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ABSTRACTToday, many companies use strategies to deal with competition by marketing through promotion, especially through advertising. In order for the delivery of messages through advertisements to be accepted by consumers, there is a need for media as a tool, such as print media, radio, television, internet to social media so that it makes it easier for companies to convey messages and can be accepted by consumers well, with the help of appropriate communicators, namely celebrity endorsers as the medium for delivering messages from the product. The use of celebrity supporters who are currently popular as communicators is the main choice in advertising to influence people to make purchasing decisions. This study aims to test whether visibility, credibility, attraction and power have an effect on the decision to purchase a smartphone Realme type C15 in Pontianak City. The population in this study is the public (consumers) who have seen the Realme type C15 smartphone advertisement in Pontianak City, while the sample used is 100 respondents with purposive sampling technique. Collecting data in this study using an online questionnaire filled out by parties who meet the requirements. The questionnaire has been tested and has met the validity and reliability requirements. Data analysis using multiple linear regression and hypothesis testing. The results of multiple linear regression analysis and hypothesis testing show that the variables visibility, credibility, attraction and power have a positive and significant effect on purchasing decisions.Keywords: Visibility, Credibility, Attraction, Power and Purchase DecisionDAFTAR PUSTAKAAbdianur, A., & Sukimin, S. (2018). Celebrity Endorser (Bintang Iklan) Sebagai Komunikasi Pemasaran Terhadap Keputusan Membeli Oli Fastron Di Kota Balikpapan. Jurnal GeoEkonomiISSN-Electronic (e): 2503-4790, 5-28. Adisasmita, R. (2013). Teori-Teori Pembangunan Ekonomi Pertumbuhan Ekonomi dan Pertumbuhan Wilayah. Yogyakarta: Graha Ilmu. Anwar, S. (2011). Metode Penelitian Bisnis, Salemba Empat, Jakarta Ariani, Y.P. (2010). Analisis Pengaruh Pandangan Iklan, Kredibilitas Iklan, Daya Tarik Iklan dan Kekuatan Iklan terhadap Minat Beli (Studi Kasus Terhadap Pengguna Sepeda Motor Matic Merek Honda Vario di Kota Semarang). Skripsi. Semarang: Fakultas Ekonomi Universitas Diponegoro Semarang. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Azwar, S. (2008). Penyusunan Skala Psikologi. Yogyakarta: Pustaka Pelajar Batra, R., et al. (1996). Advertising Management, 5th edition. New Jersey: Prentice Hall International edition. Belch., et al. (2009). Advertising and Promotion: an Integrated Marketing Comunication Prerspective (8th ed). New York: Mc Graw-Hill. BukaReview, (30 Juli 2020), Spesifikasi dan Harga Realme C15, HP Rp2 Jutaan dengan Baterai Jumbo. darihttps://review.bukalapak.com/gadget/spesifikasi-harga-realme-c15-112493 Fildzah, N.A., & Sari.D. (2017). Pengaruh Celebrity Endorser dan Word Of Mouth Terhadap Keputusan Pembelian Produk Swater Online Shop Alco Di Media Sosial Instagram. Ekonomi, Bisnis & Entrepreneurship, 2(11), 99-112. Ghozali, I. (2013). "Aplikasi Analisis Multivariate dengan Program IBM SPSS 21". Semarang: Badan Penerbit Universitas Diponegoro. Hartono. (2004). Statistik untuk Penelitian. Yogyakarta: Pustaka Pelajar. Ifeanichukwu, C. D (2016). Effect of Celebrity Endorsements on Consumers Purchase Decision in Nigeria. International Research Journal of Management, IT & Social Science, 9(3), 120-128. Kerlinger, F. N. (1973). Founding Of Behavior Research, Holt. New York: Rinchart and Winston Inc. KliknKlik, Pengertian Smartphone, diakses (2009), PT Portal Biz Nusantara darihttps://kliknklik.com/content/66-pengertian-smartphone Kotler, P. (2005). Manajemen Pemasaran. Jilid 1 dan 2. Jakarta: PT Indeks Kelompok Gramedia. Kotler, P., & Keller, K.L. (2012). Manajemen Pemasaran Jilid I Edisi ke 12. Jakarta: Erlangga. Kotler, P., & Amstrong, G. (2012). Principles of Marketing. New Jersey: Prentice-Hall, Inc. Lombo, V.E.P., & Tielung, M.V.J. (2014). The Impact of Celebrity Endorsementto Youth Consumer Purchase Decision on Adidas Apparel Product. EMBA, 3(2), 1246-1254. McCracken, G. (1989). Who Is the Celebrity Endorser? Cultural Foundations of the Endorsement Process. Journal of Consumer Research, (16), 310-32. Muslim, I.S. (2012). Pengaruh Dimensi Celebrity Endorser terhadap Citra Merek (Studi pada Iklan Mie Sedaap Versi Edwin Lau pada Mahasiswa Ilmu Rumpun Kesehatan Universitas Indonesia). Skripsi. Depok: Fakultas Ilmu Sosial Dan Ilmu Politik, Departemen Ilmu Administrasi, Program Sarjana Reguler, Program Studi Ilmu Administrasi Niaga, Universitas Indonesia. Nugroho, J. S. (2003). Perilaku Konsumen Konsep dan Implikasi untuk Strategi dan Penelitian Pemasaran. Jakarta: Kencana. Oktafiani, R., & Silaningsih, E. (2015). Pengaruh Celebrity Endorser Terhadap Keputusan Pembelian Kartu Perdana XL Di Kota Bogor. Jurnal Visionida, 2(1), 45-58. Percy, L., & Rosenbaum, R. (2012). Strategic Advertising Management (4th ed.). England: Oxford University Press. Priyatno, D. (2012). Belajar Cepat Olah Data Statistik Dengan SPSS. Yogjakarta: Andi Offset. Priyono. (2016). Metode Penelitian Kuantitatif. Sidoarjo: Zifatama Publishing. Rossiter, John R. & Larry Percy (1997), Advertising Communications and PromotionManagement, Boston, MA: McGraw-Hill, second edition. Rossister, J. R., & Percy, L. (1997). Advertising Communication and Promotion Management. Boston: McGraw-Hill, Second edition. Rossister, J.R., & Percy, L. (1985). Advertising Communication Models. Advances in Consumer Research, (12), 510-524. Royan, F.M. (2004). Marketing Celebrities: Selebriti dalam Iklan dan Strategi Selebriti Memasarkan Diri Sendiri. Jakarta: PT. Elex Media Komputindo. Royan, F.M. (2005). Sales Force (Meningkatkan Penjualan Dengan Rancangan Bangun Sales Force Effective). Yogyakarta: Penerbit Andi. Santoso, S. (2012). Statistic Parametic. Jakarta: PT Gramedia Pustaka Umum Schiffman, L & Kanuk, L.L. (2007). Consumer Behaviour 7 th. Edition. (Perilaku Konsumen). Jakarta: PT. Indeks. Selular.id, (19 Mei 2020), IDC: Top 5 Brand Smartphone di Indonesia Q1-2020 dari https://selular.id/2020/05/idc-top-5-brand-smartphone-di-indonesia-q1-2020/ Sekaran, U., & Roger B. (2017). Metode Penelitian untuk Bisnis: Pendekatan Pengembangan-Keahlian, Edisi 6, Buku 2. Jakarta: Salemba Empat. Shimp, Terence A. (2007). Advertising, Promotion, and Other Aspects of Integrated Marketing Communications. USA: Thomson Higher Education. Sukmawati, A., & Suyono, J. (2005). Analisis Pengaruh Karakteristik Bintang Idola Iklan (Celebrity Endorser) Terhadap Minat Beli Konsumen Sebuah Merek Multivitamin (studi kasus pada Mahasiswa Fakultas Ekonomi Universitas Sebelas Maret Surakarta). Fokus Manajerial, 1(3), 21-32. Sumarwan, U. (2003). Perilaku Konsumen: Teori dan Penerapannya dalam Pemasaran, Cetakan Pertama, Jakarta: Ghalia Indonesia. Sugiarto, Y.S. (2012). Pengaruh Celebrity Endorser terhadap Minat Beli Konsumen (Studi Kasus pada Produk Mie Sedap) Skripsi. Salatiga: Universitas Kristen Satya Wacana, Salatiga. Sugiyono. (2017). Metode Penelitian Bisnis Pendekatan Kuantitatif, Kualitatif, Kombinasi, dan R & D. Bandung: Alfabeta. Suryadi, D. 2006. Promosi Efektif Menggugah Minat dan Loyalitas Pelanggan. Yogyakarta: Tugu Publisher. Sutisna, (2003). Perilaku Konsumen dan Komunikasi Pemasaran, Cetakan Ketiga. Bandung: PT. Remaja Rosdakarya. Swastha, B. (2002). Manajemen Pemasaran. Edisi Kedua. Cetakan Kedelapan. Jakarta: Penerbit Liberty Swastha, B., & Sukotjo, I. (2007). Pengantar Bisnis Modern edisi 3. Yogyakarta: Liberty Yogyakarta. Swastha, B. (2007). Manajemen Pemasaran Modern. Yogyakarta: Liberty Offset. Superwiratni (2018). Pengaruh Celebrity Endorsement Terhadap Keputusan Menginap Di Cottage Daarul Jannah. Toursim and Hospitality Essentials Journal, 2(8), 99-110. Tjondrokoesoemo, M. (2017). Celebrity Endorser Terhadap Keputusan Pembelian. Manajemen dan Star-Up Bisnis. 3(2), 287-295. Tjiptono, F. (2012). Pemasaran Jasa. Jogjakarta: Penerbit Andi. Tribun Jogja News, REALME C15 Kenalkan Syifa Hadju & Iqbaal Ramadhan sebagai Brand Ambassador, diakses (30 April 2020), dari https://jogja.tribunnews.com/2019/04/30/realme-3-pro-kenalkan-syifa-hadju-iqbaal-ramadhan-sebagai-brand-ambassador Ujang, S. (2004). Perilaku Konsumen Teori dan Penerapannya dalam Pemaasaran. Bogor: Ghalia Indonesia. Umar, H. (2013). Metode Penelitian untuk Skripsi dan Tesis. Jakarta: Rajawali Warren, K. J., & Mark, G.C. (2017). Global Marketing. 9th Edition. Harlow: Pearson Education Limited. Wikipedia. Iqbaal Ramadhan - Wikipedia bahasa Indonesia. Diakses (8 September 2020), dari https://id.wikipedia.org/wiki/Iqbaal_Ramadhan Wikipedia. REALME – Wikipedia Bahasa Indonesia. Diakses (25 Agustus 2020), dari https://id.wikipedia.org/wiki/Realme Yusiana, R., & Maulida, R. (2015). Pengaruh Gita Gutawa Sebagai Brand Ambassador Ponds Dalam Mempengaruhi Keputusan Pembelian (Studi Kasus Pada Mshasiswi Universitas Telkom Jurusan D3 MAnajemen Pemasaran). Ecodemica, 1(3), 311-316. Zahra, R.R., & Rina, N. (2018). Pengaruh Celebrity Endorser Hamidah Rachmayanti Terhadap Keputusan Pembelian Produk Online Shop Mayoutfit DI Kota Bandung. JURNAL LONTAR, 1(6), 43-53.

ABSTRACTToday, many companies use strategies to deal with competition by marketing through promotion, especially through advertising. In order for the delivery of messages through advertisements to be accepted by consumers, there is a need for media as a tool, such as print media, radio, television, internet to social media so that it makes it easier for companies to convey messages and can be accepted by consumers well, with the help of appropriate communicators, namely celebrity endorsers as the medium for delivering messages from the product. The use of celebrity supporters who are currently popular as communicators is the main choice in advertising to influence people to make purchasing decisions. This study aims to test whether visibility, credibility, attraction and power have an effect on the decision to purchase a smartphone Realme type C15 in Pontianak City. The population in this study is the public (consumers) who have seen the Realme type C15 smartphone advertisement in Pontianak City, while the sample used is 100 respondents with purposive sampling technique. Collecting data in this study using an online questionnaire filled out by parties who meet the requirements. The questionnaire has been tested and has met the validity and reliability requirements. Data analysis using multiple linear regression and hypothesis testing. The results of multiple linear regression analysis and hypothesis testing show that the variables visibility, credibility, attraction and power have a positive and significant effect on purchasing decisions.Keywords: Visibility, Credibility, Attraction, Power and Purchase Decision DAFTAR PUSTAKAAbdianur, A., & Sukimin, S. (2018). Celebrity Endorser (Bintang Iklan) Sebagai Komunikasi Pemasaran Terhadap Keputusan Membeli Oli Fastron Di Kota Balikpapan. Jurnal GeoEkonomiISSN-Electronic (e): 2503-4790, 5-28. Adisasmita, R. (2013). Teori-Teori Pembangunan Ekonomi Pertumbuhan Ekonomi dan Pertumbuhan Wilayah. Yogyakarta: Graha Ilmu. Anwar, S. (2011). Metode Penelitian Bisnis, Salemba Empat, Jakarta Ariani, Y.P. (2010). Analisis Pengaruh Pandangan Iklan, Kredibilitas Iklan, Daya Tarik Iklan dan Kekuatan Iklan terhadap Minat Beli (Studi Kasus Terhadap Pengguna Sepeda Motor Matic Merek Honda Vario di Kota Semarang). Skripsi. Semarang: Fakultas Ekonomi Universitas Diponegoro Semarang. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Azwar, S. (2008). Penyusunan Skala Psikologi. Yogyakarta: Pustaka Pelajar Batra, R., et al. (1996). Advertising Management, 5th edition. New Jersey: Prentice Hall International edition. Belch., et al. (2009). Advertising and Promotion: an Integrated Marketing Comunication Prerspective (8th ed). New York: Mc Graw-Hill. BukaReview, (30 Juli 2020), Spesifikasi dan Harga Realme C15, HP Rp2 Jutaan dengan Baterai Jumbo. darihttps://review.bukalapak.com/gadget/spesifikasi-harga-realme-c15-112493 Fildzah, N.A., & Sari.D. (2017). Pengaruh Celebrity Endorser dan Word Of Mouth Terhadap Keputusan Pembelian Produk Swater Online Shop Alco Di Media Sosial Instagram. Ekonomi, Bisnis & Entrepreneurship, 2(11), 99-112. Ghozali, I. (2013). "Aplikasi Analisis Multivariate dengan Program IBM SPSS 21". Semarang: Badan Penerbit Universitas Diponegoro. Hartono. (2004). Statistik untuk Penelitian. Yogyakarta: Pustaka Pelajar. Ifeanichukwu, C. D (2016). Effect of Celebrity Endorsements on Consumers Purchase Decision in Nigeria. International Research Journal of Management, IT & Social Science, 9(3), 120-128. Kerlinger, F. N. (1973). Founding Of Behavior Research, Holt. New York: Rinchart and Winston Inc. KliknKlik, Pengertian Smartphone, diakses (2009), PT Portal Biz Nusantara darihttps://kliknklik.com/content/66-pengertian-smartphone Kotler, P. (2005). Manajemen Pemasaran. Jilid 1 dan 2. Jakarta: PT Indeks Kelompok Gramedia. Kotler, P., & Keller, K.L. (2012). Manajemen Pemasaran Jilid I Edisi ke 12. Jakarta: Erlangga. Kotler, P., & Amstrong, G. (2012). Principles of Marketing. New Jersey: Prentice-Hall, Inc. Lombo, V.E.P., & Tielung, M.V.J. (2014). The Impact of Celebrity Endorsementto Youth Consumer Purchase Decision on Adidas Apparel Product. EMBA, 3(2), 1246-1254. McCracken, G. (1989). Who Is the Celebrity Endorser? Cultural Foundations of the Endorsement Process. Journal of Consumer Research, (16), 310-32. Muslim, I.S. (2012). Pengaruh Dimensi Celebrity Endorser terhadap Citra Merek (Studi pada Iklan Mie Sedaap Versi Edwin Lau pada Mahasiswa Ilmu Rumpun Kesehatan Universitas Indonesia). Skripsi. Depok: Fakultas Ilmu Sosial Dan Ilmu Politik, Departemen Ilmu Administrasi, Program Sarjana Reguler, Program Studi Ilmu Administrasi Niaga, Universitas Indonesia. Nugroho, J. S. (2003). Perilaku Konsumen Konsep dan Implikasi untuk Strategi dan Penelitian Pemasaran. Jakarta: Kencana. Oktafiani, R., & Silaningsih, E. (2015). Pengaruh Celebrity Endorser Terhadap Keputusan Pembelian Kartu Perdana XL Di Kota Bogor. Jurnal Visionida, 2(1), 45-58. Percy, L., & Rosenbaum, R. (2012). Strategic Advertising Management (4th ed.). England: Oxford University Press. Priyatno, D. (2012). Belajar Cepat Olah Data Statistik Dengan SPSS. Yogjakarta: Andi Offset. Priyono. (2016). Metode Penelitian Kuantitatif. Sidoarjo: Zifatama Publishing. Rossiter, John R. & Larry Percy (1997), Advertising Communications and PromotionManagement, Boston, MA: McGraw-Hill, second edition. Rossister, J. R., & Percy, L. (1997). Advertising Communication and Promotion Management. Boston: McGraw-Hill, Second edition. Rossister, J.R., & Percy, L. (1985). Advertising Communication Models. Advances in Consumer Research, (12), 510-524. Royan, F.M. (2004). Marketing Celebrities: Selebriti dalam Iklan dan Strategi Selebriti Memasarkan Diri Sendiri. Jakarta: PT. Elex Media Komputindo. Royan, F.M. (2005). Sales Force (Meningkatkan Penjualan Dengan Rancangan Bangun Sales Force Effective). Yogyakarta: Penerbit Andi. Santoso, S. (2012). Statistic Parametic. Jakarta: PT Gramedia Pustaka Umum Schiffman, L & Kanuk, L.L. (2007). Consumer Behaviour 7 th. Edition. (Perilaku Konsumen). Jakarta: PT. Indeks. Selular.id, (19 Mei 2020), IDC: Top 5 Brand Smartphone di Indonesia Q1-2020 dari https://selular.id/2020/05/idc-top-5-brand-smartphone-di-indonesia-q1-2020/ Sekaran, U., & Roger B. (2017). Metode Penelitian untuk Bisnis: Pendekatan Pengembangan-Keahlian, Edisi 6, Buku 2. Jakarta: Salemba Empat. Shimp, Terence A. (2007). Advertising, Promotion, and Other Aspects of Integrated Marketing Communications. USA: Thomson Higher Education. Sukmawati, A., & Suyono, J. (2005). Analisis Pengaruh Karakteristik Bintang Idola Iklan (Celebrity Endorser) Terhadap Minat Beli Konsumen Sebuah Merek Multivitamin (studi kasus pada Mahasiswa Fakultas Ekonomi Universitas Sebelas Maret Surakarta). Fokus Manajerial, 1(3), 21-32. Sumarwan, U. (2003). Perilaku Konsumen: Teori dan Penerapannya dalam Pemasaran, Cetakan Pertama, Jakarta: Ghalia Indonesia. Sugiarto, Y.S. (2012). Pengaruh Celebrity Endorser terhadap Minat Beli Konsumen (Studi Kasus pada Produk Mie Sedap) Skripsi. Salatiga: Universitas Kristen Satya Wacana, Salatiga. Sugiyono. (2017). Metode Penelitian Bisnis Pendekatan Kuantitatif, Kualitatif, Kombinasi, dan R & D. Bandung: Alfabeta. Suryadi, D. 2006. Promosi Efektif Menggugah Minat dan Loyalitas Pelanggan. Yogyakarta: Tugu Publisher. Sutisna, (2003). Perilaku Konsumen dan Komunikasi Pemasaran, Cetakan Ketiga. Bandung: PT. Remaja Rosdakarya. Swastha, B. (2002). Manajemen Pemasaran. Edisi Kedua. Cetakan Kedelapan. Jakarta: Penerbit Liberty Swastha, B., & Sukotjo, I. (2007). Pengantar Bisnis Modern edisi 3. Yogyakarta: Liberty Yogyakarta. Swastha, B. (2007). Manajemen Pemasaran Modern. Yogyakarta: Liberty Offset. Superwiratni (2018). Pengaruh Celebrity Endorsement Terhadap Keputusan Menginap Di Cottage Daarul Jannah. Toursim and Hospitality Essentials Journal, 2(8), 99-110. Tjondrokoesoemo, M. (2017). Celebrity Endorser Terhadap Keputusan Pembelian. Manajemen dan Star-Up Bisnis. 3(2), 287-295. Tjiptono, F. (2012). Pemasaran Jasa. Jogjakarta: Penerbit Andi. Tribun Jogja News, REALME C15 Kenalkan Syifa Hadju & Iqbaal Ramadhan sebagai Brand Ambassador, diakses (30 April 2020), dari https://jogja.tribunnews.com/2019/04/30/realme-3-pro-kenalkan-syifa-hadju-iqbaal-ramadhan-sebagai-brand-ambassador Ujang, S. (2004). Perilaku Konsumen Teori dan Penerapannya dalam Pemaasaran. Bogor: Ghalia Indonesia. Umar, H. (2013). Metode Penelitian untuk Skripsi dan Tesis. Jakarta: Rajawali Warren, K. J., & Mark, G.C. (2017). Global Marketing. 9th Edition. Harlow: Pearson Education Limited. Wikipedia. Iqbaal Ramadhan - Wikipedia bahasa Indonesia. Diakses (8 September 2020), dari https://id.wikipedia.org/wiki/Iqbaal_Ramadhan Wikipedia. REALME – Wikipedia Bahasa Indonesia. Diakses (25 Agustus 2020), dari https://id.wikipedia.org/wiki/Realme Yusiana, R., & Maulida, R. (2015). Pengaruh Gita Gutawa Sebagai Brand Ambassador Ponds Dalam Mempengaruhi Keputusan Pembelian (Studi Kasus Pada Mshasiswi Universitas Telkom Jurusan D3 MAnajemen Pemasaran). Ecodemica, 1(3), 311-316. Zahra, R.R., & Rina, N. (2018). Pengaruh Celebrity Endorser Hamidah Rachmayanti Terhadap Keputusan Pembelian Produk Online Shop Mayoutfit DI Kota Bandung. JURNAL LONTAR, 1(6), 43-53

ABSTRAK Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh Price-off Promotion, Bonus Pack, dan Keragaman Produk terhadap Impulse Buying. Dalam penelitian ini, populasinya adalah seluruh konsumen yang pernah berbelanja pada Ritel Indomaret yang ada di Kota Pontianak. Sampel dalam penelitian ini berjumlah 100 responden dengan menggunakan teknik pengambilan sampel berupa Non Probability Sampling dengan penentuan sample menggunakan metode purposive sampling, dan model analisis data yang digunakan adalah analisis deskriptif dan Regresi linier berganda.Berdasarkan hasil penelitian menunjukkan bahwa Price-off Promotion dan Keragaman Produk berpengaruh signifikan terhadap Impulse buying, sedangkan variabel Bonus Pack tidak berpengaruh signifikan terhadap variabel Impulse Buying. Kata kunci :In-Store Promotion, Price-off Promotion, Bonus Pack, Keragaman Produk, dan Impulse Buying.DAFTAR PUSTAKAAgustina, Maria dan Bambang Haryadi. 2015. Implementasi In Store Promotion Dalam Meningkatkan Store Financial Performance Pada CV Gaya Sepeda Indonesia. ANGORA, Vol.3(1).Alma, Buchari. 2011. Manajemen Pemasaran dan Manajemen Jasa. Bandung: Alvabeta.Amanah, D; Ratih H; Gaffar V; Layla A.A; & Harahap D.A. 2017. Effect of Price and Product Completeness to Consumer Purchase Decision at Tokopedia.com. ResearchGate. Vol.01(2)Anggraeni, Jenni. 2016. Pengaruh Keanekaragaman Produk, Kualitas Pelayanan, Dan Store Atmosphere Terhadap Impulse Buying Di Butik Cassanova Semarang. Journal of Management. Vol.02(2).Anugrahita, Sari. 2015. Analisis Hubungan In-Store Promotion Dengan Impulse Buying (Studi Kasus Pada Minimarket Alfamidi Cikarang). Jurnal Akuntansi, Keuangan, dan Syariah Al-Hisbah. Vol.02(2).Arikunto, S. 2002. Prosedur Penelitian Suatu Pendekatan Praktis. Jakarta: Rineka Cipta.Asuquo, Effiong Edet dan Paul. Retail Store Merchandise Assortment and Displa and their Influence on Consumer Impulse Buying Behavior in North West Nigeria. Global Journals Inc. Vol.15(6).Belch, George E. Dan Belch, Michael. 2004. Advertising and Promotion: An Integrated Marketing Communication Perspective. McGraw-Hill Companies.Brian V. 2016. Pengaruh Price Discount Dan Bonus Pack Terhadap Impulse Buying Pada Pelanggan Minimarket (Studi Pada Pelanggaan Minimarket Indomaret Jl.Demangan Baru, Depok, Sleman Yogyakarta). Skripsi. Fakultas Ekonomi. Universitas Negeri Yogyakarta: Yogyakarta.Dalihade, Putri. 2017. Pengaruh Potongaan Harga dan Store Atmosphere Terhadap Impulse Buying pada Matahari Departement Store Mega Mall Manado. Jurnal EMBA. Vol.5(3).Devid U. 2017. Pengaruh Price Discount, Sales Promotion, Dan In-Store Display Terhadap Keputusan Impulse Buying Padaa PT.Matahari Departement Store TBK Panakkukang Makasar, Skripsi. Fakultas Ekonomi dan Bisnis Islam. UIN Alauddin: Makasar.Febriana, Fatma Citra. 2017. Pengaruh Suasana Toko, Keragaman Produk, dan Harga Terhadap Impulse Buying Pada Toko Kompas Ngronggo Kota Kediri. Simki-Economic. 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USING DREAMWORKS ANIMATION VIDEOS TO IMPROVE THE ELEVENTH GRADERS' ABILITY IN WRITING NARRATIVE TEXT Firdausi Nuzula English Education Study Program, Faculty of Language and Arts, Surabaya State University click_legolas@yahoo.com Dra. Theresia Kumalarini, M.Pd English Education Study Program, Faculty of Language and Arts, Surabaya State University Abstrak Dalam mempelajari bahasa Inggris, menulis merupakan salah satu ketrampilan yang sulit bagi siswa. Hal ini disebabkan karena siswa dituntut untuk mengungkapkan ide-ide mereka secara tertulis dengan susunan yang baik dan kosakata yang tepat. Melalui penggunaan media pembelajaran yang sesuai, siswa dapat terbantu untuk mengembangkan dan menyusun ide-ide mereka dengan baik. Video DreamWorks Animation merupakan salah satu jenis media yang dapat membantu dan mendorong siswa untuk menulis, khususnya menulis teks naratif, melalui gambar menarik di dalam video. Penelitian ini merupakan jenis penelitian eksperimental dengan desain dua kelompok dengan kelas XI-A1 (kelompok eksperimental) dan kelas XI-A2 (kelompok kontrol) di SMA Negeri 1 Cerme sebagai sampelnya. Peneliti memperoleh data melalui pre-tes dan pos-tes. Nilai-nilai pre-tes dan pos-tes dianalisis menggunakan Independent-samples T-test di SPSS. Hasil penelitian menunjukkan bahwa kelompok eksperimental memperoleh nilai pos-tes lebih tinggi (85.89) daripada kelompok kontrol (76.17). Selain itu, kelompok eksperimental juga memperoleh peningkatan dalam semua aspek ketrampilan menulis setelah memperoleh Kata Kunci: Ketrampilan menulis, video DreamWorks Animation, ketrampilan menulis teks naratif. Abstract Writing is one of the difficult skills for the students in learning English. It is because they have to express their thoughts in a written form with a good organization and the correct vocabulary. Through applying an appropriate media, they are helped to develop and organize their thoughts better. DreamWorks Animation video is a kind of media which can help and support them in writing, especially narrative text through the interesting moving pictures on the video. This research is an experimental research with two groups design with XI-A1 (experimental group) and XI-A2 (control group) of SMA Negeri 1 Cerme as the sample. The researcher collected the data through conducting pre-test and post-test. The scores were analyzed by using Independent-samples T-test on SPSS. The result showed that the experimental group scored higher (85.89) than the control one (76.17) in post-test. Also, the experimental group got an improvement after given the treatment in all writing aspects. Keywords: writing, DreamWorks Animation video, Writing narrative ability. INTRODUCTION English has become an international language which is used by people in the world. This reality can be seen from many sectors, such as economy, industry, tourism, education, etc. People use it to communicate with others in order to reach their goal based on their own sector and also create a good interaction. Another reality which shows English as an international language is many textbooks are written in English, for example travelling books, English magazines, science books, and so on. People who do not have a capability in using English cannot get information that they need. Also, many factories determine having good English capability with a certain standard as one of their requirements that have to be qualified. Therefore, mastering English is an important thing to be done by them. In education sector, English is a foreign language that has to be learnt. In Indonesia, it is taught at all schools from elementary level up to educational level. There are four skills in English that have to be learnt by the students, namely listening, speaking, reading, and writing. It is based on standard competence which stated that the purpose of learning English is to help the students understand English and they can develop their skills. That is why, the English educational system in Indonesia gets attention from the government, remembering its role as a foreign language. One of four skills that has to be mastered by the students is writing. Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader (Nunan, 2003:88). This means that someone who wants to write has to accumulate all his / her ideas in a written form properly. Cimcoz (1999) added that students do not know how to write, feel stupid when they cannot find the right words, fear criticism and want to avoid the emotional turmoil experienced when they faced with a topic and blank piece of paper. It can be said that some students have already found something in their mind to be written, but they do not have ideas in how to write it. That is why writing becomes one of skills in English which is difficult to be learnt. To master writing, there are some aspects which have to be focused by the writer, for example the diction, the organization, and the grammar uses. Therefore, this skill cannot come immediately to the students. They have to do practicing. It is in line with Zhang and Cheng (1989:34) who explained that in writing activities especially writing in a foreign language, the writer should be able to use grammar, vocabulary, conception, rhetoric, and other elements. So that, in order to master writing, they have to be hard-working in doing it. Based on standard competence, there are many types of texts which have to be learnt by the students. They are transactional – interpersonal, short functional text, and genres. Focusing on genres, there are two kinds of genres : story and factual genres. Narrative, recount, and anecdote belong to story genres, while procedure, report, descriptive, and news item belong to factual. In this research, the researcher focuses the students' level at the eleventh graders. So that, for the eleventh graders they have to learn report, narrative, analytical exposition, spoof, and hortatory exposition. They also have to express the meaning of those text types in a written form. Narrative text is chosen by the researcher in conducting this research. Here, in choosing the text type, the researcher has to look up at the syllabus of the eleventh graders first to know the correct lesson which they have not learnt yet in the second semester. In this semester for the eleventh graders, they learn narrative, spoof, and hortatory exposition texts. Because this research was conducted at the beginning of the second semester and the first text for the eleventh graders is narrative, so the researcher can do the research in appropriate time. Narrative is a kind of text which has a function to retell a particular story. To write a narrative text, the students have to comprehend some elements, such as the time words, grammar, and characteristics of the text. Therefore, it is common for them if they think that writing makes them confuse. They have to know each characteristic and generic structure of all texts which is different. Nevertheless, they do not need to feel afraid to do writing. Fegerson and Nickerson (1992:7) said " Writing is a skill that is acquired through study. So, if you have ever felt afraid to write because of you were worried about making error, remember that making mistakes in writing is a stage that everyone passes through. " To help students writing narrative text, the teacher has to help his / her students in writing. Briggs (1970) defined that media is physical means which are used to send messages to the students and stimulate them to learn. Media is anything used to send message(s) from the sender(s) to the receiver(s) , so it can be aroused the learners' thought, feeling, and interest to gear the students' learn (Sadiman et al, 2002). Referring to those definitions, the researcher can conclude that media is important to be applied in order to motivate the students to write. There are many kinds of media that can be used for the teacher in helping the students, such as visual, audio, audio-visual, tactile, and virtual. Therefore, in order to help the students, the use of media is important. Here, the researcher chooses one kind of audio-visual media to help the students in learning writing – that is, a video. Mayer (2001) states that video is a form of multimedia that conveys information through two simultaneous sensory channels: aural and visual. It often uses multiple presentation modes, such as verbal and pictorial representations in the case of on-screen print and closed-captioning. It means that the students can enjoy the pictures on the video and the information given at the same time. So that, they will be inspired to develop the content of the video which they have watched. However, there are many kinds of video which can be used for teaching – learning process, such as educational, cartoon, etc. Here, the researcher chooses videos from DreamWorks Animation SKG, Inc. in helping the students to write narrative text. DreamWorks Animation SKG, Inc. (DWA) is an American animation studio based in Glendale, California that creates animated feature films, television programs, and online virtual worlds. This studio produces many kinds of animated feature films, for example films, short films, and television series. To achieve the research objective of this research, the researcher chooses short films. The duration of short films which are produced by DreamWorks Animation SKG, Inc. is around 20 minutes or less. Therefore, they can be shown in one meeting and also they can be repeated at the same time if the students have not get the ideas of the videos yet. That is why, DreamWorks Animation videos are chosen by the researcher to improve the students' ability in writing narrative text. Based on the background of the study, the researcher formulates the research question as follow: Is there any improvement of the students' writing narrative ability after the researcher uses DreamWorks Animation videos in teaching writing narrative text ? RESEARCH METHOD Referring to the research question which had been mentioned before, the researcher chose experimental research with two groups design (experimental and control) as the research design. The experimental group is a group which is given the treatment, while the control group is a group which is not given the treatment. By using this design, the researcher wanted to know whether the use of DreamWorks Animation videos will improve the students' writing narrative skill. Depending on the type of this research which is experimental, so there were two kinds of variables. They are independent and dependent variable. In this research, the independent variable was the use of DreamWorks Animation videos, while the dependent variable was the students' writing narrative ability since the use of DreamWorks Animation videos can improve the students' writing narrative ability. In this research, the population was the eleventh grade students of SMAN 1 Cerme Gresik. This school has ten classes of eleventh graders which are divided into six classes of science program (XI-A1, XI-A2, XI-A3, XI-A4, XI-A5, and XI-A6), three classes of social program (XI-S1, XI-S2, and XI-S3), and one class of language program (XI-B). However, in choosing the sample, the researcher chose purposive sampling method, because the researcher selected the sample from population with a particular reason. The first reason was to choose two classes which have similar ability in English. The second one was keeping the validity of the data. After the researcher chose the sample, the researcher randomly decided the experimental and control group. The result is XI-A1 as the experimental group and XI-A2 as the control one. Due to the type of this research which is experimental, the instrument needed by the researcher was data in the form of scores. Therefore, the researcher used a test to get the data needed. There were two tests which were used by the researcher in conducting the data needed, they were pre-test and post-test. The tests were in the form of writing a narrative text. Pre-test was held before the treatment was applied in the experimental group, while post-test was held after the experimental group got the treatment. Before pre-test and post-test were held in experimental and control group, the researcher tested the reliability of the instrument which is going to be used in another class. The result of the reliability calculation was .90 which was above .80. This means that the result indicated very high r or very reliable. Therefore, the tryout test was reliable and can be used in pre-test and post-test. There were four steps in collecting the data. The first was conducting pre-test in both groups. It was done at 19th of February 2014. Next, applying the treatment to the experimental group. The first treatment was applied at 20th of February 2014 and the second treatment at 27th of February 2014. After that, the researcher conducted post-test in both groups at 28th of February 2014 (control group) and 6th of March 2014 (experimental group). The last step was scoring the students' writing. In analysing the data, the researcher used Independent-samples T-test. It was used to know the equality of both groups before the treatment was applied. Besides, it was also used to know the improvement of the students' ability in writing narrative text after got the treatment. If the experimental group scored higher than the control one in post-test, the treatment was recommended to be applied. RESULTS AND DISCUSSION In pre-test, it was found that the mean score of the experimental group was higher (77.43) than the control group (72.28). Although the experimental group scored higher, both groups had equal ability in writing narrative text. It can be seen from the Sig. value provided by Levene that was .061, which is above .05. Therefore, the treatment could be applied. After applying the treatment, the post-test was conducted to know whether the treatment improves the students' writing ability or not. The result showed that the mean scores of the experimental group in post-test was 85.89, while the control group scored 76.17. This means that the experimental group scored higher than the control one. The experimental group got an improvement after got the treatment. The experimental group got an improvement in each writing aspects. In terms of content, the mean score of experimental group was 25.89, while the control group scored 22.90. In terms of organization, the experimental group scored 17.46, while the control group scored 16.00. In terms of vocabulary, the experimental group scored 17.68, while the control group scored 15.17. For the language use aspect, the experimental group also scored higher (20.82) than the control group (18.10). In terms of mechanics, the experimental group scored 4.00, while the control group scored 3.83. To support the result, the researcher had analyzed the students' compositions from pre-test to post-test of both experimental and control groups. In pre-test, the student's E8 (experimental group) composition got total score 79 (content = 24; organization = 17; vocabulary = 17; language use = 17; mechanics = 4), while the student's C5 (control group) composition got total score 78 (content = 26; organization = 18; vocabulary = 15; language use = 15; mechanics = 4). Meanwhile, in post-test, the student's E8 composition got an improvement. The total score was 89 (content = 26; organization = 19; vocabulary = 19; language use = 21; mechanics = 4). For the student's C5 composition, the total score was 78 (content = 22; organization = 18; vocabulary = 17; language use = 18; mechanics = 4). After comparing the students' compositions in the pre-test and the post-test between the experimental and control group, it can be seen that the experimental group got an improvement in all writing aspects, while for the control group, the improvement is only at the vocabulary and language use aspects. Thus, it can be concluded that using DreamWorks Animation videos improves the students' writing narrative ability at all aspects. CONCLUSIONS Based on the results and the discussion, the researcher can conclude that the students' writing narrative ability between the experimental and control groups is significantly different. In post-test, the experimental group that got the treatment scored higher (85.89) than the control group (76.17). This indicates that the use of DreamWorks Animation videos improves the students' writing narrative ability. Therefore, the treatment is recommended to be applied by the teachers in teaching and learning process, especially teaching writing narrative text. REFERENCES Briggs, L.J. (ed.) (1977). Instructional Design: Principles and Applications. New Jersey: Englewood Cliffs. Cimcoz, Yesim.1999. Teaching ESL/EFL Students to Write Better, The Internet TESL Journal, Vol. V No. 10, October http://iteslj.org/ Fegerson, Laraine and Nickerson, Marie-Loiuse. 1992. All in One. New Jersey: Marie-Louise Prentice Hall. Mayer, R.E. (2001). Multimedia learning. Cambridge: Cambridge University Press. Nunan, David. 2003. Practical English Language Teaching. Singapore: Mc Graw Hill Companies, Inc.

FOCUS ON FORM IN 2013 JUNIOR HIGH SCHOOL CURRICULUM Windya Firdayani Ariza English Education, Faculty of Languages and Arts, State University of Surabaya Win_dya_chub2y@yahoo.com Ahmad Munir English Education, Faculty of Languages and Art, State University of Surabaya Munstkip@yahoo.com Abstrak Kurikulum 2013 adalah kurikulum yang saat ini dilaksanakan di Indonesia. Penelitian ini bertujuan untuk menggambarkan fokus guru dalam mengajar tata bahasa apakah itu berfokus pada bentuk atau makna dan menggambarkan perasaan siswa dalam belajar tata bahasa apakah mereka merasa belajar atau tidak. Penelitian ini adalah kualitatif. Para peserta penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas pertama SMPN 1 Gresik. Dua instrumen yang digunakan untuk mengumpulkan data yaitu: observasi dalam bentuk rekaman video guru dan kegiatan siswa di kelas dan merekam video dari diskusi kelompok. Ini digunakan untuk merekam cara guru dalam menggabungkan tata bahasa pada kurikulum 2013 dan kegiatan siswa. Rekaman video dari diskusi kelompok digunakan untuk merekam perasaan siswa. Ditemukan bahwa guru fokus pada bentuk. Dia menekankan pada aturan tata bahasa. Ditemukan pula bahwa siswa merasa belajar tata bahasa oleh guru. Kesimpulannya, guru menerapkan focus pada bentuk di kurikulum 2013. Itu terjadi di kelas dimana peneliti mengamat, bahwa guru menjelaskan materi yang lebih jelas kepada siswa berdasarkan konstruk bahasa dan aturan tata bahasa. Kesimpulan lain adalah bahwa guru tidak mengikuti aturan kurikulum 2013. Pada 2013 kurikulum adalah fokus pada makna. Kata Kunci: Fokus pada bentuk, tata bahasa, kurikulum 2013 Abstract The 2013 curriculum is the current curriculum that was implemented in Indonesia. This study focused its goal to describe the teacher's focus in teaching grammar whether it focuses on form or on meaning and describe the students' feeling in learning grammar whether they experienced or not. This study was qualitative. The participants of this study were an English teacher and the first graders of SMPN 1 Gresik. Two instruments were used to collect data namely: Observation in the form of video recording of teacher and students' activities in classroom and video recording of focused group discussion. It used to record the teacher's way in incorporating grammar in 2013 curriculum and the students' activities. Video recording of focused group discussion used to record the feeling of students. It was found that teacher focused on form. She concerned on grammatical rule. It was also found that the student experienced to learn grammar by the teacher. In conclusion, the teacher interpreted grammar in 2013 curriculum by focusing on form. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum is focus on meaning. Keywords: Focus on Form, grammar, 2013 curriculum INTRODUCTION 2013 Curriculum is the current curriculum that is released on July 13th 2013 by the government in Indonesia. This curriculum is a continuation of KBK (Kurikulum Berbasis Kompetensi) that was released at 2004 that cover attitude, knowledge and skill competence integrated. 2013 curriculum has four Kompetensi Inti. Kompetensi Inti is applicable to all the subjects. It is as the bond of all students' competencies that are produced in each subject. The contents are the same between English and other subjects, but the differences are on the Kompetensi Dasar for each Kompetensi Inti. For English, especially grammar the point in Kompetensi Dasar is in the third. It is Memahami fungsi social, struktur teks dan unsur kebahasaan (Kemendikbud, 2013a). It means that the students have to achieve those three things to make them competence in English. According to curriculum 2006, there are three important aspects considered when people think of language. They are context, text and language. The purpose of social function is the reason why we speak or write in the context. Organization structure of the text or generic structure is the text organization or text arrangement. Language features or lexical that is such things as the grammar vocabulary and connectors that we use. Social function, organization structure and language feature above are associated with Genre Based Approach. Genre Based Approach is recommended approach that is based on curriculum. Genre Based Approach is used to conduct the classroom activity. According to Yan (2005), this approach has become popular since the 1980s along with the notion that students writers could benefit from studying different types of written text. In Genre Based Approach, teaching and learning focuses on the understanding and production of selected genres of texts (Lin, 2006). Learning around texts genres has been increasingly influential in main stream ELT in a number of situations, including primary, secondary, tertiary, professional and community teaching context involving native speaker of English as well as ESL and EFL learners. It shows that Genre Based Approach is powerful response to the deficit of process models (Gao, 2007). Genre Based Approach starts with the whole text as the unit in focus, rather than the sentence. The focus on the whole implies that there is higher level of order and patterning in language than just in sentence-grammar at the level of discourse organization and meta-patterning of grammatical features. In Indonesia, according to curriculum 2006 Genre Based Approach is conducted in two cycles; they are spoken and written cycle. It is because at the end of spoken cycles, students are expected to be able to produce monologue in the same of genre that they are learning. Similarly, at the end of written cycle every students must be able to produce written text of genre that they are learning (Astaman, 2010). For instance, if the genre is narrative, at the end of written cycle every student must be able to write a narrative text or to tell a narrative story. It is also strengthened by Callaghan(1988), that genre is should be classified to be two aspects. First, genre is classified as spoken genre and the second genre is classified as written genre. It means that genre as spoken has the reason as language is said to be functional, because its organization quite fundamentally reveals the purpose for which any natural language came. Meanwhile genre as written has reason as language is to be understood as text, any meaningful passage of language that serves some social purpose. Grammar commonly taught based on focus on form and focus on meaning. Focus on form means the students have to aware on grammatical form of the language. According to Long (1997) Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. It has to depend on the structure. Focus on meaning would be concerned with getting L2 learner to concentrate solely on understanding the message being conveyed. Focus on meaning means emphasize on the meaning of a language. It is limited to focus on meaning with no attention paid to form at all. It means that it excludes attention to the formal elements of the language (Doughty & Williams, 1999). Thus, focus on meaning would be concerned with getting the L2 learners to concentrate solely on understanding the message being conveyed. It does not allow for any attention whatsoever to the linguistic code of the L2. According to Kemendikbud (2013b), the scientific approach include the finding of meaning, organization and structure of an idea or ideas, so that the student learners gradually learn how to organize and conduct research. Scientific approach emphasizes students' ability in discovering knowledge based on experiential learning, laws, principles and generalizations, so it provides an opportunity for the development of higher order thinking skills. Thus students more empowered learners as a subject of study that should play an active role in hunting down the information from the various sources of learning, and teacher educators more as an organizer and facilitator of learning. As a result, grammar should be taught by focusing on meaning. In the 2013 curriculum, the teaching learning process uses scientific approach which has activities such as observing, questioning, experimenting, associating and communicating. It has connection with Genre Based Approach. The materials in 2013 curriculum use Genre Based Approach as a learning focus through understanding of the social function, the text structure elements - linguistic elements based on the level of difficulty, from the simple to the complex. Text structure refers to the ways that authors organize information in text. It can be descriptive text, narrative text and etc. linguistic elements can be defined as grammatical rule or structure. Grammar here is in the stage of modeling of text. It is included in Based Approach in activity to do presentation and practice activities relating to the grammatical feature of the text. It can be concluded that scientific approach and genre based approach interrelated each other to implement teaching learning process in 2013 curriculum. In 2013 curriculum, people are curious about how the teacher implement grammar teaching in classroom. It is the current curriculum, so people have not understood yet how the rule and the system of the curriculum, whether those are the same or not. So, teacher faces burden to determine when and how grammar will be taught. As there as has been no study on this problem, this study attempts to fill in this gap. It was aimed to investigate and to discover how teacher incorporates grammar in following 2013 Curriculum. Based on the background of the study above, the questions of the problem are formulated as follows: Is this incorporation considered focus on form or focus on meaning? Through this kind of incorporation, do the students feel that they have learned English grammar? METHODS In this research, qualitative design was used for some reasons. First, researcher wanted to describe the research with words than numbers. The researcher wanted to know how the teacher interpreted grammar in 2013 curriculum whether it was focus on form or focus on meaning. The researcher also wanted to investigate the feeling of the students, they experienced to learn grammar or not. The subjects of the research were an English teacher and the first graders of SMPN 1 Gresik. There are six English teachers there. The researcher observed one of them and the teacher that the researcher observed was a female teacher. She was chosen as the reason she teaches in the first grade that implement 2013 curriculum. There, there are eight classes of the first grade. The class that the researcher was observed were G and H class. Each class consist of thirty three students. These subjects were chosen under the consideration that the researcher followed the schedule of the teacher and the materials that were she taught. There was no certain choice of class. The most important was the first graders. In SMPN 1 Gresik, 2013 curriculum is now implemented and the teacher has been trained in facing 2013 curriculum. Therefore, the teacher and the first graders were chosen. The material that was observed was descriptive text about things around. The students had to describe things in the picture. They are instructed to make sentences with the correct grammatical construction. For example, they had to know about introductory 'there', present tense and present continuous tense. The teacher did not explain generic structure of descriptive text, but she concerned on making sentences based on grammatical rule. The first data was the teacher and student's action in the classroom. It was done by using video recording that recorded what the teacher and the students did in the classroom. It recorded teacher and student's activities, what materials that the teacher taught and how the teacher's way in teaching grammar to the students whether it is focused on meaning or focused on form. It was held on November, 18, 25 and 27 2013 in SMPN 1 Gresik. The video was taken during an hour. After taking video recording, the data was analysed by transcribing it into the words. The second data were the student's experience in the classroom whether they feel learned grammar or not. The data was collected by doing focused group discussion. It was taken use video recording. The duration was not more than two minutes. Focused group discussion here means that the researcher divided the students into group. There were thirty students in the classroom. The researcher divided them into four groups and each group consist of eight students. The member of group was taken randomly, which is male and female students were mixed. After dividing groups, the researcher began to ask some questions. The questions were semi structured. There were three questions as a foundation, and there were some complement questions to develop the information from the students. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan? After collecting the data, the analysis of the data was carried out. The first data was from teacher and students' action. The teacher's way of teaching was identified in this study. It was described in the form of transcribes of observation recording. The thing that will be underline was when she incorporates grammar in the class based on 2013 curriculum. To make the process of identification was easier, the area of shows the teacher incorporates grammar was underlined. First, describing. Here, was describe about what teacher did in the classroom, classified what she did into focus on form and or focus on meaning and described the learners did in the classroom when teacher were explaining the material. Second, analyzing and interpreting. The teacher did in the classroom will be analyzed and interpreted here. Besides, it was also include what the learners experienced in the classroom when the lesson was running. Last, is drawing conclusion. It focuses on teacher's focus of teaching. Whether focus on for and or focus meaning. Whether or not the learners feel learnt. The second data was student's feeling of experienced in learning grammar or not. The students' feeling of learned grammar data which were obtained from focused group discussion were analyzed by some procedures. First, transcribing the video recording. It was from the verbation of the students. In other words, it was from students' utterances when answer the researcher's question. Second, is coding the data. Here, the researcher coded the data from the transcription. The thing that was underlined was the student's answer about their feeling in learning grammar whether they feel learned or not. Last, is interpreting the data. The students' utterances that shown the student's feeling were interpreted and those are combined with the result of observation. RESULTS AND DISCUSSION It was found that the teacher interpret teaching grammar in the focus on form. These are the examples of sentences that shows focus on form: "Jadi kalau misalnya eraser, window, book, and other we can call the noun". "So, in this chapter and meeting we will learn about noun, adjective and verbs". "So, bagaimana cara bertanya, mendeskripsikan benda itu yang akan kita pelajari. Misalnya, Feli I see you have new watch". "Ok. Umbrella. I have my colorful umbrella. Satu lagi. I love my pink bag. It has beautiful garden. Bisa dilihat disini bagaimana mendeskripsikan things, bagaimana menempatkan adjective". "Structurenya masih salah ini. Yang benar adalah I love my full color shoes". "There are many children in a playground. Ok? And there are many people in the market, but in my house there is one person. Ok ya? Paham?". From three times observations, the teacher was consistent in focused on form. Focus on form means that the students have to aware on grammatical form of the language. It can be as like composing sentences based on the right pattern. It was proven in the explanation above that the teacher gave more explanations about the pattern of present continuous tense, composing sentence based on the right structure about subject, plural and singular, verb and also noun and introductory there. The teacher gave some example of pattern and structure of some grammar to the students. She repeated several times about what she wanted to explain until she thought that the students understand the materials. It also can be seen from the teacher's activities in the classroom that she walked around the class to check students' works and explained something that the students did not understand. It showed that the teacher wanted to make students comprehend the pattern based on the grammatical rule. In other word, the teacher interprets grammar teaching by focusing on form. It is found that what the teacher did in the classroom showed that she was interpreting grammar in classroom by focusing on form. It is proven in the result of observation that the teacher teaches grammar by giving the grammatical rule that contains the structure and pattern to compose a sentence. She explained the grammatical rule to the students. The teacher applied it in the classroom maybe as the reason she wants to make the students focus on grammatical rule that can make them compose the sentences in the right pattern. It is in line with the theory of Long (1997) that Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. In the classroom, the students feel something about what they got. For getting the information about what they feel about what they learnt, the researcher make focused group discussion. In the classroom, there are thirty three students. The researcher divided the students into four groups. Each group consists of about eight students. The members of groups were taken randomly. Male and female students were mixed. It depends on the students itself. After dividing groups, the writer began to ask some questions. The questions were semi structured. There were three questions as a foundation, but there were some complement questions to develop the information from the students. The conversation did not take long time. It was not more than two minutes length. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan?. From focused group discussion, it can be concluded that not all of students understand what grammar is. From four groups, two groups showed that the members did not know the meaning of grammar and two groups showed that the members know the meaning of it. It is proven in the answer of the second group "Grammar itu apa bu? ak taunya gamer". The answer of the fourth group is "Pernah denger grammar, tapi gak tau artinya itu apa". It showed that they have not understood the meaning of grammar. When researcher asked the second question, which is "Selama ini sudah belajar grammar?" the result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" "Waktu ngajarnya itu Bu shofa langsung diterangkan di depan papan tulis atau berdasarkan kalian baca-baca buku?" "Langsung diterangkan di papan tulis". But in the third group, there are different answers from members. Some members said that they have been taught grammar, and some members said that they have not been taught grammar yet by the teacher. When the researcher asked what kind of grammar that they have received in this semester, the result showed that during this semester they got some grammar explanations from the teacher. The first group said that they have been taught adjective, pronoun and verb. The second group said that they have been taught Irregular verb. The third group said that they have been taught present tense and continuous tense. The last group feel be taught subject, verb and object. So, it can be concluded that they have been received simple present tense and present continuous tense. After receiving those kinds of materials, they concluded that grammar is easy. It is proven in the result of discussion that each group felt grammar is easy to be learnt. "Menurut kalian, grammar itu gampang apa susah?" The first group said "Gampang". The second group goup said "Lumayan gampang". The third group said "Alhamdulillah gampang. The last group said "gampang-gampang susah". So, it can be concluded that they feel easy to learn grammar and there is no difficulties to received materials. It was also found from focused group discussion that the students feel learned grammar during this semester. The result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" The result is in line with the theory of Sinclair (2000)'s statement that grammar is easy to understand. He also affirms that grammar is superficially easy to observe. Collins et.al (2009) argue that grammar can be easy and difficult. It depends on input that is received by students. In summary, the result showed that teacher interpreted grammar teaching by focusing on form. It can be seen from the teacher activities in the classroom when the lesson was running. The teacher explained it clearly and concerned on grammatical rule. Long (1991) strengthens this condition by stating that focus on form concern on structures, notions and lexical items where language is treated primarily as an object to be studied and practiced. By seeing the teacher's activities, it showed that students experienced learned grammar by the teacher. It also can be seen from focused group discussion result. CONCLUSIONS Based on results and discussion, it can be concluded that the teacher interpreted grammar in 2013 curriculum by focusing on form. Focus on form means the students have to aware on grammatical form of the language. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. She demanded the students to acquired grammar naturally attention on the specific language. It is based on the theory of Long (1991) that it refers the traditional teaching that concern on structures, notions, and lexical items where language is treated primarily as an object to be studied and practiced. The teacher implemented focus on form in grammar teaching probably as a reason she wanted to make her students can compose the sentences with the right pattern. Besides, by interpreting focus on form she expected that her students can develop language knowledge and language acquisition. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum, the approach of teaching learning process is Communicative Language Teaching. Communicative language teaching is an approach to language teaching that emphasize interaction as both the means and the ultimate goal of study. It can be focus on form or focus on meaning. But in 2013 curriculum, it is focus on meaning. REFERENCES Astaman, A. (2010). An analysis of Teaching Writing through Genre Based Approach at SMAN 10 Pekan baru. Menulis bersama Aswir. Retrieved from http://menulisbersamaaswir.blogspot.com/2010/03/analysis-of-teaching-writing-trough.html Callaghan, M. a. J. R. (1988). Teaching Factual Writing a Genre Based Approach, Report on the DSP Literacy Project Metropolitan East Region, NSW Departement of EDucation. Sydney: Metropolitan East disadvantage school program. Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some Input on the Easy/difficult Grammar Question: An Empirical Study. The Modern Language Journal, 93(3), 336-353. Doughty, C., & Williams, J. (1999). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. Gao, J. (2007). Teaching Writing in Chinese Universities: Finding an Electric Approach Asian EFL Journal, 20. Kemendikbud. (2013a). Kompetensi Dasar: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2013b). Pembelajaran Berbasis Kompetensi Mata Pelajaran Bahasa Inggris Melalui Pendekatan Saintifik. Lin, B. (2006). Genre Based Teaching and Principle in EFL: The Case University Writing Course. Asian EFL Journal 8(3), 226-248. Long. (1997). Focus on form in Task Based Language Teaching. The Mac Graw Hill Companies. Long, M. H. (1991). Focus on form: A Design Features in Language Teaching. Amsterdam: John Benjamins. Long, M. H., & Robinson, P. (1999). Focus on Form: Theory, Research and Practice. Cambridge: Cambridge University Press. Yan, G. (2005). A Process Genre Model for Teaching Writing (Vol. 43): English Teaching Forum.

THE IMPLEMENTATION OF ENGLISH LANGUAGE AS THE MEDIUM IN TEACHING SCIENCE TO THE EIGHT GRADERS OF "KELAS UNGGULAN" AT MTSN KEDIRI II Ana Khoirun Nikmah English Education Department, Language and Arts Faculty, Surabaya State University. Email: nikmeh08@gmail.com Rahayu Kuswardani, S.Pd, M.Appl English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Sesuai dengan program kelas unggulan, kelas yang semula hanya menerapkan proses kegiatan belajar mengajar dengan menggunakan Bahasa Indonesia sekarang diharapkan bisa menggunakan Bahasa Inggris dalam kegiatan belajar mereka, baik itu dalam hal mengajar maupun dalam pengajaran sesui materi pelajaran. Ini merupakan tantangan bagi seorang guru dalam menghadapi system pembelajaran seperti itu. Kompetensi dan keahlian guru yang baik sangat dibutuhkan dan juga dalam keseluruhan standar pengurangan Bahasa Inggris. Selain itu, system pembelajarn ini juga tidak semudah yang kita pikir. Mereka diharuskan belajar ilmu pengetahuan menggunakan Bahasa Inggris sebagai media proses belajar mengajar padahal mereka juga masih belajar Bahasa Inggris. Oleh karena itu, dalam penelitian ini, penelti melakukan penelitian yang bertujuan untuk memahami masalah diantara keahlian guru Bahasa Inggris dalam menguasai Bahasa Inggris ketika mengajar ilmu pengetahuan dan masalah siswa dalam memahami ilmu pengetahuan yang menggunakan Bahasa Inggris. Dari latar belakang yang sudah disebutkan tersebut, peneliti tertarik untuk melakukan penelitian berdasarkan situasi yand terjadi dengan judul "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II". Obyek penelitian dala penelitian ini adalah kompetensi gur ilmu pengetahuan dalam mengajar ilmu pengetahuan dengan menggunakan media Bahasa Inggris dan penerapannya dalam kegiatan belajar mengajar, masalah yang dihadapi guru ilmu pengetahuan selama kegiatan belajar mengajar di kelas delapan pada kelas unggulan MTsN Kediri II. Penelitian ini menggunakan penelitian deskripif kualitatif. Sedangkan subjek penelitian ini adalah kelas delapan pada kelas unggulan MTsN Kediri II. Dalam pengumpulan data, peneliti menggunakan dua instrument, yaitu catatan observasi dan wawancara. Catatan observasi dilakukan untuk mengetahui kompetensi guru dalam mengembangkan kemampuan Bahasa Inggrisnya dalam proses belajar mengajar. Sedangkan wawancara dilakukan untuk mengetahui usaha-usaha guru yang telah dilakukan mengembangkan dan mengatasi masalah dalam penggunaan Bahasa Inggris sebagai media pembelajaran. Berdasarkan observasi yang telah dilakukan, peneliti menyimpulkan bahwa kompetensi guru dalam berbahasa inggris harus dikembangkan, terutama kosakata dan strukturnya. Sedangkan dari hasil wawancara, peneliti mengetahui bahwa guru ilmu pengetahuan kelas delapan pada kelas unggulan MTsN Kediri II selalu mengembangkan kompetensinya untuk mengatasi masalah dalam kegiatan belajar mengajar dengan cara mengikuti kursus Bahasa Inggris dan bekerjasama dengan sebuah tempat kursus Bahasa Inggris di Kampung Inggris, Pare. Karena masalah utama di dalam kelas adalah penggunaan Bahasa Inggris pada guru dan pemahaman para murid, maka materi ilmu pengetahuan diberikan dengan tetap menggunakan Bahasa Inggris sebagai medianya. Keyword: kemampuan guru ilmu pengetahuan dalam berbahasa inggris pada "kelas unggulan" Abstract The term of "kelas unggulan", which has been using teaching and learning in bahasa Indonesia is expected to perform effectively in English, to teach and acquire subject specific knowledge. It is one of challenges of teacher to face this reality. Good teacher's competency and proficiency are needed and also overall declining standard of English. In the other hand it is not as simple as everyone think. They have to learn science using English as the medium of teaching and learning process whereas they also still learning English. Therefore, to understand the problem between the English teacher's proficiency in mastery English language to teach science and the problem with the students understanding science in English. From the background above the researcher is interested in conducting research related to the situation, entitled "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II".The objective researches of this study are the science teacher competency in explaining science using English as the medium and the implementation of it, the problem faced by science teacher during teaching and learning process at Eight Graders in "kelas unggulan" at MTsN Kediri II. This research use descriptive qualitative research while the subject is Eight Graders in "kelas unggulan" at MTsN Kediri II. In collecting data the researcher use two instruments, they are observation field note and interview. The observation field note is used to know the teacher competency in improving her English while teaching and learning process. And the interview is used to know the effort of the teacher in improving and also facing the problem in using English as the medium of instruction. Based on the observation, the researcher concludes that the teacher's competency in English needs to be improved, especially in vocabularies and structure. Then, from the interview the researcher knows that the science teacher of Eight Graders in "kelas unggulan" at MTsN Kediri II always improve her competency just to overcome the problem in teaching and learning process by taking English course and doing cooperation with one of big English course in kampong English, Pare. Because the main problems in the class are the English teacher and the students understanding the science material given using English as the medium. Keyword: Science Teacher's competency in English in "kelas unggulan" INTRODUCTION In the current era of globalization, English language plays an important role in international communication. All of the aspects on live, like technology, economic, politic, art, education etc. use English Language to communicate. For example, in technology, we all know that Yamaha product is made in Japan. But when we read the direction note of Yamaha product, we will find some technical term used is English Language. We also can find this case in economic aspect. In a free market, if there are two seller were not come from English doing transaction, they will decide to use English Language to talk each other. So that is not surprising that English Language is known as the international language. In fact some countries in this world use English language to be their national language, like Singapore. And the other countries use English language as their second language besides their own national language. But in our country, Indonesia is still included in a country that used English as the foreign language. So that way is aware of along with the globalization, the need for an English language skill is increasingly apparent. Therefore, it is not surprising that experts who are involved in education feel the need to provide intensive English lessons and continuing English education to the students in middle school even since the children were still sitting in elementary school. Secondary school level has a lot of junior and senior high school who offer to pioneer international standard school and has a lot of schools that obtain international school status. The schools, which obtain international status, prepare their students for the future so that they can compete globally. Recognizing the importance of quality in education and a desire to catch up education set back with other countries, governments are encouraged to perform a major breakthrough in the field of education by designing international school. The government wants to promote educational programs in the country by turning national schools into international standard schools. Schools must make an effort to improve the quality of teaching and teachers' so that teachers' quality will not be left behind. One of the schools that used international standard is MTsN Kediri II. MTsN Kediri II is a junior high school located in Kediri, East Java. It is included one of the favorite school in Kediri because almost of their students are smart enough and often be the winner in Olympiad. Since some years ago besides use national curriculum, this school also use international standard in their education. Because of that, they divided their class into some kinds of class. That is regular and kelas unggulan. Regular class is a class that use national curriculum in their teaching learning process. In other hand, the kelas unggulan is a class based on international standard. In kelas unggulan, some subjects such as Mathematics, Physics, Chemistry, Biology and Economics should be conducted in English or in a bilingual classroom learning environment. Bilingual education involves teaching academic content in two languages that is, in a native and secondary language with varying amounts of each language used in accordance with the program model. It is an educational approach that not only allows students to master academic content material, but also become proficient in two languages. It is an increasingly valuable skill in the early twenty-first century. It is the program which is intended to help children to keep up with their peers in subject such as math, science and social studies while they study English (Maria. 2001). The purpose of bilingual instruction is to increase academic achievement by using the student's home language as the main communication medium. Bilingual instruction involves the use of two languages for instructions for part or all of the activities within the classroom. One language is English and the other language is the student's home language that is the language spoken in the home. English is taught as a second language (James. 1988). Whether teaching a transitional class, a maintenance class, or a two ways bilingual class, the main difference from a monolingual class is the balance in using of the two languages. A second variable which affects the process of classroom organization is who teaches: a team, a teacher and an aide or one teacher alone. The third variable comes from the structure of the program model. There are the three major variations in classroom design which effect use of the two languages in a bilingual classroom. The first is The concurrent approach. In this approach A teacher using concurrent approach may use both languages interchangeable in a teaching content are or two teachers may team teach one lesson, each modeling a different language. The second is Pre-view-pre-view. It involves three steps in a team teaching situation: an introduction to the lesson is first given by one instructor in one language. The lesson is then presented in the other language by the second instructor. Review and reinforcement of the lesson takes place with the whole class using the two languages interchangeably in a concurrent approach, or the class is divided into dominant- language groups, led by each teacher separately. The last approach is Alternate language approach. Clearly structures a separation between the two languages. But for student is so limited proficiency in one of the language instruction, the language chosen for content area instruction can involve complex decision. In early stages, student should receive science lesson in their first language, but as they develop increasing proficiency in a second language, they may introduced to an increasing amount of science instruction in their second language. In the school that uses bilingual classroom system, the teacher must have two levels of language skills sufficient to be able to teach bilingual classes. But here, Sheelagh and Cristine (2007:6) divided two different types of teachers who have very different needs-the expertise of the language may not be shared by the content and vice versa. The first is Teacher of English who now has to teach another subject through English, rather than just teaching the language. And the other is subject teacher who now have to teach their subject through English. In this research, the researcher study about the second type of CLIL, that is subject teacher who now have to teach their subject through English, exactly science teacher. As Henderson and Wellington (2001:23) said that whilst research shows that one of major difficulties in learning science is learning the language of science, to experience the teaching and learning process would suggest that science teachers often consider the use of English in Biology lesson to be of marginal relevance to the learning of science (Henderson & Wellington. 2001:23) . They further add that in general, teachers who teach content do not recognize languages learning opportunities. If there is any effort at all in incorporating language development, they just concentrate on vocabulary development. John (1997:17) also said that some science teachers hope that the vocabulary of science will be recognized by the students as a key to its comprehension and appreciation. The teacher also must make avert efforts to interpret the nature of Biology lesson and the habits of learning Biology through its language or vocabulary. So we can conclude that science teacher must be competence in the both od the biology subject and English Language. The problem that we find in the reality is one cannot confirm that the subject teachers are able to become a bilingual who is ready to teach in two languages, Indonesian and English. How long does it take for a teacher to be ready to teach bilingual? In addition, the level of bilingual skills to a certain level is needed or that must be achieved by a teacher to be able to teach bilingual classes. Those subject teachers mostly of are not graduates of English Education, so maybe they will find difficulty in explaining their material in English. Therefore, the researcher wanted to conduct a research which intends to describe this phenomenon, the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. By conducting this study, the researcher has purpose to find out the implementation of English language in teaching science for eight graders and the teacher's problems faced during classroom teaching and learning. By knowing the fact or the result of the study, the researcher hoped it will give meaningful contribution for The teacher who uses English, especially science teacher in "kelas unggulan" at MTsN Kediri II, can improve their ability in English and the quality of teaching and learning process, and also the result is expected to contribute development of teaching science by using English in "kelas unggulan" at MTsN Kediri. It is also expected to give meaningful contribution for Indonesian government. It is hoped that the government can consider about the programs to make Indonesia to become international level in education by using English in the process of teaching and learning process. According to the government it can make the education in Indonesia becomes better than before to the international level, people argue that it does not make better education in Indonesia, but it can make the education. Worse, since the students face more problems in their study due to their English ability is still poor. This phenomenon makes the researcher puts her interest to conduct research about it. The researcher questions: (1) how is the implementation of English language in teaching science for eight grader? (2) What problems do the teachers face during classroom teaching and learning? METHOD Based on the research question and the objective of the study, the researcher used descriptive qualitative. Gay (1992) explained that Descriptive research involves collecting data in order to answer questions concerning the current statues of the subject of the study). In this study, the researcher described the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. She concentrated on the biology class activity and the biology teacher herself. In this research, the researcher chose descriptive qualitative as the research design based on two reasons, which are the objective of this study is to describe the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II and there is no treatment in this study. The subject of this study was the biology teacher of "kelas unggulan" in the 8th at MTsN Kediri II. The researcher chose the biology teacher because three reason. For the first, there are many students who favor Biology lesson. They like biology subject because biology is the easiest among Physic, Chemistry and Biology. The second reason is Biology lesson has a few things to be discussed about numerical, but it has many explanations. To give explanation a material in the Biology, teachers have to explain more. It means the teacher should make long sentences and more languages especially English. And the las reason is there is another language that is in Biology discussion, that is Latin language. Every plant or animals has Latin name, so students have to understand which Latin language is and which is English. This study is taken place in the 8th "kelas unggulan" and the teacher's office. For the first day, the researcher observes the condition of the school and the Biology teacher's when she was teaching in the classroom. The researcher recorded the teaching and learning process using vidio camera and tape recorder. And on the next day, the researcher came to the teacher office, actually on the biology teacher's room to interview her. The interview was used to find the data form the Biology teacher. The purpose of this interview was also to find out the information about teacher's efforts in developing the English language competency and to find out what the problems she usually faced during teaching and learning Biology by using English language. After knowing the problem, researcher could infer reasonable solution to solve the problems that were faced by the teacher. The data of this study is the condition of the biology class on 8th "kelas unggulan" in MTsN Kediri II. It included the teacher's competence in giving oral instruction by using English language in her Biology science class, for example asking question in English, giving opinion, giving explanation in English and the students' expression and utterance during teaching leraning activity. The other data is teachers' answer in the form of utterances and expressions given by the teachers during interview sessions which are transcribed into written form. Besides the result of the researcher's observation, the source of the data is the biology teacher herself. In this research, all of the data were collected by using observation field note and interview, were analyzed inductively in order to answer research questions stated in chapter one. The first step was accumulating the data recorded from the result of class observation and the answer of biology teachers through interview given. After all of data accumulated, the researcher studied the data well, she described them by classifying into the finding based on the research question. In addition, all the data were collected thoroughly as happened in the reality. RESULT AND DISCUSSION This chapter presents the result and discussion of the study as the answers for the research questions: (1) how is the implementation of English language in teaching science for eight grades? (2) What problems do the teachers face during classroom teaching and learning? Result Here, the researcher explained about the first and second day observation done by the researcher. On the first day observation, the researcher observed the condition on 8th kelas unggulan of MTsN Kediri II. In the first observation, the researcher noticed some facts happened in their teaching learning activities. Those are: (a) when the teacher explains the material by using English, her explanation is difficult to be understood by her students. (b) The science teacher of "kelas unggulan" in MTsN Kediri II does not always use English in explaining science material. (c) When the teacher wanted to explain about the material, she was consuming too much time to find the proper words makes the students waiting for long time, and also makes them getting bored. (d) the teacher often feels nervous and automatically, she cannot control her speaking, especially in pronunciation and vocabulary. In term of pronunciations, the researcher finds some words mispronounced words form, it was pronounced this word as like forem. In the word size, it is pronounced with sez. (e) The teacher thinks that the use of translation method make the students understands the material well. So that, in the most of the time she explains the material by using mother tongue then translate in to the English. (f) Because the teacher is fully aware that she is not teaching language at all but teaching science. So, she thinks that it's not to importance to make her English perfect. It is better to teach real science rather than just focusing on the students' English skills. (g) There are three languages used in the class there are (Indonesia, Javanese and English). But the biggest portion, about eighty percent used Indonesian. On the second day of this research, the researcher done interview the biology teacher of 8th "kelas unggulan" in MTsN Kediri II. From the interview which was done on May 23th 2013, the researcher tried to analyzes the teacher efforts in improving her skills in English language. There was one teacher who was interviewed by the researcher. Mrs Zahra', she is science teacher in the eighth graders of MTsN Kediri II. Science Teacher stated that, actually, she has already tried her best effort in improving English skills. It was done by practicing the speaking skill with her daughter and son at home. Her children convinced their mother that if she always does not speak English continuously and regularly as her daily habit, it will really improve her English. Besides the effort or practice she does at home, she also joins the English course which is hosted by the school in cooperation with one of good English course in Pare. These are proves that both school wants to improve the English ability so that she teaches science by using English confidently. Besides that, the school also held TOEFL and TOEIC test to know whether the competency of the teacher has improved or not. The Teacher's Competency in using English as the Medium of Teaching Science Teacher ability plays important role in delivering new knowledge and skills to students. If the teacher wants to be regarded as excellent and competent teachers by parents based of the excellent academic achievement of the student the teacher have to works hard to get it. In the implementation of the teaching Science in English in kelas unggulan, teacher's competency in teaching the subject is really needed, it include in the way the teacher teaching, teaching strategy, etc. This is so because many of our teachers today have had very little exposure to the subjects in English. In this research, the researcher explained about science teachers' competency which contains the ability to ask question in English, the ability to use oral instruction in English and the ability to give opinion in English. The Teacher's Ability in Questioning Student In the teaching and learning process in teaching science by using English as the language medium, the science teacher of Kelas unggulan at MTsN Kediri II is expected to be able to ask question to their students about the material that she had explained by using English. If it runs well, of course, it will make the students motivated during question and answer session. However, the teacher which is expected to be a model that has perfect examples how to ask thing in English did not do so. So that way, their students also answer the question in mixed language. Based on the observation done by the researcher, the researcher conclude that the science teachers in Kelas unggulan of eight graders of MTsN Kediri II still use translation method, that she use both English and Indonesia in asking question. This condition happened because both of the teacher and student do not master English well. To her observation, both the kelas unggulan students and the teacher are have not ready to use English one hundred percent yet in the class. Even though the researcher had to agreed that the use of English one hundred percent is too difficult for students, simply because the science language is different from the English that the students are studying during English class, the teacher as the important point should push herself to use English as close as possible at least they have to reach 75% during the teaching and learning process especially in asking question. Of course, the English foreign learners or English second learners will get some difficulties to express science term in English, but they have to work hard if they really want to make the bilingual runs well. The Teacher's Ability in Giving Oral Instruction by Using English In the process of teaching and learning science using English as the language medium, the science teachers of MTsN Kediri II always tried to give oral instruction to her students beside the written instruction. These two important are things which cannot be separated one by one. It is important to oral instruction during the teaching learning process, because without oral instruction the communication in the class between teacher and students cannot runs well. In this case, as a science teacher does oral instruction to help her students to understand the task easily. However, the simple interaction only done in Indonesian language, not in English because, the teacher still has difficulty to make simple interaction by using English. Based on the result of observation, the researcher concluded that the science teacher of MTsN Kediri II tried to maximize her ability in using oral instruction in English even though it is not grammatically correct. She tried and sometimes she mixed it with Indonesian. The problem is of mixing the language because, she still uses Indonesian quite a lot when giving her oral instruction. Based on the researcher observation, the science teacher of Kelas unggulan should master the art of giving oral instruction in English to communicate with their students if she wants to make the class become the real bilingual or international standard class. The Teacher's Ability in Giving Opinion to the Students Teaching through another language for some subjects may have cause a language problem. It happens in this class also when the teacher expresses her opinion in English; she mixed it with Indonesian language. Seems that she still find difficulties. It can be frustrated for the teacher to teach subject that have different language vocabularies, especially science subject. The language for science is different from the English language which students use in English class activities. Vocabulary in Science class has special syntactic structures. Making inferences in science subject meaning give all contribute to the difficulties of many other subject subjects which use English so. The selected teacher who teaches science by using English as the language medium of interaction for Eight graders in MTsN Kediri 2 has tried to maximize her ability in using English. During classroom activities the science teacher sometimes mixed the language when she was giving her opinion to the students. The Teacher's Efforts in Improving her English Teaching Skills From the observation and the interview that has been conducted, the researcher finds some mistakes of the science teacher in expressing sentences and words in spite of her mistakes. The mistakes include the teacher still tries her best effort to use English in explaining all the science materials. In the contrary to the teacher's effort, most of the mispronouncing the words and mixing the languages between English and Indonesian, students are still difficult to handle the maximum usage of English. They have to understand the science material in English is a big challenge to them. Therefore, to maximize her students' difficulty and to overcome the challenge, teacher uses Indonesian in some of explanations. Based on the result of observation, it can be concluded that sometimes the science teacher mixed the language or does not use English at all when she was not sure with the English Especially, if the teacher who does not have a good competency with her English language. The requirements to use English can be serious problem. From the interview that has been done the researcher find some facts that: First, the science teacher doesn't have good ability in speaking English or explain the science term correctly in English. Based on that, she gets difficulties in delivering the content to the students. Second, seems that science teacher is not too familiar with the terminologies and science terms in the English language due to her minimal exposure for learning and teaching science in the English language. Since the school supports the Implementation English in science class. The teachers' competency in teaching subject needs to be improved immediately. It is so because many of science teachers in that school have had very little experience in exposure English as the language medium in the classroom especially for the class that is chosen as kelas unggulan. The Problems Faced by the Teacher During Teaching and Learning Process There were some problems faced by science teacher of Kelas unggulan in MTsN Kediri II during teaching and learning Science by using English. The main problem of successful in using English in kelas unggulan is from the students' ability to understand the material which is presented in English. This fact is also confirmed by the science teacher, Mrs. Zahra' who is the teacher of science in "kelas unggulan" of MTsN Kediri II for class said that her problem during classroom explanation when she was teaching science refer to the language competency of their students in order to understand the science language in English. She stated if the students did not understand the language, it shows that they also would not be able to do the science task correctly. The solution of this problem according to her is giving some vocabularies continuously to the students who have the difficulties in understanding the science language. One more thing that in MTsN Kediri II there are some teams which is have quite good members who has cooperation with an English course in Pare. It was had been for about 3 months. So, it means the groups still in the process of improvement. The science teacher who has a team teaching in the process of teaching science for the class of Kelas unggulan have the different problem. She said that the problem which is occurred in the process of teaching science not only the language problem but also less motivation and participation of the students to follow the class activities. The solution according to her is using different kind of teaching strategies and giving motivation to their students in every meeting. From the statement above, it can be known that every science teachers who teach using English have their own problems, and they also have their own solution to improve the skill of their students in science, besides the using various kind of learning strategies which will make the teaching learning process enjoy full. CONCLUSION AND SUGGESTION Conclusion Based on the finding of data analysis and discussion in previous chapter, the researcher drew a conclusion: First, from the result of the research analysis, it is proved that the students' understanding of science's class taught by using English as the medium of teaching and learning science process still have no improvements, and based on the result of research question by using interview, shows that using of English as medium of teaching and learning process is not quite effective for of MTsN Kediri II. It's not because of just the teacher's ability, but also the students' English especially in understanding the words or vocabulary influence the result of learning, and in this school there are still some reasons that make the school has not been ready in applying English in teaching science, seen from the teacher's English ability and also the lack of the students' vocabulary on the lesson. Second, the use of English as the medium of teaching and learning science process in the science class makes the students are unable to enjoy their learning activities as well as the technique of the teacher use is not quite attracting them, and they can not understand the English teacher's explaination well. It seems that the teacher's technique cannot help them reduce the students' anxiety of learning. In addition, it cannot make them feel comfortable in learning to lead them to be better in learning. Meanwhile the goal of applying English in teaching science is that the students have to be brave to say or to express their idea in English, and the teacher's motivation is to make them confident to share the ideas. Third, the use of English as the medium of teaching and learning science process to the eight graders of MTsN Kediri II cannot seem to change the atmosphere of the classroom and is also unable to broaden their knowledges. Actually, it offers much wider range of language opportunities but what has happened there, the students have more difficulties in expressing the ideas, the correct vocabulary and sentences. Fourth, the use of English as the medium of teaching and learning science has made the class less active. The students do not have great willingness to participate without being forced by the teacher and they are still afraid of making mistakes in expressing the ideas. Fifth, the use of English as the medium of teaching and learning science makes the students less motivated in learning and are easier to grasp the lesson. Based on the observation has been done by the researcher there are just few students who have a bravery to express their ideas. Sixth, the other problems the students face are mostly in expressing ideas in English and lack of confidence and vocabulary. Suggestions The success in teaching not only depends on the lesson program, but also what is more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching science by using English as the medium of teaching and learning process, the writer gives some suggestion for the teacher. The science teacher should choose the materials that are appropriate and not too difficult for the students, the teacher should make sure that the students have fully understanding and enough information they need before assigning English as the medium of teaching science to the students, the teacher should keep controlling the student activities, the teacher should present the language in an enjoyable, relaxed and understandable way in order to make the students are attracted and enjoyed the science materials in English. Besides, the researcher suggests to the students. The students are hoped not to be shy in expressing the idea in English, to be active and creative in enriching their vocabulary, to use English when they practice or express the ideas although it is hard for them, the students should take part in teaching and learning process since being active in the class is needed. REFERENCES Collier, Virginia P. A Synthesis of Studies Examining Long-Term Language Dellar, Sheelagh and Christine Pierce. 2007. Teaching Other Subject Through English. New York: Oxford University Press. Page 6-7 Estela, Brisk, Maria. 2001. Bilingual Education from Compensatory to Quality Schooling. New Jersey London : Baston University Gay, L.R. 1992. Education Research Competencies for Analysis and Application Fourth Edition. New York: Florida International Universities Honbry,A S. 1995. Oxford Advanced Learner's Dictionary of Current English Fifth Edition. Walton Street: Oxford University Press. Page 595 James, H. 1992. Education Research. New York : Hopper Collins Publisher Jarret, Dense. 1999. Teaching Mathematics and Science to English Language –Learners. Alaska : Nortwest Regional Education Laboratory Jinsook Choi and Joel Kuipers . Bilingual Practices in a Science Classroom Minority Student Data on Academic Achievement Washington, DC: National Clearing house for Bilingual Education. Page 87 Ovando, Carlos J.and Virginia P Collier. 1985. Bilingual and Esl Clasroom. New York : Mc Graw-Hill. Page 38 Robert C. Bogdan and friend. 1992. Qualitative Research for Education second edition. London: Ally and Bacon. Page 30

MENTAL BULLYING AND ITS IMPACT TO VICTORIA DAWSON IN DANIELLE STEEL'S BIG GIRL Karina Rachmawati English Literature, Faculty of Languages and Arts, Surabaya State University rahmakarina92@gmail.com Prof. Dr. FD Kurnia, M.Pd. English Department, Faculty of Languages and Arts, Surabaya State University Abstrak Novel Big Girl adalah novel Danielle Steel yang mempunyai tema Mental Bullying dalam penulisannya. Victoria Dawson mental bullying menjadi topic utama dalam penelitian ini. Dengan demikian penelitian ini berfokus pada tiga masalah utama (1) Mental Bullying seperti apa yang dialami oleh Victoria Dawson dalam novel Big Girl oleh Danielle Steel (2) Penyebab Victoria Dawson Mental Bullying dalam novel Big Girl oleh Danielle Steel (3) Dampak Victoria Dawson Mental Bullying dalam novel Big Girl oleh Danielle Steel. Data dari tesis ini diambil dari novel sebagai sumber utama dan membaca intensif untuk langkah analisis berikutnya. Untuk menjawab semua masalah, penelitian ini menggunakan teori Psychology of Bullying untuk menggambarkan Mental Bullying, Penyebab dan Dampaknya. Penelitian kepustakaan digunakan untuk data yang dibutuhkan perguruan tinggi. analisis yang digunakan untuk menganalisis data yang dikumpulkan berdasarkan teori. Deskripsi digunakan untuk menjelaskan hasil analisis. Setelah melalui analisis yang panjang dengan menggunakan tiga macam metode di atas,Ditemukan bahwa mental bullying membawa dampak buruk bagi korban bullying karena menggunakan kata kata dan emosi untuk menghina seseorang. Korban mental bullying mengalami depresi, merasa takut, dan merasa kesepian untuk bergaul dengan orang lain dan sebagian besar dari mereka tidak mempunyai teman. Kata kunci: Bullying, Mental Bullying, Insult Abstract Big Girl is Danielle steel's novel which has Mental Bullying themes she writes on throughout her work. Victoria Dawson mental bullying has become the main topic of this study. Thus this study focuses on three major problems, (1) What mental bullying is experienced by Victoria Dawson in Danielle Steel's Big Girl, (2) What are the causes of Victoria Dawson mental bullying in Danielle Steel's Big Girl, and (3) What are the impacts of Victoria Dawson mental bullying in Danielle Steel's Big Girl. The data of the thesis is taken from the novel as the main source and intensive reading to next step of analysis. To answer the all problems, this study is using Psychology of Bullying Theory to depict the mental bullying, causes and impacts. This study also used library research, analysis and description. Library research is used to college data needed. An analysis is used to analyze the collected data based on the theories. Description is used to describe the result of analysis. After getting through long analysis by using three kinds of method above, it finds out that mental bullying bring bad impacts to victim of bullying because using words and emotions to insult someone. The mental victims of bullying are depressed, always feeling afraid and feel lonely to associate with other people and most of them has not a friend. Key words: Bullying, Mental Bullying, Insult. INTRODUCTION Many people may probably had problems. One of their problems related with psychological. Psychology term is a thing that can not be separated far from human life. Psychology terms have touched all of the aspect about human life. Everything about human life's conflict has always touched the deepest side of human's psychology condition. There must be something that related to the psychology. When somebody gets the hurt from anything, there is always a big possibility of one who get the messy thing in his mind; it could influence his internal condition such as his way of thinking, his emotional reaction, etc. For the most serious effect, they might get the trauma and also the death of somebody because they can not control the internal conflict inside their soul. One of psychological experiences in this paper is Bullying. Bullying is a serious issue that is faced by many people, and can leave a people to live in complete fear. Bullying it self mean typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person's body, feelings, self-esteem or reputation. Bullying occurs in a context where there is a real or perceivedpower imbalance. Bullying is the use of force to intimidate someone. It can happen to anyone, anywhere and any time. It can come from a single person or a group. Bullying can be delivered verbally or in some extreme cases physically where the victim suffers actual bodily harm. Bullying behavior can be direct or indirect bullying. Direct bullying behaviors (overt) involve behaviors that are observable and that are usually expressed by physical and verbal means. Usually direct bullying involves relatively open attacks on a victim and are "in front of your face" behaviors. However, bullying behavior is not always hitting, kicking, teasing, or name calling. Children who bully others may use subversive acts that hurt just as much, but are harder to detect. Indirect bullying is related with Mental Bullying. This bullying practice occurs secretly and in the outside of our monitoring radar. Examples of indirect bullying are leaving others out on purpose, spreading rumours to destroy another's reputation or getting others to dislike another person, a cynical viewing, public humiliating, isolating, humiliating, accusing, gossiping, slandering, snapping, glaring and pouting. This is covert bullying or "behind your face" behaviours. Bullying is not just a childhood problem: it extends to adulthood, the boardroom, shop floor and the dysfunctional family. (Beane, 2003:6). It can be concluded that bullying related with mental abuse, also known as mental bullying. Mental Bullying can occur in close relationships, including parent/child relationships, marital relationships or sibling relationships. Mental bullying causes damage in the victim as she is made to believe she is worthless and at fault. Mental bullying is particularly harmful on children because of the impact it has on developing self-esteem and patterns relating to others. As mentioned above, one of the novels deals with theme Mental Bullying is Big Girl, because this study will describe about Victoria Dawson mental bullying is the main topic of Big Girl, because it's interesting for discussed through topic. Victoria Dawson experienced mental bullying when the firstborn child, she grows up out of place in her family because of her fair hair and thicker build. While the rest of her family is dark haired and thin, Victoria is blond, blue-eyed and according to her father, has his grandmother's 'big' build. Victoria puts up with her father's thinly-veiled barbs while her mother constantly drops weight remarks. Meanwhile her parents dote on the younger sister Grace, as she is beautiful and thin. In accordance of background study above, it can be simplify to discuss among three problems that emerge as significant concern toward this novel. 1. What mental bullying is experienced by Victoria Dawson in Danielle Steel's Big Girl? 2. What are the causes of Victoria Dawson mental bullying in Danielle Steel's Big Girl? 3. What are the impacts of Victoria Dawson mental bullying in Danielle Steel's Big Girl? This study will uses Psychology of Bullying theory in order to answer the question in the statement of the problems, this study tries applying theory as the base of analysis this theory is: Psychology of bullying to analyze about Victoria Dawson Mental Bullying in Danielle Steel's Big Girl. The first problem is what mental bullying is experienced by Victoria Dawson in Danielle Steel's Big Girl. This statement will use Psychology of bullying theory. with several kinds of mental bullying are; public humiliating, isolating, accusing, gossiping, slandering, snapping, embarrassed, humiliated and condescended. But of the several kinds mental bullying that have been mentioned above, which includes kinds of mental bullying that occurred and depicted to Victoria mental bullying are humiliation; embarrassed and condescended. Then the second is what are the causes of Victoria Dawson mental bullying in Danielle Steel's Big Girl. This statement will use Psychology of Bullying theory. The causes of Victoria Dawson mental bullying its come from Family factor, There are two causes that made Victoria experienced Mental Bullying from family factor; Narcissistic her parents and Being Different from her Family. And the last is What are the impacts of Victoria Dawson mental bullying in Danielle Steel's Big Girl. This statement will use Psychology of Bullying theory. The impacts of Victoria Dawson mental bullying its she feel sadness and self esteem which is there are three impacts because of Victoria feel sadness and self esteem; Search for Self Identity to New York, Struggle from her Body Image, and See a Psychiatrist. RESEARCH METHOD This thesis is regarded as a descriptive-qualitative study and use a library research. Therefore, the data will not be in number. The descriptive method of his study can be elaborated as follows. The main source of the study is taking from Danielle steel novel entitled Big Girl by Danielle steel, is an American novelist who is currently the bestselling author alive and the fourth bestselling author of all time, with over 800 million copies sold. Based in California for most of her career, Steel has produced several books a year, often juggling up to five projects at once, all her novels have been bestsellers, including those issued in hardback. Big Girl published by Delacorte Press on February 23, 2010. In analyzing the data, a descriptive qualitative method was applied. The data mostly got from library research. The data consist of the main data and additional data. The main data are collected or taken from Danielle Steel's Big Girl in the form of quotations, comments on the events and action related with the issue that is Victoria Dawson mental bullying, the causes and the Impacts of Victoria Dawson mental bullying in Big Girl. The supporting data are taking from many sources such as articles, reference books, journals, magazines, internet sources that are relevant with the topic and other related sources. Then the data are collected, clarified, analyzed and made a conclusion. To assist and strengthen the data will be analyze; Victoria Dawson mental bullying in Danielle Steel's Big Girl used Psychology of bullying, the causes and the impacts of Victoria Dawson mental bullying. Overall, those concepts are relating with the Victoria characterization in her life. This study contains four chapters. The first chapter is about introduction consist of background of the study, statement of the problem, purpose of the study, significance of the study, limitation of the study, research method and organization of the study. The second chapter is Review related of literature; consist of Psychology of bullying, Victoria Dawson mental bullying, the causes and the impacts of Victoria Dawson mental bullying, and paradigm of analysis. The third chapter is analysis about the novel Big Girl. The fourth or the last chapter in this study is conclusion of the analysis. This study encloses appendices: the biography of Danielle Steel and the synopsis of Big Girl. ANALYSIS Which the theories that are state in the previous chapter are used as a guide to accomplish it. This analysis will divided into several sub chapters. The first part in this chapter is about the Mental Bullying is experienced by Victoria Dawson in Danielle Steel's "Big Girl". The second part is about the causes of Victoria Dawson mental bullying and the last chapter about the impacts of Victoria Dawson mental bullying in the novel. Victoria Dawson Mental Bullying Bullying is emotional negative action performed against others who have traits that differ from other large groups, for example, of different races, shapes hair, skin color and so on. Bullying can be emotional done by cursing or acting intentionally using motion - a particular movement aimed to insult. (Elliot , 2005:2). One of kind bullying is related with mental abuse, and usually called with mental bullying. According to Sejiwa, (2007:2) mental bullying is a type of bullying. It is one of the most hurtful types of bullying. It is the act of using words and emotions to hurt someone. Mental bullying has two types, Verbal and Emotional. In this part it will discuss about Victoria Dawson mental bullying. To depict Victoria mental bullying, it uses Psychology of Bullying theory, with several kinds of mental bullying are; public humiliating, isolating, accusing, gossiping, slandering, snapping, embarrassed, humiliated and condescended. But of the several kinds mental bullying that have been mentioned above, which includes kinds of mental bullying that occurred and depicted to Victoria mental bullying are: Humiliation Humiliation is a kind of mental bullying that depicted to Victoria Dawson mental bullying. Big Girl tells about Victoria Dawson as the main character, she experienced mental bullying from her parents and people around her because different physical appearance than her family. Victoria parents were born from perfect physical appearance. Her father, mother and sister have the same appearance, but Victoria was different. When Victoria was a child, she experienced mental bullying from people around her and especially from her parents. In Victoria Dawson mental bullying is found quotations to depicted humiliation as kind of mental bullying. Victoria Dawson is an outcast in her own family, the round peg in a family of square holes. It is precisely her roundness that marks her as an outsider. Chubby, blond and blue-eyed in a family of slim, dark stunners, she is the daughter whom her father called "the tester cake," before getting the recipe right with younger daughter Gracie. When Victoria had a sister, Grace born with perfect physique appearance and Victoria parents satisfied with grace born. Jim always said to Victoria that she was a little tester cake. It can be seen from the quotation here: "I guess you were our little tester cake," he said, "This time we got the recipe just right," he commented happily." (p. 20) The quotation shows that Victoria is tester cake for her parent, because Victoria did not have beautiful appearance liked her parents. It made Victoria suddenly terrified that because Grace had come out so perfectly, maybe they would throw her away. She thought of what her father had said then about her being the tester cake, and wondered if it was true. Maybe they had only had her to make sure they got it right with Grace. And by then, her father still regularly teased her about being their "tester cake." Victoria knew exactly what that meant, that Grace was beautiful and she wasn't, and they had gotten it right the second time around. And her father always introduced Victoria to a business associate as his tester cake, but he also said he as proud of her, more than once, which surprised Victoria, since she never really thought that her father was proud of her. Embarrassed Embarrassed is also a kind of mental bullying that depicted to Victoria Dawson mental bullying. embarrassed occurs to others who have traits that differ from other groups or society, for example, of different races, shapes hair, skin color and so on. In this novel Victoria Dawson embarrassed by her parents and society because she had different physical appearance from her parents, she was a blond-haired, blue-eyed, chubby little girl; the complete opposite of her tall, slim, and beautiful parents. She resembled her paternal great-grandmother. She was viewed as a disappointment to her parents. Her father always referred as Queen Victoria. It can be seen from quotation here: "Jim always commented that she'd been named for Queen Victoria, whom she looked like, and then laughed heartily. It became his own favorite joke about the baby, which he was more than willing to share." (p. 10) From the quotation above, the reader know that Jim, he had perfect appearances unsatisfied with his child, Victoria. He always said that Victoria looked like Queen Victoria because she had bad appearance. And it is became his own favorite joke and he liked to share with other people. He reveals unsatisfied feeling to Victoria used jokes that made Victoria feel sad. Condescended And the last kind of mental bullying besides humiliation and embarrassed that depicted to Victoria Dawson mental bullying is condescended. Nobody likes to be condescended; when condescending person is increased endlessly it would make someone feel frustrating, annoying and humiliating. In this novel Victoria parents condescending Victoria about her physical appearance and her job and some quotations will be explained about Victoria condescending. When Victoria decided moves to New York and she want become a teacher, Victoria's choice of profession was also a source of displeasure for her father and he often told her she could do better. Victoria was a teacher for high school seniors in a prestigious private school in New York City. Instead of being proud of her as he should, her father constantly reminded her that she should get a "real job" in the business world. However, Victoria loved what she was doing and feels a true calling to be a teacher. All he had to say was that it was the wrong job in the wrong city; he usually condescended about her job because she can be poor. "You don't want to be poor for the rest of your life, do you? He said with a look of condescended." (p. 128) From the quotation above, when Victoria announced she wanted to be a teacher, her father pressures her to join him in advertising because that is where she'll earn the most money. Her father did not agree with her decision, now, her father not only insult Victoria about her physical but also condescending about her job. Tracing the quotation above, Jim refused Victoria become a teacher, he did not sure that Victoria afford to be a teacher, and he contempt that become a teacher made she to be poor and Jim did not want to subsidize Victoria. The Causes of Victoria Dawson Mental Bullying Olweus, (2004) explained that family, especially the Parents is an important factor that has a strong influence on the development of Bullying than the environments. Ahmed and Braithwaite, (2004:36) also state that family is the most influential factor in determining a person's involvement in bullying behavior. The family is the primary socializing place for children; families also have an important role in shaping a child's behavior. In the novel Big Girl, Victoria Dawson is a 6-year-old girl; for the first, she experienced mental bullying from her family when she was born And from people around her because she was a chubby little girl with blond hair, blue eyes, and ordinary looks. Victoria Dawson mental bullying occurs from family factor and there are two causes that made Victoria experienced Mental Bullying from family factor; Narcissistic her parents and Being Different from her Family. Narcissistic her parents A narcissist always hopes that people will respect himself in any situation, on other hand a narcissistic does not want to admit people's greatness but always envies someone else who seems smarter, more handsome or more successful. A narcissistic tries to impede the perception of real condition so that everything which is just belonging to one's self is highly valued and everything that belonging to another is devalued (Feist , 2002). From the explanation about Narcissistic above, the readers know about definition of narcissistic. And this one of the example causes Victoria Dawson mental bullying from family factor. In "Big Girl" Victoria Dawson is the main female character who received mental bullying because of narcissistic her parents. When Victoria twenty two years old, she go to North-western. Then she moved to New York and become an English teacher. And it made her father looked annoyed, to him; it was not even a job. He kept telling her to get a "real" job for decent money, but Victoria refused her father decisions, she still wanted to be a teacher. It can be seen from the quotation here: "I don't want to work in advertising," she said firmly. "I want to be a teacher." It was the thousandth time she'd said it to him." (p. 129) From the quotation above, we know that Victoria wanted to be a teacher, her parents belittle and mock her throughout, he disagrees with her decisions, her father forced Victoria to work in advertising because he had opinion that Victoria can not live from teacher's salaries. Her father said that Victoria can get precious job than become a teacher, she could be making three or four times what they pay to her, at any advertising agency or in any company. Jim disapproving about Victoria decisions work to private school in New York. The conclusion that Victoria parents is a narcissistic people, they just looked from handsome or beautiful and more successful perceptions and did not care with her child opinions. Quotation above explained that Victoria sister was married to a rich man was going to be a perfect complement to her father narcissism. With her ring on her finger, Grace had become a trophy proof of his success as a father, that he raised a daughter who could marry a rich man. And it made Grace no had voice and no opinions. Gracie bought into a lot of it, their lifestyle, their opinions, their politics, and their philosophies about life. Narcissistic her parents is the causes Victoria experienced mental bullying from her parents. Being Different from her family Being different from her family is the other example of causes mental bullying from family factor that Victoria experienced. Victoria Dawson is a main female character in "Big Girl" she was born from perfect physical appearance; Jim Dawson (Victoria father) was handsome from the day he was born. . He was tall for his age, had a perfect physical. Christine Dawson (Victoria Mother) she was petite and slim with hair and eyes as dark as his, and skin like Snow White. And Grace (Victoria Sister) she really a pretty girl like her mother. When she was a year old, she grew into a beautiful baby, Grace and her parents have the same appearance but Victoria was different from her family. She was naturally a big girl, liked her paternal great-grandmother, and her breasts made her like heavier. She had an hourglass figure that would have worked well in another era. It can be seen from the quotation here: "Victoria was different; she had a square look to her, a bigger frame, and broad shoulders for a child." (p. 28) From the quotation above, Victoria was born different with her family, both her parents and grace had thin frames, her father was tall and her mother and the baby were delicate and fine boned and had small frames. Grace and her parent have the same appearance, Victoria was different, and she look liked her grand mother that has big body. Victoria always become mockery from people around her, in her school, the teacher also mocked Victoria about her physical, Victoria feel that she really born different from her family. We can take conclusion that Victoria always feel that she was the galoshes because she had big body and she did not same with her family, her parent and sister are thin. And they like an apple, orange and banana but Victoria was always galoshes in her family and it is causes that made Victoria experienced mental bullying from her parent and people around her. The Impacts of Victoria Dawson mental bullying Bullying is a major social problem that can have serious effects on the wellbeing of young people. Many studies have suggested that greater frequency and severity of bullying is associated with poorer psychological wellbeing and with adjustment problems in later life. Difficulties later in life, such as family or workplace violence, may be more likely if the person is a bully- victim. Of the several impact of mental bullying that has been mentioned in review of related literature, which include that impacts of mental bullying that occurs in the character of Victoria is she feel sadness and self esteem. Victoria feel Sadness and self esteem; sadness is different to depression, as when people feel sad the feelings often pass in time but with depression they might not. Bullying can make people feel sad and lead to depression. People who are bullied are at more risk of depression and suicide attempts than those who are not being bullied. And Self esteem is Bullies often attack victims self esteem through verbal harassment and social exclusion. Individuals who are consistently berated and excluded by bullies may begin to believe that the bully's personal insults are true. (http://bullyingendshere.ca/EFFECTS_OF_BULLYING.html). When Victoria child, she experienced mental bullying especially from her parents. Victoria parents always embarrassed; humiliation; and condescending Victoria. In her society, Victoria also get name calling from people around her. And it made Victoria feel sadness and undermined her self-esteem, which is there are three impacts because of Victoria feel sadness and self esteem are: Search for self identity to New York Search for self identity to New York is an example from the impacts of Victoria Dawson feel sadness. Victoria Dawson always experienced mental bullying from people around her, because physical appearance. She had different physical appearance from her parent. Because her parents and people around her embarrassed, gossiping and give name calling to Victoria about physical appearance, Victoria feel suppressed and unwelcome they had made her feel for so long. Gracie was liked their only Child and she feel like the family stray dog. She did not even look like them, and she could not take it anymore. Growing up being the 'tester cake' is not easy, and even though Victoria is intelligent and ambitious, she is constantly reminded that men did not want smart girls. When Victoria finally moved out to go to college, each visit to her parents results in her dad's teasing and her mother weight-related questions. At least with her new life in New York, where Victoria is soon to be employed as a teacher, she can escaped from her family and finally start a new life in which she is accepted as who she is. Gracie had parents who worshipped and adored her, and supported her every move and decision. That was heady stuff. And she had no reason to rebel against them, or even separate from them. She did everything their father thought she should. He was her idol. And Victoria had parents who ignored her, ridiculed her, and never approved of a single move she made. Victoria had good reason to moved far away "She was willing to push herself out of her comfort zone if it meant finding herself at last, and the place where she belonged. All she knew now was that it wasn't here, with them. No matter how hard she had tried, she just wasn't like them." (p.62) Victoria leaved her cruel family in Los Angeles to become an English teacher at one of Manhattan's swankest private high schools. From the quotation above, we know that Victoria wanted to push herself out of her comfort zone, to finding herself, because they always made fun of her and diminished and dismissed her. They always made her feel unwanted and not really good enough for them. So she decided to become an English teacher at New York. The conclusion from analysis about Search for self identity to New York is Victoria decided to move to New York to fulfill her dreams and escape her family. She ready to start her new life in which she is accepted as who she is. And though her new life is exciting, the old temptations remain, and she continues to wage war with the scales. Victoria struggles to find a life far from the hurt and neglect of her childhood, the damage created by her parents, the courage to find freedom, and become who she really is at last. Struggle from her Body Image Struggle from her body image is a second example of the impacts Victoria Dawson experienced mental bullying. That makes Big Girl fascinating is how it chronicles Victoria struggles with her weight. Victoria becomes known as their tester cake, an experiment allowing them to get the recipe right the second time. She receives years of put-downs from her narcissistic father, and her mother ignores the comments, often adding her own advice as to how Victoria could make more of her looks and maybe someday get a man. The main character, Victoria, struggles with her weight, body image and self-esteem from childhood. Her parents frequently criticize her and favor her younger, thinner sister. As a consequence, Victoria constantly battles her weight, trying different diets and exercise programs, only to slide back into comfort eating when her parents upset her. It can be seen from the quotation here: "The summer before Victoria entered high school she went on her first diet, she had seen an ad for an herbal tea in the back of a magazine, and sent away for it with her allowance. The ad said that it was guaranteed to make her lose ten pounds, and she wanted to enter high school looking thinner and more sophisticated than she had in middle school." (p. 34) From the quotation above we know that Victoria Dawson had a big body and she unsatisfied with her body and she felt sad. So, she went on her first diet, she want looking thin and more sophisticated likes Victoria's sister Grace, the beautiful anger and the perfect replica of her parents is at the center of attraction in this family. We can take the conclusion that Victoria really wants struggles with her weight, Victoria parents frequently criticize her about her weight, and Victoria constantly battles her weight. Victoria really wants to look thin and reflected her family, so she did everything possible in order to lose her weight. She attempting diets, failing diets, trying at the gym, putting the weight back on, and getting therapy and surgery her nose. Finally, she gets a nose job to increase her self-worth. See a Psychiatrist People who bully others may also benefit from therapy, though they may be reluctant to acknowledge their bullying behavior openly. In therapy, bullies may begin to understand the impact their hurtful behavior has on others, explore reasons for why they bully, learn new skills for communicating positively with others, and/or address personal experiences that may have contributed to their bullying behavior. Often bullies have unresolved personal wounds that contribute to their bullying behavior, and addressing these emotional wounds or identity/social issues in therapy can be an integral step towards stopping bullying behavior. (http://www.goodtherapy.org/therapy-forbullying.html). And the last example of the impacts Victoria experienced mental bullying is she see a psychiatrist. "Big Girl" tells the story about a young woman who has been made to feel different because she does not look like her family all her life. Victoria Dawson was considered too big boned and heavy in her family and for most of her life, she was made to feel different and inadequate. She was also made to feel unloved, unlovable, and ugly. Her parents were of a different time and were very narcissistic. Her father was the kind of man who would make comments about something but make it out to be a joke, but the comments, even though joking, her mother was not much better and followed along with whatever her husband did and said. And it is hurt and would make Victoria feel like she was worth nothing for many years. When she got back to New York, she was disheartened by the things her parents had said, and the weight she had put back on, and because Harlan suggestion she see a psychiatrist. At the first time Victoria meet the psychiatrist, she asked few details about Victoria and her family background. It can be seen from quotation here: "She asked Victoria a few details about where she had grown up, where she had gone to school, and college, how many siblings she had and if her parents were still married or divorced." (p.234) From the quotation above, we know that Victoria really see a psychiatrist because suggestion from Harlan. Although in the beginning she feel agonized and afraid, she afraid if the women discovered that she was crazy. When she asked few details about Victoria, all the question is easy to answer for Victoria, especially when she answered the question about Grace, Victoria lit up like a light bulb when she answered the question about having a sibling, and then described her and how beautiful she was. From analysis about see a psychiatrist, we can take the conclusion that Victoria feel sadness and father joke is hurt her heart. So, she see a psychiatrist because Harlan suggestion. And after she sees a psychiatrist she feels free than before, she had been entirely open and honest with her. She had a feeling that she had opened a door that afternoon and let the light into the dark corners of her heart. CONCLUSION The conclusion is divided into two in This Study is about the main female character, Victoria Dawson from the novel "Big Girl" based on the statement of the problem. In analyzing the character, this study uses Psychology of Bullying theory. There are three statements of problem; What mental bullying is experienced by Victoria Dawson in Danielle Steel's Big Girl, What are the causes of Victoria Dawson mental bullying in Danielle Steel's Big Girl and What are the impacts of Victoria Dawson mental bullying in Danielle Steel's Big Girl. Those questions have been answered in the analysis. Victoria Dawson mental bullying is the main topic has been explained detail based on the theory above. As explained in the review of related literature there are several kind of mental bullying, But of the several kinds mental bullying that have been mentioned, which includes the kinds of mental bullying that depicted to Victoria Dawson mental bullying are; Humiliation, Embarrassed and Condescended. And the first explanation has used those three kinds of mental bullying to analyzing Victoria Mental Bullying. As seen in the novel, Victoria Dawson as the main character, she experienced mental bullying from her parents and people around her because different physical appearance than her family. Victoria parents were born from perfect physical appearance. Her father, mother and sister have the same appearance, but Victoria was different. When Victoria was a child, she experienced mental bullying from people around her and especially from her parents and three kind of mental bullying that have been mentioned its occurs to Victoria Dawson. In the second explanation, this study discusses about the causes of Victoria Dawson mental bullying. The causes of Victoria Dawson mental bullying its come from Family factor, There are two causes that made Victoria experienced Mental Bullying from family factor; Narcissistic her parents and Being Different from her Family. Victoria Dawson is a 6-year-old girl; for the first, she experienced mental bullying from her family when she was born And from people around her because she was a chubby little girl with blond hair, blue eyes, and ordinary looks, Victoria Dawson has always felt out of place in her family, because narcissistic her parents and she was being different from her family especially in body-conscious. And the last explanation discusses about the Impact of Victoria Dawson Mental Bullying. The impacts of Victoria Dawson mental bullying its she feel sadness and self esteem which is there are three impacts because of Victoria feel sadness and self esteem; Search for Self Identity to New York, Struggle from her Body Image, and See a Psychiatrist. Mental Bullying that Victoria experienced from her parents and people around her brings many impacts to Victoria, She feel sad, not confident and lonely. So, she decided to search self identity to New York, Struggle from her body and See a Psychiatrist to fulfil her dream, raised her self esteem and wants to look thin and reflected with her family. REFERENCE Ahmed, E. & Braithwaite, V. (2004). Bullying and Victimization. Causes of Concern for Both Families and Schools. Cambridge: Cambridge University Press. Beane, A. (1999). Facts about bullies/victims and preventive advice. United States: Free Spirit Publishing Inc. Beane Allan L., Ph.D. (2003). Bully Free Program. Helpful Fact Sheets for Parents. United States: Free Spirit Publishing Inc. DeHaan, Laura Ph.D. (2009). Bullies. United States: NDSU. Elliot, Michele. (2005). Bullying Wise Guides. New York: Hodder Children's Books. Feist, Jess, and Gregory J. Feist. (2002). Theories of Personality 5th ed. Boston: MC Graw Hall. Olweus, Dan. (1993). Bullying at School. What we know and what we can do. London: Blackwell Publishing. Olweus, Dan. (2004). Bullying at School. London: Blackwell Publishing. Sejiwa. (2007). Bullying panduan bagi orang tua dan guru. Jakarta: Grasindo. Steel, Daniell. (2010). Big Girl. United States: Delacorte Press Publisher. Sullivan, Keith. (2000). The Anti Bullying Handbook. London: Oxford University. Internet Source: (http: Bullyingendshere.ca/ Effect of Bullying. Html) Accessed in 14th 2013 (http: Selfishness and Narcissism in Family Relationships - article by Dr. Lynne Namka.html) Accessed in February 2013 (http: Goodtherapy.org) Accessed in 12th 2013 (http: What causes bullying.html) Accessed in 11th 2014

DIRECT FEEDBACK STRATEGY IN THE TEACHING OF WRITING Army Vista Casmi Septianik English Education Department, Language and Art Faculty, Surabaya State University. email: armyvistacs@yahoo.co.id Prof. Dr. Susanto, M.Pd. English Education Department, Language and Art Faculty, Surabaya State University. Abstrak Penelitianinibertujuanuntukmendiskripsikanpenerapanstrategi Direct Feedback oleh guru untukmengajarmenulispadasiswakelassepuluh di sekolahmenengahatas Surabaya.Dalam proses pengajaranmenulisini guru menggunakanempattahapdalampenerapanstrategi Direct Feedback. Merekaadalahtahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Padatahapperencanaan, guru memberikanpenjelasandanpengungkapanpendapattentangapa yang akan di lakukandalampelajaranmenuliskepadasiswa. Setelahitu guru memintakepadasiswauntukmerencanakandanmenuliskan ide secarabebas yang berkaitandengan topic teks recount dalampengajaranmenulis. Dalamtahap yang keduayaitupenyusunan, guru memintakepadasiswauntukmengembangkan ide merekakedalamsuatuparagraf.Kemudiansetelahsiswaselesaimengembangkan ide dalamparagraf, guru memintasiswauntukmengkoreksikembalitulisanmerekadengancaradikoreksiolehtemansebangku. Tahap yang ketigaadalahtahapdalampengeditan.Dalamtahapini guru memberikanpengkoreksiandarihasiltulisansiswasetelahmendapatkanpengkoreksianolehtemansebangkudenganmenggunakan Direct Feedback strategibaiksecaralisanatautulisan.Yang teakhiradalahtahaphasilakhirterbaru.Dalamtahapini guru memintasiswauntukmengumpulkanhasilakhirtulisanmerekasetelahmendapatkankoreksidaritemansebangkudan Direct Feedback dari guru dalampertemuanberikutnya. Penelitimenggunakandeskriptifkualitatifdalamdesainpenelitian, karenatujuandaripenelitianiniadalahuntukmenggambarkankegiatan guru selamapelaksanaan Direct Feefbackstrategidalampengajaranmenulis.Penelitihanyamemilihpadasalahsatu guru bahasainggris yang mengajar di sekolahmenengahatas di salahsatukota di Surabaya. Data dalampenelitianinidiperolehdarihasilobservasi yang menggambarkanpenerapan Direct Feedback strategidalambentukpengkoreksiantulisansiswa.Data di analisisuntukmenjawabsemuapertanyaanpenelitian.Penulismenulissemuainformasitentangsegalasesuatu yang terjadiselama proses kegiatanbelajarmengajardalambentukcatatan yang panjang. Hasildanpembahasanadalah, pertamaadalahtahappenerapan Direct Feedback strategihanyaterfokusdalam proses kegiatanbelajarmengajar. Dalamtahapinipenerapan Direct Feedback dibagimenjadiempattahapanyaitutahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Dalampemberian feedback guru menggunakanempatperandalam proses iniyaitu guru sebagaipembacaataupartisipasi, sebagai guru menulisataupenuntun, sebagaiahlitatabahasa, dansebagaipengkoreksi. Dalamtahap yang keduaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukkesalahantatabahasa.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaiahlitatabahasa.Yang ketigaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukperbendaharaan kata.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi.Padatahapankeempatatauterakhiradalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukpenggunaanparagrafing, pengejaan kata dan capitalization.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi. Dari hasil proses kegiatanbelajarmengajarmenulistersebut, penulisdapatmenarikkesimpulanbahwa Direct Feedback strategisesuaiuntuksiswadalamkegiatanbelajarmengajarmenuliskarenadenganstrategiitu guru dapatmembantukesulitansiswasepertimembantumengurangikesalahansiswadalamkegiatanmenulis. Saran bagi guru adalahuntuklebihsadardalampenggunaanwaktudanbagipeneliti lain dapatmelakukanpenelitianserupadalamaspek lain danbisamenggunakanpenambahanpemberian feedback dalamkategorikontendanorganisation. Kata Kunci: Direct Feedbcak, Strategi, KegiatanMenulis. Abstract This study aims to describe the application of the strategy of Direct Feedback by teachers to teach writing to the students in the tenth grade of high school in Surabaya. In the process of teaching writing the teacher uses four stages in the implementation of Direct Feedback strategy. They are planning, drafting , editing , and the latest final versions. In the planning stage, the teacher gives an explanation and brainstorming to the students regarding what they are going to do in writing lessons. After that, the teacher asked the students to plan and write their ideas freely that are related to the topic in teaching writing of recount text. In the second stage, is drafting activity. Here the teacher asked the students to develop their ideas into a paragraph. Then, after the students finished developing their idea into a paragraph, the teacher asked the students to re- writing their work by using peer correction. The third stage is editing. In this stage the teacher gave the students' correction of their work after getting friends correction inpeer correction with the Direct Feedbackstrategy either in orally or in writing. For the last stage is final version. In this stage, the teacher asked the students to submit their final product after getting corrections from their friends and Direct Feedback from the teacherin the next meeting. The researcher used a descriptive qualitative research design, because the purpose of this study is to describe the activities of the teacher during the implementation of the Direct Feefback strategies in teaching of writing. The researcher chooses the one of English teacher who teachesin high school in one of the cities in Surabaya. The data in this study weretaken from the observation that illustrates the application of direct feedback correction strategy in the form of student writing. The data were analyzed descriptively to answer the research questions. The writerwrote all the information about everything that happened during the teaching and learning process in the form of long notes. The results and discussion are, in the first stage of the implementation ofDirect Feedback strategy is only focused in the process of teaching and learning activities. In the implementation of Direct feedback is divided into four stages, they are planning, drafting, editing, and the last final version. In providing feedback the teacher use four roles in this process, they are the teacher as reader or participation, as teacher writing or guide, as a grammarian, and as a evaluator. In the second stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of grammatical errors. In this term the teacher in editing stage and she act her role as grammarian. The third is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of vocabulary. In this stage the teacher in editing stage and she act her role as evaluator. In the fourth and final stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form paragrafing usage , spelling words and capitalization. In this stage the teacher in editing stage and she act her role as evaluator. From those results of the process of teaching-learning in writing, the writercan draw the conclusion that Direct Feedback strategy is appropriate for the of students in learning activities because the teacher can help the student's difficulties such as helping to decrease the students'mistakes in their essays. Suggestions are to the teacher and other researchers. For the teacher has aware to time and for other researchers who will conduct this similar studies but in other aspects they can use the additional corrections of feedback on the content and organization categories. Keywords: Direct Feedback, Strategy, Writing Activities. Introduction In Merrill's Component Display Theory verifies feedback as the most important part in Secondary Presentation feedback may takes place during practice and/or elaboration stages. (Merrill 2002) states that feedback has also been long acknowledged as the most essential form of learner guidance. To confirm further of the important position of feedback, Andrews and Goodson (1980) state that feedback is included in one of the purposes of systematic instructional design that is to improve evaluation process "by means of the designated components and sequence of events, including feedback and revision events, inherent in models of systematic instructional design". In this case, feedback as strategy applied by the teacher is the important position to improve the students evaluation or when teaching learning process during practice and revisions in class. Feedback is also an important component of the formative assessment process. Here, formative assessment gives information to teachers and students about how students' writing relate to classroom learning goals. One of the strategies use by the teacher in giving formative assessment is by using direct feedback. Direct feedback is a strategy which provides feedback to students to help them correct their errors by providing the correct linguistic form or linguistic structure of the target language (Ferris, 2006). This technique requires the teacher to give direct comment or answer to the student when noticing a grammatical mistake made by crossing out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous (Ellis, 2008 ; Ferris, 2006). Bitchener et al., (2005) and Ferris (2003) add that Direct feedback is usually given by teachers, upon noticing a grammatical mistake, by providing the correct answer or the expected response above or the linguistic or grammatical error. From those statements, direct feedback can be used by the teacher to help the students' difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. Direct feedback as a strategy is appropriate for students in beginner level or in situation when the students get errors in their works that are not easy to do self-correction such as sentence structure and word choice, or it can be useful when the teachers want to direct the student attention to their error patterns that require the student correction. The effectiveness of direct correction has been proven on several previous studies. Chandler (2003) reported the results of her study involving 31 ESL students on the effects of direct and indirect feedback strategies on students' revisions. She found that direct feedback was the best way for producing accurate revisions and preferred by the students as it was the fastest and the easiest way for them to make revisions. Others, the most recent study on the effects of direct corrective feedback involving 52 ESL students in New Zealand was conducted by Bitchener and Knoch (2010) where they compared three different types of direct feedback (direct corrective feedback, written, and oral metalinguistic explanation; direct corrective feedback and written metalinguistic explanation; direct corrective feedback only) with a control group. They found that each treatment group outperformed the control group and there was no significant difference in effectiveness among the variations of direct feedback in the treatment groups. From the above statements, it can be concluded that direct feedback is effective to be used in teaching writing. Although direct feedback is effective to be used, there is a difficulty when the teacher uses it in large class environment. The teacher needs much time to give feedback to the students. Clements et al. (2010) state that direct methods in providing feedback do not tend to have results which are commensurate with the effort needed from the teachers to draw the students' attention to surface errors. From the information above it can happen because the teacher doesn't give students an opportunity to think or to do anything. Therefore to overcome the above problem, the teacher needs to understand the writing steps to avoid time-consuming. Writing should be taught in a specific time in order to enable the students to write an acceptable English composition. Then, in teaching writing, the teacher can focus either on the product of writing or on the writing process itself (Harmer, 2001:257). It means that, the teacher can manage the students written by using three steps before teaching writing because by doing that the teacher can more focus on the product or the process of writing itself. Here there are three steps in writing, they are: In the pre-writing, whilst-writing, and post-writing. In the pre-writing, the teacher asks the students to: select the topic, provide specific amount of time needed to complete their writing task, brainstorm their ideas, and organize their outline. In the whilst-writing, the teacher asks the students to make draft and ask them to submit their work when they finish. In post-writing, the teacher gives the students revision regarding their work. By understanding the preceding steps, the teacher can manage the time during teaching learning activity. In one of the school in Surabaya, there is a teacher who use direct feedback strategy to teach writing. In her result, she finds advantages by using direct feedback as a strategy to teach writing, such as the students get creative, enjoy, and enthusiastic. By this method, the students become creative it is showed when the teacher revises the student's work. The teacher finds that the students frequent to use new words. Moreover, the students feel enjoy when the teacher revise their work without looked nervous. The last, the students are eager to ask and re-write their revision. Although there are several advantages, the teacher does not give further explanation how to use the technique in teaching learning activity. Brookhart (2008) states that giving feedback is crucial aspect in the writing process because it plays a central role in learning this skill. Thus, from the information above, the researcher is interested to conduct research about the use direct feedback strategy to teach writing. From the information above, the most three problematic grammatical errors made by the students are prepositions, text, and past tense verbs (Bitchener et al., 2005; Ellis et al., 2008; Sheen, 2007). Most of the student's mistakes in writing is about grammar. It is the teacher role to use strategy in direct feedback because it will be useful to use it to reduce or help the students' mistakes in writing skill. One topic about student' views toward the teacher feedback on their written errors showed in studies: Chenowith, Day, Chun, &Luppescu (1983); Cohen (1987); Cohen &Cavalcanti (1990); Ferris (1995); Ferris & Roberts (2001); Ferris et al. (2000); Hedgcock&Lefkowitz (1994); Komura (1999); Leki (1991 ); Radecki& Swales (1988); and Rennie (2000). It has consistently reported that students want such error feedback. This is the teacher's advantages, because most of students want such error feedback from the teacher. The teacher can give the students' stages of process writing feedback in revising and editing stages. According to Ferris and Roberts (2001), the most popular type of feedback is underlining with description, followed by direct correction, and underlining is the third. That's kinds of ways make the teacher to get much attention from the students in applying direct feedback strategy in teaching of writing. The phenomena shows that most teachers prefer focus on the product of writing to focus on the process of writing. As a result, the competition that the students write is poor in terms of the overall categories in ESL Composition Profile including content, organization, vocabulary, language use, and mechanics. It occurs since the teacher does not provide guidance through the process of writing and considers writing as a finished piece of competition. In fact, writing is not only the matter of composition as a finished piece of writing, but also the evaluation of the writing process. Therefore, in order to enable the students to write an acceptable English composition, the teacher has better focus on the process approach in which the process of writing is involved. Process approach is considered as the appropriate method to teach writing in which it pays serious attention to the various activities which are believed to promote the development of skilled language use (Nunan, 1991:86). Furthermore, Raimes in Richars (2005:305-509), in principled process approach, the product of writing, accuracy, and grammar are important. It shows that if the teacher focuses on the process of writing when he or she teaches writing, it does not mean that he or she merely focuses on the writing process itself, but also on the quality of the final product. Therefore, the process of writing is considered as the appropriate method to teach writing since it enables the students to write an acceptable English competition. From those, the researcher tends interested to observe this phenomenon by emerging a question that is "to what extent does the teacher apply direct feedback in writing?" The researcher was trying to analyze the activities during the teaching and learning process that using Direct Feedback as strategy. According to those reasons the researcher did a research according to the following research questions To what extent does the teacher apply direct feedback to correct student's grammatical errors in writing? To what extent does the teacher apply direct feedback to correct student's vocabularies in writing? To what extent does the teacher apply direct feedback to correct student's mechanics in writing? This study is conducted to describe only focused on the implementation of Direct Feedback strategy in teaching of writing. Writing is a part of learning process besides listening, speaking, and reading. According to Petty and Jensen (1980:399) writing is an activity that creates ideas or opinions in a composition by using writing convention: it is ideas though, feeling expressed in written way. This is in line with Nunan (2003:88) views that writing is the mental work of inventing ideas, thinking about how to express them into statements and paragraphs that will be clear to the reader. It means that writing is combination of some words to deliver the ideas in written language. Besides that, writing is also a language skill that is used to communicate indirectly. It means that the written language is not used to communicate face to face. According to Broughton et al (1980), writing is different from speaking because it involves an activity that is both private and public. here it means writing is considered a private activity because when the writer write or arrange a composition, he or she works individually, but it is also considered as a public activity because the result of his or her writing is intended for an audience. Others, according to Boughy (1997), writing is considered as a tool for the creation of ideas and the merger of the linguistic system by using it for communicative objectives in an interactive way. From this opinion writing indirectly the successful transmission of ideas from a writer to a reader via text and this exchange of information becomes an effective means to motivate and encourage the development of the students in language skills. Harmer (2007: 325-327) stated that there are four stages in the writing process: they are planning, drafting, editing, and final version. In this study the researcher will use Harmer' concept: Planning In the planning stage the teacher arranges the students to plan their work before making a draft by exploring the ideas and information regarding the topic. Reading and discussing, thinking critically and interpreting, and brainstorming are examples of exploring. Boas (2011) says that planning stage is used for brainstorming ideas which are related to their lives and what they want to write.Moreover, in planning the teacher encourage the students to make an outline that includes thesis statement and supporting ideas which then are developed into an essay. Drafting The second stage is draftingwhere the students develop the outline into a whole essay. In this stage, the teacher asks the students to write anything on their mind to compose the essay in form of the rough draft without thinking the regularity of their writing. Editing The third stage is editing, where the students revise their rough draft. In editing, the teacher encourages the students to revise their draft by considering several aspects, such as: the relevancy between thesis statement and the topic, the topic paragraph should be used in beginning of the paragraph, and the content should relate with the thesis statement. Or also the students can check the content, grammar, vocabulary, mechanics, and so on.Moreover, producing a cohesive another coherent essay is a must and can only be done by enlarging the argument or opinion, and ideas to make an elaborate explanation that is coherent from one to another. Final Version The last one is final version, where the teacher asks the students to compose their draft carefully, find, and edit their grammatical, lexical, and mechanical errors before submitting their work. In this stage, the teacher must ensure the students that their final works are free from previous errors since it can affect the content of their final product. But the students still have chance to rethink what they have written and go back to editing stage or even planning stage. Like Harmer (2012:129) states that writing stages are like writing cycle, if it is necessary to add ideas or edit their writing, we can go back to the previous stage or stages. But if it does not need to edit, the students can do their writing final version. Feedback can be classified according to the following: The performer (the provider) of feedback (teacher, peer, self and CALL Computer Assisted Language Learning), the timing of feedback (delayed and immediate feedback) and the form of feedback (direct and indirect feedback), the method of performance of feedback (oral and written feedback), the concentration on a specific item in feedback (grammar, spelling and etc.), the stage of process writing feedback and the effect of feedback (feedback in revising, editing stages). The purpose of this study will be explained to two types of the teacher's written feedback. Here the types, they are: Direct and Indirect feedback. The first type of the teacher's written feedback is direct feedback. Danny and Randolph & Karen (2010) Altena& Pica (2010) Direct teacher feedback simply means that the teacher provides the students with the correct form of their errors or mistakes whether this feedback is provided orally or written. It shows them what is wrong and how it should be written, but it is clear that it leaves no work for them to do and chance for them to think what the errors and the mistakes are. The second type of the teacher's written feedback is indirect feedback. In this type, there are two types of feedback coded indirect feedback and uncoded indirect feedback. As for the first type "coded indirect feedback", the teacher underlines the errors or mistakes for the students and then the teacher writes the symbol above the targeted error or mistake and then the teacher gives the composition to the student to think what the error is as this symbol helps the student to think. In the second type, the uncoded indirect feedback, the teacher underlines or circles the error or the mistake and the teacher doesn't write the correct answer or any symbols and the student thinks what the error is and corrects. Teacher is one of the sources of feedback. In providing feedback, writing teachers have at least four roles: as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. As Keh (1990) and Hedgcock and Leftkowitz (1996) suggest at least four roles that writing teachers play while providing written feedback to students: a reader or respondent, a writing teacher or guide, a grammarian, and an evaluator or judge. For the first roles, is about the teacher as a reader or as a respondent. In this role, the teachers respond to the content and they may show agreement about an idea or content of the text. Teachers may provide positive feedback such as "You made a good point" or "I agree with you" without giving any suggestion or correction. The second is the teacher as a writing teacher or as a guide. That is, teachers may show their concern about certain points or confusing or illogical ideas in students' text. In this case, teachers still maintain their role as a reader by only asking for clarification or expressing concerns and questions about certain points in the text without giving any correction. They may, however, refer students to strategies for revision such as choices of problem solving or providing a possible example. The third is the teacher as a grammarian. The teacher writes comments or corrective feedback with reference to grammatical mistakes and relevant grammatical rules. Teachers may provide a reason as to why a particular grammatical form is not correct or not suitable for a certain context such as choice of tense, use of article, or preposition. In this case, the teacher may also give elaborate explanation of grammatical rules to help students improve their text. As a grammarian, teacher can provide different function and strategies of feedback. One of the functions of feedback is to provide error correction or corrective feedback. Corrective feedback generally aims at addressing grammatical errors on students' writing. In addressing grammatical errors on students' writing, teachers can employ different strategies of providing feedback such as direct feedback strategy. Direct feedback, which is a strategy to help the students correct their errors by providing the correct form of the target language. Teacher feedback can also be provided with explicit corrective comments, that is by not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. The last in fourth roles, is the teacher as an evaluator or judge. It is very common that many writing teachers may act only as an evaluator whose main role is to evaluate the quality of students' writing as an end product of a writing process (Arndt, 1992) and grade students' writing based on their evaluation. Discrepancies in findings, or in interpreting these findings, have sparked a debate in the last 15 years on whether corrective feedback is effective or ineffective. The debate was initiated by Truscott (1996) who unalterably holds that feedback, in the form of grammatical error correction, is neither effective nor useful, and even harmful for student learning. Therefore, he suggests that corrective feedback should be abandoned. In contrary, Chandler (2003) and Ferris (1999) argue that corrective feedback is effective and helpful in reducing the errors on students' essays. More recent studies also lend support, providing evidence in favor of corrective feedback Bitchener (2008); Bitchener et al. (2005);Ellis et al. (2008). Based on the findings of their studies, they maintain that teacher corrective feedback is effective and helpful for students in improving grammatical accuracy in writing their essays. From the above informations, it can be concluded that direct feedback is effective to be used in teaching writing. Teaching writing using direct feedback is considered as an important since it gave the teacher chances to increase the students ability in writing by using learned-centered style. Since previous statements have considered that learned-centered style in form of peer or group work is preferred than compositions because it offers interaction and sharing ideas between students. However, before implementing the strategy the teacher should make the process steps before starting applying direct feedback as strategy in teaching writing. The implementation of Direct Feedback strategy in teaching writing recount text should include writing process; they are planning, drafting, editing, and final version Harmer (2007: 325-327). Based on those concept, the implementation of Direct Feedback strategy in teaching writing recount text in the class have some activities to do. They are: The teacher explains the nature of recount text, it start from the purpose, the function, the generic structure, and the language features to the students by some modification by using brandstorming or etc. The teacher also gives example of recount text to the students in order to make the students understand with the teacher's explanation and example of how to make mind mapping. The teacher gives the students some topics to write recount text. The teacher asks the students to make such like mind mapping as the planning stage. The students make mind mapping to write down their ideas they want to write it individually. After the students make mind mapping on their recount text, the teacher asks them to exchange their work in pairs. They can give comments, questions, suggestions, and corrections about the content, organization, vocabulary, language use, and mechanic on their partner mind mapping to compose into recount text draft. Then each student can write their recount text draft based on their friend questions, suggestions, comments, and corrections. The next activity is sharing. In this case, the teacher calls some students randomly one by oneto come forward to show their recount text by writing their text into white board. Therefore, the other students get patient too and also learn which one is not appropriate word, the mechanics, or the content by giving comments orsuggestions. And the most necessary, the teacher givesDirect Feedback to their recount text. Teacher gives direct feedback by giving explicit corrective comments, symbols, or underlining. Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. Lyster and Ranta (1997) define metalinguistic feedback as "comments, information, or questions related to the well-formedness of the learner's utterance without explicitly providing the correct form" (p. 47). Finally, the students submit their recount text result as the final version to the teacher on the next meeting. METHODS Based on the research problems and the objective of the study, the researcher used descriptive qualitative method. Descriptive qualitative studies simply describe phenomena. Descriptive method describes and interprets what exists.The purpose of this study is to describe to what extent the teacher applies direct feedback to correct student's grammatical errors in writing, to describe to what extent the teacher applies direct feedback to correct student's vocabularies in writing, and to describe to what extent the teacher applies direct feedback to correct student's mechanics in writing. According to Cohen, et al (2007:461), the aims of descriptive qualitative are to describe, to summarize, to prove, to examine the application and to operate the same problems in different contexts. The purpose of this study is to describe the teaching learning process in the form of words not in the form of numbers, because this study is descriptive qualitative. Moreover, Bogdan and Biklen (1992:28) state that the data collected should be in the form of words or pictures rather than numbers. The data in this study described in the form of words, sentences, or paragraphs to describe the implementation, the students' responses, and the students recount writing text result using Direct Feedback strategy in teaching writing recount text.Descriptive qualitative method means that the researcher only goes to the field, finds some data, states research question, collect some data, analyze the data and finally reports it. The data is the problem which is found in the field. The problem means that the condition found in the field is not like the condition expected. The subject of the study is an English teacher who teach in a high school of Surabaya. The researcher chose the subject because one of the teachers had implemented Direct Feedback method in the teaching writing in her class.Cohen, et al (2007:461) states that descriptive qualitative focuses on smaller numbers of people than quantitative research.Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. The setting of the study was the place where the researcher conducted the study. The researcher was conducting the study at SMAN 15 Surabaya which is located in Jl. Menanggal selatan no. 103 Surabaya, the class of X-IPA-10 year 2013 and 2014. These class consist of 36 students, 16males and 20females. This research conducted in the classroom where the teacher hadusedDirect Feedback strategy in teaching writing recount text. Furthermore, the classroom is provide by facilities which support the learning activivities, such as White board, LCD, AC, Computer, sound, television and a laptop. The students have arranged the chairs and tables well in order to make them study easily. Data is very important for this study because from by using data the researcher knew the result of her study through this data, and the data were answer the research questions. In this study the researcher do not use questionnaire, it is to avoid dishonesty and to anticipate that the subjects would not complete the questions. The data of the study taken from the teaching learning process that done by the teacher who using direct feedback as strategy in teaching writing in the classroom. To get the data, the researcher wrote field notes to observe the teacher's activities when giving direct feedback in the teaching and learning process. The data represented in the post activity of the teacher when giving the students direct feedback while learning in the classroom. There were three kinds of qualitative data to answer the research questions of this study. The first data were the description of teachers' expressions and comments while giving correction about grammatical errors and direct feedback to the students. (1) (1) Teacher : Teacher : Okay, I will check the Savira's text. By the way, for the grammatical errors she did some mistakes. For example: in the first paragraph line 1 "I had a terrible and tiring day last weekend", here (a) it should be omitted. In paragraph one Line 2 "In the morning, I was waking up at 5 a.m. and prayedsubuh", if in the beginning you use waking as a verb so second verb prayed should be using (–ing) to. So it should be praying. Next, in line 5 "we must joined" it should be write "join", because must be followed by Verb1. Last, in line 11 you wrote "my other key" it should be used "the". Next, for Afanin's text. Okay you did same with Safira's text in grammatical errors. For example: you wrote "after that, me and my mother cooked some food for lunch", it should be used we. Then for the sentence "I went to bookstore to boughtsome book", it should be buy because you have use went as your verb. Last for "I do my homework" it should be written did. These data were used to answer the first research question "to what extent does the teacher apply direct feedback to correct student's grammatical errors in writing?". The second data were the description of teachers' expressions and comments while giving correction about vocabularies and direct feedback to the students. (2) (2) Teacher : Teacher : And for vocabulary, it just for the first paragraph line 3 "I accompanied my mother (.)to shop" between my mother and to it should be add "go". For the last paragraph, "InSunday morning" remembers it should be on just like Ataya did before. But, so far I think your word choices were good. And talk about "like yesterday" I think it should be wrote the day before. This is correction for your vocabulary. It is also in sentence "I accompanied my mother to (.) the market" here it should be add go to, and also like we went (.) to the mall" it should be added go. These data were used to answer the second research question "to what extent does the teacher apply direct feedback to correct student's vocabularies in writing?". The third data were the description of teachers' expressions and comments while giving correction about mechanics and direct feedback to the students. (3) (3) Teacher : Teacher : So the last correction is about mechanics. It showed in line 16 "I was watching television" it should be added (a) between watching and television. "I was watching a television". Over all your writing are good Safira. So keeps on this track but you can explore more. Okay, that's very good. Okay then, pay attention to the mention things like "some vegetables, like carrot , tomato, spinach , onion , garlic , ginger , curcuma, and many more and also bought some fish, shrimp, and chicken."Here you have decided space from kind of vegetables itself and others thing. You should write some vegetables, they are likes carrot, tomato, spinach, onion, garlic, ginger, curcuma, etc. We also bought more, such as fish, shrimp, and chicken. And for your mechanics, there are lot mistakes about your punctuation. Such like in the first paragraph "last weekend ( , ) I had a lot of activities". You used comma but you add space after weekend, it should be not space after weekend. Double space is not necessary guys. So the good one is like last weekend, I had a…. Okay, for your right spelling and capitalization are good, but please pay attention about your punctuation and your paragraphing.yah? Is it clear for you guys? These data were used to answer the third research question "to what extent does the teacher apply direct feedback to correct student's mechanics in writing?". The source of data for this study was the teacher who use direct feedback strategy to correct the students mistakes in the teaching and learning process. Data collection technique means how the researcher collects data. In this study the researcher collected the data by conducting observation field notes as a qualitative. Bogdan and Biklen in Moleong (2005: 209) stated field note is written note about what was heard, seen, thought and had been around in order to collect as well as reflect the data in qualitative research. Here, the researcher done non-participant observation. It means that she does not participate directly and influence in the teaching and learning process. The writer wrote all of information about everything that happening during the teaching and learning process in the form of long note. Here is the observation that was done by the teacher: Observation, in this research the researcher used observation field notes. She used this observation because she wanted to find out the application of the teaching and learning process in the classroom of their recount writing. The researcher did this observation by writing and record all of the activities of the teacher and the students while direct feedback is implemented. In this research, all the data obtained through observation field notes were analyzed inductively in order to answer research questions stated in chapter one. After collecting the data then the researcher did the next step, that was analyzed the data. This is the qualitative study thus the data analyzed inductively, in words rather than in numbers. The steps of data analysis have done during the data collection technique: 1) Organized the data during the observation, and then decided what have to be reported. 2) After analyzing the data, the researcher described the data by classifying them into parts based on the problems of the study. 3) The researcher tried to make conclusion. They showed whether the use of direct feedback strategy was suitable or not with the theory. In addition, by analyzing the data obtained, the researcher was written and recorded the teacher activity when direct feedback strategy is applied in the classroom. It included the teacher correction about grammatical errors, vocabularies and mechanics. RESULT AND DISCUSSIONS The result and discussions is the answer of the problems based in introductions. The data were taken through the observation and only focused on the teacher activities during the implementation of Direct Feedback strategy in the teaching and learning process. The Implementation of Direct Feedback Strategy The data were obtained through the observation that was focused in the teachers' activities during the implementation of direct feedback strategy in the teaching and learning process. The implementation of the research was done only in one meeting. The implementation of Direct Feedback strategy method was divided into four stages, they are planning, drafting, editing, and final version. Then in providing feedback, the teacher at least has four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. The observation was conducted on September 30th, 2013. The subject of the study is an English teacher who teaches in a high school of Surabaya. The researcher chose the subject because one of the teacher's had implemented Direct Feedback method in the teaching writing in her class. Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. Actually there were 36 students in this class, but three students were absent without any reason or information. Therefore, there were 33 students who consist of 16 male's students and 20 female's students in class X-IPA 10. The teacher started the class with opening session, for instance, greeting the students, checking the attendance list, and asking the students to prepare the lesson. The teacher did not introduced the researcher in front of the students, because of the teacher did not need the students to feeling nervous or uncomfortable if she explained about the researcher who want to record the activities in the beginning until the end of the lesson. The Applying of Direct Feedback Strategy to Correct Student's Grammatical Errors in Writing The result from the observation show that the teacher had been explained the student mistakes' about grammar. It showed when the teacher gives feedback with explicit corrective comments; she was not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. As Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. So, here the teacher has applied direct feedback as strategy in writing to correct the student's grammatical errors. In the previous studies that providing explicit corrective comments through explanation of grammatical rules or metalinguistic information is advantageous for students in the long run, that it raises students' grammatical awareness, and engages students in problem-solving activities to discover the correct forms see Bitchener et al (2005), Ellis et al. (2006), Ferris &Hedgcock (2005), Nagata (1997), Varnosfadrani&Basturkmen (2009). The findings of the current study, in line with other previous studies, clearly indicate that teacher corrective feedback is useful and effective in helping ESL/EFL students in reducing their grammatical errors not only in subsequent revisions but also in the new essay. Furthermore, providing teacher corrective feedback in the form of indirect feedback followed by direct feedback accompanied with explicit corrective comments help students correct their grammatical errors more effectively than other feedback strategies, especially compared to direct feedback strategy. By doing so, the students got the essay way to edited or revised their works because they got some corrections and suggestions from their friends in pairs and from the teacher when the teacher gave them direct feedback. Jacobs et al (1997:20) says that the students can share to the other groups in front of the class and the students can edit their recount text writing depend on their friends comments, suggestions, corrections about the content, organization, vocabulary, language use, and mechanic in writing recount text. The Applying of Direct Feedback Strategy to Correct Student's Vocabularies in Writing Based on the result which are gained from the analyzed of data,the teacher had took examples from Safira and Afanin Text's. It showed that the teacher had corrected the students' mistakes' about vocabularies. In vocabulary component, those were two students who considered as write less mistakes in their writing text. As (Ellis, 2008; Ferris, 2006), stated that direct feedback may be done in various ways such as by striking out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous form, usually above it or in the margin. It means that, the teacher had correct the students' mistakes by doing some ways to correct their vocabularies, such as by striking out an incorrect or unnecessary word, phrase, or morpheme; and inserting a missing or expected word, phrase, or morpheme. It is been shown when the teacher corrects Safira's text. She corrected her mistakes by inserting a missing word. And from Afanin's text, she gave by striking out an incorrect or unnecessary word like yesterday to be the day before. From the above correction, it is clear that the teacher applied direct feedback strategy to correct the students' vocabularies by using that ways. So that is the essays way to encourage the students to get the motivation because the teacher not only giving them such corrective correction but they also know what else their mistakes by using self-correction in the next time. The Applying of Direct Feedback Strategy to Correct Student's Mechanics in Writing In these criteria, the students had few errors of spelling, capitalization, and paragraphing. It means that the students were occasional errors of spelling, punctuation, capitalization, paragraphing but the meaning was not obscured. From the data analyzed indicate that the teacher correct the students' mistakes in term of the mechanics. After the teacher giving those students text's direct feedback correction, she always asked to the students any question or also suggestion. Based from those results which are gained from analysis of the data, the researcher concluded that the teacher did her implementation of direct feedback strategy method that was divided into four stages, they are planning, drafting, editing, and final version. Also in providing feedback, the teacher at least did her four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as anevaluator. From those, it can be concluded that the teacher had applied Direct Feedback to correct the student's essays that includes three elements; they are grammatical errors, vocabularies, and mechanics. Ideally, the teacher feedback should address to all aspects of student texts such as content, ideas, organization, rhetorical structure, grammar, and mechanics. Because it will consume much time, so the teacher only focused to correct on the students grammatical errors, vocabularies and mechanics. It was supported by Ferris (2003b) notes that teachers' priorities for student writing as well as feedback provision have changed over time from focusing mostly on sentence-level correction as reported in the 1980s Cumming (1985), Kassen (1988), Sommers (1982), Zamel (1985) to more aspects of student writing including ideas, organization, grammar, and mechanics in the 1990s Ferris (1995-1997), Ferris, Pezone, Tade, &Tinti (1997) Kepner (1991), Hedgcock&Lefkowitz (1994). However, providing comprehensive or unfocused feedback on all errors on students' writing can be time-consuming and exhaustive for both teachers and students because it corrects all of the errors in students' work and can be considered extensive Ellis, Sheen, Murakami, & Takashima (2008). By doing these strategy, the teacher had find out that most of the students were did mistakes in the grammatical errors. But, for the vocabularies and mechanics, the students did fewer mistakes in their essays. CONCLUSSION AND SUGGESTION Conclusion In this study, there are two conclusions got from the result of the study that are obtained from the observation, they are: (1) Direct feedback strategy can be used as teaching technique in teaching writing recount text to the tenth grade students of SMAN in Surabaya. The implementation of direct feedback as strategy in teaching writing of recount text divided into four stages, those are: Planning stage, in planning stage the teacher had given brainstorming and arranged the students to plan their work by exploring the ideas and information regarding to the topic. The teacher also had encouraging the students to make an outline that included thesis statement and supporting ideas which were developed into an essay. As Boas (2011) states that planning stage is used for brainstorming ideas which are related to their lives and what they want to write. Drafting stage, in drafting stage the teacher had asked the students to write their ideas into the essay in form of draft. This stage where the students developed the outline into a whole essay. Editing stage, in editing stage before the teacher gave direct feedback; she had corrected the student's essay and let the students to change their works in pairs. Because in this term, the students had a chance to discuss and get comment or suggestion from their partner Jacobs et.al (1997:14). After that, the teacher applied direct feedback strategy by giving some correction from the student's essay one by one in front of the class. Final version stage, in final version the teacher had given the students direct feedback and the students had shared their draft in front of the class. It included feedback from the teacher and from the students; comments or suggestions. Then the teacher let the students had to edit and submit the final version of their recount text on next meeting. (2) The use of Direct Feedback strategy could help the tenth grade students of SMAN in Surabaya in learning writing recount text. It showed from the editing stage, when the teacher applied Direct Feedback to correct the student's essays in front of the class that includes three elements; they were grammatical errors, vocabularies, and mechanics, she found out that most of the students did the same mistakes. It came from the grammatical errors. For the vocabularies and mechanics, the students did fewer mistakes in their essays. The students also were getting enthusiastic when the teacher asked them to write a recount text based on the theme and their own experience, because the students could be more focus in writing recount text than usual (Kagan, 2004). As a result, direct feedback strategy was appropriate for the students in teaching and learning writing. Because the students usually got errors in their works and they were not easy to do self-correction such as sentence structure or word choice. From those, by using direct feedback the teacher could help the student's difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. And by using direct feedback the teacher could decreasing the students' mistakes in writing activity. As noted by Cardelle and Corno (1981), the more feedback students receive, the better they understand what they need to do to correct their mistakes. It also prove by Kulhavy (1977) the understanding of why they make mistakes and how to correct such mistakes helps students correct their mistakes and increase their achievement. It means that the student who receives feedback would have information about which parts of their texts need to be corrected and improved. Carless (2006) confirms that students who receive feedback during the writing process have a clearer sense of how well they are performing and what they need to do to improve. As feedback is meant for helping students narrow or close the gap between their actual ability and the desired performance Brookhart (2003). Teachers are responsible for helping students develop their ability to reach their learning goals through teachers' feedback. Suggestion Based on the data interpretation and the previous conclusion, the researcher has some suggestions to the teachers and the other researcher. The researcher constructs her suggestions as follows: (1) The teacher has to minimize the time consuming when she check the attendance the students. It means that the teacher should not call the student's name one by one. (2) In the process of teaching, the teacher should know and understand the students' characteristics. It means that the teacher does not give the students too much explaining or reminding them. (3) The researcher would like to invite next researchers who conduct the similar study to make improvement on this study, such as using the same field but different subjects. It means they can use the other subjects. (4) For the teacher and other researcher, the writer suggest to gives feedback for correct the content and organization. REFERENCES Arndt, V. (1992). Response to writing: Using feedback to inform the writing process. In M. N. Brock and L. Walters (Eds.), Teaching composition around the Pacific Rim: Politics andpedagogy (90-116). Avon, UK: Multingual Matters. Altena, l& Pica, T. (2010). The Relevance of Second Language Acquisition to Written Feedback on Advanced Second Language Writing. Unpublished PhD, University of Pennsylvania.3414220. Bitchener, J. (2008). 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