
depicted. To sum up, strategies of skimming and scanning enable students in
the experimental group to raise their speed rates level of reading which is
much better than the control group which has no any improvement of the rate
level.
This research finding depicts that the improvement of comprehension
in reading is correlated with the increase of reading speed rate. The result of
this research reconfirm what Nunan (1999: 251) points out that “skimming
and scanning both involve fairly rapid superficial reading and both are aimed
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at searching, rather than deep processing of the text or reflection upon the
content of the text”. This means one who has good speed rate of reading can
precisely extract certain specific information without spending much time
through the whole text. In addition, this research also supports Bell (2001)
and Iwahori (2008) studies which revealed that after receiving treatment in
reading tasks students improved their reading rate as well as general language
proficiency.
CONCLUSION
Skimming and scanning strategies are effective to improve students’
comprehension in the reading tasks. The increase of scores in experimental
group indicates that treatments given to the group are proved being better to
enhance reading comprehension than the control group. Besides, the
experimental group shows more excellent performance in terms of reading
speed rates than its counterpart where there is also a significant difference to
both groups. To conclude, skimming and scanning strategies are efficient to
minimize time consuming in the tasks of reading. Consequently, the
researcher may speculate based on this finding that the faster students’
performance in reading the better their comprehension in completing reading
tasks.
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REGISTER JOURNAL

Vol. 11, No. 1, 2018, pp.1-18

The Influence of Students’ Creativity to

Ria Kamilah Agustina

high creativity (78.9) is higher than that of students

Keywords: Influence, Students’ Creativity, Speaking

may affect the achievement of students. Additionally, Ramezani, Larsari, and

non English department students is taught integratedly. They usually focus on

Hence, there were two classifications of students in those two classes:

RESULTS & DISCUSSION

have low creativity. The students’ creativity in creating sentences has

Meanwhile, students who have low creativity have less knowledge

Meanwhile, less motivation and self-eficacy makes the students feel

their creativity related to their English speaking skill. The questions of

Dewi, R. S., Kultsum, U., & Armadi, A. (2017). Using Communicative

Ramezani, R., Larsari, E. E., & Kiasi, M. A. (2016). The Relationship

Veil or Evil? Spotlighting Women Portrayal

this present study.

Keywords: Woman, Aceh, semiotics,

word of signifier is her son, a marker to identify who will be John F

gives a precise clarification and it is understood clearly. The researcher

possesses a reverse image. Signs, particularly those with utilitarian,

Sr. (signifier) Sd. (signified)

connotations. Researcher previously mentioned the denotation meaning of

One of social discourses is newspaper. Among several newspapers in

any differences between printed version and online version. Researcher

RESULTS & DISCUSSION

dan diperbandingkan satu sama lain, persis seperti memilih sapi‖

reflects conscious resistance to oppression. Studies conducted in Canada

motivations, ranging from religious observance and modesty, to avoiding the

bodies, to asserting a Muslim identity and resisting assimilation. Far from

seeing head covering as oppressive however, there may, of course, be

instances where head covering are imposed on women.

Women are as properties. The signified is women who do not wear

Utilization of Edmodo as an Online Tool in EFL

Edmodo, provide a guideline and tell students to

Keywords: Edmodo, online tool, EFL writing

classroom. The results showed that Edmodo successfully expanded the

focuses on investigating how Edmodo can be implemented for the student’s

In preparing the classes, lesson plan was developed based on the

on Introductory Paragraph) (in-class and online activities). Task 8 was

(in a small group).

RESULTS & DISCUSSION

The technical problems on how to use Edmodo encountered.by the

The instructional procedures of teaching writing using Edmodo

class) involve in the writing activities. The involvement of the students

Kistow, B. (2011). Blended learning in a higher education: A study of

Teaching Methodology in Asia and Beyond, Book 3, University of

Photovoice: A Tool of Reflective Learning to

Nur Arifah Drajati

Nur Arifah Drajati elaborate the photovoice method in

Keywords: Reflective Learning,

exploration attitude and investigation in order to encourage teacher student's

systematically thoughts by making questions, collecting data and analyzing

The purpose of our photovoice project was to understand what happens

RESULTS & DISCUSSION

practice their speaking ability. The students do the reflection of their

Figure 1. Recording Instrument

One of the ways to know the student's performance in speaking is

Figure 2. Video about Students' Performance Assed by the Other Friends

This video captured by one of the student in

In addition, reflective learning is flexible. It is not only applicable inside

Figure 3. Self-Reflection Document