T1 112008001 Full text

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ACADEMIC WRITING STUDENTS’ PERCEPTIONS TOWARD WRITTEN TEACHER

FEEDBACK ON THEIR FIRST DRAFT

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

CHRISTINA NATALIA SUTRESNO

(112008001)

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

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ACKNOWLEDGEMENT

For the very first time I would like to thank Jesus, my wonderful Lord. I know

only by Your grace that I can finally finish this thesis. Thank you so much Jesus, my

everything. I am also thankful for my family who always support me to do the best and

always there for me and my brothers in every condition and pray for me every day.

Moreover, I would like to thank to my supervisor and my second reader, Bu Victoria Usadya

and Bu Martha Nandari who help me finish this thesis. Furthermore, thank you for Miss

Kalaly who is very kind to me and allowed me to do the research in her class and also thank

you for Academic Writing students who are willing to help me by accepting to be

interviewed. Thank you very much for your time. Finally, I would like to thank to all of my

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ACADEMIC WRITING STUDENTS’ PERCEPTIONS TOWARD WRITTEN TEACHER FEEDBACK ON THEIR FIRST DRAFT

Christina Natalia Sutresno

ABSTRACT

This study explored Academic Writing students’ perceptions toward written teacher feedback on their first draft in the English Department of Satya Wacana Christian University. The data were collected from interviews with 14 Academic Writing students of the English Department in a private university in Central Java. The kind of interview that was used in this study is semi-structured interview. This study resulted in four major themes. The first theme was about the students’ feeling toward their first draft revision. The second theme was about students’ expectation of the teacher comments. The third theme discussed about teacher comment on students’ first draft and the last theme was about the students’ perceptions toward a good teacher feedback. Finally, from the data, the study came to a conclusion that Academic Writing students had positive perceptions toward their teacher written feedback. They found it useful, especially in the content and organization aspect. The result of this study can be used for Academic Writing teacher to know what kind of feedback the students really need.

Keywords: perception, feedback

INTRODUCTION

Writing classes are required classes which have to be taken by the students of the Faculty of

Language and Literature. Basically, writing classes are divided into four levels of classes that

are Guided Writing, Narrative & Descriptive Writing, Expository & Argumentative Writing,

and Academic Writing. In all of these classes, the students are asked to make papers and the

process of making them is step by step from the first draft to the second draft and finally to

the final draft or the final product of their works. In the first and second draft, the students are

given feedback from the teacher and their friends and the feedback can be useful for them to

revise their draft because the teacher feedback can help the students know where the errors of

their writing are. Feedback, as viewed by Furnborough and Truman (2009) cited in Magno,

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that feedback should help the students to reach the expected target competence. In addition, Ferris said that feedback also comes in various linguistic forms, it may be in questions,

statements, imperatives, or exclamations, and comments can be softened through the use of a

variety of hedging devices (Ferris, 1997). Moreover, Furnborough and Truman (2009) also

added that this feedback is provided to ask for further information, to give directions,

suggestions, or requests for revision, to give students new information that will help them

revise, and to give positive feedback about what the students have done well (Ferris, 1997).

However, the validity of whether teacher feedback gives effects to the students’ writing

development is still doubtful. As what is cited in Ellis (2007) as a recent review of feedback

on L2 students’ writing, Hyland and Hyland noted that “while feedback is a central aspect of

L2 writing programs across the world, the research literature has not been equivocally

positive about its role in L2 development, and teachers often have a sense they are not

making use of its full potential.” (p. 83). Therefore, in this study, I would like to know the

Academic Writing students’ perceptions toward written teacher feedback on their first draft.

There are a study that have attempted to explain that although there is research that

show students value teacher feedback and find it useful to help them improve their writing

(Leki 1991), negative effects of teacher feedback have been reported in the literature, such as

frustration and confusion (Mantello 1997), and student under-achievement and underexpectation through unfocused marking (OFSTED 1996). Student under-achievement

and underexpectation means the student’s work cannot fulfill the predetermined criteria of a

good writing. Since some believe that written teacher feedback is given to help students in

making their writing better, we need to know where the most important aspects of written

teacher feedback given are, whether it is on the format aspect, mechanic aspect, content and

organization, grammar, or vocabulary choice aspect. Recent evidence suggests that since

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and present them effectively, feedback needs to cover all aspects of students’ written texts, including issues of content, organization, style, grammar, and mechanics (Magno, and

Amarles ,2011). In addition, in Magno, and Amarles (2011), it is also cited that Ferris,

Pezone, Tade, and Tinti (1997) concluded that teachers’ feedback goes beyond whether a

teacher responds to “content” or “form”. Therefore, I want to know how the students see the

focus of the teacher’s feedback. Some experts, like Fathman and Walley (1990), as well as

Fregeau in Williams (2003) reported that teacher feedback on content in the form of teacher

comments is often vague, contradictory, unsystematic and inconsistent. Fregeau said that this

leads to various reactions by students including confusion, frustration and neglect of the

comments.

This study is narrowed down for the Academic Writing students in this University

only. It is hoped that this study can give benefit to the teacher to know what kind of feedback

that the students really need.

LITERATURE REVIEW

One of the important keywords for this study is ‘perception’. Allport (1966) defines

‘perception’ as the way we judge or evaluate others. Hence, students’ perception in this study

can be viewed as their judgements or evaluation of their written teacher feedback. The other important keyword is ‘feedback’. According to Ramaprasad (1983), “feedback is information

about the gap between the actual level and the reference level of a system parameter which is

used to alter the gap in some way” (p.4). In education this means the learner has to “possess a

concept of the standard (or goal or reference level) being aimed for, compare the actual (or

current) level of performance with the standard and engage in appropriate action which leads

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information students receive that will reinforce or modify responses to instruction and guide them more efficiently in attaining the goals of the course”.

The early research in Critical Feedback on Written Corrective Feedback Research by

Storch (2010) indicated that there are two kinds of focuses in feedback: 1. Feedback which

focus on some range of issues or content; and 2. Feedback which focus on language use,

termed written corrective feedback (WCF). WCF itself is divided into two parts. The

distinction between types of WCF was mainly between direct and indirect WCF. In (Storch,

2010), Ferris stated that direct WCF refers to the provision of the correct linguistic form or

structure by the teacher, and indirect WCF refers to feedback which simply indicates to the

writer that an error has been made, usually via a symbol or an abbreviation (e.g. ‘vb’

representing an error in the use of verbs).

Many historians have argued about the students’ response and preference toward

written teacher feedback. Surveys such as conducted by Nordin, Halib, Ghazali, and Mahari

(2010) suggested some quotation from some experts. Firstly, Hyland (2003b: 179) cited in

Nordin et al. (2010) noted that students prefer comments on the content and organization in

their earlier drafts. Other studies, however, showed different findings. Secondly, Fathman and

Walley (1990) also cited in Nordin et al. (2010) for instance, indicated that learners show

significant improvement if comments on both grammar and content are given at the same time. The last quotation is the study on teacher response patterns by Ashwell (2000) cited in

Nordin et al. (2010). It concluded that it does not matter to learners in which order they

received the form or content feedback.

Furthermore, teacher written feedback is believed to have several benefits for the

writing students. The first benefit is that it can give improvements for the students in writing.

The study conducted by Patthey-Chavez and Ferris (1997) in Telçeker (n.d., p.3) stated that

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process, but also have subsequent effects on the improvement of the writing ability in later assignments.”

The second advantage of written teacher feedback is that it can be used to do

self-evaluation for Writing students. The students will be more aware of where their mistakes in writing are if they are given written teacher feedback because it can indicate where the errors

are located on. After that they can start to evaluate the words that should be added, deleted or

changed in their writing. As (Case, 2007) cited in Ferguson (2011, p.2) : “Assessment

feedback is vital for promoting learning and motivating students to improve by facilitating

reflection and self-evaluation, as well as highlighting errors, deficiencies and problems”.

After the students know where their mistakes are, they can also be taught to be aware of the

reader’s expectation about their works, so that they can learn to do self-assessment. As

Hedgcock & Lefkowitz (1994) cited by Mahfoodh (2011) argued that teacher written

feedback raises student writers’ awareness of the reader’s expectations.

The third advantage of written teacher feedback is that it can serve as a means of

communication between the teacher and the students. When there are comments and symbols

which are used for giving feedback by the teacher, there is also communication between the

teacher and the students, for example: when the teacher says that there should be some

changing in some parts of the writing, then it can serves as the media or the communication

tool for the teacher to the students, as the following extract cited by Bailey and Garner (2010)

which emphasized about the formative and developmental role of feedback:

It is learning, a learning tool. It is about the growth of individual skills and knowledge. But it is also about communication; about shaping expectations and about a reflection on the quality of what has been submitted. (p.5)

Teachers and students agree that despite the time-consuming nature of providing written

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2004; Lee & Schallert, 2008) cited by Mahfoodh (2011) because it is considered to be the best way for communication with each student on a one-to-one basis.

In relation to the advantages of written teacher feedback, it is reported that there are

two basic different kinds of strategies in giving feedback for the teacher, that are: direct and

indirect strategies of giving feedback. Direct and indirect strategies are different in the way of

giving feedback. Bitchener cited in Mi-mi (2009) stated that “teachers do not need to correct

every mistake students make, but rather, combine direct and indirect strategies” (Bitchener, et

al., 2005, p.1). Direct feedback means when the teacher gives feedback to the students with

the correction of the errors and indirect feedback is when the teacher only indicates where the

students’ errors are without giving the correction of them. Otherwise, as Hyland (1990) cited

in Mi-mi (2009, p.2) stated that indirect strategy suggests “minimal marking” by using

correction codes, that is, the teacher points to the exact location of an error, and the type of

error involved.

In brief, basically, there are three advantages of written teacher feedback in Writing

class, that are: written teacher feedback can give improvements in writing for the students,

written teacher feedback can be used to do self-evaluation for the students, and written

teacher feedback serves as a communication between the teacher and the students.

THE STUDY

The study was conducted to know the Academic Writing students’ perceptions toward

written teacher feedback by using semi-structured interview. When doing the interview I also

added some additional questions based on what the participants say about the study. Each

interview took around 20-30 minutes. The interview was recorded. The data collection lasted

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RESEARCH QUESTION

The study was conducted to know ‘What are the Academic Writing students’ perceptions

toward written teacher feedback on their first draft?’

CONTEXT OF THE STUDY AND THE PARTICIPANTS

The study was conducted in an English Language Teaching program in a private

university in Salatiga. There were fourteen Academic Writing students who participated in

this study. Six students were from year 2009 and eight students were from year 2010 and the

total was 14 students. Academic Writing is the course to be taken before takingProposal and Report Writing and then Thesis. From the Academic Writing class, the students are expected

to be able to write academically with the rules set. All participants in this study were selected

using purposive sampling technique. Purposive sampling technique is when we select the

participants purposefully or select a group of people that can meet certain criteria

(Blackledge, 2001, p.57).

The participants were those who were taking Academic Writing class because they have

known the basic rules of writing in their previous semestersso that they must have been more

familiar with teacher feedback. Hence, it is not difficult for them to give their perceptions

which include their judgments toward their written teacher feedback.

DATA COLLECTION PROCEDURE

The data were collected through several interviews with 14 Academic Writing students in the

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opinion about the questions given, I used semi structured interview. When I did the interview, I also made up some questions based on what the participants say about the study. After I got

the data, I made the name of the participants as pseudonym.

DATA ANALYSIS PROCEDURES

After getting the data from the interview, it was transcribed using clean transcription

as the focus was on the content of the interview (Elliot, 2005). The present study was

designed to determine the Academic Writing students’ perceptions toward written teacher feedback on their draft. After I got the data, I analyzed it using categorical content analysis.

Based on Lieblich (1998), categorical content is a way of analyzing the data by focusing on

the contents or themes across the participants. From the 14 participants who have been

interviewed, some emerging themes were found from the analysis process.

FINDINGS AND DISCUSSION

This study set out to determine the Academic Writing students’ perceptions

toward written teacher feedback on their first draft. The results of this study show that most

of the Academic Writing students needed written teacher feedback in their first draft for

revision. There are four themes that come out based on the data analysis, that are: “Aspects of

difficulties that the students found in their first draft revision”, “Students’ expectations of the

teacher comments”, “Students’ responses toward the teacher comments on their first draft”,

“Student’ perceptions about a good teacher feedback”. Basically, there are five teacher

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grammar, and vocabulary choice. These five aspects will be important information for the data analysis.

Aspects of difficulties that the students found in their first draft revision

The data showed that the teachers mostly gave comments in the content and organization

aspect and in the format aspect. In addition, the student found the difficulties mostly also in

those two aspects as shown in the chart below.

Chart 1. Aspects of difficulties that the students found in their

first draft revision

All of the students as much as fourteen students (100%) in the study in direct and

indirect manner said that they found difficulties in revising their first draft. There are six

students (29%) that found difficulties in the format aspect. The problem is in the referencing,

following the APA format, and in the quotation. Seven students (32%) found difficulties in

the content and organization aspect. The problem is in arranging the ideas and argument. One

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found difficulties in the vocabulary choice aspect. While the ‘?’ symbol represents that the difficulties mentioned by the students do not belong to any of the aspects that I focused on.

Below are some unedited quotations from the interviewees about the aspects of difficulties

that they faced in their first draft revision, whether it is in the format aspect, mechanics

aspect, content and organization, grammar, or vocabulary choice aspect.

Quotation 1 (unedited)

“Sometimes the difficulties for this Academic Writing class is because we just had to know about citation. So we are confused, we are often confused how to

apply those APA format to our writing.”

Yanti (a pseudonym)

“Many mistakes, also not focus, the argument is not correct yet, and also there

are some source which is forgotten of being inserted.”

Fenny (a pseudonym)

“The mistakes lies in the arrangement of the argument, and arranging ideas

and lack of examples to support my argument.”

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“Many of the difficulties is also actually in the source. Sometimes the sources

and the APA format. Sometimes, oh yes this is paraphrase, oh yes this is

quotation, but how actually to apply these in a correct way? Something like that. So, if we want to put anything we don’t feel confident because we are

afraid that it is not appropriate.”

Santi (a pseudonym)

From the quotations above, it is clear that many of the Academic Writing students find

difficulties in their first draft revision mostly in the content and organization, and in the format aspect. This is similar to the result of the study conducted by Telçeker and Akcan

(n.d., p.12). They noted that “in general, students have difficulty elaborating points in a body

paragraph and relating them to the flow of ideas in an essay”.

Students’ expectations of the teacher comments

This chart provide a sight to what students actually expect from their teacher comments,

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Chart 2. Students’ expectations of the teacher comments

expectation to be given comment in what aspects?

In his study, Mahfoodh (2011, p.6) stated that “EFL student participants perceived that their

teachers should provide written feedback on all aspects of their essays: content, organization,

vocabulary and mechanic, but the students sometimes believed that their teachers should

focus on mechanic problems and vocabulary usage more than other aspects.” In contrast, the

result of this study showed different result that is students do not really need feedback on the

mechanics and vocabulary choice aspects. As many as seven out of fourteen students

expected to get the written teacher feedback in content and organization aspects. Four

students needed feedback in the format aspect. One student needed feedback in the mechanics

aspect. One other needed feedback in the grammar aspect. Two other students needed

feedback in the vocabulary choice aspect. Thus, it can be viewed that students needed their

written teacher feedback in all of the five aspects of the writing, especially in the content and

organization, and format aspects.

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Differ from the students’ expectation of the teacher comments which indicates how the students want their teacher to give the comment, especially in what aspects, this section is

talking about the students’ perception or the way they judge or evaluate their teacher

feedback or what their responses are towards the teacher comments as can be shown in Table

3.

Aspect of teacher comments that

the students get

Students’ Positive Responses Students’ Negative Responses

1. Format 16 (64%) 9 (36%)

Table 3. Students’ responses toward the teacher comments on

their first draft

Most of the students give positive reactions toward their teacher comments in the first draft.

There are 84 positive reactions and 33 negative reactions from the total of 117 reactions

about the students toward the teacher comments on their first draft. For the format aspect, the

data shows 16 (64%) positive reactions and 9 (36%) negative reactions out of 30 responds to

the teacher comments. For the mechanics aspect, there are 18 (75%) positive reactions and 6

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grammar aspect, there are 15 (72%) positive reactions and 6 (28.6%) negative reactions out of 18 responds. And in the vocabulary choice, there are 19 (76%) positive responds and 6

(24%) negative responds out of 29 responds.

In addition, the data result shows the most useful feedback in students’ opinion by asking them directly about which comment that is the most useful for them. Ten students out of 14

said that the most useful part of their teacher feedback is on the content and organization

aspect. One of them said the most useful feedback is in the format aspect only. The additional

information about this data is that 4 students stated that format aspect is the most useful along

with the other aspect. Moreover, 4 students said the vocabulary aspect is the most useful

along with the other aspect. The other two students said that all of the aspects are useful.

Below are some of the quotations from the interviewees that show her positive and negative

reactions toward written teacher feedback in their first draft and also the one that show there

is no most useful teacher feedback, which means that all of the aspects are important.

“With this feedback I can do self introspection over again and read the correct

format citation from the APA.”

Bayu (a pseudonym)

“Yes, it is necessary because in Writing is not about the content but the

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Rina (a pseudonym)

“If talking about feeling, actually I feel depress. So, why is this is wrong and

….”

Rina (a pseudonym)

“Even without teacher I could probably fix it myself.”

Bayu (a pseudonym)

“All of them are useful. None of them is the most important. Everything is

really the most useful.”

Lea (a pseudonym)

The data shows that students gave more positive responds than negative responds to their

teacher comments in their first draft. Therefore, it can be assured that students liked teacher written feedback, especially in the content and organization aspect.

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The last thing to be considered about in this study is how the students perceive a good teacher feedback as can be shown in the Table 4.

A good teacher feedback Percentage

Not only state or show where the location of the

error is, but also give the explanation of how the

correction should be.

10 students (71%)

Long teacher comments 9 students (64%)

Table 4. Students’ belief about a good teacher feedback

From the data analysis, it is clear that more than half of the students, that is 10 students out of

14 students saw a good teacher feedback as feedback in which the teacher not only showed

the location of the error was, but also gave the solution. Besides, most of the students said

that they prefer to get long teacher comments than the short one. However, one of them said

that she prefer to get short written teacher feedback than the long one. One other needed both

short and long teacher feedback. One other needed feedback that was neither short nor very

long feedback. The last two students said that it was not the matter of short or long feedback,

but the important point was that it needed to be exactly straight to the point and clear. Below

are some quotations from the interviewees about their preferences toward the long teacher

comments than the short one.

“I prefer the long comment because the long comment is clearer how the rest

should be. The comment will be very helpful to know what we have to do in

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Yanti (a pseudonym)

“I prefer the long comment, because when she give long comment it means

that she is careful and read my essay.”

Rina (a pseudonym)

“I prefer the long comment. Because the long comment is usually more detail

and clear. So, we are already know the errors until the detail like that.”

Eko (a pseudonym)

“Actually, the short or long comment depends on the writing, but more to the

long one because in the long comment usually the comment is clearer because

long comment is usually followed by the explanation.”

Galih (a pseudonym)

From the first theme about the aspects of difficulties that the students found in their first draft

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what aspects the students need the feedback mostly, it can be shown there is a relation between them where the students shows similarity in the aspect of difficulties that they found

in their first draft revision, which mostly is in the content and organization and in the format

aspect, and their expectations of the teacher comments is mostly also in the content and

organization and in the format aspect. For the mechanics, grammar, and vocabulary choice

aspects, the result also shown the same pattern, which indicated that they did not really find

difficulties in those three aspects in their first draft revision. In addition, below are some of

the quotations from the interviewees that showed the students’ perceptions toward a good

teacher feedback.

“Don’t just state that it is incorrect, but can give how the correction should

be.”

Rina (a pseudonym)

“Not only underline it, but also give what the correct revision is.”

Mita (a pseudonym)

Therefore, the students’ perceptions toward a good teacher feedback were the feedbacks that

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teacher comments than the short one because long comments were more helpful, more detail and clearer.

CONCLUSION AND PEDAGOGICAL IMPLICATION

The purpose of the study is to find the Academic Writing students’ perceptions

toward teacher written feedback on their first draft in the English Department of Satya Wacana Christian University. This study find four major themes. They are: “Aspects of

difficulties that the students found in their first draft revision”, “Students’ expectation of the

teacher comments”, “Students’ reactions toward the teacher comments on their first draft”,

“Student’ perceptions toward a good teacher feedback”.

The first theme discuss about students’ feeling toward their first draft revision. Many

of the Academic Writing students find difficulties in revising their first draft, mostly in the

content and organization, and in the format aspect. The second theme discuss about the

students’ expectation of the teacher comments. All of the Academic Writing students in the

English Department of Satya Wacana state that they expect to get written teacher feedback.

Most of them as many as seven out of 14 (50%) students expect to get the written teacher

feedback in the content and organization aspects. The third theme is about teacher comments

on students’ first draft. Most of the students give positive reactions toward their teacher

comments in the first draft. Almost all of the students state that they find teacher feedback in

the content and organization aspect is the most useful for them. Therefore, it can be assured

that students like teacher written feedback, especially in the content and organization aspect.

The last theme discussed about students’ perceptions toward a good teacher feedback. The

result from the data shows that the students’ perceptions toward a good teacher feedback are

feedbacks that not only show the error, but also the correct revision. From the result of the

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perceptions toward their teacher written feedback. They find it useful, especially in the content and organization aspect. They also need more feedback in the content and

organization, and format aspects in their first draft. Moreover, they prefer to get long teacher

comments than the short one because long comment is more helpful, more detail and clearer.

It is hoped that this study can be a basis for other research on the same scope of the study.

Furthermore, it can be useful for teachers to know the students’ needs of their written

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APPENDIX A

This is the list of questions that is used in the interview process to collect the data from the

participants.

1. Apa pendapatmu tentang‘Writing’? Apa yang kamu rasakan ketika kamu disuruh menulis tentang sesuatu seperti essay atau tugas yang lainnya (di kelasmu)?

2. Di kelas Academic Writingmu, apa pendapatmu tentang revisi first draftmu (bisa termasuk prosesnya)? Atau apa yang kamu pikir atau rasakan ketika kamu me-revisi

first draftmu? Apakah ada kesulitan yang kamu hadapi?

Jika kamu menemukan/menghadapi kesulitan -> Kesulitan macam apa yang kamu

temukan/hadapi? Bagaimana (cara) kamu mengatasinya?

3. Apa kamu tahu apakah ‘feedback’ itu? Apa pendapatmu tentang feedback?

4. a. Apa pendapatmu tentang feedback tertulis dosenmu, terutama commentnya?

Apakah kamu memerlukannya/tidak? Mengapa?

b. Apa yang kamu harapkan dari feedback tertulis dosen Academic Writingmu?

Apakah harapanmu tersebut terpenuhi setelah kamu mendapatkan comment dari

dosenmu? Jika iya, terpenuhi dalam hal apa? Jika tidak, mengapa tidak terpenuhi?

5. Bagaimana pendapatmu tentang comment dosen yang baik/bagus/berguna itu? Atau menurutmu bagaimana sebaiknya comment dosen yang baik/bagus/berguna itu?

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Academic Writingmu? Di bagian mana/ tentang apa? Bisakah tolong disebutkan

dan jelaskan?

Apa pendapatmu / apa yang kamu rasakan dari comment-comment tersebut?

Mengapa? adakah comment-comment lain yang sebenarnya kamu perlukan /

penting untukmu? Mengapa? (sambil melihat first draft)

7. Comment dosen yang seperti apa yang paling berguna bagimu? (dari diskusi di atas)

8. Mana yang lebih kamu pilih/kamu suka, comment dosen yang pendek/panjang? Mengapa?

9. Apa kamu setuju/tidak setuju dengan seluruh comment yang diberikan dosenmu? Mengapa? Apa yang kamu lakukan jika kamu setuju/tidak setuju dengan seluruh comment itu?

10. Apa yang kamu lakukan setelah mendapat comment dosen? Jika kamu tidak mengabaikannya, apa yang kamu lakukan kemudian? Apa kamu menggunakannya

untuk merevisi first draftmu? Bagaimana kamu menggunakan comment-comment itu

untuk merevisi first draftmu?

11. Menurutmu perlu/tidak comment dosenmu di bagian yang salah? Mengapa?

12. Apakah kamu menginginkan comment dosenmu di bagian yang salah saja

(mengkoreksi kesalahan) / di bagian yang benar saja (memuji bagian yang sudah kau

tulis dengan benar) / di bagian yang salah maupun benar? Mengapa?

(31)

14. Apakah ada yang ingin kamu tambahkan / comment / membenarkan (meralat) apa yang sudah kamu katakan tentang apa yang sudah kita bahas?