Documente Academic
Documente Profesional
Documente Cultură
Editorial Board
Prof. Safnil, M.A., Ph.D (Bengkulu University)
Prof. Masaki Oda (Tamagawa University, Japan)
Prof. Jorge Jakop (Nangyang University, Singapore, NIE, NTU)
Prof. Dr. M. Zaim, M. Hum. (Padang State University)
Prof. Dr. Elza Wahyuni (Jambi University)
Prof. Sofendi, M.A.Ph.D. (Srijaya University)
Prof. Dr. Zainal Rafli, M.Pd. (UNJ)
Riswanto, Ph.D. (IAIN Bengkulu)
Editors
Dr Azwandi, Dip.. TESL., M.A.
Drs. Bambang Suwarno, M.A,Ph.D.
Dr. Eric Syahrial, M.A., M.Phil.
Editor in Chief
Dr. Alamsyah Harahap, Dip. TESL., M.Lib.
Managing Editor:
Dr. Arono, M.Pd.
Ildi Kurniawan, M.Pd.
Anggun Citra Sari Dewi, M.Pd.
Graphic Designer:
Rara Permata Sari, S.T.
Secretary:
Diana Elyza, S. Sos.
List of Contents
Page
Features of English Textbooks for the First-Year of Senior High School
Implementing the 2013-Curriculum
Emelda Syafrina, Arono Arono ........................................................................ 1-14
Abstract: This research aimed to investigate the quality of English for the First Year of Senior
High School Implementing the 2013 Curriculum the academic years 2016/2017. The method
applied in this research was descriptive method. Data collection techniques used observation
check list. There were three textbooks observed. The aspects that were observed consisted of
content, presentation, language, and graphic. The result indicated as follows. For the
appropriateness the content of view; there were only two textbooks which belong to ‘good’
category books, namely Pathway to English for Senior High School Grade X, published by
Erlangga and Bahasa Inggris SMA/MA/SMK/MAK Kelas X, published by Kemdikbud. An others
textbook had ‘fair’ category namely Bahasa Inggris untuk SMA-MA/SMK kelas X, published by
Yrama Widya. There was one textbook which was categorized into ‘very good’ presentation,
namely Bahasa Inggris SMA/MA/SMK/MAK Kelas X, published by kemdikbud. while two other
textbooks, namely Pathway to English for Senior High School Grade X and Bahasa inggris
untuk SMA-MA/SMK kelas X had ‘good’ category. Concerning the language aspect, there was
one textbook, nemely Bahasa Inggris SMA/MA/SMK/MAK Kelas X had ‘very good’ category.
Two other textbooks, namely Pathway to English for Senior High School Grade X and Bahasa
inggris untuk SMA-MA/SMK kelas X had ‘good’ category. Concerning the graphic aspect, there
were two textbooks which belonged to ‘very good’ category, namely Pathway for Senior High
School Grade X and Bahasa Inggris SMA/MA/SMK/MAK Kelas X. An others textbook namely,
Bahasa Inggris SMA- MA/ SMK kelas X had ‘good’ category. Thus, three textbooks had good
category and be worthy to use because they fulfilled the quality of good textbook.
Key words: 2013- Curriculum , Textbook, Textbooks Quality
Abstrak: Penelitian ini bertujuan untuk mengetahui kualitas dari buku pelajaran bahasa
Inggris Kelas sepuluh SMA yang menerapkan kurikulum 2013 tahun ajaran 2016/2017. Metode
yang digunakan adalah metode deskriptif. Teknik pengumpulan data yaitu observasi yang
menggunakan daftar cocok. Ada tiga buku teks yang diamati. Aspek yang diamati terdiri dari
kelayakan isi, penyajian, bahasa, dan kegrafikan. Hasil kelayakan isi menunjukkan hanya ada
dua buku yang masuk kategori buku bagus yaitu Pathway to English yang diterbitkan oleh
Erlangga dan Bahasa Inggris diterbitkan oleh Kemdikbud. satu buku lain memiliki kategori
cukup yaitu Bahasa Inggris yang diterbitkan oleh Yrama Widya. Hasi kelayakan presentasi ada
satu buku dikategorikan ke dalam presentasi yang sangat baik yang yaitu Bahasa Inggris yang
diterbitkan oleh Kemdikbud. Sementara dua buku lain yaitu Pathway to English yang
diterbitkan oleh Erlangga dan Bahasa inggris yang diterbitkan oleh Yrama Widya memiliki
kategori baik. Temuan dari aspek bahasa, ada satu buku yaitu Bahasa Inggris diterbitkan oleh
Kemdikbud memiliki kategori sangat baik yang dua buku lain yaitu Pathway to English yang
diterbitkan oleh Erlangga dan Bahasa yang diterbitkan oleh Yrama Widya memiliki kategori
baik dan dari aspek grafis, ada dua buku yang termasuk kategori sangat baik yaitu Pathway to
English yang diterbitkan oleh Erlangga dan Bahasa Inggris diterbitkan oleh Kemdikbud. satu
buku lain yaitu Bahasa Inggris yang diterbitkan oleh Yrama Widya memiliki kategori baik.
Dengan demikian, tiga buku teks memiliki kategori baik dan layak untuk digunakan karena
memenuhi kualitas buku teks yang baik.
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Emelda Syafrina, Arono, Features of English textbooks for the…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
After that, the researcher described and elaborated the findings of the analysis and
the researcher determined the conclusion
.
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Emelda Syafrina, Arono, Features of English textbooks for the…
5 Textbook 1
Textbook 2
0 Textbook 3
Content Aspect
From figure1, it can be seen that the that got scale enough result, it should be
result was follows: The average in corrected. There are three components
textbook 1 was (3.20), indicating good based on the BSNP (National Education
category, the average textbook 2 was Standards assessed). The components
(2.73), indicating fair category, and the are the relevance of materials to the
average textbook 3 was (3.39), curriculum, accuracy of the material,
indicating good category. The textbook and learning support materials.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
Textbook 1
5
Textbook 2
0 Textbook 3
Presentation Aspect
5
Textbook 1
Textbook 2
0 Textbook 3
Language Aspect
From figure 3, it can be seen that the coherence and unity of ideas, four skill
result of the third instrument of (listening, speaking, reading and
appropriateness of language of three writing) other language aspects
textbooks were known the average of (vocabulary, grammar and
textbook 1 was (3.38), indicating very pronunciation). However, should be
good category. The average of textbook improvement for some aspect that still
2 was (2.82), indicating good category. indicated low score.
The average of textbook 3 was (3.57),
indicating very good category. Three b. Graphic Aspect
textbook fulfilled the appropriateness of
The result of the graphic aspect used
language such as the match between
instrument of BSNP. It shown in Figure
language and the students’
4.
development, communicative, the
4 Textbook 1
Textbook2
3 Textbook 3
Graphic Aspect
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Emelda Syafrina, Arono, Features of English textbooks for the…
From Figure 4, it can be seen that the used more than two kinds, used much of
result of the forth instrument of graphic ornamental letters, illustrations reveal
aspect of three textbooks were known the contents of the object less
the average of textbook 1 was (3.67), proportional and less harmonious
indicating very good category. The between the title, text, caption,
average textbook 2 was (3.30), illustration, in whole pages. The
indicating very good category. average textbook 3 was (3.45),
However, it still less in illustrated book indicating very good category. It
content the score was (2.77), indicating concluded, three textbooks fulfilled the
fair category. It was because the letters graphic aspect of BSNP.
DISCUSSION
The result of analysis of the contents passages for students to read and
aspect of three textbooks as follow: discuss. A listening textbook together
Two textbooks are good categorized with audiocassettes or CDs might serve
that are Pathway to English by as the primary listening input in a
Erlangga and Bahasa Inggris by listening course. That is way, we can
Kemdikbud because most of contents in find a different textbook used in a
textbooks were relevant to SK and KD different schools as a basic guideline in
2013- Curriculum. The source material teaching and learning process.
was varied and up to date, and deeper. It The finding of research by Prasojo
can also increase the knowledge, (2014) also found the English textbook
attitudes, and skills of students. of Pathway to English for Senior High
However, one other textbook School Grade X compatible with the
considered sufficient, the textbook is curriculum 2013, as every single KI and
Bahasa Inggris by Yrama Widya. It was KD successfully implemented in the
stated enough because most of the textbook, and the materials provided in
material presented less depth, less the textbook completely completed as
functional exercises, the material all suggested English language skills
presented on the immediate exercises of writing, speaking, reading
environment did not familiar with the and listening materials in the curriculum
daily life of the participants 2013 were implemented. (Harimasyah,
(contextual). It conclude that the et al, 2008) stated that a textbook can be
textbook did not display the contextual. said to be good in content aspect, if
According to Richards (2001), noticed a complete reference that was
textbooks are used in different ways in accordance to the curriculum or
language programs. For example, a syllabus, relevant science, and needs of
reading textbook might be the basis for learners.
a course on reading skills, providing Generally, Textbook 1 facilitated
both a set of reading texts and exercises learners very well in improving
for skills practice. A writing textbook learners’ reading, writing, listening, and
might provide model compositions and speaking skills through various
a list of topics for students to write functional texts and monologues. This
about. A grammar textbook might serve can be seen in the integration of those
as a reference book and provide four skills in enabling learners to
examples as well as exercises to comprehend and produce those
develop grammatical knowledge. A functional texts both oral and written.
speaking textbook might provide Besides, given learners explicit
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Emelda Syafrina, Arono, Features of English textbooks for the…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
environment and the activity cannot be introduction, the core of the textbook
used for self-study. content, reference, summary and
Also this textbook indicated good in reflection. in closing has glossary,
opening which was realized preface and bibliography, indexes and information
table of content and also good in closing about author. It can be concluded that
that was textbook completed of textbook 3 completed the presentation
glossary, bibliography and index. But aspect. Because all aspects was fulfilled
lack in the content that as textbook less based on BSNP.
of introduction, learning load, reference, The subject and the right materials
summary and reflection. It can be are only useful and can be understood
conclude that textbook 2 should be when it was described with language
revised based on BSNP to be a good who can understood by the students.
textbook that can be used for students. The result of language aspect of three
Textbook 3 indicated very good textbooks indicated good category and
category in presentation aspect. It was fulfilled the aspect in language aspect. It
because all aspect criteria fulfilled was because the language use on three
based on BSNP. In presentation textbooks match with student
technique the materials and tasks were development, communicativeness, also
delivered systematization and balance the materials presented the coherence
among unit, the presentation of and unity ideas, focus of four skills
materials and tasks prompts interaction (listening, speaking, reading and
in English among the learners, between writing) and other language aspect such
the learners and the teacher and as vocabulary, grammar and
learners’ circumstances, and the pronunciation.
activities can be used for self-study, on Languages were determined by the
development of learners’ initiative, and level of language skills of students and
critical thinking. using standard language, the intent of
The presentation of material and the standard language effective
tasks prompts learners to do some sentence, to avoid a double meaning,
communicative activities both oral and modest, polite, and Interesting (Tarigan
written also to be responsible towards & Tarigan, 2009 ). Mainly, the language
their own learning process. On used within each model text
development of reflection and self- (interpersonal, transactional, and
evaluation ability, the presentation of functional) was not significant mistakes
materials and tasks prompts learners to in terms of grammar and vocabulary.
know their success and lack in doing Every single text used correct grammar
learning activities and in and appropriate vocabulary according to
communication. In genre based the context. In conclusion, three
approach, the activities for building textbooks was fulfilled the criteria of
knowledge, modeling the text, joint accurate and appropriate language based
construction of the text and independent on BSNP.
construction of the text. In scientific For textbook 1, the language used in
approach the activities for knowledge each explanation and instruction was
and comprehension, application, relevant to learners’ cognitive
analysis, evaluation and creation development. The explanation on
implemented 2013 curriculum. grammar theories, vocabulary, social
In opening the textbook has preface functions, generic structure, and
and table of content. On content has linguistic features of certain text types
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Emelda Syafrina, Arono, Features of English textbooks for the…
was easily understood by learners. The the other hand, the texts contained many
summary on texts’ purpose, text scientific words which were hard for
organization, and language features in learners to comprehend.
the end of each unit also facilitated It can be conclude that textbook 1,
learners to comprehend the points of the the vocabulary lessons and explanation
lesson much faster and much more of pronunciation should be improved to
easily. make learners more familiar to the
In this textbook the message scientific terminologies in the textbook
presented in each unit was clear and In Textbook 2, the language used in
easily understood by the learners. it was each explanation and instruction was
because the grammar and vocabulary relevant to learners’ cognitive
explanation were brief and used familiar development. The explanation on
language. In addition, the topics chosen grammar theories, vocabulary, social
for each unit was learners’ daily life and functions, generic structure, and
appealing for them. In turn, learners linguistic features of certain text types
would find it easy to understand the was easily understood by learners. The
message within the texts. summary on texts’ purpose, text
Besides, this textbook was lack of organization, and language features in
coherence and unity of ideas among the end of each unit also facilitated
units. It was because there was a learners to comprehend the points of the
sufficient similarity of topics between lesson faster and more easily.
one unit and another, also lack of In this textbook, the message
coverage of language content that was presented in each unit was clear and
covering grammar, vocabulary, and easily understood by learners. This was
pronunciation. It was because the because the grammar and vocabulary
texbook paid attention to grammar and explanation were brief and used familiar
vocabulary, but very little attention to language. In addition, the topics chosen
pronunciation. for each unit are of learners’ daily life
Similarly to Kinasih (2014) she also and are appealing for them. In turn,
discussed Pathway to English. The learners would find it easy to
language used within the instructions, understand the message within the texts.
explanations, or texts is very scientific Moreover, In the textbook there was
and unfamiliar for the tenth graders and lack of coherence and unity of ideas
was not facilitated explicitly with among units. This was because there
glossary of unfamiliar words. Thus, it was sufficient similarities of topics
was not relevant to learners’ cognitive between one unit and another also
development. The language also was deficiency of coverage of language
not relevant to learners’ socio-emotional content that was covering grammar,
development, because most of the topics vocabulary, and pronunciation. This
are scientific and therefore too was because the book paid attention to
demanding for learners. Pathway to grammar and vocabulary, but very little
English was lacking in terms of attention to pronunciation.
language content, because there was not In Textbook 3, the language used in
enough explanation and practice for each explanation and instruction was
vocabulary comprehension. The lack of relevant to learners’ cognitive
vocabulary lessons was a huge problem development. The explanation on
considering that this texbook has a lot grammar theories, vocabulary, social
of scientific and unfamiliar words. On functions, generic structure, and
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Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
CONCLUSION
Based on the results of research and centeredness, genre - based approach
discussion, it can be concluded that: In and presentation coverage on content
terms of contents aspect based on the and closing. In order that, these
textbook evaluation devised BNSP, that textbooks fulfill the criteria of a good
textbooks 1 and textbook 3 belong to book, especially in presentation aspect.
good textbooks. However, it should be In terms of language aspect textbook
revised by supplementing textbooks evaluation devised by BNSP, textbook 3
with up to date materials and cultural shown that very good category.
aspects. Textbook 2 still falls onto fair Textbook 1 and textbook 2 belongs to
category. This book requires heavier good category. Besides, need revision in
revision in material depth, generic the coherence and unity of ideas and
structure, up to date materials and presentation and practice in other
cultural aspects. In order that fulfill the language aspect such as vocabulary,
criteria of a good textbook, especially in grammar and pronunciation. In order
content aspect. that, these textbooks fulfill the criteria
In terms of the presentation aspect of a good book, especially in language
based on the textbook evaluation aspect.
devised BNSP, textbook 3 got a very In terms graphic aspect based
good category. Textbook 1 and textbook textbook evaluation devised by BNSP
2 belongs to good category. However, shown textbooks 1 and textbook 3 had
need improvement in learning
12
Emelda Syafrina, Arono, Features of English textbooks for the…
very good category. Besides, textbook 2 Hutchinson, T. & Torres, E. (2004). The
had good category. textbook as agent of change. ELT
Journal, 48 (4), 315-328.
REFERENCES Kementrian Pendidikan dan
Agus, A. (2016). An analysis on English Kebudayaan.(2016) Revisi bahasa
textbook pathway to English for Inggris/ kementrian pendidikan
the first year student of senior dan kebudayaan. – Jakarta:
high school based on 2013 Kementrian Pendidikan dan
curriculum. UMS: Published Kebudayaan indonesia.
Thesis Kementrian Pendidikan dan
Arikunto, S. (2010). Prosedur Kebudayaan Dokumen Kurikulum
penelitian suatu pendekatan 2013. (2012).
praktik. Jakarta: Rineka Cipta. http://www.kemendikbud.edu
Ayaturrochim. (2014). “The analysis of Kinasih, A. K. (2014). A content
reading tasks in “English in analysis on English textbooks for
focus” textbook based on the tenth graders: Look Ahead an
cognitive domain of revised English course for senior high
bloom’s taxonomy.” Thesis, school students’ year X and
English Language Education Pathway to English for senior
Study Program, Education and high school student grade X. UNJ:
Teachers Training Faculty, Published Thesis
Bengkulu University Mchugh, M. (2012). Interrater
Badan Standar Nasional Pendidikan, reliability: the Kappa Statistic
(2014). Standar isi untuk acuan biochemia medira.
pendidikan dasar dan menengah. http://dx.doi.org/10.11613/BM201
Jakarta: BSNP 2.031
Badan Standar Nasional Pendidikan, Muslich, M. (2010).Text book writing:
(2016). Standar isi untuk acuan Dasar- dasar pemahaman,
pendidikan dasar dan menengah. penulisan dan pemakaian buku
Jakarta: BSNP teks.Yogyakarta: Ar- Ruzz Media
Chandran, S. “Where are the ELT Muzakir. (2012). Penulisan buku teks
Textbook?”. in Willy A. yang berkualitas(Artikel Jurnal
Renandya (Ed.), Methodology and Online).
Materials Design in Language http://www.google.com/file.upi.
Teaching:Current Perception and Nation, I. S. P. & Macalister. J. (2010).
Practices and their Implications. Language curriculum design.
Singapore : SEAMEO Regional New York & London: Routledge.
language centre. 2003. Peraturan Menteri Pendidikan dan
Cunningsworth, A. (1995). Choosing Kebudayaan Republik Indonesia
your course book. New York: Nomor 8 Tahun 2016. Buku teks
Macmillan. pelajaran. Menteri Pendidikan
Farisi, M. I. (2012). Buku teks sebagai dan Kebudayaan Republik
psychological tool prosess Indonesia. Jakarta
enkulturasi dan pelestarian Peraturan Menteri Pendidikan dan
kearifan lokal. Prosiding Temu Kebudayaan Republik Indonesia
Ilmiah Nasional Guru IV. Nomor 24 Tahun
Tangerang: Universitas Terbuka. 2016.Kompetensi inti dan
kompetensi dasar lampiran 47.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
ABSTRACT
The purpose of this research is to determine the application of the scientific approach in
teaching of English for 10th grade at Senior High School 4 Bengkulu City. This research used
the descriptive method. The subject of this research was the English teacher at Senior High
School 4 Kota Bengkulu. The number of participants in this research were 3 English teachers
who tough in 10th grade. This study used observation checklist as an instrument. Observation
checklist consisted of three main components. The first component consisted of five phases of
scientific approach. They were observing, asking, exploring, associating and communicating.
The second component was learning materials that supported the implementation of scientific
learning approach and the third component was an assessment in scientific learning approach.
The results of this study indicated that the implementation of scientific learning approach
included the all five phases reached an average of 3.13 ( in ‘good ‘category), observing phase
reached an average 2.80 ( in ‘fair” category), asking phase reached an average of 3.15 ( in
‘good; category), exploring phase reached an average of 3.18 ( in’ good ‘category), phase
associating reached an average of 3.47 ( in ‘very good’ category) and communicating phase
reached an average of 3.06 (in’ good ‘category). The second component of development of the
material reached an average of 3.72 ( in’ very good’ categories) and the third component was an
assessment reached 3.67 (in ‘very good’ category).
ABSTRAK
Tujuan penelitian ini untuk mengetahui penerapan pendekatan saintifik pada pembelajaran
Bahasa Inggris pada kelas 10 SMAN Negeri 4 Kota Bengkulu. Penelitian ini menggunakan
metode deskriptif. Subjek dari penelitian ini guru Bahasa Inggris di SMA Negeri 4 Kota
Bengkulu. Jumlah partisipan dalam penelitian ini 3 orang guru Bahasa Inggris yang mengajar
pada kelas 10. Dalam penelitian ini peneliti menggunakan ceklis observasi sebagai instrument.
Ceklis observasi terdiri dari 3 komponen utama. Komponen pertama terdiri dari lima fase dari
pendekatan scientific yaitu fase mengamati, menanya, mengeksplorasi, mengasosiasi dan
mengkomunikasikan. Komponen ke dua megenai materi pembelajaran yang mendukung
pelaksanaan pendekatan saintifik dan komponen ke tiga adalah penilian yang dilakukan dalam
pendekatan saintifik. Dari hasil penelitian ini menunjukkan bahwa implementasi penekatan
saintifik yang mencakup ke lima fase tersebut mencapai rata-rata 3.13 dengan katagori baik
yaitu pada pase mengamati mencapai rata rata 2.80 , fase menanya mencapai rata-rata 3.15
dengan katagori baik, fase eksplorasi mencapai rata-rata 3.18 dengan katagori baik, fase
mengasosiasi mencapai rata-rata 3.47 dengan katagori sangat baik dan terakhir fase
mengkomunikasikan mencapai rata-rata 3.06 dengan katagori baik. Komponen ke dua
mengenai pengembangan materi mencapai rata-rata 3.72 dengan katagori sangat baik dan
katagori ke tiga megenai penilaian meancapai 3.67 dengan katagori sangat baik.
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Hikma Wipaqi, Azwandi, Arono, The implementation of…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
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Hikma Wipaqi, Azwandi, Arono, The implementation of…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
STEPS IN
SCIENTIFIC
APPROACH AVAERAGE CATAGORIES
OBSERVING 2.80 Fair
QUESTIONING 3.15 Good
EKSPLORING 3.18 Good
ASSOCIATING 3.47 Very Good
COMMUNICATING 3.06 Good
AVERAGE 3.13 Good
LEARNING
MATERIAL 3.72 Very Good
AUTHENTIC
ASSESSMENT 3.74 Very Good
Observing Phase in teaching during class it caused that
the teacher ignore and left them based
In observing phase 69.94% of the on their thought that all information in
teacher’s performance implemented this observing phase could implicated
phase were in very good category. through the information in picture only.
Based on the result of data in observing, Besides that, other reason was lack of
some criteria in observing phase were facility that made the teacher reluctant
implemented by the teacher in to do that they also thought that the
classroom well. In observation, the information and material should not
researcher found that some teacher did always used video in learning.
all criteria in observation phase. .Daryanto ( 2014 ) said that in
There were two criteria that were practicing of observation in learning,
rarely implemented by the teacher in the that will be effective whether the
classroom relate to the observing students and teacher completed
through watching video and observing themselves with recorded instrument
voice recording. Mulya ( 2015 ) also and other instruments as like : tape
found in his research that in observing recorder, camera, film or video and
phase, watching video and observing other things relate to their needs.
voice recording were not implemented Otherwise, the use of audio and visual
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Hikma Wipaqi, Azwandi, Arono, The implementation of…
media was very important to support the focused on group discussion where only
scientific learning approach in teaching some student eagerly to ask the question
and learning process. Audio visual can about the topic. Pahlevi (2013) got that
help the student to illustrate the real the teachers were less effective to
phenomena or real object and audio develop student’s curiosity of the
media voice recording were very students to explore to think and ask the
effective and efficient for students to question.
learn especially respective skill.
In fact, there was one teacher in
Questioning Phase first meeting less implement in some
criteria in question phase. From the
Questioning is the second step in observation, researcher found that the
this phase. Almost all of the criteria teacher was much less in giving chance
were implemented by the teachers. to the students to ask. The teacher
Based on the finding, most of the handles the all information about the
teachers has done all of the criteria in material and the students just listen to
questioning phase belong to good the information from the teacher. The
category. In this phase, researcher teacher dominated in this process. The
found that the teachers gave a chance discussion and students question was
for the students to ask about something not seen in this activity. The teacher
relate to the material. The teacher was much less giving question so there
guided the students and give curious were not interactions between students
question in order to make the students to share the information and solve the
think and stimulate them. Effective problem.
teachers can inspire students to improve
and develop the realm of attitudes, skills Exploring Phase
and knowledge. By the time the teacher
asked, at the same time he guided or Third step is exploring phase.
guide their students to learn well. When The teacher’s performance in the
the teacher answered questions learners, exploring phase come to seventy-nine
when the same instant he pushed her point fourth- three percent or the
care was to be good listeners and average three point seventeen from
learners. The function of the inquiry, eight criteria. It belongs to good
including: generating curiosity, interest, performance from exploring step. Only
and attention to learners about a theme some aspects are rarely using as like
then encourage and inspire learners to teacher train the students to do
actively learn and develop questions of simulation and do role play to their
and for it. Diagnose learners' learning material. In this phase, teachers are
difficulties and expressed definition to expected to improve student’s curiosity
find a solution, structuring tasks and in developing communicating.
provides opportunities for learners and
In exploring phase, Kartikawati
generating learner’s skills in speaking,
(2015) stated in his research that the
asking questions and giving answers
teacher only has lack of knowledge
logically, systematically, and use
about the implementation of scientific
language that are good and true.
process in teaching and learning. Then
(Permendikbud No. 81a Th. 2013).
they also got some difficulties in
Another finding also found that mastering of each stage. They tent to
in questioning phase, the teacher pocus on pattern. The teacher did not
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
use associating phase because those them some tasks and assignments. It
stage are the same with experimenting seems the teacher gave the chance to the
stage. The other reason was that the students to share the information, found
teacher just explained about the text the arguments and made conclusion in
pattern when they taught the material. order to solve the problem. The students
Then some stages left it was caused by discussed well to solve the problem to
the limitation of time. finish the task. They were looking for
such information to find and analyzing
From the data of observation, the the generate structure of the text,
teacher’s performances are good in language features, and content of the
observing the particular event and text. The teacher implemented this
he/she trained their skill trough associating phase in the classroom
structured activity. They only focused appropriated with the Degree of the
on structured activity. The students do Ministry of Education and Culture No.
the exercises or task intensively. It 81.A 2013. Associating is the process of
seem that the teacher tend to teach thinking logically and systematically
structured as well as possible. Besides above facts empires words that can be
only a few teachers used media. The observed to obtain conclusion in the
major teacher just explained based on form of knowledge.
their experienced and focused the
information that they got in textbook Communicating Phase
without add the information from other
sources. It means that the teachers only The last step is communicating
focused on task and assignment in phase. It consists of eight criteria. The
textbook. Actually the teacher should data shows that seventy-six point fifty-
develop the student’s competency as a six percent present the teacher’s
contentious attitude, honest, polite, performance in this phase was in good
respect other people’s opinion, abilities category. The teacher did this step
communicating, implementing the trough making group discussion. It saw
ability to gather information trough that this stage conducted well where all
variety of ways to learn, develop the of criteria were implemented only at the
habit of learning and long life learning ( first meeting some aspect was not
Kementrian Pendidikan dan appearing. It was not present the
Kebudayaan, 2017) pictures and the editing of friend’s
report.
Mechanical correcting the
students' activities peers in reading his
writings in order to make a response in
Associating Phase the form correction in his position as a
reader students seek and find fault. In
Fourth step is associating phase.
addition correction that the students do
They are five criteria here. The averages
in peers will be more easily understood;
of teacher’s performance are three point
Suryani in Stevic and Walz, 1982,
fourth-seven belong to very good
revealed that the administration of
category. In observing, researcher found
correction by peers is an error
in this activity teacher divided the
correction method which is more
students become small group
informative because it is given by
discussion. Each group consists of 4-5
members. Teacher guided an instructed
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Hikma Wipaqi, Azwandi, Arono, The implementation of…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
student made. Material and assessment require learners not only to answer the
tasks should be made as natural as test correctly, but also to apply their
possible. Besides authentic assessment knowledge, skill and attitude to solve
appreciated the ability to think and their problem of everyday life or real
learning process and the outcomes of life context.
the learning process. Based on the
predetermined task, Teacher need to REFERENCES
develop scoring rubric and observation
check list to determine what aspects Abedi, J. (2010). Performance
need to be done by students and assessments for English
whether students have done a good job. Language learners. Stanford,
CA: Stanford University.
CONCLUSION Standford Center for
Opportunity Policy in
This research aimed to find out Education.
the implementation of Scientific
Achmad Yudi Wahyudi. (2015). A
Learning Approach at X Grade English
Closer look at the
Classes of Senior High School 4 Kota
Implementation of the
Bengkulu. Based on the result of
Curriculum 2013 in Indonesia:
discussion of this research, several
Should the Scientific Approach
conclusions can be explained to answer
Be Used in EFL Classroom.
of this research:
RJES Vol. 2. No. 2, July
1.The majority of the teachers
implemented the Scientific learning Akhmad Sudrajat. (2008).
Approach. They are observing, Pengembangan indikator
questioning, exploring, associating pncapaian kompetensi
and communicating, but some dasar.http://akhmadsudrajat.wor
teacher’s performance were still lack dpress.com/2008/08/15/pengem
of implementing some phase and bangan-indikator-dalam-ktsp.
criteria especially in observing phase
through watching video and observing Arikunto, S. (1998). Prosedur
voice recording. Actually in penelitian suatu pendekatan
Scientific Learning Approach, praktek. PT. Rineka Cipta.
students are hoped more active and Jakarta.
creative to add their horizon of
thinking in order to get the knowledge Daryanto. (2014). Pendekatan
2. Almost most of teachers pembelajaran saintifik
implemented the learning material well. kurikulum 2013.Gava media
The teacher improves the leaning
material based on the syllabus and basic Don K. Mak, Angela T. Mak, Anthony
competence relate to the curriculum. B Mak. (2009) Solving
Basically the principle of choosing everyday problems with the
learning material was fulfilled scientific method thinking like a
consisting of relevance, principle, scientist world scientific.
consistence and term of reference. The Publishing Co. Pte. Ltd
authentic assessment has been done by
the teachers on an -going process. In Direktorat Pembinaan SMA. ( 2013).
this case that the authentic assessment Model pengembangan penilaian
hasil pelajar peserta didik
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
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Hikma Wipaqi, Azwandi, Arono, The implementation of…
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Marisa Febrianti, Deixis found in…
Mariska Febrianti
University of Dehasen Bengkulu
rika.samsuar@gmail.com
Abstract : Deixis cannot be separated to language itself because deixis is a part of language.
One of language forms in our environment are comics. It is the popular literary works that
teenager read besides novel and short story. The objectives of this research can be further
detailed as the following; (1) To find kinds of deixis that are in Kamio Yuoko’s Hana Yori
Dango. (2) To know the situation of deixis are in Kamio Youko’s Hana Yori Dango. The
design of this research is descriptive qualitative research. It describes deixis found in Hana Yori
Dango comic. This research uses the descriptive qualitative research. The result of this research
are; (1) The kinds of English deixis found in Hana Yori Dango comic are; eighty five person
deixis, twelve place deixis, thirteen time deixis, thirteen social deixis, and seventeen discourse
deixis. So, it can be concluded the the dominan deixis which is used in Hana Yori Dango comic
is person deixis and the minor deixis is place deixis and (2) The dominant situation in Hana
Yori Dango comic is utterance situation related to person and social deixis in finding. So, the
theory of deixis analysis from Jaszczolt (2002, p.191) is sticked with the result of deixis found
in Hana Yori Dango comic. In this study, the kinds of deixis most commonly found is person
deixis. It indicates that the author extremely want to show the figures in the story of comic. It
can be seen from the portion of conversation made by the author is simple and short utterance
and also related to some elements in comic itself.
Deixis tidak dapat dipisahkan dengan bahasa itu sendiri karena deixis merupakan bagian
dari bahasa. Salah satu bentuk bahasa di lingkungan kita adalah komik. Karya sastra ini populer
di kalangan remaja selain novel dan cerita pendek. Tujuan dari penelitian ini sebagai berikut; (1)
Untuk mengetahui jenis deixis yang ada di Kamio Yuoko komik Hana Yori Dango. (2) Untuk
mengetahui situasi dari deixis yang ada di Kamio Youko komik Hana Yori Dango. Penelitian
ini menggunakan penelitian deskriptif kualitatif. Hasil penelitian ini adalah; (1) Jenis-jenis
bahasa Inggris deixis ditemukan di Hana Yori Dango komik; Delapan puluh lima person deixis,
dua belas place deixis, tiga belas time deixis, tiga belas social deixis, dan tujuh belas discourse
deixis. Jadi, dapat disimpulkan deixis yang dominan digunakan dalam Hana Yori Dango komik
person deixis dan place deixis adalah yang paling sedikit dan (2) Situasi yang dominan di Hana
Yori Dango komik adalah situasi ujaran yang berkaitan dengan person dan social deixis. Dalam
penelitian ini, jenis deixis paling sering ditemukan adalah person deixis. Hal ini menunjukkan
bahwa penulis sangat ingin menunjukkan tokoh-tokoh dalam cerita komik. Hal ini dapat dilihat
dari bagian percakapan yang dibuat oleh penulis adalah ucapan sederhana dan pendek dan juga
terkait dengan beberapa elemen dalam komik itu sendiri.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
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Marisa Febrianti, Deixis found in…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
target of the utterance, and hearers who which the speaker is producing the
are not addressees or targets. Only then utterance. It is the coding time, different
can we successfully replace the pronoun from the receiving time, although in
and adjectives as in the examples of (a) practice the events of coding and
by those in (b) or (c) in processing the receiving are, with an allowed
utterance. approximation, co-temporal. The deictic
(a) Give me your hand. centre can be projected on to the
(b) Give him your hand. addressee as in an example below.
(c) I give him my hand. ‘Now’ refers to the time at which the
(2) Place deixis addressee learns the truth, which
Place deixis encodes spatial follows the time at which the author of
locations relative to the interlocutors. the letter coded the message. For
Here we allocate demonstratives – example: You know the whole truth
proximal and distal in English, and now. I knew it a week ago, so I wrote
adverbs of place: ‘here’ and ‘there’. this letter.
Place deixis specifies the location (4) Discourse deixis
relative to the speaker and the addressee Discourse deixis encodes
as in ‘ten meters further’, ‘ten miles east reference to portion of discourse.
of here’, ‘here’, ‘there’. ‘Here’ as the Discourse deixis is not one of the basic
unit of space the includes the place the deictic categories. By means of this
location of the speakers at the time of device we can rever to portions of
the utterance or a location proximal to discourse, as in ‘in the last paragraph’,
the speaker’s location at the time of the ‘this story’, sentence-initial ‘therefore’,
utterance the place pointed at if the use ‘in conclusion’, ‘anyway’, ‘all in all’,
of ‘here’ is gestural. In some cultures, where the reference is relative to the
demonstratives can be distinguished on utterance.
principles other than distance from the (5) Social deixis
speaker, such as (i) close to the Social deixis encodes social
addressee, (ii) close to the audience, (iii) relationships and other social
close to persons not participating in the distinctions. Social deixis concerns
event as well as (iv) on the basis of social relationships between
directions – above, below, or even (v) participants, their status and relations to
visible-non-visible to the speaker or (vi) the topic of discourse. Relationships
upriver-downriver from the speaker, that are relevant in their type of deixis
depending on the system of include these between the speaker and
conceptualizing space used in the the addressee, between other
particular language. Time deixis participants, the speaker and the object
(3) Time deixis spoken about and soon. Devices used
Encodes temporal units relative to for the purpose of this deixis include
the time of the utterance. Here we varying forms of address, pronouns of
distinguish coding time (time of politeness, kinship terms and honorifics,
utterance) and receiving time (time of in particular addressee and referent
the recovery of the information by the honorifics.
hearer). Tense markers and adverbs of From the five types of deixis
time (‘now’, ‘tomorrow’, ‘next year’) above, some linguists (Charles
also belong to this category. Time deixis Fillmore, Stephen Levinson), in
is also oriented towards the in Jaszczolt, analyze all five types of
discourse. ‘Now’ means the time at deixis as instances of the same
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Marisa Febrianti, Deixis found in…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
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Marisa Febrianti, Deixis found in…
in comic contains with simple and short and added with social deixis be the most
utterance of dialogue. appears in Hana Yori Dango comic than
In this study, the kinds of deixis the other. Person deixis and social
most commonly found is person deixis. deixis has closely related to subject or
It indicates that the author extremely pronoun in conversation.
want to show the figures in the story of After that, discourse deixis is the
comic. It can be seen from the portion second kinds of deixis which dominant
of conversation made by the author is appears in Hana Yori Dango comic.
simple and short utterance and also Discourse deixis can be related to
related to some elements in comic itself. conclusion of speaker dialogue in
The finding supported by deixis theory comic. It can be exist without the other
according to Jaszczolt (2002, p.191) aspect to built up. For example to say
which stated that person deixis indicates all of that in the dialogue the author
the role of participants in speech event, need to add some previous discourse to
such as speaker, listener, other entities. support the deictic of discourse deixis.
Person deixis has closely related to the After the author elaborate that before,
reader to understand the role of speaker, then discourse deixis appears to replace
source of utterance, recipient, the target that.
of the utterance, and listener who are In Hana Yori Dango comic,
not the targets. For example: Kamio Youko as the author also used
that point in her comic. She wrote some
This all started when he talked actions that acted by F4 to Makino, then
back to f4 in defense of another to called that actions again Kamio used
student. (p. 6) the utterance of discourse deixis. That
case also happen in situation aspect.
Makino Tsukushi as central figure According to Devlin and Rosenberg
of Hana Yori Dango comic says certain theory (1990, p. 56) about types of
utterance, she used person deixis by the situation, resource situation is related to
author made to decrease the repetition discourse deixis. Resource situation is
in conversation. Like to called available for exploitation of perceived
Domyouji, Rui, Nishikado and by speaker, the object of some common
Mimasaka, she usually used them and knowledge about world to built up by
F4 as person deixis in her conversation. previous discourse. So resource
Furthermore, in situation theory situation are in discourse deixis.
based on Devlin and Rosenberg (1990, On the other hand, the kinds of
p. 56) there are three types of situation deixis is time deixis which relate to
namely : utterance situation, resource reference to participant and also
situation and focal situation. Person distinguish the moment of utterance
deixis as the dominant kinds of deixis in from moment of reception. The word
Hana Yori Dango comic related to indicates this kinds of deixis is adverb
situation of that conversation made and of time such as : today, the next
received. In the other word, it can called morning, now, yesterday and tomorrow.
utterance situation where as it concern That words are pointing changes of time
to speaker and listener. Actually, in fact when speaker says the utterance.
between three types of situation based Makino used the deictic of time deixis
on Devlin and Rothenberg theory, to show when the event happen.
utterance situation also be the most The last kinds of deixis is place
situation is used because person deixis deixis. According to Jaszczolt theory
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
(2002, p. 191), place deixis concern to participant in speech event. It’s not
location of participant in speech or wrong if the conversation did not have
dialogue. It connected to the deictic listener as who received the topic but
which indicate this deixis are here and the purpose of speaker want to deliver
there. Based on Hana Yori Dango in the utterance to make conversation
comic, place deixis less used by Makino can’t be implement.
to the figure in that comic because some In another side, the chosen
figures usually deliver the information language of speaker and listener as
to the other than mention about relative participant said in society can reflect the
to location of participant. status and social situation. It can called
Time deixis and place deixis as social deixis. From the definition
interconnected each other in situation social deixis has similar to person deixis
aspect. It cause of they have same but in social deixis, there are statuses or
function to described situation. As social situation that consider in society.
Devlin and Rosenberg (1990, p. 56) Social deixis is used by the author in
elaborate in their theory, part of the Hana Yori Dango comic related to
world that described the situation difference social situation Makino has
known as focal situation. Therefore central with her friends status at school.
time and place deixis including to focal There are seventeen discourse
situation. Based on Hana Yori Dango deixis which found by the writer in
comic focal situation be the second Hana Yori Dango comic. It can be seen
dominant of types the situation after that in comic also concern to the use of
utterance situation. It is because after expression by the utterance refers to
subject and object, adverb is also portion of discourse content although
important aspect of sentence. the author used simple and short
utterance in conversation.
CONCLUSION There are thirteen time deixis
Based on the research, the writer refers to the moment of utterance from
found many deixis are in Hana Yori moment reception. The words which
Dango by Kamio Youko. After indicate time deixis are tomorrow, now
collecting the data, the kinds of deixis and yesterday. And there are twelve
in Makino utterance in comic show are place deixis related to spatial location of
classified based on the kinds according participants in speech. It usually used
to Jaszczolt theory (2002, p.191). There here or there as indicate the location.
are five types of deixis namely person Time deixis and place deixis have
deixis, place deixis, time deixis, social similar function to describe situation in
deixis, and discourse deixis. It is found comic.
that there were one hundred fourthy From the situation that author
occurrences of deixis which are divided emphasizes in the utterance, person
into eighty five person deixis, twelve deixis and social deixis included into
place deixis, thirteen time deixis, utterance situation with the role related
thirteen social deixis, and seventeen to context in which utterance made and
discourse deixis. received. In another word, it related to
It indicates that speaker and the situation of speaker and listener in
listener are important aspect in the utterance. Then, discourse situation
utterance of conversation. When person included into resource situation because
want to talk something or make a resource situation is available for
conversation, he need the listener as exploitation of perceived by speaker,
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Marisa Febrianti, Deixis found in…
REFERENCES
Barwise, J. and Perry. The Situation
underground, in Stanford
Working Paper in Semantics.
Sag, Stanford Cognitive Science
Group. 1980.
Davis, B20nd.www.usersurvey.
(n.d).Retrived March 20, 2009,
from
http://www.slideshare.net/yusuf
_k/deixis-concept
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
MARGARETA
SAFNIL
IRWAN KOTO
UNIVERSITY OF BENGKULU
ABSTRACT
This research was aimed to find out ICT media are preferred by high school students in
South Bengkulu in learning reading and to describe the reading materials should be used
with ICT media. The research design was mixed method quantitative and qualitative
with the subjects of this research were 302 high school students and 11 English teachers
in South Bengkulu. The instruments of this research were questionairre and open-ended
interview. The findings of the research revealed that (1) online ICT media was prefered
by high school students in South Bengkulu in learning reading and (2) kinds of text
became the reading material that should be used with ICT media. To suggest, a broader
field test still needed to be done to achieve a better result and other researchers who are
interested in the incorporation of ICT in learning teaching are suggested to conduct
further investigation which possibly deals with other language skills.
Key Words: Need Analysis, ICT-Based English Material, Teaching and Learning of
Reading
INTRODUCTION
In Indonesia, learning using ICT students’ attention, facilitating students’
media has been developing, especially learning process, helping to improve
for school which able to provide such students’ vocabulary knowledge and
media (Sutrisno, 2012). He said the promoting meaningful learning were
leading cause of the use of ICT media in regarded as the most important
many schools because practical value, advantages of using ICT in teaching
economic value and easy in using. All ESL reading and writing. Another
the reasons make learning more related study on the use of ICT in the
interesting, easy and can be teaching of reading specifically,
implemented wherever and whenever. Yuksel&Tanriveddi (2009) explored the
Related to that phenomenon, effects of watching captioned movie
ICT is also become source of teaching clip on vocabulary development of EFL
and learning especially in reading.The learners, when the findings of this study
use of ICT’s for reading has many are interpreted, it can be argued that
advantages, as Melor et al (2013) had viewing the movie clip has helped the
identified both advantages and participants of the study develop their
disadvantages of using ICT in teaching vocabulary knowledge, and this would
ESL reading and writing, The findings facilitate the reading process.
of the study revealed that attracting
36
Margareta, Safnil, Irwan Koto, A Need analysis on…
In the history of English CALL and ICT could make the learning
instruction in Secondary School in process more exciting and interesting.
Indonesia, reading ability was Another problem is that the time
considered very important. In the allocated for teaching and learning in
English curriculum, the four language the classroom is not sufficient.
skills or competencies (listening, According to Curriculum 2013, the
speaking, reading and writing) have allocated time for English at SMA as a
equal position. However, special general program is only two hours in a
consideration is still given to the week. Within these teaching and
reading competency as the competency learning hours, the teacher got the
which is assessed in the ‘UjianNasional’ difficulties to deliver the basic
(National Assessment). competencies that students must be
Reading, one of language skills, achieved, meanwhile for the students; it
should be mastered well by the students is very limited time for them to acquire
because reading is an essential factor the language. Moreover, most of the
that influences one’s activity in schools in South Bengkulu have the
communication. Reading is regarded as large number of students in a classroom.
a decoding skill, which is, interpreting The limited time and the large number
codes into ideas. People consider of students in classroom may not
reading as an important activity, so that enough to overcome students’ way in
people usually say that reading is the learning. To overcome this situation, the
window of the world. By reading, students need to intensify learning
people can get the information widely outside the classroom. And ICT could
without going anywhere be used in this situation.
Considering the important of Alberth (2013) said that the
reading for students in Senior high using of ICT can overcome almost the
school, the researcher observed the way lack of teaching and learning English
of English teachers teach in the such as lack of exposure the language,
classroom in some schools in Bengkulu less exercises, and lack of learning
Selatan. The teacher there did not sources. But, eventhough it is proved
integrated ICT in implementing their effective for teaching and learning
reading instructions even though there English, it is important to conduct need
was possibility to do so. They only used analysis in order to response this
the textbook which is officially changing situation.
recommended. The book merely Due to the situation above, this
crammed with reading text followed can be carried out by researcher and
with series of comprehension questions. educator involving staff and students.
The reading materials were not One of the purposes of need analysis is
adequate to achieve the competencies to know what needs should be fulfilled
stated in the new curriculum, in matching with the needs of present
curriculum 2013, which is integrated the situation. Need analysis needs to
ICT in teaching and learning process. conduct in knowing the students’ wants.
Teaching and learning reading with
METHODOLOGY
This study employed the mixed of qualitative and quantitative approach
method design which is the combination to collect and analyze data. The
37
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
38
Margareta, Safnil, Irwan Koto, A Need analysis on…
(1 hour/day)
Rarely 23 7,62
(a half hour/day)
Activity done while Playing game 98 32,45
using computer or Learning/doing 123 40,73
laptop assignment
Other 81 26,82
activities…
Motivation in using Motivation 167 55,30
ICT media in No Motivation 135 44,70
learning English
especially in reading
activity
The important of Important 234 77,48
using ICT media in
reading activity Not Important 68 22,52
Theextent important Very Important 215 28,81
of the using ICT
media in reading Important 87 71,19
activity
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
HH
Table 2 shows the number of means that almost all of the total
students who often use internet was students often use internet. Based on
about 285 students (94,37%) of the table above, 58,61% (177students) often
students and 17 students or 5,63% of use internet at home, 22,85% (69
students did not often to use internet. It students) often use internet at school,
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Margareta, Safnil, Irwan Koto, A Need analysis on…
41
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
from eleven teachers who answered yes, and for the rest, they answered no.
However, the respondents’ teaching media. The use of offline and
answers indicated that ICT was very online ICT has its own role toward
helpful in reading activity. It was not students’ motivation, creativity, and
only as teaching material but also as achievement in reading activity.
c. Documentation
The documentation was used to teachers used ICT media in teaching
find out the data about the syllabus that reading for example using power point
was taught in senior high school level. in teaching.
Based on the syllabus, mostly the
KKK
Table 4.3.Shows that there texts, 98 or 32,45% students access
were three aspects of questionnaire fiction story, then 14,57% (44
relating to the reading materials that students) access news/articles as
answered the second research reading materials through internet.
question of this research.Regarding However, none of students access
to Table 4.3, the students often another reading materials except
access any Types of texts as reading those three. Table 4.3 also showed
materials through internet. The that more than half of students often
finding revealed that 52,98% (160 do translating as reading activity
students) often access any Types of using internet and ICT media. It was
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Margareta, Safnil, Irwan Koto, A Need analysis on…
b. Interview
For the question; what Types of solved effectively among the
reading activity that often taught to the students. The teacher and
students?, the respondents’ answers students need to solve this
were various. One of the respondent obstacle together”
answered:
The next question asked about
Respondent 1: “is there any special program or
“In reading activity I often application which helped the students in
taught about learning some reading activity? Respondent 10
genre of text, for example answered the question:
descriptive, narrative, etc.
Then the students need to Respondent 10:
analyze what the text talking “Actually there is no
about, the main idea, the special program or
purpose of the text, and application, but the
mostly activity done to help teacher often uses such
the students in facing UN. So kind of video or film in
I keep teaching Types of teaching reading. Maybe
genre text” power point can be said
as program that often
While, for the second used in teaching reading.
question; what Types of the The teacher often uses
obstacle that the students need to Power point as media to
solve in reading activity?, one of display kind of picture
the respondent commented: which related to the kind
Respondent 2: of text taught.
“There were some Types of
obstacle that must be solved For the rest question is about
by the students, such as students’ interest in using offline or
identfying main idea, making online ICT in reading class. All of the
inference, and understanding respondents answered that the students
difficult vocabulary. These showed their interest toward the use of
Types of obstacle can not be ICT media in teaching reading.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
c. Documentation Findings
The documentation was used to short functional text, recount, narrative,
find out the data about the syllabus, and procedure text, functional text.
lesson plan, and teaching reading Moreover, this finding supported the
materal that was taught in senior high findings of questionaire and interview
school level. Based on the which revealed that types of text
documentation, the researcher found became the reading material that should
that there were several Types of text be used with ICT media.
that was used in reading class, namely;
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Margareta, Safnil, Irwan Koto, A Need analysis on…
CONCLUSION
Based on research findings, it covered such as; laptop/computer,
can be concluded that (1) online ICT smartphone, and tablet. (2) Reading
media rather than offline ICT media material to be used with ICT media
were prefered by high school students in covered some types of reading materials
South Bengkulu in learning reading. ,namely; short functional text, recount,
Both online ICT and Offline ICT media narrative, and procedure text.
REFERENCE
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
48
Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…
Abstract
1. INTRODUCTION
As a product of academic writing Indonesian research article has played as a media in
sharing important information, publishing the research article means that the scientist
join the scientific community, later scientist use the information contained in research
article as a factual source to construct a new research in order to gain a new knowledge,
from the new knowledge scientist evaluate or revise the current knowledge. These
communicative events between scientists are very important for the scientific
community in order to enhance their credibility (Safnil, 2000).
Today these communicative events forcing Indonesian researchers from different
disciplines to write their research article in English as an International Languages which
is used by majority people in the world, it seems that by publishing Research Article in
English, Indonesian Scientist can communicate to other scientist and scientific
community around the world, these international communicative events accelerated by
the technology advances such as electronic journal that can be accessed online
(Mirahayuni, 2002).
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Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…
newest theory. Further, Toulmin’s theory (1958) can be used to provide a pattern for
arguments.
A study by Rusfandi (2015) on Indonesian argumentative essay reveals that the absence
of refutation section which in this part aims to provide counter-argument, this happens
when they write an argumentative essay in English. The possible reason is that the
students seem not aware of the important from this refutation section and the lack of
confidence in using English, this problem influence on students argumentative essay in
constructing credible and persuasive essays. Another study also shows that the students
most at level 2 of argumentation, they are able to make claim and present support and
warrant for their argument, but only a few of the students provide rebuttal section in
their argument, the statements which contradict the data or warrant. This study reveals
the similarities between Indonesian and Australian students argumentation Pattern
present Toulmin argument pattern (Widodo et.al, 2016).
2. RESEARCH METHOD
This study was used a qualitative approach, which qualitative study aims to understand
the phenomenon of what is experienced by the subject of the study such behavior,
perception, motivation, action, etc. in holistic view of a phenomenon (Moleong, 2006,
Darlington and Dorothy, 2002), a qualitative research using non-structured approach
which in the preparation process such as object of research, study design, sample more
flexible, in other word Qualitative research was aimed at gaining a deep understanding
of a specific organization or event.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
This research was qualitative descriptive which focus on the event without giving
treatment to the event (Gall, 2007), moreover Gay (2009) add that descriptive research
involves collecting data in order to test a hypothesis or to answer Research Question. In
this study, qualitative descriptive method used to analyze and describe arguments
structure in research article of JOALL (journal of applied linguistics and literature)
The main data sources in qualitative research are text and additional data taken from
documents and others (Meleong, 2006), in this case, a variety of additional data from
written sources such as books and magazines, thesis, dissertation, journals and other
scientific works are used. Primary data in this study was the whole paragraphs contained
in research article of Journal of Applied Linguistic and Literature (henceforth JOALL).
Table 1 The Distribution of Research Articles in the Corpus of this Study
JOALL was a collection of research article from postgraduate students of English and
Education Program Department of Teacher Training and Education Faculty of
University Bengkulu. The population of this study was JOALL volume 1 published on
1st June and 2nd December 2016.
Observation and record were used as data collection techniques (in this case read), each
paragraph in the research article were read and then recorded then the data was taken
from the observation into research instrument. Observation was useful for generating in-
depth descriptions of organizations or events,
Unit analysis technique was used in this study, in which the unit analysis was the
argumentation paragraphs consist in the JOALL vol 1 and vol 2, from the result of unit
analysis, a general conclusion raised about the pattern of argument, the type of data to
ground the argument in unit paragraphs contained in the research article of JOALL.
Further, from the analysis the argument patterns was identified, and also the type of data
to ground the arguments.
The formula based on Sudjiono (2012) was used to calculate the percentage of argument
pattern in the introduction and discussion section. This formula also used to calculate
the types of data used to ground the argument. The formula as follow :
𝑷 = (𝑭/𝑵)𝒙𝟏𝟎𝟎%
Note :
P : The percentage of argument pattern and the percentage of types of data used
to ground the argument in research article.
F : Frequency of argument pattern and the frequency of types of data used to
ground the argument research article.
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Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…
3. RESULTS
3.1 Common Argument Pattern in Discussion Section
For the first purpose of this research, the data were taken based on argument
components contained in the argumentation paragraph of research article then classified
the patterns formed from the component based on the completeness of the components
the patterns namely, Incomplete, Semi Complete, Almost complete and Complete
pattern.
Table 3 Argument Pattern in Introduction Section of Research Article
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Warran
t
Figure 1 Schematic semi-complete argument pattern in introduction
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Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…
The unit argument was taken from research article number 12, page 10, and paragraph
number 1, from the figure above the author starts the argument with a claim that
Mastering speaking in junior high school level still becomes the common problem found
in Indonesia. The authors try to support the claim by giving expert opinion indicated by
the use of citation. Further, the author produces more statement Hence, the conditions of
speaking to be done include of sharing idea and internalizing process as a bridge
between claim and ground.
The second common argument pattern called almost-complete pattern which consists of
four to five Toulmin argument component. This pattern is found in 25 unit arguments.
The example of this pattern can be seen below.
Example 2
Claim : Teaching speaking highly requires teachers to be more creative and
innovative. The ability to ensure students and make the situation in
which students might feel confident and comfortable in speaking is
necessarily needed for every teacher.
Ground : Unfortunately, very few teachers are concerned with the
importance of speaking skill.
Warrant : As a result, students lose their opportunities to explore their
potential and have less chance to practice their English skill.
Moreover, Lawtie (2004) states that if students do not learn how to
speak or do not get any opportunity to speak in the classroom, they
may soon get de-motivated and lose interest in learning. On the
other hand, if the right activities are taught in the right way,
speaking in class can be a lot of fun, raising general learner’s
motivation and making English language classroom a fun and
dynamic place. One of ways to overcome this issue is by using
literature.
Backing : Literature might be enjoyable instrument for English teacher in
teaching language skill including speaking. To help students
improve their speaking skill through literature, Colie and Slater
(1987) in their book Literature in the Language Classroom
recommended some technique that can be applied by teachers in
teaching to improve language skill. One of which the writer highly
interested in is chessboard technique. (A12-P3-p3)
From the example 2 above it can be seen that the authors employ four Toulmin
argument components. The schematically almost-complete pattern can be seen in the
figure below.
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Ground Claim
Warrant
Backing
Ground Claim
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Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…
From the table above it can be seen that the most common argument pattern found is
semi-complete argument pattern found in 56 (45,5%) unit of argument. The components
which construct the argument were similar to the semi-complete argument in the
introduction section. The component contained in the argument were from the first triad
(Claim, Ground, and warrant), the example from this pattern can be seen in example 4.
Example 4
Ground : From the result of the research, the responses to personal problems
employed by male and female students of the English Study
program, as shown in table 1.
Warrant : Table 1 shows that responses to personal problems occurred in two
groups, they are; male and male sex, where as female group 16
responses to personal problems occurred, and 13 responses to
personal problems occurred in male group
Claim : So, the highest use of responding to personal problems occurred in
female group and the lowest occurrence in male group. (A17-P67-
p1)
From the example above it can be seen that the authors employ three Toulmin
argument component. Based on the Toulmin argument model the argument above could
be drawn schematically as below.
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Ground Claim
Warrant
The unit argument produce by the author consist of two Toulmin argument components
they were claim and ground, the argument schematic can be seen below.
Ground Claim
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Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…
Example 6
Rebuttal : Although the using of cue cards to improve students’ descriptive
speaking competence in grade VIII 2 of SMPN 3 Bengkulu city
could not achieve the level of satisfaction as expected,
Claim : it did not mean that this media fail.
Ground : The result showed that 56% of students were improved in
descriptive speaking competence.
Warrant : This media can give the even opportunity to practice and develop
students’ descriptive speaking competence (Brown, 2004). The
motivation of speaking was also increased because students know
exactly what to say. Besides, the implementation of cue cards in
speaking class proved that students became active and interested in
speaking English as stated by Hamalik (1998)..
Backing : Those finding was caused by several reasons. Firstly was students’
focus on cue cards description was the big challenge. the
grammatical competence of students was found as the second
challenge in improving students’ speaking competence. The last
was students’ vocabulary mastery limited students in describing
pictures. (A2-P16,17-p16)
.
This example taken from discussion section of article 2 page 16 and 17 paragraph 16.
The pattern is similar to the almost complete pattern in introduction section, the
difference is the use of Toulmin argument component but the total component used
were similar it can be four component or five component, schematically this argument
pattern can be seen below.
Ground Claim
.
Rebuttal
Warrant
Backing
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warrant by mentioned the other advantages from the use of cue card, and then the author
provide support for his warrant based on his finding on the advantages of using cue
card.
As can be seen in the table above the use of fact to ground the argument was more
frequent. It also can be noticed that the data in form of fact was used more dominantly
in the introduction section and discussion section of JOALL 2016. Although in its use
the claim could have more than one ground, in this study most dominant ground were
determined to represent the data in the argument. The first types of data used by the
author were facts refer to all information come from observation, findings or personal
experience, through these characteristic researchers found most of the arguments
employed this type of data as grounds. In example 13 the author uses a form of fact
derived from preliminary research.
Example 7
Based on preliminary research (ground), The students face some problems in
mastering the questions. First, they get difficulty in making distinction of the kind
of questions such as yes/no question or information question. (A1-P3-p9)
Another type of data to ground the argument was statistics. The authors use statistics
because statistics use logic and facts. Statistics was also used in various argument
patterns, one of them as in the followed example.
Example 8
Based on the table 3 and explanation above that students’ ability in constructing
information question could be seen from the five indicators. First, in determining
the question word, 87% students answered the question word correctly (Ground).
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Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…
It means the students have excellent ability in determining the question word.
(A1-P7-p10)
From the example 14, the author employs a percentage of student answer question word
correctly and directly followed by the claim that the students have excellent ability in
determining question word.
The next type of data used by the research article author was example in this case
example used in 26 arguments or 8,6 % from all arguments, the example as follow,
Example 9
Have you ever heard someone use a fancy word, but you could tell that they didn't
know how to use it? This can be quite humiliating (Ground). One thing that I must
emphasize to you is that using a fancy word improperly is just as bad as having
poor grammar. When you do this, it becomes apparent that you are trying to sound
intelligent and well informed, and people will be able to see through you like
glass. (A5-P40-p11)
The example above shows that the author tries to convince the reader by giving a real-
life example of someone use a fancy word but they do not understand how to use it,
from the example above it’s clear that this type of data can be used as a ground of
argument, because this type of data give a clear description on the writer assumption,
besides it also provides specific and details in support of a claim.
In this study there was found the use of Expert Opinion as ground in arguments, the
Expert opinion refers to the use of someone knowing it can be in form of citation or
quotation, one of the examples as follows.
Example 10
The picture is effective to use because it can attract the students and give them
motivation in writing, and through picture the students can get enough stimuli
(Wright, 1989:2) (Ground). When the students’ attention was attracted and they
could feel that the atmosphere of the teaching and learning process were ‘lived’
and interesting, they would participate in the teaching and learning process
enthusiastically. According to Oller (1979:105), “no one seems to doubt that
attitudinal factors are related to human performances. So, using pictures to attract
the students’ attention will be effective to stimulate their activities in writing
narrative text. (A11-P7-p3,4 )
The last type of data used by the authors to ground the argument was a note on visual,
which integrated into the paper as charts, figures, tables, or illustration.
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Example 11
Table 1 gives insight of the lexical density measured over the 12 reading texts
contained in the K13 English textbook of class X (Ground). From the table above,
it can be seen that the lexical density index is considerably high, with the average
lexical density for all reading texts in K13 English textbook is 51.55%. Text titled
BJ Habibie has the highest lexical density with percentage of 62.32%. And the
lowest one is title Diary with percentage of 43.98%. The text titled Issumboshi
has the highest total number of words is 670 with the lexical density come number
second with 57.91%. (A14-P33-p1,2)
The example taken from discussion section of article 14 page 33 paragrap 1 and 2, from
above the authors employ a note on visual as a ground for his arguments, the data in
form of table, contained with lexical density measure as ground directly followed by
claim and then warrant.
DISCUSSION
As presented in the results of this study. Semi-complete argument pattern is the most
common argument pattern. This pattern consists of claim, ground, and warrant (Toulmin
1984). This in line with Huda (2016) who found that in introduction section the authors
provide claim, data, and a warrant. Further Alfiyatun (2015) point out that the argument
quality in a semi-complete pattern can be classified into the medium quality of
arguments. the second common argument pattern in introduction section is the almost-
complete pattern, and the third common pattern is incomplete pattern. This indicates
that the authors of Research Article realize the importance of argument for their
introduction section. As stated by Safnil and Dian (2014) readers relied on the argument
contained in introduction section if the authors impressed the readers they will continue
reads the entire article.
Similar to the common argument pattern in the introduction section the most dominant
argument pattern found in the discussion section is also a semi-complete pattern. It
implies that the authors commonly generate one side argumentation (Hatch in Safnil
2015:113). One-side argumentation means that the argument provides claim, ground,
and warrant without considering readers possible opposing views or rebuttal. In line
with Rusfandi (2015) who found that the Indonesian essay tends to employ a one side
argumentative structure when writing in English. However, as suggested by Parkinson
(2011) argument in discussion section leads the reader from the proof of data to the
proof of the claim via explanation. The findings of this study confirm the findings of
Safnil (2013) who found that one of the most dominant moves were explanation (move
5) in which the authors rhetorically convince the readers logically in order to show the
contribution of research finding to the current knowledge.
Berland and Hamer (2012) states a person has the argumentation ability through his
acquisition in understanding the phenomena by expressing what he understands and
then trying to convince people to accept his idea and to do this it is required sufficient
knowledge and critical thinking ability. We suppose that we agree that the completion
of argument component reflects the author's knowledge, but not all arguments can have
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4.2 Suggestion
Based on the findings of this research, it is suggested that :
a) The absence of a Complete pattern of Toulmin argument components in one
argument shows that there is a need to introduce Toulmin argument model to the
postgraduate students of English and Education Program of University Bengkulu
in order that they can produce more persuasive and strength argument for their
research article.
b) For other researchers who are interested in arguments especially based on
Toulmin argument model, it is suggested to conduct a comparative study of
argument written in English between native and non- native English writers.
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Pembahasan Artikel Jurnal Terakreditasi Bidang Kelautan”. Universitas Brawijaya”
Unpublished Thesis. Yogyakarta: PBSI, Universitas Sanata Dharma.
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Branson, R.D. 2004. Anatomy of a Research Paper. Respiratory Care, 49 (10), 1222-1228
Berland, L.K & Hammer, D. (2012). Framing for Scientific Argumentation. Journal of Research
in Science Teaching 49 (1) : 68-94.
Booth Wayne. C, Colomb G. Gregory, Williams Joseph. M. 2003. The Craft of Research second
edition. Chicago & London. University Of Chicago Press
Boyd, C.O. 2000. Combining qualitative and quantitative approaches. In P.L. Munhall & C.O.
Boyd (Eds.), Nursing research: A qualitative perspective (2nd ed., 454-475). Boston: Jones
& Bartlett
Cohen, Robin. 1987. Analyzing the structure of argumentative discourse. Computational
Linguistics, 13(1-2):11–24.
Darlington. Y & Scott, D. 2002. Qualitative Research in practice Stories from the Field.
Sydney: Allen & Unwin
Denzin, N.K. 1970. The research act: A theoretical introduction to sociological methods.
Chicago: Aldine.
Douglas Walton, Chris Reed, and Fabrizio Macagno. 2008. Argumentation Schemes. Cambridge
University Press
Du Bois, John W.. 2003. Argument structure Grammar in use. University of California, Santa
Barbara. John Benjamins Publishing Company Amsterdam/ Philadelphia
Fisher, J.P, Jansen, J.A, Jhonson, P.C, Mikos, A.G. 2013. Guidelines for writing a research
paper for publication. Mary Ann Liebert Inc. Publishers
Gall, Meredith. D, Joyce. P. Gall, and Walter. R. Borg. 2007. Educational Research. Boston :
Pearson Education. Inc.
Gay, L.R. 2009. Educational Research : Competencies for Analysis and Application, New
Jersey : Pearson Education.
Govier Trudy. 2010. A Practical Study Of Argument seventh edition. Wadsworth, 10 Davis
Drive Belmont, Ca 94002-3098 Usa. Cengage Learning
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Surya Lestari, Syahrial, Language skills, sub-skills and…
Abstract
This study aimed to analyze specific English language skills and kind of technical
vocabulary that are needed by the third year automotive students of SMKN 2 Kota
Bengkulu. The sample for interview comprised of 12 alumni, they were teachers and
various company officers who have a MOU with SMKN 2 Kota Bengkulu. In the
interview was used saturation sample. The results of interview with alumni indicate that
the English skill most needed in the workplace is reading, the second was speaking, the
third was writing and the last place was listening. The automotive students/ alumni need
to comprehend the technical terms associated with technical terms in English. Related to
car, are kick lever, oil pump, water cooling system, trail and rolling roof. Related to
heavy machine are rear body offset, over hung, road clearance, light van and rear
engine. Related to motorcycle are swing arm, bottom link fork, drum brake and kick
starter. General automotive vocabulary are disc brake, gasoline, head lamp, piston and
tire. Mastery of technical terms greatly affect the practice of industrial work (prakerin)
of students in the work place.
Keywords: English language skill, automotive department students, technical
terms
INTRODUCTION
Nunan, in Basturkmen (2010: 1), says that the basic insight that language can be
thought of as a tool for communication rather than as sets of phonological, grammatical
and lexical items to be memorized led to the notion of developing learning programs to
reflect the different communicative needs of disparate groups of learners. Evans and St
John (2010, quoted in Basturkmen), if ESP has sometimes moved away from trends in
general ELT, it has always retained its emphasis on practical outcomes. We will see that
the main concerns of ESP have always been, and remain, with needs analysis, text
analysis, and preparing learners to communicate effectively in the tasks prescribed by
their study or work situation. Basturmen (2010: 3) concludes that ESP courses are
narrower in focus than general ELT courses because they centre on analysis of learners’
needs. The statements show that ESP views learners in terms of their work or study
roles and that ESP courses focus on work- or study-related needs, not personal needs or
general interests. And lastly, there is mention of the fact that ESP involves analysis of
texts and language use learners will encounter in their work and study situations.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
Basturkmen (2010: 7) also adds that in an ESP situation, it is understood that the
learner would want to achieve ‘real world’ objectives, objectives requiring specific
linguistic competencies. For example, students on an English-for-nursing course may
want to ‘complete patient records’ appropriately or ‘interact with patients’ in ways that
reduce patients’ stress. In this situation, language development is seen as the means to
the ends but not as the end in itself, and the learners can easily become de-motivated by
language course content that does not appear directly relevant to their real world
objectives. The ESP teacher/course developer needs to find out what the language-based
objectives of the students are in the target occupation or academic discipline and ensure
that the content of the ESP course works towards them.
Chambers (2010, quoted in Basturkmen) stated that needs analysis should be
concerned with the establishment of communicative needs and their realisations,
resulting from an analysis of the communicationin the target situation. Need analysis is
important, because the students is generally little aware of his needs. Moreover, it is
very important to know the language learning that needed by the students. Hutchinson
and Waters (1994: 315) state that the learners’ needs should beconsidered in the process
of planning the content of a language program. Hutchinson and Waters (2015, quoted in
Yassi and Andi), define needs in terms of target need refers to the what the needs to do
in the target situation and the learning need that refers to what the learners needs to do
in order to learn.
Hutchinson and Waters (2015, quoted in Yassi and Andi), define needs in terms
of target need refers to the what the needs to do in the target situation and the learning
need that refers to what the learners needs to do in order to learn. They further
subcatagorizes target needs into: 1. necessities refers to the type of need due to the
demands of the target situation that what the learners have to know in order to function
effectively in target situation, that is what the learner has to know in order to function in
target situation e.g. a businessman needs to understand business letters, to communicate
effectively at sales conference etc. To develop his ability to communicate in the
situations, he presumably needs to know the linguistic features such as discourse,
function, structure and lexical commonly used in the situations. 2. Lacks refers to
identifying necessity is not enough to describe the needs of particular group of learners.
It is also important to recognize what the learners know already, so that we can decide
which of the necesseities the learner lacks, in other words, the target proficiency needs
macthing against the existing proficiency of learners. 3. wants: identifying necessities
and lacks of the learners seems to be an objective sense. This effort must be adapted
with the learners’ actual motivation in the learning process which may not be ignored.
So, taking into account the learners’ motivation in language learning process is
subjective view needs which is also necessary to employ in the preparation of teaching
materials and methodology. A number of ways can be usd to gather information on
target needs.
Basturkmen (2010), in the sense of the target situation analysis, discourse
analysis, present situation analysis, factor analysis and teaching learner context analysis.
He defined that needs analysis in ESP refers to a course development process. In this
process the language and skills that the learners will use in their professional targets or
workplace or in their vocational study areas are identified and considered in relation to
the present state of knowledge of the learners, reviews their perceptions of reviews their
needs and the practical possibilities and constraints of the teaching context.
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Surya Lestari, Syahrial, Language skills, sub-skills and…
Evans and St John (2015, quoted in Yassi and Andi), illustrate in figure below about
their needs analysis theoritical frameworks:
personal information
about learners
profesional language
information information
about learners about target situation
Environmental
Situation
How to communicate learners’ lacks
In the target
Situation
Language learner’s needs
Learning Needs from course
In fact, from my observation, the language skills and vocabulary contained in the
students’ textbook used at SMKN 2 Kota Bengkulu do not yet match the students need.
For example, sub-skill of writing in Task 8 page 175 is about “Gardening and students
are expected to make an instruction text “How to Plant An Orange Tree”. In Task 10
and 11 are the students asked to rewrite the text “Rendang, a Minangkabau Signature
Dish”. The materials describe for sub-skill listening on the task 1 and 2 page 169 is
instruction "How to Make a Pizza". In the task 7 page 174 is instruction "How to Insert
the SIM Card Into the Cellphone". Vocabulary used in materials for warming up on the
point “Easy Does It” page 167 and page 179 Task 12 are how to match the food on the
left side with the recipe and the picture on the right side are not suitable for technical
high school students of automotive department.
There have been several studies conducted authors on need analysis for
automotive department students such as by Habbash (2014), Evangeline and Ganesh
(2015) and Kamin et al (2013). The finding of Habbash (2014)’s study revealed that
there are some real special English language needs and interests of students in
engineering faculty at the University of Tabuk. These needs motivate students to learn
and build their self –confidence towards the learning process. It is recommended that
curriculum designers make use of the resulting identifying these needs and to conduct
similar studies for other specializations in Saudi Arabia and further afield.
Evangeline and Ganesh (2015). They were conducted to A need analysis of
technical writing skill of engineering students in India. The development of Science and
Technology has bolstered the use of English Language around the world. This study
analyzed the need to teach technical writing as a course to students of technical
education in order to make them competent in academics and later in their work place.
A course was designed and tried to improve technical writing skill of students of higher
education. Though the material used helped them to improve various skills, the main
focus was more on the mechanics of writing, the appropriate structure and accuracy.
Undertaking more of reading tasks, assignments and presentations will help them in
improving their technical writing skill. The effectiveness of the course was evaluated
based on oral feedback, and questionnaires after the course. 80% of the students wanted
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THIS STUDY
This research used research and development (R&D). Sugiyono states that
Research and Development is a research method that is used to produce a specific
product and test the effectiveness of these products (2009: 297). To be able to produce
certain products that are used research needs analysis and to test the effectiveness of
these products in order to function in society at large, the necessary research to test the
effectiveness of the product. Thus, longitudinal research and development (could
gradually multy years). This study only identified and described the language skills,
sub-skills and vocabularies needed by the third year automotive students of SMKN 2
Kota Bengkulu.
The data of interview collected through used saturation sample. Charmaz (2010,
quoted in Mason), suggests that the aims of the study are the ultimate driver of the
project design, and therefore the sample size. She suggests that a small study with
"modest claims" might achieve saturation quicker than a study that is aiming to
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Surya Lestari, Syahrial, Language skills, sub-skills and…
describe a process that spans disciplines (for example describing drug addiction in a
specific group rather than a description of general addiction). The sample for interview
of this research were the alumni of technical high school who has worked in workshop
and which has been officially a MOU with SMKN 2 Kota Bengkulu as well as with
teachers earning teaching in the department of automotive SMKN 2 Kota Bengkulu.
Speaking
Reading
Writing
Listening
Figure 2. Diagram the English skills needed by the alumni of automotive students
Figure 2, shows that 75% of respondents stated that reading skill is the most
dominant English language skill needed by the students/ alumni automotive when
working in the automotive industry. The second place is speaking skill for 16,67%,
8,33% writing skill is in the third place and in the last place is 0% for listening skill.
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The interview result in the link between the material taught English in the
classroom when Mr/ Mrs school with English skills needed in work place summarized
on the table below
Table 2. Link between the material taught English in the classroom with English
needed in work place
No Statement F %
3. According to Mr. / Ms, is there any link between the material taught
English in the classroom when Mr/ Mrs school with English skills
needed in work place of Mr/ Ms today? Give Example!
Yes 12 100
No 0 0
From Table 2, the response of the respondents to interview questions Part I no.3
is 100% confirmed that there was relationship between English lesson which taught at
school with English language skills required in the work place of alumni automotive
students who worked in the automotive world. For example terms components of a
vehicle, the vehicle used in the practice class at school is still old vehicle while the
vehicle is in employment are a lot of new vehicles that use terms of new vehicle
components.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Q no.2 Q no.3 Q no.4 Q no.5 Q no.6 Q no.7 Q no.8 Q no.9
Note: Q no. 2= reading material required Q no.6= reading material beside manual book
Q no. 3= the need of writting activity Q no.7= the need to comprehend technical
term
Q no.4= the need of speaking activity Q no.8= the influence mastery English in
orally
Q no. 5= the need of listening activity Q no. 9= the influence mastery English in
writting
Figure 3. Diagram the English sub-skills activity undertaken by alumni of Automotive students
From Figure 3, the response of the respondents to interview questions Part II no. 2
the conclusion is 100% the statements of respondents are true about the students/ alumni
of automotive require the activities of reading material/ text/ discourse using technical
terms in English. The example given, such as manual book, parts catalogs, private
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Surya Lestari, Syahrial, Language skills, sub-skills and…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
DISCUSSION
The first question in this research is what language skills are needed by the third
year automotive students of SMKN 2 Kota Bengkulu. Based on the percentage of the
results questionnaire to the students in this study, students indicated that the language
skills they need most as an Automotive student in SMKN 2 Kota Bengkulu is speaking
in the first place, listening in the second place, reading in the third place and in the last
is writing skill. Basturkmen (2010) points out that needs may vary considerably in
different disciplines. The teachers/course developers also needed to find out students’
perceptions about the importance of academic speaking (learner factor analysis). The
teachers/ course developers neglected to investigate how often the students participate
in class discussion in their subject classes and the students’perceptions of how
important discussion skills are.
Contrary, researcher found different needs of automotive students with alumni of
technical students who are already working in the automotive industry. The results of
interview with alumni automotive students who has worked in the automotive industry
indicated that the most English skill needed in the workplace is reading.
It could be said that there is difference needs in English skills between the third
year Automotive students with the alumni of automotive students who has worked in
74
Surya Lestari, Syahrial, Language skills, sub-skills and…
the automotive industry. Robinson, in Basturkmen (2010) argues: The needs that are
established for a particular group of students will be an outcome of a needs analysis
project and will be influenced by ideological preconceptions of the analysts. A different
group of analysts working with the same group of students, but with different views on
teaching and learning, would be highly likely to produce a different set of needs .
The second research question is what sub-skills are needed by the third year
automotive students of SMKN 2 Kota Bengkulu. The sub-skills of speaking activities
needed by students majoring in automotive in SMKN 2 Kota Bengkulu are direct
conversations with friends in the department/ teacher/ head technician, discussions with
friends in the department/ productive teacher/ head technician, and expressing opinions
to the teacher or head technician.
Similarly, the response and the example given by the respondents of the interview.
They also state that the student/ alumni SMK majoring in automotive requires speaking
skills to support jobs in the automotive world as a means of communication, especially
fluency and pronunciation right in terms of vehicle parts in English. Eslami (2010)’s
study of the perception between students’ and instructors’ to English for Academic
Purposes (EAP) in Iran. The results show that teachers may therefore need to apply
diverse communicative activities in language classrooms to give EAP students
opportunities to practice using English in different context and focus more on self-
regulated learning.
The sub-skills of listening activities needed by students majoring in automotive
SMKN 2 Kota Bengkulu are listening video SOP (Standard Operating Procedure),
suggestions/ advice/ notification of teacher/ head technician, and listening to a work
order from teacher/ head technician.Respondents of interviews also give the same
response to the respondents of questionnaire. They stated that if the students were able
to listen to the pronunciation of the terms of components in English then it will be easier
for them to work as discussions with fellow technicians, responding to conversations
with customers or performance at the time in training.
Similary, the study of Al-Thiyabi (2014) analyzed students’ listening needs and
compared the the result to students’ exam results and ELI listening objectives. The
results showed that teachers should help students identify their listening strategy,
strengthen them and create new ones. Ghderpananhi in Al-Thiyabi (2014, p.22)
mentioned that teachers should use authentic text in the class. It is the specific evident
that using authentic aural text in the specific context it was used, had positive effect on
students’ processing of listening comprehension.
The sub-skills of reading material that is read by students majoring in automotive
SMKN 2 Kota Bengkulu besides manual book are SOP manual book, Field Industrial
practice (prakerin)/ daily/ weekly/ monthly reports and reading texts/ context/ references
of the machine tool.According to the respondents of the interview, in the automotive
industry graduates majoring in automotive vocational doing a lot of reading activities to
support the work. This is caused by the development of the automotive industry is very
rapid. Moiinvaziri (2014) investigated the perceived English language needs of students
in University General English course in Iran. He found that Iranian teachers and
curriculum and syllabus designers to consider the importance of the students’ real needs
and try to develop and design materials which can fullfill the present gap.
The sub-skills of writing activities needed by students majoring in automotive in
SMKN 2 Kota Bengkulu are charging and complete the work order, industrial work
practice (prakerin)/ daily/ weekly/ monthly reports and booking tools or from
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
CONCLUSION
This study is intended to analyze specific English language skills, sub-skills and
kind of technical vocabulary that are needed by the third year automotive students of
SMKN2 Kota Bengkulu. The respondents for the questionnaire were all the students
76
Surya Lestari, Syahrial, Language skills, sub-skills and…
level XII SMKN 2 Kota Bengkulu who has thoroughly followed the practice of
industrial work (prakerin)/ internship for 3 (three) months at the automotive company
which has a MOU with SMKN 2 Kota Bengkulu when they at the grade XI. Addition,
the interview data collection, researcher was interviewing graduates of technical high
students majoring in automotive that has worked in the automotive company which has
authorized workshops and also involves productive teachers and English teachers who
taught in the automotive department at SMKN 2 Kota Bengkulu.
Based on the result of this research, it can be concluded that:
1. English skills is very important and needed by the third year Automotive
students of SMKN2 Kota Bengkulu and alumni of automotive students. Based
on the percentage of the results questionnaire to the students in this study,
students indicated that the language skills they need most as a student majoring
in automotive in SMKN 2 Kota Bengkulu is speaking in the first place, listening
in the second place, reading in the third place and in the last is writing skill.
2. Contrary, researcher found difference needs of students with alumni of technical
students who are already working in the automotive industry. The results of
interview with alumnie automotive students who has worked in the automotive
industry indicate that English skills are most needed in the workplace is reading.
3. Respondents of interview stated that there is influence between the mastery of
technical terms in English with the automotive students/ alumni SMK in practice
of industrial work report (praktek kerja industri/ prakerin) orally and in writing.
The technical terms (technical vocabulary) in orallly and written related to
basics motorcycle, performance curves, basics of engineering, classification of
internal combustion engine, principle gasoline engine system, principle and
basic construction machinery system, principle and two stroke engine type
system, principle and four stroke engine type system, lubrication system, cooling
system, fuel systems, exhaust system, power transmission, frame, steering
system, suspension system, brake system, wheel and tire, basics of eectricity,
system ignition (CDI), charging system, starting system, lighting and signal
systems.
The educational implication of this study is focused on finding out the English
language skills and sub-skills needed by the third year Automotive students of SMKN 2
Kota Bengkulu. developing the quality of the teaching and learning process, for
teachers, can be used as a guide in evaluating teaching materials that suit the needs of
students. For curriculum designer, can be used as guidelines to adjust the teaching
materials to the characteristics of the majors that suit the needs of technical high school
students. Take a looking at the limitations talk about above, it is also expected for
further studies to conduct the research to solve the limitation in this study.
From the result of this study, it is suggested that English teacher to search and
know the students precisely what they really need mached to their study program and
their future job as technician in automotive industry. This research is expected to help
both teacher and students.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
BIBLIOGRAFY
Al-Thiyabi, M.S. (2014). Need analysis for EFL listening skills at
AII.mtheyabi@kau.edu.sa, 0508009366
Baig, M. (2012). Need analysis of second language learners with particular regard to
their writing skills. IOSR Journal of Humanities and Social Science (JHSS).
www.iosrjournals.org
Basturkmen, H. (2010). Developing courses in English for specific purposes. University
of Auckland. New Zealand
Eslami, Z. R. (2010). Teachers’ voice vs. students’ voice: A need analysis approach to
English for academic purposes (EAP) in Iran. Department of
Teaching,Learning and Culture Texas A&M University College Station, Texas,
USA. email : zeslami@tamu.edu
Evangeline, JCK & Ganesh, K. (2015). A need analysis of technical writing skill of
engineering students in India. Published by EDP Sciences.
http://creativecommons.org/licenses/by/4.0/
Habbash, M. M. (2014). Need analysis of engineering students’ English needs at the
University of Tabuk. Journal of Education and Practice.Vol 5 No.38
Hutchinson, T. & Torres E. (1994). The textbook as agent of change. ELT journal 48.4.
pp. 315-328.
Kamin, Y. (2013). Students perceptions on the relevance of a diploma in an automotive
curriculum to the workplace. Published by Elsevier Ltd. Procedia-Social and
Behavioral Sciences 9. pp. 90-96
Moiinvaziri, M. (2014). Students’ voice: A need analysis of university general English
course in Iran. GEMA Online Journal of Language Studies. ISSN: 167-8021
Sugiyono. (2009). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: CV
Alfabeta
Yassi, A.H. & Andi K. B. (2015). Syllabus design for English language teaching. Trust
Media Publishing. Bantul-Yogyakarta.
78
Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
Desi Veranita
Syahrial
Irwan Koto
University of Bengkulu
Bengkulu, Indonesia 38371
desiveranita@gmail.com
eric.syahrial@gmail.com
ABSTRACT
This research was aimed to identify the need of the students of agriculture study
program on English materials. This research focused in find out the most important
English skills and Sub-Skills for the students of agriculture study program and find out
the English topics are needed for the students of agriculture study program at SMK
Negeri 2 South Bengkulu. The research used mix method (combine both qualitative and
quantitative method). This research was conducted in Agriculture Vocational School 2
South Bengkulu (SMK Negeri 2 South Bengkulu). The data was taken from the
assistance of curriculum, the English teachers, productive teachers and the alumni of
SMK Negeri 2 South Bengkulu. The data was collected by using questionnaire and
interview. The result of the research shows that: first, the most important English skills
for the students of agriculture study program at SMK Negeri 2 South Bengkulu are
Speaking and Reading Skills. Reading sub-skills classified as; reading in general
comprehension, understanding the plan of the text, guessing the meaning of unfamiliar
words, do skimming and scanning activities and understanding the organization of the
text. Speaking sub-skills classified as; speaking with fluency, attention of choice and
pronunciation and using the correct ways/ manners of speaking. Second, English topics
for the students of agriculture were the English topics related to the agriculture term.
The topics of reading were; reading the text of part of plants, reading the text of the
technique of maintenance of plants and operating hart equipment farming. The topics of
speaking were; do direct conversations related to agriculture terms, presenting the report
of filed productive practice, describing of how to operate hard equipment farming and
maintenance of the plants.
Key words: Need Analysis, English for Agriculture Students.
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Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
The materials that will be taught whether used for reading the agriculture
to the students should match with the theories or practicing the theories on the
students need. Additionally, both field or for preparing the students for
English for Academic Purposes (EAP) facing the world of work. Rata, et al
and English for Specific Purposes (ESP) (2012) state that English for agriculture
must be practiced among the students, is a type of English for specific
particularly for the students on purposes.
vocational schools as SMK Negeri 2 The second are SMK Negeri 2
South Bengkulu of Agriculture: South Bengkulu is implementing the
Agribusiness and Agro Technology curriculum 13 (Kurikulum K13) as a
Study Program. The agriculture basis of teaching learning activities. The
vocational school is a school which is 13 curriculum (K 13) was developed
prepared the students for organized in based on current globalization and
workplace, academic, and professional. various issues related to environmental
Therefore, ESP textbook must fulfill issues, technological advances and
some of the students need (Karimi and information, the rise of the creative and
Sadeghi, 2013). cultural industries, and the development
Need analysis is the most of education at the international level.
important stage in English for Specific Globalization will shift the lifestyle of
Purposes (ESP). Needs analysis has a the people of agrarian and trade
vital role in the process of designing traditionally been industrial society and
and carrying out any language course, modern trade as can be seen in the
whether it is English for Specific World Trade Organization (WTO), the
Purposes (ESP) or general English Association of Southeast Asian Nations
course (Songhori, 2008). Needs analysis (ASEAN) Community, the Asia-Pacific
is defined as a process of determining Economic Cooperation (APEC) and
the needs of a group of learners that ASEAN free Trade Area (AFTA)
requires a language and arranging the (Kemendikbud, 2012).
needs according to priorities where it The curriculum 2013 (K 13) aims
uses both subjective and objective to prepare the Indonesian man to have
information (Richards, 1992). the ability for live as individuals and
SMK Negeri 2 South Bengkulu is citizens who believe, productive,
one of high vocational school in Spouth creative, innovative, and affective and
Bengkulu. The school focuses on able to contribute to the society, nation,
agriculture department, and it is divided state, and world civilization
into four study program; Plantation (Permendikbud no 70, 2013).
Corps (ATP), Seeding Plant Tissue
Culture (APKJT), Horticultural (ATPH), The principles in preparing the
and Animal Husbanding (ATU). curriculum have been referring to the
According to the researcher knowledge, principle of development (Permendiknas
implementing the materials based on the 22, 2006). The principles are centered on
students need is very important in SMK the potential of the development, the
Negeri 2 South Bengkulu because some needs and the interests of the learners
of the reasons, there are: and the environment. The position of the
The first are English for learners are as central of education,
agriculture is type of English for specific learners are the subject of education that
purposes. The English materials should should develop their competence and
suitable with the need of the students, relevant to the needs of life; community,
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Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
the business world and the world of English learning materials based on the
work. Thus, the teaching materials students need is very important for
should provide to the students to support maximizing the benefits and the goals of
the students’ needs (Depdiknas, 2006). learning English for the students.
The third are the primary goals of
METHOD
SMK Negeri 2 South Bengkulu are to
This research used mixed method
equip the students with the education (collection of qualitative and quantitative
and to train through actual competencies data). Mixed methods involve the
which are needed in business or industry collection and “mixing” or integration of
world (Internal Document of SMK both quantitative and qualitative data in
Negeri 2 South Bengkulu: 2011). Javid a study. In this approach, a researcher
(2013) define that ESP was teaching of collects both quantitative and qualitative
English for any purposes that could be data, analyzes them separately, and then
specified and teaching of English used in
compares the results to see if the
academic studied or teaching of English findings confirm or disconfirm each
for vocational and professional purposes. other (Convergent Parallel Mixed
Practicing English learning
Methods Design).
materials based on the students need are According to Creswell (2014)
giving many advantages because the mixed method is used Both
students are expected to achieve various
predetermined and emerging methods,
abilities that has something to do with both open and closed-ended Questions,
career, competency, flexibility,
several forms of data drawing on all
encouragement to build up a professional possibilities, Statistical and text analysis,
attitude in their field, create the students Across databases interpretation. The
who capable to enlarge themselves in the purposes of mixed methods are
future independently through on higher containing the overall intent of the study
education. and the information about both the
Therefore, the materials quantitative and qualitative technique of
presented to the students in SMK Negeri the study, and a rationale of
2 South Bengkulu have to comply with incorporating both techniques to study
the students need based on the
the research problem (Creswell, 2014).
background of their school. Harding
The Respondent of the Research
(2007) suggested three recommendations
The respondent in this research was
to consider while coming up with a set the English teachers at SMK Negeri 2
of materials; Use context, texts, and South Bengkulu, productive teachers, the
situations from the students’ subject
assistant of curriculum and the alumni of
area. Whether they are real or stimulated
SMK Negeri 2 South Bengkulu.
they will naturally involve the language According to Sugiyono (2010) the
the students’ need, Exploit authentic participants are the generalization region
materials that students use in their consisting of objects or subjects that
specialism or vocation. Do not be put off have certain qualities and characteristics
by the fact that it may not look like defined by the researchers to be studied
‘normal English’, Make the tasks and then drawn conclusions.
authentic as well as the tasks. Get the The total respondent were used in
students doing things with the materials this research divided into 15
that they actually need to do their work. respondents, they are; 2 English
Based on the background above
teachers, 6 teachers of productive
can be inferred that implementing program, 1 the assistant of curriculum
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Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
and 6 the alumni of SMK Negeri 2 South the assistant of curriculum and 6
Bengkulu. productive teachers and 6 alumni of
The alumni who was interviewed Agriculture Vocational School 2 South
are work in some of place which are Bengkulu (SMK Negeri 2 South
fixed in the agriculture divisions. One of Bengkulu). This question included of
the alumni works in the agriculture English language skills/sub-skills and
office of South Bengkulu, in PT. SBS English topics. It covered four English
company South Bengkulu as the skills and each skill divided into several
employee, in CV Sinar Tani Pino Raya topics/ statements.
as the worker, as the teacher in The Technique of Analysis Data
Vocational School 2 South Bengkulu, The challenge in a convergent
and the owner in Tani Mandiri store mixed methods design is how to actually
which provide the agriculture materials converge or to merge the data. There are
such; seed, fertilizers, toxic, and the several ways to combine the two
others. databases. The first approach is called a
Research Instrument side-by-side comparison. These
In order to collect the data of the comparisons can be seen in the
research, the researcher used interview discussion sections of mixed methods
techniques and questionnaire (close- studies. The researcher will first report
ended question). the quantitative statistical results and
According to Margono (2014) then discuss the qualitative findings that
interview is a technique which are either confirm or disconfirm the
collect the data by filing each number of statistical results. On the other hand, the
questions orally to be answered orally. researcher might start with the
Interview is a process of getting the qualitative findings and then compare
information of the research that is being them to the quantitative results. Mixed
done. methods writers call this a side-by-side
According to Sugiyono (2010) approach because the researcher makes
questionnaire is the technique of the comparison within a discussion,
collecting the data by giving some of the presenting first one set of findings and
questions or statement to the respondent. then the other (Creswell, 2014).
In close-ended questionnaire, respondent Quantitative statistical result
were given 3 options and can only The quantitative data was
choose one fix answer/statement. achieved from the questionnaire given to
Need Analysis Interview the respondents of the research. Since
The interview was given to the each question in questionnaire has been
respondents of 1 English teacher, 1 the answered, the result was based on the
assistant of curriculum, 1 productive percentage of answer. The percentage of
teacher and 1 alumni of agriculture the answer was achieved by using the
vocational school 2 south Bengkulu following formula:
(SMK Negeri 2 South Bengkulu). The 𝑓
𝑝= 100%
questions of interview were in Bahasa ∑𝑓
Indonesia and it is covered of 10 f : frequency of respondents of
questions. each statement
∑f : number of respondents in whole
Need Analysis Questionnaire for the alternative Question
This Questionnaire was given to
the respondents of 2 English teachers, 1
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Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
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Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
Figure 1
The most needed English skills for the students of agriculture
100%
80%
Very Important
60%
Important
40% Quite Important
0%
Reading Speaking Listening Writing
Table 2
Reading sub-skills for the students of agriculture study program
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Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
Figure 2
Speaking sub-skills for the students of agriculture study program
120%
100%
80%
percentage
60%
40%
20%
0%
accuracy with words use good intonation
fluency use true vocabulary use good grammar
and pronounciation and spelling
very important 100% 100% 100% 100% 100%
important 0 0 0 0 0
not important 0 0 0 0 0
Table 3
Reading topics for the students of agriculture study program
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Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
instrument
Reading text of part of farming 60% 40% 0%
instruments
Reading technique of maintenance of 80% 20% 0%
plants
Reading technique of irrigation 80% 20% 0%
Reading the instruction of using fertilizer 80% 20% 0%
Reading text of marketing product 80% 20% 0%
Reading report of productive practice 67% 33% 0%
Reading scholarship advertisement 53% 40% 7%
Reading job advertisements 73% 27% 0%
Figure 3
The result of speaking topics are needed for the students of agriculture study
program
90% 80%
80%
67% 67%
70%
60% 53%
50%
40%
30%
20%
10%
0%
do direct conversation presenting the report of field describing of using hard describing the maintenance
related to agriculture terms productive practice equipment farming of the plants
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Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
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Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
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Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
activities to the audience they must First, the findings and the
presenting by using English. discussions showed that 80%
respondents measure that the most
The most useful speaking topics important English skills for the students
and activities should be presented in are speaking and reading skills. Both
speaking class, those were: do direct skills are giving greatly effects for the
conversation related to agriculture students of agriculture in learning
terms, describe of using hard equipment English. Then, the following conclusion
farming orally, describe of maintenance was the most reading and speaking sub-
the plants orally and presenting the field skills are needed for the students of
practice. The speaking topics and agriculture study program. Reading sub
activities are very useful to train the skills are needed for the students of
students mastering speaking English agriculture were; reading in general
very well, whether used to comprehension, guessing the meaning
communicate or used to present the in unfamiliar works, doing reading
productive report. exercises through scanning and
skimming and the others. Speaking sub
The result finding was
skills are needed for the students of
demonstrated the appropriate English
agriculture was investigated in this
materials for the students of agriculture
research were; speaking with fluency,
study program at SMK Negeri 2 South
attention of choice and pronunciation,
Bengkulu. The students are needed
use correct ways/manners of speaking.
taught the English materials which are
The second result in this
suitable with their need. They are not
research was showing the most
only need learning the general English
important English topics for the
as usual but also they are needed
students of agriculture study program. It
learning English in specifically which
was investigated and explained in each
are connected with the background of
English skill (reading and speaking
the students. It is because they will
skills). This research found that English
know the function of English they were
topic for reading was preseting the text
learned and will be very useful for their
related to the agriculture terms, that are;
life. They just do not learn English
reading text related to part of plants,
because English materials are kinds of
reading text related to technique of
the subject of the school but they know
maintenance of plants, reading text
for what they are learning English.
related to the technique of irrigation,
reading the instruction of using tractors/
hard equipments farming, reading text
CONCLUSION related to the instruction of using
This research produced very laboratory instruments and reading
useful information related to need report of productive practice. English
analysis, specifically a need analysis of topics for speaking should be practiced
English materials for the students of in English class for the students of
agriculture study program at SMK agriculture were; presenting the report
Negeri 2 South Bengkulu. The result of of field productive practice, describing
this research showed the obvious the instruction of using hard equipment
conclusions based on the finding and farming, describing the maintenance of
the discussion described previously. plants and do direct conversation related
to another agriculture terms.
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Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
Definition Characteristics,
SUGGESTION Scope, and Purposes. European
Journal of Scientific
The researcher suggested this Research.Taif University.
research to: Karimi, Lotfollah, Bahador Sadeghi, et
al. (2013). Agricultural
The Teacher Extention and Rural
Development ESP Textbook
For the English teachers who
Evaluation in Bu Ali Sina
teach at Agriculture Vocational School,
University. Iran
they can implementing the English
Kemendikbud. (2012). Dokumen
materials based on the agriculture terms
Kurikulum 2013. Jakarta
or based on the English topics presented
Margono, S. (2014). Metodologi
in this research.
Penelitian Pendidikan. Jakarta.
Rineka Cipta
The Further Researcher
Mazdayasna G, Tahririan, MH. (2008).
The result of this research may Developing a profile of the ESP
have some flaws because the researcher needs of Iranian students: The
did not get the information from the case of students of nursing and
students of agriculture study program at midwifery Azad University
SMK Negeri 2 South Bengkulu. For the Yazd, Iran. Sheikhbabaee
other researcher who interest in analysis University, Iran.
English for agriculture students, the Permendiknas. No 22 tahun 2006.
researcher recommends to analyze the (2006). Standar Isi Untuk
students need based on the students’ Satuan Pendidikan Dasar dan
perspectives itself. The researcher Menengah. Jakarta
wishes that the next research will find Permendikbud no 70 tahun 2013.
the larger information about the (2013). Kerangka Dasar
students need, specifically for the Struktur Kurikulum Sekolah
student of agriculture study program Menengah Kejuruan/ Madrasah
and the research finding will give the Aliyah Kejuruan. Jakarta
excellent effect in the education world. Rata, georgeta. Florin sala. Et al.
(2012). Agriculture English.
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Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
ABSTRACT
ABSTRAK
Penelitian ini bertujuan meningkatkan kemampuan siswa dalam menulis teks
descriptif dengan menerapkan strategi umpan balik secara tidak langsung oleh guru
pada kelas X IPA 1 SMA Negeri 1 Bengkulu Tengah tahun pelajaran 2016/2017.
Subjek penelitian ini terdiri atas 30 orang siswa. Penelitian ini dilakukan dalam dua
siklus yaitu, masing-masing siklus terdiri atas perencanaan, pelaksanaan/tindakan,
observasi dan refleksi. Sebelum menerapkan siklus 1, peneliti mengadakan tafsiran
pertama. Hasilnya menunjukkan bahwa nilai rata-rata siswa adalah 44,00 atau 60
dengan kisaran penilaian 10-100 (Memprihatinkan). Setelah penerapan siklus 1, nilai
rata-rata siswa pada kempampuan menulis mengalami peningkatan, terkhusus pada
aspek isi tulisan, namun di sisi lain, masih ada beberapa siswa yang masih terkendala
pada aspek kosa kata dan pemilihan bahasa dalam menulis. Pada siklus 2, peneliti dan
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Kurniawan, Suwarno, Arono, Using teacher’s indirect…
guru bidang studi lebih menfokuskan pemberian materi tentang kedua aspek penulisan
yang masih dianggap lemah tersebut. Hasilnya nilai rata-rata siswa pada siklus 2
meningkat yaitu 60.76 atau 83 dengan kisaran penilaian 10-100 (sangat baik). Ini
membuktikan bahwa kemampuan menulis siswa mengalami peningkatan lebih baik dari
siklus sebelumnya. Siswa juga memiliki respon yang positif terhadap strategi yang
diajarkan ini. Hal ini dapat disimpulkan bahwa dengan menggunakan umpan balik
secara tidak langsung oleh seorang guru dapat meningkatkan kemampuan siswa dalam
menulis teks descriptif dan hal tersebut dapat dikembangkan ke siswa yang lain.
Kata Kunci: Kemampuan menulis, Teks descriptif, Strategi upan balik guru
secara tidak langsung.
A. Introduction
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Tengah, actually the students were really interested in learning English but
sometimes they found it difficult in writing, especially in writing descriptive
paragraph. Almost of their problems were poor vocabulary, grammar errors,
spelling and also punctuation errors.
B. Research Method
The design of this research was classroom action research because the teacher
was directly involved in improve students’ ability by doing self-reflection.
According to Julian Hermida in Gwyn Mettetal (2001), Classroom Action Research
is a method of finding out what works best in your own classroom so that you can
improve student learning.
This action research aimed to follow the process of the improve students
ability and was conducted by the teacher itself by reflected his /her work and tried
to improve his/her way in teaching writing especially to gave indirect feedback.
Therefore, both teacher and student could be improved.
The cycle consists of planning, action, observation, and reflection. The model
that was proposed for teacher in doing action research follows the cyclical structure
outlined by (Kemmis and Mc Taggart in Stringer, 1999: 18).
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Kurniawan, Suwarno, Arono, Using teacher’s indirect…
80 70
70 60
60
50
40 Minimum Mastery
30 22 Pre-assessment's score
17,9 18 18
20 12,94 13
10
0
Total Score Content Vocabulary Language Use
5 students
17%
83% ≥ 70
≤ 69
25 students
The chart explained about the result of pre-assessment when the researcher made his
first observation. The researcher want to know where the students’ weak in writing skill.
The result was 10 students “fair” category or gots absolute range “47,5 – 56,6” in
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relative range “63,3 – 75,5”. Then, 9 students gots “poor” category, 8 students gots
“very poor” and the other gots “good and very good” category. If we concluded score
based on minimum mastery or standard score of writing subject at the school ( ≥ 70 ),
there were 25 students or 83% that was declared “Not Passed” in writing skill. So, it
made sure the researcher doing this research.
Some mistakes had been made in language use aspect and content. In language
use, the mistakes were bolded. It can be seen that the student did many mistakes from
beginning until the end of sentences. Here, when the teacher gave the indirect feedback
to a student’s writing draft.
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Kurniawan, Suwarno, Arono, Using teacher’s indirect…
For the content’s aspect, this student did not write the composition based on the
generic structure of descriptive text. Those sentences could be an introduction,
description or even conclusion. It means that, this student had not made a good
improvement that is related to the generic structure and language feature (language use)
of descriptive text. In developing the idea, the student was still lack of vocabulary and
the student did not put the title of composition. Moreover, the sentences were still
choppy even the reader might be able to understand it. In language use, it can be seen
that some mistakes were occurred in composition, for example SP/spelling (hai, u, wit),
WC/word choice (next time), PUNC/punctuation (period, comma), and VT/ verb tense
(my brother old 20 years old, my class in X IPA1).
Another students sample was taken in the same problem. Her name is Sartika
Indah Lestari. In here the student wrote a paragraph with the theme about “My Lovely
Family”. Here is a composition entitled “my brother” :
I have brother, But one that I’m very like. He have name
is Ramadhan. He is policeman. He is chil second from fife collegues. He
live in jl. Pratu aidit number 12. he is the most important person in my life
because he that always to pay me to school. He already have family now.
He have one boy. He very like to play by her boy . Bedidest its he
also like sports. Sports that he likes is badminton, football and tabletennis.
Although he often sports but her person very biggest and fat. He don’t
like if see peoples that always to play dice. He always teach A me
about lessons, that I don’t know. So he don’t like if I don’t go to school one
day. He to strike me if I don’t bring about it.
This composition is different from above sample. This student wrote two p
aragraphs that talked about “Brother”. From the title, it can be seen that the student
had a good idea to write. This student wrote some ideas about “brother” that
obviously, it was still general and needed to be improved. Even the ideas were choppy
in the first draft but in the next draft, this student was able to make an average
composition. From language use aspect, some mistakes were occurred in composition, it
can be seen in bolded word and codes/symbols here :
I have brother.(PUNC)But one that I’m very(NN) like. He have name
is Ramadhan(S/VA) . He is policeman. He is chil (SP) second from fife
(SP)collegues(WC). He live(S/VA) in jl. Pratu aidit number 12. he is the
most important person in my life because he that(NN) always to(NN) pay me to
school. He already have (S/VA) family now NP.
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Mostly, the mistakes are about the subject and verb agreement (S/VA),
punctuation (PUNC), word choice (WC), word order (WO), Spelling (SP), not
necessary word (NN). (Appendix, draft 1).
For more understand about the mistakes of the student’s writing above, the
researcher makes it with codes/symbols in indirect feedback. It can be seen as follow :
“ (SP)Hai, my name is Rajes Husain. (PUNC) and you can call me Rajes. I
(PREP)
live in Nakau street No.12 (PUNG)
I have one cousin. She now live(S/VA) in Yogjakarta. She college (WC) in
Universitas(SP) Gajah Mada. She is 20 years old. I was born in Curup 27
September 2000. (PUNC) and I’m 16 years old now.(SP)
(SP)Bay the way, now I’m school (NN) in SMA 1 BENTENG. I’m in
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Kurniawan, Suwarno, Arono, Using teacher’s indirect…
The sample writing above showed that some mistakes still occurred,mostly the
mistakes were in language use aspect, while in content’s aspect, this composition is
better than in the first draft. To compare the first draft and the second draft, it can be
seen in appendix 14.
For more clear of the problem in the cycle 1, the researcher made the charts as
follow :
80 70
70 65
60
50
40 Minimum Mastery
30 22 21,84 First Cycle
18 15,52 18
20 12,54
10
0
Total Score Content Vocabulary Language Use
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43% 13 students
57%
≥ 70
≤ 69
17 students
Chart.4.6. The result of the students’ first cycle based on minimum mastery
This chart explained about the result of first cycle. The result were 17 students
“fair” or gots absolute range “47,5 – 56,6” in relative range “63,3 – 75,5” and it was
include a fair category. Then, 10 students were still “poor” or gots absolute range under
“47,4” in relative range “63,2” and the other has a good and very good category.
However, there was no student that gots very poor category on this cycle, but 17
students or 57 % of the students were still declared “Not Passed” in writing skill. So, it
made sure the researcher doing second cycle and focus on the weak aspect.
From the result also, it increased but it was still far from the target want to be
achieved. Based on the overall process in cycle I, The researcher found that some
problems appeared during the process of writing from 1st until 4th meeting in the first
cycle. First, the problem came from their vocabulary problem. During the process
of writing, the students often asked about some words in English or what vocabulary
they can use in their sentences.
For example, the question “sir, what english for “ibuku baik sekali”?.”Another
question is “what good language for “ teman kelas”, friend class atau friend?”, etc. In
here the students get difficulties because they did not bring dictionary. That’s why
during the process, students always walked around the class to borrow the dictionary or
asked the teacher and researcher to help them with it.
The role of teacher in here was clearly seen that the teacher at that time helped
the students who got problem in their vocabulary and informed to them to bring
dictionary in next meeting.
Even there were some problems, based on the result of 2 nd draft the students also
made an improvement after the third meeting was conducted. The students showed an
improvement in part of language use but only few students who achieved the target. The
students were able to produce composition based on generic structure
of descriptive text. This problem was influenced by the way teacher in giving feedback
to them. They did not understand because the teacher wrote the feedback in unorganized
style.
Too many mistakes made them
difficult to see the feedback within their sentences and sometimes did not know
if there was feedback on theirs. Another problem was also shared by students about
the teacher’s comments. The teacher wrote the comments in English, so the students
sometimes had difficulties to translate it into Indonesia.
Beside about students’ problem in their composition, there were also
several problems that affected the teaching and learning process, for example less of atte
ntion, less motivation to write, stuck with the ideas and sentences going to be
developed, etc. In solving the problem, the next cycle will be conducted to solve those
problems.
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Kurniawan, Suwarno, Arono, Using teacher’s indirect…
90 83
80
70
70
60
50
Minimum Mastery
40
Second Cycle
30 22 23,58
18 18,32 18 19,97
20
10
0
Total Score Content Vocabulary Language Use
This chart is also like chart 4.1 and 4.4, it explaned about mean score of absolute
range from three aspects of writing and total score of the student that researcher made
on second cycle. The result of mean score from students’ score devided by total of the
students. The result has a good score and almost of the students have done of their
writing significantly.
Relative Range (38,9 - 100)
1 students
3 students 87,9 - 100 (Very Good)
75,6-87,8 (Good)
4 students
63,3-75,5 (Fair)
51,1-63,2 (Poor)
22 student
7% 2 students
≥ 70
93%
≤ 69
28 students
Chart.4.9. The result of the students’ second cycle based on minimum mastery
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This chart showed the significant result from the students if we compare the
result between first cycle and second cycle. On first cycle, the researcher only gots 13
students or 43 % of the students that was declared “Passed” in writing skill, but on
second cycle, the researcher gots a good result. 28 students or 93 % of the students
showed a significant score of three aspect and they had been passed standard minimum
of writing skill. Once again, it gives the strong
impression that teacher’s indirect feedback strategy can improve their writing.
In this cycle, there was actually no significant problem found since the solution
from the teacher and researcher was successfully useful to students. The problems
generally treated well since the solutions from teacher and researcher were
successfully useful to students.
Based on observation in the second cycle, the result of 3 rd draft showed that they
had good improvement during the process. They could compose 3 rd draft better than in
the 1st draft and 2nd draft.
The teacher’s strategy to use feedback sheet in their 2nd draft was successful
based on the result of their 3rd drafts. There was only about their language choice
produced by students where very Indonesian style like “…..he every lesson math always
present….” It Should be “….he always presents in math class ……” This mistake
corrected by teacher to explain the appropriate and encourages students understanding
when interaction did. Even sometimes they still made it mistake in writing’s aspects
evaluation especially in organization or language use, but from their mistakes were
decreased from draft 1 until draft 3.
The progress of three steps (pre-assessment, 1st cycle, and 2nd cycle) can be seen
the charts as follow:
100
83
80
60 65
60
40 Mean Score
20
0
Pre-Assessment Cycle 1 Cycle 2
Chart.4.10 The Final Result of Three Steps Based on Score’s Relative Range
35
30
25
20
Score 70 ≤
15
Score 69 ≥
10
5
0
Pre-Assessment Cycle 1 Cycle 2
Chart.4.11 The Final Result of Three Steps
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Kurniawan, Suwarno, Arono, Using teacher’s indirect…
D. CONCLUSION
Based on the finding, it can be conclued that:
1. The implementation of teacher’s indirect feedback strategy in teaching
writing can be used by the teacher as one of ways to improve students’
writing quality. It can be seen on students’ progress during the process (Pre-
assessment, 1st cycle, and 2nd cycle).
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Rahma, Safnil, Arono, The quality of English course book…
University of Bengkulu
Abstract:
This research was aimed to find out the students’, lecturers’, and experts’ perspective
toward the quality of the English coursebook for nursing department students. This
research was an evaluative study. The participants of this research were 3 experts, 3
lecturers and 80 nursing students. The instrument of this research was an evaluation
checklist based on Mc.Donough and Shaw’s criteria. The findings of the research were
(1) over eighty percent participants agreed that syllabus fulfills the criteria for quality a
nursing coursebook; (2) over eighty percent participants agreed that the content area
fulfills the criteria for quality a nursing coursebook; (3) over ninety percent participants
agreed that layout and physical appearance fulfills the criteria for quality a nursing
coursebook; (4) over eighty percent participants agreed that practicality fulfills the
criteria for quality a nursing coursebook; (5) over eighty percent participants agreed that
language use fulfills the criteria for quality a nursing coursebook.
INTRODUCTION
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private schools, and some state schools. Provinsi Bengkulu became the object to
Moreover, the school administrations be analyzed in this research. Since the
and circles of English teachers prefer content of this coursebook was not
ready-made coursebooks because they appropriate to the students’ needs, the
possibly provide ready-made syllabi to content was also not repetitive and
be followed by teachers. Thus, the unsuitable with part of speaking content
coursebooks have gradually become the material instruments tools, for example;
most pervasive tool for language the unit materials explains about
instruction. As Richards and Rodgers medical instruments ( the tools and use)
(2001) state, coursebooks are an in unit 5 but in the speaking skill part,
unavoidable element of the curriculum the material which is explained is about
because they specify content and define Self-Introduction to other people. For
coverage for syllabus items. And also the next, the example in the part of Talk
for the EFL learners, coursebook has on pregnancy unit 7, the author gives
become the source they have with writing task, the question is to read
language apart from the input provided articles and write simple present tense.
by the classroom teacher and other And also for listening skill, the practice
reference materials (Hutchinson & tasks are not clearly enough defined.
Torres, 1994). At the other extreme, The researcher’s analysis result also
coursebooks are seen to have a tendency found that the author designed the book
to dictate what is taught, in an without analyzed the students’ needs
intentional order, and they have a first, and as the impact, the students got
serious impact on how teachers use low score in final test.
them (McGrath,2006). Although However, the researcher realized
coursebooks are seen as an that her analysis result was not enough
indispensable tool of the language arts to evaluate this coursebook, therefore
instruction, they are hardly evaluated the researcher conducted a research
for their appropriateness to meet about the quality of English the quality
teachers’ and learners’ needs and of English coursebook for nursing
interests (Ajayi, 2005). department student (students’,
As one of ESP Coursebook, lecturers’, and experts’ perspective)
English II coursebook for nursing based on Mc. Donough and Shaw.
science study program POLTEKKES
METHODOLOGY
This study used a they are education background SY (S3
descriptive qualitative method University of Jakarta), ID (S3
(evaluative study). According to University Linguistic UGM), GMH (S2
Sukamadinata (2010) descriptive English education Study Program
qualitative research is a design and Malang).
procedure evaluation in collecting and And 3 lecturers (EU, MI, YM) They are
analyzing data in systematic to education background are EU (S2
determine the value or benefit of a Universisty of Jakarta, MI (S2
practice. The participants of this University of Padang), and YM( s2
research were 80 nursing students who University of Jakarta) then they are (
used the textbook, 3 experts (SY, ID, who had experience in teaching English
MGH) and 3 lecturers (EU, MI, YM), for nursing students.
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Rahma, Safnil, Arono, The quality of English course book…
The instruments that have been students, lecturers, and experts. There
used to collect the data about this were 80 students, 3 lecturers, and 3
research is an evaluation checklist with experts who gave their perception and
field note. Since this research discusses evaluation toward the quality of English
about perspective, the checklist was coursebook for nursing department
used to collect the data about the students. All of the data that has been
participants’ perpectives and field note collected was displayed as the finding
was used to know about the suggestions of this research. In addition, the
that were given by the participants. The summary of the participants’
participants of this research were perspective for syllabus criterian will be
divided into three professions, namely; revealed in figure below.
60% 54%
40% 34%
20% 10%
2%
0%
Strongly Agree Agree Disagree Strongly Disagree
Percentage
Figure 4.1 The Respondents’ Perspectives on the Syllabus of the Course Book
Regarding to Figure 4.1 above, mentioned in syllabus evaluation.
54% of participants agreed all the Overall, the lecturers and experts
positive statements in syllabus suggested about the text used in the
evaluation checklist. It means that the coursebook and some of pictures that
students’, lecturers’, and experts’ can be used as an additional of the
perspective toward the syllabus criterian coursebook. In addition, the summary
of English coursebook for nursing of the participants’ perspective for
students was positive with 54% of subject and contents criterian will be
participants agreed all the items revealed in figure below.
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
60%
50%
50%
37%
40%
30%
20% 11%
10% 2%
0%
Strongly Agree Agree Disagree Strongly Disagree
Percentage
60% 57%
40% 33%
20% 9%
1%
0%
Strongly Agree Agree Disagree Strongly Disagree
Percentage
Figure 4.3 The Respondents’ Perspectives Layout and Physical Appearance of the Course
Book
Regarding to Figure 4.3 above, of participants agreed all the items
57% of participants agreed all the mentioned in layout and physical
positive statements in layout and appearance evaluation.
physical appearance evaluation To summarize how the
checklist. It means that the students’, participants’ perspective toward
lecturers’, and experts’ perspective practical and layout criterian, the
toward the layout and physical researcher displayed it in the figure
appearance of English coursebook for below.
nursing students was positive with 57%
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Rahma, Safnil, Arono, The quality of English course book…
80%
63%
60%
40%
22%
20% 12%
3%
0%
Strongly Agree Agree Disagree Strongly Disagree
Percentage
Regarding to figure 4.4 above, all the items mentioned in practical and
63% of participants agreed all the consideration.
positive statements in practical and However, the sugestions became
consideration evaluation checklist. It the evaluation of the quality of this
means that the students’, lecturers’, and book. In addition, the summary of the
experts’ perspective toward the practical participants’ perspective for layout and
and consideration of English physical appearance criterian will be
coursebook for nursing students was revealed in figure below.
positive with 63% of participants agreed
80% 65%
60%
40% 27%
20% 6% 2%
0%
Strongly Agree Agree Disagree Strongly
Disagree
Percentage
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
Discussion
There were five findings related ESP design, the designer needs to
to the research questions of this reseach. develop the knowledge contents of the
The first finding of this research is over materials such as; the content of
eighty percent participants think that coursebook connected with situation,
syllabus fulfills the criteria for quality a theme, topic, pattern skills, or maybe a
nursing coursebook. In making an coursebook which included variety
English coursebook, syllabus was as learning motivations.
foundation, the author decides the The third finding of this research
contexts in which the language, the is over ninety percent participants think
degree of recycling or revision. As that layout and physical appearance
Hutchinson (1987) said that, syllabus is fulfills the criteria for quality a nursing
framed in the terms of grammatical coursebook. According to David (1995)
structures, this reflects a view that Layout and physical appearance of a
knowing a language consists of coursebook should be made in detail
knowing the constituent structures. It such as; feasibility graphs (The
would be impossible to produce an elemental composition of the layout
evaluation syllabus without having a (title, author, illustrations, logos, etc.)
view of what language is and thus how balanced and in tune with the layout of
it can be broken down. the content, layout element is
The second finding of this proportional with size of book, elements
research is over eighty percent of the colors layout Harmonious and clearly
participants agreed that the content area the functions, appearance consistent
fulfills the criteria for quality a nursing layout elements based on model or
coursebook. Mc.Donough and Shaw design. It was required to make the
(2003) make reference to distinguish the coursebook be interesting to be read by
teaching general learners and teaching the students.
English for Specific Purposes (ESP). As
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Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
discriminate between all of the available was good since more than a half of
textbooks on the market (David, 2001) participants agreed all the positive
Evaluating a coursebook is an statements mentioned in evaluation
important endeavor for matching checklist based on Mc.Donough and
materials to both teacher and student. Shaw (2003) theory.
Just as there is no universal coursebook Mc.Donough and Shaw (2003)
for the learners; there is not one model make reference for distinguish between
for evaluation (Tomlinson, 1990, cited teaching general learners and teaching
in McDonough and Shaw, 2003). The English for Specific Purposes (ESP). As
process is not static, as the success or stated introduction, students develop
failure of that match cannot be confidence and skill in using English for
determined until after the book has been communication, and develop of
implemented (Mc.Donough and Shaw, contents knowledge in materials such
2003). Material evaluation critically as; the content of coursebook connected
judges book planning, design, and with situation, theme, topic, pattern
implementation processes (White, skills, or maybe coursebook include
1998). According to ReDickins and variety learning motivations. The
Germaine (2001), the criteria should effectiveness in general English
focus on language learning aims and conversation class has been clearly in
context as well as teaching methods and context materials. In ESP material and
procedure for the activities. Rubdy development we have need practice and
(2003) claims; that a good evaluation consideration in evaluation course book
framework help match flexibility, available the course book heavily on its
adaptability, and relevance of a course content or selective with activities, the
book with the learners and their course book serves as supplementary
changing needs. To find a suitable such as; in instruments coursebook up-
evaluation method, past frameworks to-date, coursebook easily accessible,
and their explore. Related to the coursebook affordable, coursebook
findings of this research, the quality of have supplementary (materials tapes,
English coursebook for nursing students visuals etc).
5.1. Conclusion
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REFERENCES
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