SMARTPHONE VIDEO RECORDING AS A LEARNING TOOL TO IMPROVE INDONESIAN EFL STUDENTS� SPEAKING PERFORMANCE

This research attempts to reveal the effectiveness of using smartphone video recording as an English learning tool to improve the students� speaking performance and the students� interest in using the tool in speaking learning process. All participants were second-grade students of private boarding school in Makassar, Indonesia. This research was conducted through quasi experimental study design with two groups comprises of 25 students in the experimental group and 25 students in the control group. The instruments were speaking test to collect the data about the students� speaking performance and questionnaire to find out the students� interest. The data collections were then analyzed through descriptive and inferential statistics through SPSS Program Version 23.0. The result of data analysis showed that (1) using smartphone video recording was more effective than in-class monologue presentation to improve the students� performance in speaking. It is seen from the significance t test result that reveals the significance value is lower than the significance level; 0.005 <0.05. Furthermore, in relation to the students� interest in using smartphone video recording to learn speaking and (2) it was found that the students� interest in using smartphone video recording was categorized as high. Keywords: Smartphone video recording; speaking performance; interest.

USING GIBBS� REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS

In English as Foreign Language (EFL) classroom context, it is compulsory for the students to make reflections of literary works. The current study is aimed at examining how the students implement Gibbs� reflective cycle in making reflections of literary analysis. The qualitative study employed a document analysis upon the students� reflection artefacts. The students� reflections are their responses to a short story written by Amy Tan. The findings of the study revealed that Gibbs� reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on. The well-structured framework of writing reflection helped the students explore the literary work deeply, since the reflective cycle accommodates important aspects that can be explored from the literary work by the students. It can be concluded from this study that among the models of reflective writing developed by Kolb, Johnson, and Gibbs, the latest model is considered the most suitable to be used in literary classroom since its well-structured model enables the students to write better reflections of literary works.Keywords: reflective writing; Gibbs� reflective cycle framework; literary works; literary analysis.

UNDERSTANDING AND EVALUATING PERSONAL LETTER WRITING: A SYSTEMIC FUNCTIONAL LINGUISTICS ANALYSIS OF STUDENT TEXTS IN ONE OF SENIOR HIGH SCHOOL IN INDONESIA

Based on 2013 Curriculum, Personal Letter can be considered as one of the challenging text types that should be mastered by the students. This might be the reason why the text is taught in Senior High School Level. Therefore, it is crucial for the teachers to expand their knowledge regarding this type of genre to overcome students� problems faced during writing personal letter. This study is aimed to analyse student�s Personal Letter text based on three metafunctions in SFL perspective. It is expected that by identifying students� problems, teachers can decide and design appropriate pedagogical plan. The data of this descriptive qualitative study were analysed by using three metafunctions in Systemic Functional Linguistics (SFL). The result of the study reveals that the student�s major problems in producing Personal Letter text are the use of subject and verb tense (interpersonal metafunctions), the generic structure of the text, the use of conjunctions, the grammatical errors, and L1 interference.Keywords: personal letter; systemic functional linguistics; metafunction; discovery learning strategy.

WHAT DO PEOPLE DO TO SUSTAIN A CONVERSATION: ANALYSIS OF THE FEATURES AND THE SPEECH FUNCTION OF A CASUAL CONVERSATION

Conversation Analysis (CA) has a great implication in the second or foreign language teaching and learning. This study was aimed to analyse a casual conversation, to identify what people do to sustain a conversation. The conversation, which lasted for 20 minutes and involved three speakers, was transcribed verbatim. Several features of the spoken text are analysed: spontaneity, interactivity, interpersonal features, coherence features, negotiation of meaning, and speech function. The result of the analysis showed that there are several strategies used by the speakers: time-gaining strategies (filled pauses; frequent use of conjunctions: and, but, so); using chunks and producing one clause or phrase in small �runs�; self-monitoring strategies (repetition, backtracking), and interactional strategies (backchanneling, showing amusement by laughing or chuckling, using certain discourse markers, hedges, vague language, showing empathy by completing and repeating each other�s utterances). The speakers also negotiate interpersonally and logico-semantically to keep the conversation going on. The equal number of rejoinders that each speaker produces indicates that they are willing to support each other to sustain the conversation. This study implies that when teaching speaking, English teachers should include communication strategies to achieve the goals of communication.Keywords: casual conversation; negotiation of meaning; speech function; strategies.

DESIGNATION OF GENDER ON ELECTRONIC EFL TEXTBOOK FOR SENIOR HIGH SCHOOL

This study aims to examine gender representation in the electronic EFL textbook for senior high school. Content analysis will be utilized to examine gender representation in the electronic EFL textbook for senior high school entitles �Bahasa Inggris X� published by Puskurbuk. The study probes gender representation focusing on the designation of the character proposed by UNESCO. The designation of the gender representation in the textbook comprises 5 designations; first name, family relationship, other relationship, occupational status (agriculture, education, trade, small business, health, art and culture, and office) other status. The study later will reveal how the designation of the gender representation in the textbook. The comparison is 40% and 31%. Unsurprisingly, the number considered as ungendered character is slightly lower in 29. The designation of the character in textbook is dominated by first name with 98 appearance for male and 82 for female character. Then, the category followed by occupation status, (68:60 character), other relationship (52:34), and family relationship category (34:20). The result concluded that male character dominated in all designation category strengthen the position of the male as dominant character. Additionally, the result of the study will give the insight on how gender representation exists as the basis to evaluate the construction of the textbook.Keywords: gender; gender bias; gender representation; textbook.

EXPLORING EFL TEACHERS� UNDERSTANDING AND BELIEFS IN INTERCULTURAL COMMUNICATIVE COMPETENCE IN INDONESIAN CONTEXT

As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture as dynamic, yet, the content being taught mainly covered static domain of culture.��Keywords: Byram�s five savoirs; culture education; intercultural communicative competence.

PADLET FOR ENGLISH SPEAKING ACTIVITY: A CASE STUDY OF PROS AND CONS ON ICT

As Millennial generation, students nowadays have limitless concept of time and space, they broke logical and physical barriers during the process of communication including in the process of learning. Blanded learning and hybrid learning are one of the latest phenomenon in Education. In shortest perception students will encoder positive effect toward the uses of technology in school but in fact some of them also encounter obstacle and problems. This research aims to project the students� pros and cons on the use of one of ICT called PADLET during the process of speaking activity. This research uses 35 students of one private university in Cimahi, Indonesia. Qualitative method used to provide detail finding associate with supportive theories.� Observation that was taken from both online processes during submitting and commenting the speaking video and offline situation were used and then strengthen by the use of open questions interview. From the data, it showed that students pros on the idea of; (1) collaboration, (2) Flexibility. (3) Autonomous Learning.� While on cons students mark on; (1) technicality issue, (2) Psychological elements.������Keywords: ICT; PADLET; Pro; Cons; Speaking.

STUDENTS� PERCEPTIONS OF E-LEARNING FOR ESL/EFL IN SAUDI UNIVERSITIES AT TIME OF CORONAVIRUS: A LITERATURE REVIEW

Coronavirus (COVID-19) was declared a world pandemic by the World Health Organization (WHO) on January 30, 2020. As a safety measure to protect people, most governments in the world, including Saudi Arabia, decided to close universities and workplaces. Prompted by this shut down, the researchers aimed to review the students� perceptions of e-learning for ESL/EFL in Saudi universities at this Coronavirus time. As such, this review reported on four primary studies that were found relevant to its focus during the period from January 2020 till April 2020 (Abu-Ayfah, 2020; Ahmad, 2020; Alshehri & Cumming, 2020; Hakami, 2020). As a historical perspective of the review�s focus, it also reported on other four primary studies dating back to 2018 and 2019 (Alshehri, Rutter & Smith, 2019; Mutambik, 2018; Oyaid & Alshaya, 2019; Sharma, 2019). The review�s objectives were to report: 1) students� perceptions of e-learning for ESL/EFL, 2) benefits of e-learning for ESL/EFL, and 3) drawbacks of e-learning for ESL/EFL in Saudi universities. Moreover, this review was compared to a conference paper from China (He, 2020) as it presented a strategy to continue college English learning and teaching at Coronavirus time. Results showed students� positive views, many benefits and limited drawbacks of e-learning for ESL/EFL in Saudi universities.Keywords: e-learning; ESL/EFL; students� perceptions; benefits and drawbacks; Saudi education.

MORPHOLOGICAL INTERFERENCE ON STUDENT�S WRITING

The aim of this research is to find out the types of morphological interference on students' English writing. Through qualitative research method applying a design of the case study, twenty of university students were chosen. Data were collected from written tests and classified based on the Politzer and Ramires (1973) on theory of Linguistic Category. The results revealed that, whilst it is inevitable that the English morphology features governed by the distinctive rules and systems have been the potential target for interference taking place, Bahasa Indonesia, which stands as the official language, becomes the source of transfer. From six types of morphological interference based on Polizter and Ramirez� (1973), in this study the writer only found three of them. These types encompass of the morphological properties from the use of article, plural marker and simple past tense. Furthermore, there are 40 morphological mistakes in total, in which four mistakes represent the intralingual transfer and 36 data describe the interference. In terms of the mistakes made as a result mostly from the interference transfer. This study makes a significant contribution to the teaching and learning process of linguistic interference.Keywords: linguistic interference; morphology; students� writing.

NONVERBAL COMMUNICATION PERFORMED BY FOREIGN ENGLISH TEACHER

This paper specifically aims at knowing the types of nonverbal communications performed by the foreign English teacher based on Schmitz�s (2012) theory and finding out the students� responses toward the foreign English teacher�s nonverbal communication. Qualitative research design was applied in this research. The participants of this research were the foreign English teacher and the students of class VII A MTsN 2 Kuningan. The data were collected through observation, interview, and questionnaire. The data were analyzed both qualitative and quantitative. The results of the research revealed that the foreign English teacher performed 3 types of nonverbal communication: 1) kinesics (includes gesture: emblems and illustrators, head movements and posture, eye contact, and facial expression); 2) vocalics; and 3) proxemics. However, the foreign English teacher did not perform adaptors and haptics in the classroom. He confessed that he did not really do certain gestures while feeling nervous, and for the American teacher, haptics (communication by touch) is a sensitive thing, and a difficult area. Regarding the students� responses, they felt motivated learning English with the foreign English teacher because it made them happy, excited, proud, enthusiastic, and have willingness to learn more. It was showed that 89,6% of the students responded positively toward nonverbal communication performed by the foreign English teacher in teaching learning process, and being responded negatively by 10,4%. Furthermore, it emphasizes that teachers should be aware in applying nonverbal communication to create educative interesting atmosphere for the students and make the teaching learning process effective as well as motivating them.Keywords: nonverbal communication; foreign teacher; student�s response.