JOURNAL OF APPLIED LINGUISTICS AND LITERATURE

(JOALL, ISSN 2502-7816)

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.

Editorial Office Address:

POSTGRADUATE PROGRAM OF ENGLISH EDUCATION
MINISTRY OF EDUCATION AND CULTURE
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF BENGKULU
Jln. W.R. Supratman Kota Bengkulu Kode Pos 38371A
Telp. 0736-21170 Psw. 313; 21186 Faks. 0736-21186
Laman: http://ejournal.unib.ac.id/index.php/joall
Posel: s2pbi@unib.ac.id
 ISSN: 2502-7816 (Print)
ISSN: 2503-524X (Online)
JOALL
(JOURNAL OF APLLIED LINGUISTICS AND LITERATURE)

Vol 2 No 2 December 2017

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

The Implementation of Scientific Learning Approach at 10th Grade English

Classes of Senior High School 4 Kota Bengkulu
Hikma Wipaqi .................................................................................................... 15-26

Deixis Found in Kamio Youko’s Hana Yori Dango in English Version

Mariska Febrianti .............................................................................................. 27-35

A Need Analysis on ICT-Based English Material for Teaching and

Learning of Reading for High School Students in South Bengkulu
Margareta Margareta, Safnil Safnil, Irwan Koto ......................................... 36-48

An Analysis of Argument Structure of Research Article of English

Postgraduate Program of Bengkulu University Published in Journal
Resakti Alamsyah Bermani, Safnil Safnil, Arono Arono ............................... 49-66

Language Skills, Sub-Skills and Vocabularies Needed by Automotive

Department Students of Technical High School: A Need Analysis Study
Surya Lestari, Syahrial Syahrial, Bambang Suwarno ................................... 67-78

English for Agriculture Vocational School Students: A Need Analysis

Study at SMK Negeri 2 South Bengkulu
Desi Veranita, Syahrial Syahrial, Irwan Koto ................................................ 79-91

Using Teacher’s Indirect Feedback Strategy to Improve the Students’

Ability in Writing Descriptive Text for the First Grade Students of SMAN 1
Bengkulu Tengah in the 2016/2017 Academic Year
Yudha Septian Kurniawan, Bambang Suwarno, Arono Arono .................... 92-106

The Quality of English Coursebook for Nursing Department Student

(Based on Students’, Lecturers’, and Experts’ Perspective)
Qoriatur Rahma, Safnil Safnil, Arono Arono ................................................. 107-116
 Emelda Syafrina, Arono, Features of English textbooks for the…

FEATURES OF ENGLISH TEXTBOOKS FOR THE FIRST-YEAR

OF SENIOR HIGH SCHOOL IMPLEMENTING THE 2013-
CURRICULUM
Emelda Syafrina
Arono
University of Bengkulu
E-mail: Emeldasyafrina372@yahoo.co.id

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.

Kata Kunci : Kurikulum 2013, Buku teks, Kelayakan Buku

1
Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
INTRODUCTION
Curriculum is a set of planning and
organization of aim, content, and
learning material as the guidance to
learning activity to achieve a particular
educational objective. Nowadays,
Curriculum 2013 for senior high school
in Indonesian had been implemented
from grade X or first year of senior high
school. Related to this explanation,
there are several changes in some parts
of education. According to Richards
(2001) curriculum changes are of many
different kinds likes content, methods
and assessment in learning teaching
process. Related to explanation above
curriculum may affect teachers’
pedagogical values and beliefs,
teachers’ understanding of the nature of
language or second language learning,
or their classroom practices and the use
of teaching and learning materials.
Among several changes in education
parts teaching material also need to be
adjusted because it is one of the most
important factors in teaching and
learning process. This argument is
supported by Richards (2001). That
argues that teaching materials are
regarded as a key factor in most
language programs.
Teaching materials can be developed
from many learning sources, the
material can be written or unwritten
material likes student worksheet, visual,
audio- visual, CD, VCD, and internet.
One of them it is from textbook. Then it
needs special attention regarding its
changes toward recent applied
curriculum. The adjustment of textbook
to the recent curriculum should be
conducted because English teachers
tend to display a strong reliance on
textbook usage.
A textbook means a created material
designed as materials for teaching
learning process in order to increase the
2
learners’ knowledge and experience.
Cunningsworth (1995) stated that
textbook is best seen as a source in
achieving aims and objectives that have
already been set in terms of learner
needs. Textbook also can be defined as
a book prepared for school’s students in
teaching learning process. It is used as a
main component to deliver the material
framework designed in the curriculum.
They may deliver the foundation for the
content of the lessons, the balance of
skills taught and the types of language
practice the students take part in.
In actually, textbook can varies based
on the language teaching stakeholders.
It can adapt the curriculum, the teacher
needs, and also the students’ needs.
That is why, we can find a different
textbook used in a different schools.
Therefore, teachers have to choose the
appropriate and ideal textbook as
beneficial for both students and teacher
as possible. However, on a particular
occasion, learners’ needs sometimes
become the pin point for the teachers to
determine a textbook. In other words,
English teachers must be able to
evaluate textbooks in order to find out if
they were still worth using or need
replacing.
According to Greene and Petty
(1985) in Tarigan (2009) explain the
criteria of good textbook. Such as: a
textbook must be interesting and
attractive toward the learners for
instance the news information, newness
material. Thus, they will be interested in
using textbook, a textbook must be able
to motivate the learners, a textbook
should consider the linguistic aspect. In
order that, it will be suitable with the
learner’s and a textbook must stimulate
the personal activity of the learners.
Correlated that in 2007 BSNP also
launched instruments to evaluate
English textbook in Indonesia they are:
(1) Content feasibility (2) Language use
 Emelda Syafrina, Arono, Features of English textbooks for the…
feasibility (3) presentation feasibility
and (4) Graphic feasibility. From the
criteria above teachers were responsible
for selecting good materials and needed
to be able to make judgment about the
textbook.
The selection of textbook used by
teachers become relatively crucial
because the textbook has to fit with the
current curriculum, schools syllabus
along with student’s needs and also the
aims and goals of teaching. Thus,
researcher interested to analyzing
English textbooks for the first year of
senior high schools implementing 2013
curriculum by BSNP. Based on the
explanation above the research
questions was formulated as follow:
How was the content aspect of English
textbook for the first-year of senior high
school cover the basic competencies of
the 2013 curriculum?, How was the
presentation aspect of English textbooks
for the first-year of senior high school?,
How was the language use in English
textbooks for the first-year of senior
high school?, How was the graphic of
English textbook for the first- year of
senior high school?. The objective of
this research is To describe the quality
of English Textbooks for first year
SMAN 4 in Bengkulu city, covering as
follow: The coverage of basic
competencies of the 2013- curriculum,
the presentation, the language use and
the graphic.
METHODOLOGY
The method used in this research is
descriptive method. This is a research
for non-statistical data analysis. This
research focused how to analyze
English textbook that implementing
criteria of good textbook and
curriculum 2013 requirement.
According to Sugiyono (2012)
descriptive method is a research that
aims to understand the phenomenon of
3
what is experienced by the subject of
the study such behavior, perception,
motivation, action and others. The
subjects of this research were the
English textbooks for the first year of
senior high school based on the 2013
curriculum. The textbooks are “Pathway
to English for Senior High School
Grade X” published by Erlangga,
“Bahasa Inggris Untuk SMA-MA/ SMK
kelas X” published by Yrama Widya
and “Bahasa Inggris SMA/ MA/ SMK/
MAK kelas X” published by
Kamendikbud.
The instrument in this study was a
checklist based on the textbook
evaluation criteria based on BSNP
(2016). There are four aspects of the
textbooks to be evaluated in this
research namely; content aspect,
language aspect, presentation aspect and
graphic aspect. The evaluation checklist
used of a graduated scale 1- 4,
researcher used by BSNP (2016) criteria
with scale: 1 (very poor), 2 (poor), 3
(good) and 4 (very good).
The techniques of collecting data
used in this research are documentation
and observation checklist. The
techniques of collecting the data in this
research were done in several steps as
follow (1) getting and distributing the
document; (2) distributing the
evaluation checklist to all evaluators;
and (3) filling in the evaluation
checklist done by evaluators by ticking
the choice of scale 1-4 and filling in
their opinions about the strengths and
weaknesses of the material in the
column provided. Data was conducted
(May 2016 - September 2016). The time
was selected with consideration of the
usefulness of the results of this study.
In analyzing the data, the researcher
took some steps they are: The
researcher prepared English textbooks
for the tenth grade student of senior
high school. Then the researcher
Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017

selected the chapters of each textbook to P = Descriptive Percentage

be analyzed, the researcher and two F = Frequency of each respondents
observers analyzed the relevance of four answer
aspects analysis based on BSNP by N = Total number of respondents
using formula:
𝐅
𝐏 = X 100%
𝐍
Where:
Table 1. Interpretation of Cohen’s kappa
% Data that are
Value of Kappa Level of Agreement
Reliable
0–4%
0 – 20 None
3 - 15%
21 – 39 Minimal
15 – 35 %
40 – 59 Weak
35 – 63 %
60 – 79 Moderate
64 – 81%
80 – 90 Strong
82 – 100%
Above 90 Almost Perfect
Adopted from McHugh (2012)
Since the observation check list gave 4 alternatives (1 to 4) of answer, the interval of
each category will be obtained by the formula:
n−1
𝑃=
n
Table 2. Mean Category of Textbook
Score Category
3,41 – 4,00 Very Good

2,81 – 3,40 Good

2,21 – 2,80 Fair

1,61 – 2,20 Poor

1,00 – 1,60 Very Poor

After that, the researcher described and elaborated the findings of the analysis and
the researcher determined the conclusion
.

4
 Emelda Syafrina, Arono, Features of English textbooks for the…

FINDINGS AND DISCUSSION

Result Reliability Inter- Rater presentation, language use and graphic

Analysis of English textbooks for
High School Class X involves three
assessors. They are two English
teachers SMAN 4 Bengkulu as co- rater
1 and co- rater 2 and the researcher
herself. This research was conducted by
analyzing the English language
textbooks based on content aspects,
by BSNP. The score had correlated
from inter- rater. The score was
correlated when the score from the
raters in the same category or interval.
In this research reliability inter-rater
illustrated in Table 3.

Table 3. Summary Calculation of Percent Agreement between Raters

English % Agreement Level of Agreement % of Reliable
Textbooks
Textbook 1 86.85% Strong Almost Perfect
Textbook 2 85.93% Strong Almost Perfect
Textbook 3 91.24% Almost Perfect Almost Perfect
AVERAGE 88.00% Strong Almost Perfect

Inter-rater correlation analysis result strong and reliable of inter- raters is

shown the average in textbook 1 was
(86.85%), indicating strong agreement
and almost perfect reliable. The average
in textbook 2 was (85.93%), indicating
strong agreement and almost perfect
reliable. The average in textbook 3 was
(91.24%), indicating almost perfect
agreement and almost perfect reliable.
Total percent of agreement between
three raters was (88.00%), indicating
the level of agreement of inter- raters is
almostperfect.
The Result of Four Aspects of
Textbooks
Content Aspect
The result of analysis based on the
contents aspect which consists of the
material conformity with KI and KD,
accuracy of the materials, and
supporting materials. It shown in Figure
1.

5 Textbook 1
Textbook 2
0 Textbook 3
Content Aspect

From figure1, it can be seen that the
result was follows: The average in
textbook 1 was (3.20), indicating good
category, the average textbook 2 was
(2.73), indicating fair category, and the
average textbook 3 was (3.39),
indicating good category. The textbook
that got scale enough result, it should be
corrected. There are three components
based on the BSNP (National Education
Standards assessed). The components
are the relevance of materials to the
curriculum, accuracy of the material,
and learning support materials.

5
Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017

Presentation Aspect The result of the presentation aspect

illustrated in Figure 2.

Textbook 1
5
Textbook 2
0 Textbook 3
Presentation Aspect

From figure 2, it can be seen that component aspects in presentation such

the results of the second instrument of
presentation aspect of three textbooks
were known the average of textbook 1
was (3.10), indicating good category.
The average of textbook 2 was (2.84),
indicating good category. The average
textbook 3 was (3.47), indicating very
good category. There are three
as presentation technique, teaching and
learning technique, and presentation
coverage.
a. Language Aspect
The result of the language aspect
presented in Figure 3.

5
Textbook 1
Textbook 2
0 Textbook 3
Language Aspect

From figure 3, it can be seen that the
result of the third instrument of
appropriateness of language of three
textbooks were known the average of
textbook 1 was (3.38), indicating very
good category. The average of textbook
2 was (2.82), indicating good category.
The average of textbook 3 was (3.57),
indicating very good category. Three
textbook fulfilled the appropriateness of
language such as the match between
language and the students’
development, communicative, the
coherence and unity of ideas, four skill
(listening, speaking, reading and
writing) other language aspects
(vocabulary, grammar and
pronunciation). However, should be
improvement for some aspect that still
indicated low score.
b. Graphic Aspect
The result of the graphic aspect used
instrument of BSNP. It shown in Figure
4.

4 Textbook 1
Textbook2

3 Textbook 3
Graphic Aspect

6
 Emelda Syafrina, Arono, Features of English textbooks for the…
From Figure 4, it can be seen that the
result of the forth instrument of graphic
aspect of three textbooks were known
the average of textbook 1 was (3.67),
indicating very good category. The
average textbook 2 was (3.30),
indicating very good category.
However, it still less in illustrated book
content the score was (2.77), indicating
fair category. It was because the letters
DISCUSSION
The result of analysis of the contents
aspect of three textbooks as follow:
Two textbooks are good categorized
that are Pathway to English by
Erlangga and Bahasa Inggris by
Kemdikbud because most of contents in
textbooks were relevant to SK and KD
2013- Curriculum. The source material
was varied and up to date, and deeper. It
can also increase the knowledge,
attitudes, and skills of students.
However, one other textbook
considered sufficient, the textbook is
Bahasa Inggris by Yrama Widya. It was
stated enough because most of the
material presented less depth, less
functional exercises, the material
presented on the immediate
environment did not familiar with the
daily life of the participants
(contextual). It conclude that the
textbook did not display the contextual.
According to Richards (2001),
textbooks are used in different ways in
language programs. For example, a
reading textbook might be the basis for
a course on reading skills, providing
both a set of reading texts and exercises
for skills practice. A writing textbook
might provide model compositions and
a list of topics for students to write
about. A grammar textbook might serve
as a reference book and provide
examples as well as exercises to
develop grammatical knowledge. A
speaking textbook might provide
7
used more than two kinds, used much of
ornamental letters, illustrations reveal
the contents of the object less
proportional and less harmonious
between the title, text, caption,
illustration, in whole pages. The
average textbook 3 was (3.45),
indicating very good category. It
concluded, three textbooks fulfilled the
graphic aspect of BSNP.
passages for students to read and
discuss. A listening textbook together
with audiocassettes or CDs might serve
as the primary listening input in a
listening course. That is way, we can
find a different textbook used in a
different schools as a basic guideline in
teaching and learning process.
The finding of research by Prasojo
(2014) also found the English textbook
of Pathway to English for Senior High
School Grade X compatible with the
curriculum 2013, as every single KI and
KD successfully implemented in the
textbook, and the materials provided in
the textbook completely completed as
all suggested English language skills
exercises of writing, speaking, reading
and listening materials in the curriculum
2013 were implemented. (Harimasyah,
et al, 2008) stated that a textbook can be
said to be good in content aspect, if
noticed a complete reference that was
accordance to the curriculum or
syllabus, relevant science, and needs of
learners.
Generally, Textbook 1 facilitated
learners very well in improving
learners’ reading, writing, listening, and
speaking skills through various
functional texts and monologues. This
can be seen in the integration of those
four skills in enabling learners to
comprehend and produce those
functional texts both oral and written.
Besides, given learners explicit
Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
guidance to acquire comprehension
about the elements of functional texts
production. That called social functions,
generic structure, and linguistic
features. Also the supporting materials
in textbooks was contextual because
generally adjusted so it can be used.
Moreover, this textbook lack of up to
date material. It was because less
equipped with a source of reference and
the reference more than five year
ago.As suggested by Ramadhan (2016)
every item in supporting the materials
and exercise provided within textbook
(Tables, Pictures, Texts, references)
should be taken from a relevance and
newest sources available. It can be
conclude that textbook 1 should be
revised by supporting material such as
text, table, picture, attachment, and
others should be taken from the
references that was relevant to the topic
discussed and newest references about
the topic discussed.
Textbook 2 was less required the
learners to express quite many types of
texts with various topics those were
relevant to learners’ daily life. In
exploring narratives there were some
stories only from local folktales. This
textbook also was poor given the
learners explicit guidance to acquire
comprehension about the element of
functional text production especially in
guidance of generic structure. Text was
given no explanation about structure of
the text. As a result, the learners were
difficult to understood, analyzed and
produced a text.
In particular, supporting materials in
this textbook was contextual because
commonly adjusted so it can be used.
Although less in up to date material it
was because some texts did not taken
from the up-to-date references and the
textbook did not equipped with a source
of reference. Those texts should be
replaced with newest texts of the same
8
type. Besides, this textbook less
promoted of cultural diversity which
covers local, national, and global
contents of various cultural values.
It can be concluded that textbook 2
should be revised by doing some
adoption. It was because the textbook
did not provide depth of content which
each texts were less completed by
exposure, retention, formatting rules
text, text production, and the extension
through loading element (social
function, elements and structures of
meaning and linguistic features.
Textbook 3 relevance in SK (the core
competence) and KD (the basic
competence) which covered of four
skills. Commonly, this textbook
facilitated well in improving learners’
listening, speaking, reading and writing
skill through various text and
monologue. This can be seen in the
integration of those four skills in
supporting learners to comprehend and
produce functional texts both oral and
written. This textbook also was given
learners explicit guidance to acquire
comprehension about the elements of
social function, generic structure and
linguistic features.
Besides, in supporting learning
materials was contextual because almost
category adjusted such as it was up to
date material, developed life skill,
developed insight and diversity, and
character building. But this textbook
still lacks on cultural aspect which the
materials were less promoted cultural
aspect that covered local, national and
global content of various cultural
values. It can be concluded that
textbook 3 the materials should be
revised and add more texts that
containing the cultural aspects in order
to improve aspects of student local,
national and global culture.
The result of presentation aspect of
three textbooks indicated good
 Emelda Syafrina, Arono, Features of English textbooks for the…
category. It was because textbooks
content accordance with the level of
ability of the students, the easily
language understood, in this way,
students want to read the textbook also
required interesting presentation.
According to Tarigan & Tarigan (2009)
a good textbook is a textbook that can
make students desire, happy doing what
instructions on textbooks, and adds
student interest in learning also It has to
do through presentation. Presentation
was seen from the beginning of the
book until the end of textbook. If the
illustration of introduction was not
interesting consequently, the students
were unenthusiastic to read, and if the
material presented was difficult so that
the students were reluctant to read it.
Textbook 1 fulfilled a good textbook
in presentation aspect. It was because
the materials and tasks were
systematization and balance among
units. Besides, in teaching and learning
technique was learners’ centeredness,
developed of learners’ initiative,
creativity, and critical thinking,
developed of reflection and self-
evaluation ability, genre based
approach, and scientific approach. Then
in opening has preface and table of
content.
Nevertheless, this textbook still
needs improvement because it lack of
reference, summary and reflection. It
was because a good textbook should
contain reference, summary and
reflections to facilitate learners’ to
understand the content of chapter, and
conclusion of attitudes and behaviors
that was succinctly and clearly. Also
this textbook lack in closing. It was
because this textbook does not provide
glossarial pages, indexes, author
information, and only references was
provided.
Similliarly to Prasojo (2014) the
textbook Pathway to English did not
9
provide complete reference of the
sources of their learning materials. Only
a few parts cited their references. The
conclusion part was also removed. It is
perhaps removed due to the book itself
that has already had self-reflection
issues by the end of every chapter.
However, a conclusion was still needed
because it concluded that what the
learning outcome, learning morale, and
many others are.
In order that , textbook Pathway to
English by Erlangga should be revised.
The textbook should add glossary for
each text or unit. Thus, learners’
unfamiliarity of difficult words can be
facilitated explicitly. Besides, textbook
can guide learners to make summary
after each lesson. This will be helped
for them concluded the material. Also
the textbook should be completed about
author information based on BSNP
2016. It was because allows people to
know and communicate with the
elements of book publishing, and can be
delivered directly to the author or
through the portal / page prepared, so
that there is public involvement to
control the quality of the book.
Textbook 2 indicated good category
in presentation aspect. It was because
some of criteria were fulfilled of a good
textbook. In presentation technique the
materials and tasks were
systematization and balance among
unit. In teaching and learning technique
was developed of learners’ initiative,
creativity, and critical thinking,
development of reflection and self-
evaluation ability, genre based approach
and scientific approach. Moreover, this
textbook still needs revision in learner-
centeredness. It was because each
chapter did not contain of complete
layout presentation that very encourages
interaction in English among the
student, between the student and the
teacher and between student and wider
Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
environment and the activity cannot be
used for self-study.
Also this textbook indicated good in
opening which was realized preface and
table of content and also good in closing
that was textbook completed of
glossary, bibliography and index. But
lack in the content that as textbook less
of introduction, learning load, reference,
summary and reflection. It can be
conclude that textbook 2 should be
revised based on BSNP to be a good
textbook that can be used for students.
Textbook 3 indicated very good
category in presentation aspect. It was
because all aspect criteria fulfilled
based on BSNP. In presentation
technique the materials and tasks were
delivered systematization and balance
among unit, the presentation of
materials and tasks prompts interaction
in English among the learners, between
the learners and the teacher and
learners’ circumstances, and the
activities can be used for self-study, on
development of learners’ initiative, and
critical thinking.
The presentation of material and
tasks prompts learners to do some
communicative activities both oral and
written also to be responsible towards
their own learning process. On
development of reflection and self-
evaluation ability, the presentation of
materials and tasks prompts learners to
know their success and lack in doing
learning activities and in
communication. In genre based
approach, the activities for building
knowledge, modeling the text, joint
construction of the text and independent
construction of the text. In scientific
approach the activities for knowledge
and comprehension, application,
analysis, evaluation and creation
implemented 2013 curriculum.
In opening the textbook has preface
and table of content. On content has
10
introduction, the core of the textbook
content, reference, summary and
reflection. in closing has glossary,
bibliography, indexes and information
about author. It can be concluded that
textbook 3 completed the presentation
aspect. Because all aspects was fulfilled
based on BSNP.
The subject and the right materials
are only useful and can be understood
when it was described with language
who can understood by the students.
The result of language aspect of three
textbooks indicated good category and
fulfilled the aspect in language aspect. It
was because the language use on three
textbooks match with student
development, communicativeness, also
the materials presented the coherence
and unity ideas, focus of four skills
(listening, speaking, reading and
writing) and other language aspect such
as vocabulary, grammar and
pronunciation.
Languages were determined by the
level of language skills of students and
using standard language, the intent of
the standard language effective
sentence, to avoid a double meaning,
modest, polite, and Interesting (Tarigan
& Tarigan, 2009 ). Mainly, the language
used within each model text
(interpersonal, transactional, and
functional) was not significant mistakes
in terms of grammar and vocabulary.
Every single text used correct grammar
and appropriate vocabulary according to
the context. In conclusion, three
textbooks was fulfilled the criteria of
accurate and appropriate language based
on BSNP.
For textbook 1, the language used in
each explanation and instruction was
relevant to learners’ cognitive
development. The explanation on
grammar theories, vocabulary, social
functions, generic structure, and
linguistic features of certain text types
 Emelda Syafrina, Arono, Features of English textbooks for the…
was easily understood by learners. The
summary on texts’ purpose, text
organization, and language features in
the end of each unit also facilitated
learners to comprehend the points of the
lesson much faster and much more
easily.
In this textbook the message
presented in each unit was clear and
easily understood by the learners. it was
because the grammar and vocabulary
explanation were brief and used familiar
language. In addition, the topics chosen
for each unit was learners’ daily life and
appealing for them. In turn, learners
would find it easy to understand the
message within the texts.
Besides, this textbook was lack of
coherence and unity of ideas among
units. It was because there was a
sufficient similarity of topics between
one unit and another, also lack of
coverage of language content that was
covering grammar, vocabulary, and
pronunciation. It was because the
texbook paid attention to grammar and
vocabulary, but very little attention to
pronunciation.
Similarly to Kinasih (2014) she also
discussed Pathway to English. The
language used within the instructions,
explanations, or texts is very scientific
and unfamiliar for the tenth graders and
was not facilitated explicitly with
glossary of unfamiliar words. Thus, it
was not relevant to learners’ cognitive
development. The language also was
not relevant to learners’ socio-emotional
development, because most of the topics
are scientific and therefore too
demanding for learners. Pathway to
English was lacking in terms of
language content, because there was not
enough explanation and practice for
vocabulary comprehension. The lack of
vocabulary lessons was a huge problem
considering that this texbook has a lot
of scientific and unfamiliar words. On
11
the other hand, the texts contained many
scientific words which were hard for
learners to comprehend.
It can be conclude that textbook 1,
the vocabulary lessons and explanation
of pronunciation should be improved to
make learners more familiar to the
scientific terminologies in the textbook
In Textbook 2, the language used in
each explanation and instruction was
relevant to learners’ cognitive
development. The explanation on
grammar theories, vocabulary, social
functions, generic structure, and
linguistic features of certain text types
was easily understood by learners. The
summary on texts’ purpose, text
organization, and language features in
the end of each unit also facilitated
learners to comprehend the points of the
lesson faster and more easily.
In this textbook, the message
presented in each unit was clear and
easily understood by learners. This was
because the grammar and vocabulary
explanation were brief and used familiar
language. In addition, the topics chosen
for each unit are of learners’ daily life
and are appealing for them. In turn,
learners would find it easy to
understand the message within the texts.
Moreover, In the textbook there was
lack of coherence and unity of ideas
among units. This was because there
was sufficient similarities of topics
between one unit and another also
deficiency of coverage of language
content that was covering grammar,
vocabulary, and pronunciation. This
was because the book paid attention to
grammar and vocabulary, but very little
attention to pronunciation.
In Textbook 3, the language used in
each explanation and instruction was
relevant to learners’ cognitive
development. The explanation on
grammar theories, vocabulary, social
functions, generic structure, and
Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017
linguistic features of certain text types
was easily understood by learners. The
summary on texts’ purpose, text
organization, and language features in
the end of each unit also facilitated
learners to comprehend the points of the
lesson much faster and much more
easily.
In this textbook, the message
presented in each unit was clear and
easily understood by learners. This was
because the grammar and vocabulary
explanation were brief and used familiar
language. In addition, the topics chosen
for each unit are of learners’ daily life
and are appealing for them. In turn,
learners would find it easy to
understand the message within the texts.
The materials presented on coherence,
show unity and sequenced from easy to
complex.
Then the result of three textbooks
indicated good category in graphic
aspect. It was verified textbook 1
indicated very good category, textbook
CONCLUSION
Based on the results of research and
discussion, it can be concluded that: In
terms of contents aspect based on the
textbook evaluation devised BNSP, that
textbooks 1 and textbook 3 belong to
good textbooks. However, it should be
revised by supplementing textbooks
with up to date materials and cultural
aspects. Textbook 2 still falls onto fair
category. This book requires heavier
revision in material depth, generic
structure, up to date materials and
cultural aspects. In order that fulfill the
criteria of a good textbook, especially in
content aspect.
In terms of the presentation aspect
based on the textbook evaluation
devised BNSP, textbook 3 got a very
good category. Textbook 1 and textbook
2 belongs to good category. However,
need improvement in learning
12
2 and textbook 3 indicated good
category. (Muslics,2010) stated that
graphic note in the textbook are : a) The
size of the book; b) Design leather book
/ appearance of the cover (appeal,
typography, and illustration); c) Design
of contents book; d) illustration (type,
attractiveness, anatomy); e) the
suitability of the paper;.
The textbook must be interesting and
attractive toward the learners. Thus,
they will be interested in using textbook
(Greene and Petty: 1971). Based on
explanation above a good textbook was
the content matter, need to be more
physical. Appearance supports the
content, without the appearance of good
students will not be interested to read it,
and without good content, students will
not be understood what is contained in
the book. It can interesting to have
students in terms of physical, cover,
illustration, and appearance of each
chapter, as well as the color, fonts.
centeredness, genre - based approach
and presentation coverage on content
and closing. In order that, these
textbooks fulfill the criteria of a good
book, especially in presentation aspect.
In terms of language aspect textbook
evaluation devised by BNSP, textbook 3
shown that very good category.
Textbook 1 and textbook 2 belongs to
good category. Besides, need revision in
the coherence and unity of ideas and
presentation and practice in other
language aspect such as vocabulary,
grammar and pronunciation. In order
that, these textbooks fulfill the criteria
of a good book, especially in language
aspect.
In terms graphic aspect based
textbook evaluation devised by BNSP
shown textbooks 1 and textbook 3 had
 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.

13
Journal of Applied Linguistics and Literature, Vol 2, No 2, December 2017

Menteri Pendidikan dan Tomlinson, B. (2003). Materials

Kebudayaan Republik Indonesia. Evaluation. In Tomlinson, B. (ed).
Jakarta. Developing Materials for
Prasojo, A. (2014). The analysis of Language Teaching. London and
English textbook “Pathway to New York: Continuum.
English” used in the first grade of Ur, Penny. (2009). A course in
senior high school based on language teaching practice and
curriculum 2013. UIN: Published theory. New York: Cambridge
Thesis. University Press
Ramadhan, F. A. (2016). A content W.,Ganjar Harimansyah, dkk. (2008).
analysis based on contextual Pengembangan model
learning materials in curriculum pembelajaran: uji efektivitas
2013 textbook ‘talk active’. UIN: bahan ajar BIPA. Jakarta:Pusat
published thesis. Bahasa Departemen Pendidikan
Richard, Jack, (2001). Curriculum Nasional.
development in language
teaching. USA Cambridge
university press
Setiawan, D. O. (2013) Bahasa Inggris /
oleh Otong Setiawan Dj..- Cet.1.
Bandung: Yrama Widya.
Subariyah. (2014). An analysis on the
suitability of the English textbook
pathway to English for the tenth
grade students of senior high
school based on Tomlinson’s
theory. UMS: published Thesis
Sudarwati, TH. M. & Grace, E. (2013).
Pathway to English for Senior
High School and MA Grade X.
Jakarta: Erlangga.
Sugiyono. (2010). Metode penelitian
pendidikan. Cetakan kedua belas,
Bandung : Alfabeta.
Sukmadinata,N.S.(2010).
Pengembangan Kurikulum Teori
dan Praktek. Bandung: PT remaja
rosdakarya offset.
Tarigan, H. G. (2009). Dasar- dasar
kurikulum bahasa.
Bandung:Penerbit Angkasa
Tarigan, H.G. & Tarigan, D. (2009).
Telaah Buku teks bahasa
Indonesia. Bandung : Penerbit
Angkasa
Tanner, D. & Tanner, L. N. (1980).
Curriculum development. New
york: Macmillan.

14
 Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

THE IMPLEMENTATION OF SCIENTIFIC LEARNING

APPROACH AT 10th GRADE ENGLISH CLASES OF
SENIOR HIGH SCHOOL 4 KOTA BENGKULU
Hikma Wipaqi
Azwandi
Arono
University of Bengkulu
Bengkulu, Indonesia 38225
wipaqi@yahoo.com

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).

Keywords: curriculum, implementation, scientific learning approach

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.

Kata Kunci : Kurikulum, Implementasi, Pendekatan Pembelajaran saintifik

15
Hikma Wipaqi, Azwandi, Arono, The implementation of…
INTRODUCTION
Educational Curriculum in
Indonesia always run into change and
develops. The curriculum is always
dynamist. It is followed by logic
concision of changing in system
political, socio cultural, economy and
the development of technology. All of
these national curriculums are designed
base on the same foundation, Pancasila
and UUD 1945. But the differentiation
is based on the main purpose, approach
and their implementation.
Scientific Approach has been
known in KTSP Curriculum in
2007/2008 where particularly this
learning focuses on learners. The
changes in 2013 curriculum focus on
four standardization. They are
graduation competency, process,
content and assessment. The concept of
this new curriculum was taken from the
old curriculum that basically focus on
learning process just fulfils the target of
student’s knowledge. In 2013
curriculum, the learner seek the
knowledge not receive it. This approach
has the same purpose with the approach
of skill process. The balances of
between hard skill and soft skill are
specificity from this curriculum. In fact,
the problem of approach is not the
curriculum problem but the
implementation problem where the
implementation of it isn’t run well. It
can be the scientific approach in 2013
curriculum will face the same problem
if the teacher doesn’t understand how to
implement this approach in class. The
process of scientific approach have
some learning phases consists of
observing, questioning, collecting
information/experimenting, associating
and communicating, the materials are
developed by the teacher to support the
implementation scientific approach and
the teacher do assessment the learning
process and product in implemented the
scientific approach in class,
Teachers had many inspirations
about how to implement the new
approach to the learning and teaching
process. The English teacher admitted
after following some inquiry activities.
She falls back to the lecture based on
the student’s confusion that is caused
that commonly the teacher’s teaching
based on the exiting materials where
the students accustom to just receive
the knowledge without having some
effort to get the knowledge and solve
the learning problem by themselves.
She got difficulties to teach in limited
time with in it. To change this
paradigm the appropriate way that
teacher do was how to make the
teaching and learning process have
meaningful. It means that teacher can
teach such away to make the students
take a part in this process. Agnes Tuti
Rumiati, as a Particular Staff Minister
of Education and Culture Development
Supervision and Control fields
(UKMP3) that there are many things
that teacher still doesn’t understand
relate to 2013 curriculum. The first is
compliable in assessment. Teacher still
confused how to assess in this
curriculum; the second one was how to
implement the scientific approach in
teaching learning process in class, and
the last one is how to make the
students active. It is caused by the
teacher still didn’t understand how
to motivate the students in the
scientific process in learning. Teacher
had noticed that the confusion of
students in facing the new style in
teaching and learning process, the
researcher would do the research in
order to know the implementation of
scientific approach in English class..
The function of the teacher supported
the students to get something new by
16
 Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
discovering is a process of scientific
approach itself.
Scientific Approach in teaching
and learning process is a new
phenomenon where the teacher and
students still confused about that. It is
caused that the teacher lack o
knowledge and experience to develop
this way and the student’s fell that is
something new for them. In fact,
scientific learning approach is
implemented very limited in English
class. In this case this research will
describe how the Implementation of
Scientific Learning Approach in
English Classes is at 10th grade of
Senior High School 4 Kota Bengkulu
Academic Year 2016-2017
This research was limited to the
Implementation of Scientific Learning
Approach in English classes. In this
study the Scientific Learning Approach
refers to an approach which steps are
observing, questioning, associating,
experimenting and
networking/communicating.; the
materials could be developed in
scientific learning approach, and
conducting the assessments in scientific
learning approach. The observation was
being
RESEARCH METODOLOGY
This research employed the
Descriptive Research Design. The
descriptive method describes or
explains about the present condition
and situation (Arikunto, 1998). This
research describe s the learning
RESULT AND DISCUSSION
It describes the analysis of the
implementation of Scientific Learning
17
activities in English classes that
implement the 2013 Curriculum that
aims getting clear description of the
implementation of scientific learning
approach at 10th grade of Senior High
School 4 Kota Bengkulu
The subject of the research was
the teacher in Senior High School 4
Bengkulu City in 2016-2017 Academic
Year. This school has the implemented
the 2013 Curriculum for six semesters.
Senior High School 4 Bengkulu City 4
is independent school in implementing
the 2013 curriculum since 2013. There
are 6 English teachers and 30 classes
were divided into 10 classes of 10th
grade, 10 classes to 11th grade, 10
classes to 12th grade. The researcher
will take 3 teachers and 4 classes in
10th grade class to represent the
population as sample.
The researcher use observation
checklist in this study. A checklist is an
instrument in which the required
elements of a performance or product
are listed and a score is assigned based
on whether the element is present or
not. They are useful devices for
assessing simple performances or
achievement in which the individual
elements being assessed typically
involve dichotomous types of
judgments. The instrument of
observation is checklist and record.
The researcher marked (√) in the
column of the checklist if the teacher
implemented the Scientific Approach
in teaching and learning process.
Approach based on the 2013
Curriculum in English classes at Senior
High School Number 4 Kota
Bengkulu, also discussed in the
findings of the research. According to
the regulation of government number
Hikma Wipaqi, Azwandi, Arono, The implementation of…

81 A 2013, there are five steps in Based on the result of inter-rater

Scientific Learning Approach that correlation analysis shows that about
should be done by the teacher. They 82.63 % agreements in category almost
are observing, questioning, exploring, perfect; the inter-rater disagreement
associating, and communicating. only on phase observing in steps on
Besides the teacher should choose the teaching scientific learning approach.
authentic materials and do authentic
assessment to support the The scores on reliability of the
implementation of scientific learning observer and co-observer are presented
approach it in the table 1.below:

Result of scores on reliability of

observer and co-observer
Table 1
Summary Calculation Percentage of Agreement between Rater
Teacher implementation of % Level of % of Reliable
scientific learning approach Agreement Agreement
1. Implementation of
stage in Scientific
learning approach
a. Observing 69.94 Moderate Almost Perfect
b. Questioning 81.51 Strong Almost Perfect
c. Exploring 79.43 Moderate Almost Perfect
d. Associating 84.90 Strong Almost Perfect
e. Communicating 76.56 Moderate Almost Perfect

1. The implementation of 92.95 Almost Almost Perfect

learning material Perfect

2. The implementation of 93.05 Almost Almost Perfect

authentic assessment Perfect
Amount 578.39

Average 82.63 Almost Perfect

From the description of the reaches 93.05% agreement in category

table, it shows that based on the five almost perfect too.
steps in implementation of Scientific
Learning Approach almost all The Result of the observation
categories are moderate but in phase
Here the observation that the
observing, some aspects do not appear.
researchers do in implementation of
In the implementation of learning
Scientific Learning Approach used by
material the percentage of agreement is
the teacher in classroom. In these steps,
satisfying with the category almost
there are five phases in implementing
perfect (92.95% agreement) and the
this approach namely: Observing,
implementation of authentic assessment
Questioning, Exploring, Associating
and communicating phase. In each

18
 Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
phase consists of some criteria’s that
are expected to be conducted by the
teachers. The observation was done in
two meetings. The total participants
were three teachers. In this section will
be discussed in three parts. The first is
the steps of scientific learning
approach in: a. Observing Phase b.
Questioning Phase c. Exploring
Table. 2
RESULT FOR IMPLEMENTATION OF
SCIENTIFIC LEARNING APPROACH
STEPS IN
SCIENTIFIC
APPROACH AVAERAGE
OBSERVING 2.80
QUESTIONING 3.15
EKSPLORING 3.18
ASSOCIATING 3.47
COMMUNICATING 3.06
AVERAGE 3.13
LEARNING
MATERIAL 3.72
AUTHENTIC
ASSESSMENT 3.74
Observing Phase
In observing phase 69.94% of the
teacher’s performance implemented this
phase were in very good category.
Based on the result of data in observing,
some criteria in observing phase were
implemented by the teacher in
classroom well. In observation, the
researcher found that some teacher did
all criteria in observation phase.
There were two criteria that were
rarely implemented by the teacher in the
classroom relate to the observing
through watching video and observing
voice recording. Mulya ( 2015 ) also
found in his research that in observing
phase, watching video and observing
voice recording were not implemented
19
Phase. d. Associating Phase e.
Communicating Phase. The second is
the materials which are developed by
the teacher to support the
implementation scientific learning
approach in class. And the third one is
the teachers assess the learning process
in implementing scientific learning
approach in class.
CATAGORIES
Fair
Good
Good
Very Good
Good
Good
Very Good
Very Good
in teaching during class it caused that
the teacher ignore and left them based
on their thought that all information in
observing phase could implicated
through the information in picture only.
Besides that, other reason was lack of
facility that made the teacher reluctant
to do that they also thought that the
information and material should not
always used video in learning.
.Daryanto ( 2014 ) said that in
practicing of observation in learning,
that will be effective whether the
students and teacher completed
themselves with recorded instrument
and other instruments as like : tape
recorder, camera, film or video and
other things relate to their needs.
Otherwise, the use of audio and visual
Hikma Wipaqi, Azwandi, Arono, The implementation of…
media was very important to support the
scientific learning approach in teaching
and learning process. Audio visual can
help the student to illustrate the real
phenomena or real object and audio
media voice recording were very
effective and efficient for students to
learn especially respective skill.
Questioning Phase
Questioning is the second step in
this phase. Almost all of the criteria
were implemented by the teachers.
Based on the finding, most of the
teachers has done all of the criteria in
questioning phase belong to good
category. In this phase, researcher
found that the teachers gave a chance
for the students to ask about something
relate to the material. The teacher
guided the students and give curious
question in order to make the students
think and stimulate them. Effective
teachers can inspire students to improve
and develop the realm of attitudes, skills
and knowledge. By the time the teacher
asked, at the same time he guided or
guide their students to learn well. When
the teacher answered questions learners,
when the same instant he pushed her
care was to be good listeners and
learners. The function of the inquiry,
including: generating curiosity, interest,
and attention to learners about a theme
then encourage and inspire learners to
actively learn and develop questions of
and for it. Diagnose learners' learning
difficulties and expressed definition to
find a solution, structuring tasks and
provides opportunities for learners and
generating learner’s skills in speaking,
asking questions and giving answers
logically, systematically, and use
language that are good and true.
(Permendikbud No. 81a Th. 2013).
Another finding also found that
in questioning phase, the teacher
focused on group discussion where only
some student eagerly to ask the question
about the topic. Pahlevi (2013) got that
the teachers were less effective to
develop student’s curiosity of the
students to explore to think and ask the
question.
In fact, there was one teacher in
first meeting less implement in some
criteria in question phase. From the
observation, researcher found that the
teacher was much less in giving chance
to the students to ask. The teacher
handles the all information about the
material and the students just listen to
the information from the teacher. The
teacher dominated in this process. The
discussion and students question was
not seen in this activity. The teacher
was much less giving question so there
were not interactions between students
to share the information and solve the
problem.
Exploring Phase
Third step is exploring phase.
The teacher’s performance in the
exploring phase come to seventy-nine
point fourth- three percent or the
average three point seventeen from
eight criteria. It belongs to good
performance from exploring step. Only
some aspects are rarely using as like
teacher train the students to do
simulation and do role play to their
material. In this phase, teachers are
expected to improve student’s curiosity
in developing communicating.
In exploring phase, Kartikawati
(2015) stated in his research that the
teacher only has lack of knowledge
about the implementation of scientific
process in teaching and learning. Then
they also got some difficulties in
mastering of each stage. They tent to
pocus on pattern. The teacher did not
20
 Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
use associating phase because those
stage are the same with experimenting
stage. The other reason was that the
teacher just explained about the text
pattern when they taught the material.
Then some stages left it was caused by
the limitation of time.
From the data of observation, the
teacher’s performances are good in
observing the particular event and
he/she trained their skill trough
structured activity. They only focused
on structured activity. The students do
the exercises or task intensively. It
seem that the teacher tend to teach
structured as well as possible. Besides
only a few teachers used media. The
major teacher just explained based on
their experienced and focused the
information that they got in textbook
without add the information from other
sources. It means that the teachers only
focused on task and assignment in
textbook. Actually the teacher should
develop the student’s competency as a
contentious attitude, honest, polite,
respect other people’s opinion, abilities
communicating, implementing the
ability to gather information trough
variety of ways to learn, develop the
habit of learning and long life learning (
Kementrian Pendidikan dan
Kebudayaan, 2017)
Associating Phase
Fourth step is associating phase.
They are five criteria here. The averages
of teacher’s performance are three point
fourth-seven belong to very good
category. In observing, researcher found
in this activity teacher divided the
students become small group
discussion. Each group consists of 4-5
members. Teacher guided an instructed
21
them some tasks and assignments. It
seems the teacher gave the chance to the
students to share the information, found
the arguments and made conclusion in
order to solve the problem. The students
discussed well to solve the problem to
finish the task. They were looking for
such information to find and analyzing
the generate structure of the text,
language features, and content of the
text. The teacher implemented this
associating phase in the classroom
appropriated with the Degree of the
Ministry of Education and Culture No.
81.A 2013. Associating is the process of
thinking logically and systematically
above facts empires words that can be
observed to obtain conclusion in the
form of knowledge.
Communicating Phase
The last step is communicating
phase. It consists of eight criteria. The
data shows that seventy-six point fifty-
six percent present the teacher’s
performance in this phase was in good
category. The teacher did this step
trough making group discussion. It saw
that this stage conducted well where all
of criteria were implemented only at the
first meeting some aspect was not
appearing. It was not present the
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
the form correction in his position as a
reader students seek and find fault. In
addition correction that the students do
in peers will be more easily understood;
Suryani in Stevic and Walz, 1982,
revealed that the administration of
correction by peers is an error
correction method which is more
informative because it is given by
Hikma Wipaqi, Azwandi, Arono, The implementation of…
people who have comparable abilities.
Learning Material
For the second research question
is about how materials are developed by
the teacher to support the
implementation scientific learning
approach in class. Almost of the teacher
has implemented the learning material
well. It showed from the result of
observation in class, which in this phase
included in category almost perfect.
In developing learning materials
the teacher developed the instructional
which material refers to learning
materials in the syllabus and basic
competence in all three core
competencies (knowledge). It is suitable
with Permendikbud number 59 of 2014
mentioned that English competency in
question is the competence dimension
of attitude, understanding, and skills.
The procedure, a series of incremental
steps and systematic in applying the
principle. Procedural steps are part of
competence in skill aspect. In English
class, the teacher did the step compose
the text as an integral part in every
matter of learning materials.
However in conducting
instructional, similarly with Kartikawati
(2015) found that most of teacher used a
printed material even though that
material was relevant to the syllabus
and curriculum but it was inadequate. It
should be supported by the unprinted
materials
The Assessment
The third research question is
how the teachers assess the learning
process and product in implementing
scientific learning approach in class.
From the observation in this phase, it
seems that almost of the teachers
implemented the authentic assessment
in teaching and learning process. An
Authentic assessment has strong
relevancy to the scientific learning
approach relate to the demands of 2013
curriculum. It is caused by this
assessment hoped improve the result of
students mastery of learning in
observation, questioning, exploring,
associating, and communicating.
In class, the teachers assess the
students used authentic assessment
models. They assess the students’
trough observation, giving the tasks and
student’s performance in practicing
their skill. In this process teacher asked
students to demonstrate knowledge
(knowledge), Attitude (affective),
Skills (skills) and ability (ability) In a
real situation /real life situations. The
teachers implemented authentic
assessment as a comprehensive
assessment which assess the start of the
input (input), process, and outcomes
(outputs) of learning. (Permendikbud
No. 66/2013).
In this process of scientific
learning approach, teacher did the
procedures of implementing the
assessment. The assessment instrument
was provided to give an opportunity for
learners to apply knowledge, skills, and
attitudes that already had in the form of
tasks such as reading and writing in the
real world and in school, presentations,
observe, survey, project, paper, create a
multi-media, an essay or class
discussion. The aim was to assess
different types of language skills in a
context that is almost close to a real
situation. Teacher divided the students
in groups which cosmist of five or six
members. Each group chose a topic
relate to the material and make group
discussion. The teacher would assess
trough discussion activity, group
performance and the report that the
22
 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

23
Hikma Wipaqi, Azwandi, Arono, The implementation of…

SMA. Pendidikan dan (2010). Guide for the

Kebudayaan Direktorat development and
Jenndral Pendidikan Menegah implementation of curricula for
Direktorat Pembinaan SMA plurilingual and intercultural
2013. education. Directorate of
Education and Languages,
Drs. M. Taher. (2014). Implementasi
DGIV Council of Europe,
model pembelajaran yang
Strasbourg
relevan dengan pendekatan
ilmiah pada kurikulum 2013. Kartikawati, Yeni (2015). The
http//sumut.kemeneg.go.id implementationof scientific
Education Scotland. (2014). The learning approach in teaching
curriculum for excellence English. Thesis, Univ
implementation plan for 2015- Muhammadiyah Surakarta.
2016 sets out the key strategic
priorities that national partner. Kementrian pendidikan dan
(Scotttish Government, Kebudayaan, (2013). Materi
Education pelatihan guru implementasi
).http://educationscotlland.gov.u kurikulum 2013. Jakarta:
k/resources/c/generiesource- Depdikbud.
tcm4863260. Kementrian pendidikan dan
Fadillah. (2014). Implementasi Kebudayaan,(2013). Modul
kurikulum 2013 dalam pelatihan guru implementasi
pembelajaran SD/MI, kurikulum 2013. Jakarta: Badan
SMP/MTs, & SMA/MA. Ar Sumber Daya Manusia
Ruzz, Yokyakarta Pendidikan dan Kebudayaan.
Kementrian Pendidikan dan
Grace Keyes, (2010). Teaching the Kebudayaan, (2013). Peraturan
scientific method in the social mentri pendidikan dan
sciences The Journal of kebudayaan No 65 tentang
Effective Teaching, Vol. 10, No. standar proses pendidikan dasar
2, 2010, 18-28 dan menegah. Jakarta:
Depdikbud.
Imas Kurinasih dan Berlin Sani. (2014).
Implementasi Kurikulum 2013 Kementrian Pendidikan dan
Konsep dan Penerapannya. Kebudayaan, (2013). Peraturan
Surabaya: Kata Pena mentri pendidikan dan
kebudayaan No 81a Tahun 2013
Jack R. Fraenkel Norman E. Wallen tentang implementasi kurikulum
Helen H. Hyun. (1990)
2013. Jakarta: Depdikbud.
How_to_design_and_eraluate_r
esearch_in_education.http://ww Mardiyah Khoiroh. (2015). Penerapan
w.academia.edu/3642866 pendekatan scientific pada
pembelajaran Bahasa Indonesia
Jean-Claude Beacco, Michael Byram, kurikulum 2013 siswa kelas X
Marisa Cavalli, Daniel Coste, SMK Negeri 1 Kota Bengkulu.
Mirjam Egli Cuenat, Francis FKIP.Unib
Goullier and Johanna Panthier .

24
 Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
Marilyn M. Lombardi . 2008. Making
the Grade: The role of
assessment in authentic learning
. Educate Learning Initiative.
McCollum, Kimberly. (2009). “A
Scientific approach to teaching
“ school.
http://kamccollum.wordpress.co
m/2009/08/01/a-scientific-
approach-to-teaching/
McHugh ML (2012). Interrater
reliability: the kappa statistic.
Bio Med (Zagreb)
Muller, Jonahan. (2008). “Authentic
assessment toolbox”.
http://jonathan.-
mueller.faculty.noctrl.edu/toolbo
x/index.htm
Mulya , Debby. (2015). The
implementation of scientific
learning approach in the 2013
curriculum English classess at
junior high school Kota
Bengkulu.Thesis, FKIP
Universitas Bengkulu.
Mulyasa. (2014). ”Pengembangan dan
implementasi kurikulum 2013”.
Bandung. Remaja Rosdakarya
Nana Syaodih S. ( 2009). “
Pengembangan kurikulum teori
dan praktek” PT Remaja
Rosda Karya. Bandung
Nurul, H (2013). Pengertian dan
langkah-langkah saintifik.
http://www.nurulhidayah.net/87
9-html.
O'Malley, J. M., & Pierce, L. V.
(1996). Authentic assessment for
English language
learners: Practical approaches
25
for teachers. Reading, Mass:
Addison-Wesley
Reza Pahlevi M (2014) .The
implementation of scientific
approach in teaching writing
based on the 2013 in junior high
Thesis,
FKIP.Universitas Negeri
Surabaya
Tega Jesya. (2016). What are the steps
of Scientific methods
http://www.universetoday.com/7
4036/what-are-the-steps-of-the-
scientific-method/
Pembelajaran Berbasis Kompetensi
Mata Pelajaran Bahasa Inggris
Melalui pendekatan Scientifik ,
(2013). Kementrian pendidikan
dan Kebudayaan Direktorat
Jendral Pendidikan menegah
SMA
Peraturan Menteri Pendidikan dan
Kebudayaan. (2013). Peraturan
menteri pendidikan dan
Kebudayaan nomor 69 tahun
2013 tentang Kerangka Dasar
dan Struktur Kurikulum Sekolah
Menengah Atas/Madrasah
Aliyah. Jakarta: Kementerian
Pendidikan dan Kebudayaan.
Peter Koss. (2011). A Summary of
scientific method. Springer
Dordrecht Heidelberg London
New York
Sujana. (1989 ). Metoda Statistika.
Edisi ke V. Bandung
William Badress.( 2000). Methods of
assessment. http:
//www.eduplace.com/wetpience/
profdev/articles/badders.html..
Xiaowei Tang, Janet E. Coffey ( 2009 ).
The scientific method and
Hikma Wipaqi, Azwandi, Arono, The implementation of…

scientific inquiry: Tensions in

teaching and learning
department of curriculum &
instruction, University of
Maryland, College Park, MD
20742, USA

26
 Marisa Febrianti, Deixis found in…

DEIXIS FOUND IN KAMIO YOUKO’S HANA YORI DANGO

IN ENGLISH VERSION

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.

Keywords : Deixis, Hana Yori Dango comic.

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.

Kata Kunci : Deixis, Komik Hana Yori Dango.

INTRODUCTION communicate in order to help us fulfill

Communication is one of the most our needs, because we cannot get what
important matters for living aspects, we want without say it. Communication
especially for human. People do itself divided into two ways, such as :

27
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
verbal and non-verbal. Writing letter,
sending message via email or telephone
are examples of non-verbal
communication, where as the parties
involving in the communication are not
doing the communication orally.
Communication non-verbal is the most
important things.
In such communication, they have
to involve at least two parties to
considered as speaker and the other one
as the listener. Speaker and listener not
always come from the same
background, such as : gender,
education, social background, status,
and age. So, they may use various
language style in speaking and
sometimes it makes the sentence is hard
to understand to another party who
involves in speech event.
Imagine if speaker says “How are
you?” when there are more than one
listener. The speaker may not get direct
answer from the listener because they
cannot get which “you” that she is
talking to. Another example if speaker
says : “are you okay there?” when she
asks to her friend in distance. She
chooses the word “there” instead of
“here” because it strongly refers to how
the condition of the listener is. The
word you and there here, indicate that a
system of language which is means to
point person, time, place, social,
discourse, that is called as deixis. Based
on explanation before, deixis also
related to speaker, listener and also
speech event and that way is deixis
included in pragmatic study. While
pragmatic as Yule (1996, p.3) stated
that concern to study of meaning as
communication of speaker and hearer
that related to contextual meaning.
Conversation not only occurs in
direct way by talk face to face but also
indirect, for example write a message
by telephone as tools. Then
conversation happen in written and is
28
influenced by imagination namely
literary works like drama, short story,
film, novel, etc. deixis has been issues
in some studies because in many
literary works contain pointing words. It
is proved by some researchers that have
investigated, such as : Bejo Sutrisno,
M.Pd investigate deixis on interactional
oral discourse with the title
“Conversation Analysis Between
Vegetable Seller and Buyers at A
Complex of Taman Kintamani –
Tambun, Bekasi, Ike Endah
Rachmawati, Diponegoro University
Semarang entitled the use of person
deixis in relation to politeness function,
Rosmawaty from State University of
Medan with her research analysis the
use of the kind of deixis on Ayat-Ayat
Cinta novel by Habiburrahman El-
Shirazy, Deixis In Raditya Dika’s
Utterances In Stand-Up Comedy Show
by Harna Malau and Lince Sihombing
and Dimas Pramianto from University
of Muria Kudus with his research
Deixis Found in “One Piece” Comic.
One of that researchers above
used comic as the object of this
research, therefore it supported the
writer to choose comic in this study
because it is also example of literary
works besides novel, short story, poetry
and drama but seldom be the object to
investigate not only in linguistic even in
literature.
Then, next point of writer
conducts a research about deixis in
Hana Yori Dango because manga comic
from Kamio Youko very popular in
teenager. It is proved by Hana Yori
Dango won award of Shogakukon, that
means best seller comic all of time in
Japan. That is why the title of this
research is Deixis Found in Kamio
Youko’s Hana Yori Dango in English
Version.
Pragmatic is study about meaning
that related to the context. It concern to

study of meaning as communication of
speaker and listener that related to
contextual meaning, (Yule, p.3).
Pragmatic has some aspects that should
concern such as speaker, listener and
context. As those considering that
pragmatic also happen in conversation
to communicate, there is study brought
of it which called deixis.
Understanding the definition of
deixis, many linguists have presented
the definition of deixis. Jaszczolt (2002,
p.191) stated that ‘deixis’ derives from
Ancient Greek which means ‘to show’,
‘to point out. Deixis is the phenomenon
of encoding contextual information by
means of lexical items of grammatical
distinctions that provide this
information only when paired with this
context. In other words, it means
lexicalizing or grammaticalizing
contextual information, that is making it
into obligatory grammatical or lexical
distinctions. They give instructions to
the addressee that context has to be
consulted in order to grasp the meaning
of the utterance.
In Another side, Fromkin in her
book An Introduction to Language
(1991, p.199) said that in all languages
there are many words and expressions
whose reference relies entirely on the
situationsal context of the utterance and
can only be understood in light of these
circumstances. This aspect of
pragmatics is called deixis . First and
second person pronouns such as ; my,
mine, you, your, yours, we, ours, and us
are always deictic because their
reference is entirely dependent on
context. You must know who the
speaker and listener are in order to
interpret them.
According to Yule (1996, p.9)
stated that deixis is a technical terms for
one of the most basic things people do
with utterances. It means ‘pointing’ via
language. By knowing and
29
Marisa Febrianti, Deixis found in…
understanding deixis, the reader can
easily determine the aspects of deixis
such as person, spatial or place,
temporal or time, social and discourse
deixis. Besides Fromkin et al. (1991,
p.1) stated that deixis are those words in
a language that entirely depend on
context.
Furthermore, Cruse (2000, p.319)
defined that deixis means different
things to different people. Moreover,
Davis (2000, p.3) said that deixis is
equivalent to pointing. It derives from
the same Greek. Brown & Yule (2000,
p.27) elaborated three root that occurs
on digit, index, indexical namely
expressions whose reference is a
function of the context of their
utterance. Some deictic forms like here,
now, you, this and that are considered
some of the most obvious linguistic
elements which require contextual
information for their interpretation.
From the descriptions above, it
can be concluded that deixis is changing
of word or utterance that are in same
context and the reference. It also not
static and has function as pointing word
and to replace current words.
According to Jaszczolt (2002,
p.205), deixis has been classified in the
literature as (1) person deixis; (2) place
deixis; (3) time deixis; (4) discourse
deixis; and (5) social deixis. Those
kinds of deixis are discussed as follows:
(1) Person deixis
Person deixis encodes the role of
participants in the speech event, such as
speaker, addressee, other entities.
Person deixis is encoded in pronouns:
‘I’ for the speaker, ‘you’ for the
addressee, ‘he’, ‘she’, ‘it’, ‘we’, ‘they’,
for others. Pronoun system different
from language to language: different
information is grammaticalized. Person
deixis can be grasped only when we
understand the roles of the speaker,
source of the utterance, recipient, the
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
target of the utterance, and hearers who
are not addressees or targets. Only then
can we successfully replace the pronoun
and adjectives as in the examples of (a)
by those in (b) or (c) in processing the
utterance.
(a) Give me your hand.
(b) Give him your hand.
(c) I give him my hand.
(2) Place deixis
Place deixis encodes spatial
locations relative to the interlocutors.
Here we allocate demonstratives –
proximal and distal in English, and
adverbs of place: ‘here’ and ‘there’.
Place deixis specifies the location
relative to the speaker and the addressee
as in ‘ten meters further’, ‘ten miles east
of here’, ‘here’, ‘there’. ‘Here’ as the
unit of space the includes the place the
location of the speakers at the time of
the utterance or a location proximal to
the speaker’s location at the time of the
utterance the place pointed at if the use
of ‘here’ is gestural. In some cultures,
demonstratives can be distinguished on
principles other than distance from the
speaker, such as (i) close to the
addressee, (ii) close to the audience, (iii)
close to persons not participating in the
event as well as (iv) on the basis of
directions – above, below, or even (v)
visible-non-visible to the speaker or (vi)
upriver-downriver from the speaker,
depending on the system of
conceptualizing space used in the
particular language. Time deixis
(3) Time deixis
Encodes temporal units relative to
the time of the utterance. Here we
distinguish coding time (time of
utterance) and receiving time (time of
the recovery of the information by the
hearer). Tense markers and adverbs of
time (‘now’, ‘tomorrow’, ‘next year’)
also belong to this category. Time deixis
is also oriented towards the in
discourse. ‘Now’ means the time at
30
which the speaker is producing the
utterance. It is the coding time, different
from the receiving time, although in
practice the events of coding and
receiving are, with an allowed
approximation, co-temporal. The deictic
centre can be projected on to the
addressee as in an example below.
‘Now’ refers to the time at which the
addressee learns the truth, which
follows the time at which the author of
the letter coded the message. For
example: You know the whole truth
now. I knew it a week ago, so I wrote
this letter.
(4) Discourse deixis
Discourse deixis encodes
reference to portion of discourse.
Discourse deixis is not one of the basic
deictic categories. By means of this
device we can rever to portions of
discourse, as in ‘in the last paragraph’,
‘this story’, sentence-initial ‘therefore’,
‘in conclusion’, ‘anyway’, ‘all in all’,
where the reference is relative to the
utterance.
(5) Social deixis
Social deixis encodes social
relationships and other social
distinctions. Social deixis concerns
social relationships between
participants, their status and relations to
the topic of discourse. Relationships
that are relevant in their type of deixis
include these between the speaker and
the addressee, between other
participants, the speaker and the object
spoken about and soon. Devices used
for the purpose of this deixis include
varying forms of address, pronouns of
politeness, kinship terms and honorifics,
in particular addressee and referent
honorifics.
From the five types of deixis
above, some linguists (Charles
Fillmore, Stephen Levinson), in
Jaszczolt, analyze all five types of
deixis as instances of the same

phenomenon. But discourse and social
deixis seem to differ from the three
basic categories of person, place and
time deixis . They grammaticalize or
lexicalize certain distinctions relative to
context, but may not need context for
interpreting them.
The theory to analyze semantic
issues of natural language called as
situations. Whereas situations semantic
is an information theory, that seeks to
understand linguistic utterances in terms
of the information conveyed. It
supported by Devlin and Rosenberg
(1990, p.56) showed that situations
theory could also be used to analyze
language use from an action
perspective. Besides that Barwise and
Perry (1980, p.4) wrote of situations are
parts of the world, clearly recognized in
common sense and human language,
because situations is not just of objects,
properties, and relations. But objects
having and standing in relations to one
and the other. Events and episodes are
situations in time, scenes are visually
perceptions and facts are situations
enriched or polluted by language.
Therefore based on those descriptions,
situations is the goal that provides some
indication of manner in which method
may be applied.
The basic idea of situationss is
utterance. In the simplest version,
analyzes utterances in terms of three
situations, namely utterance situations,
resource situations and focal situations.
a. Utterance situation is context in
which the utterance is made and
received. It related to speaker and
listener.
b. Resource situation can become
available for exploitation in various
ways, such as by being perceived
by the speaker, the objects of the
some common knowledge about the
world, the way world is, and built
up by previous discourse.
31
Marisa Febrianti, Deixis found in…
c. Focal situation also known as
described situation. Focal situation
is part of the world the utterance is
about like features of the utterance
situation.
METHOD
In this research, the writer used
descriptive qualitative method and
critical analyzing which analyze and to
identify every utterances in comic using
deixis. The data analysis technique used
in this research is descriptive
qualitative. Whereas, descriptive
qualitative is a technique stated by
statement, quotation or description by
explanation. It is used to give more
clear description about the study
qualitatively by choosing, considering,
defining and arranging the fixed data.
Critical analyzing is an analyzing
that make people to be more focus with
main purpose of research, Macmillan
(2001, p.38). Then the writer will
describe the data which will answer two
questions in statement of problem.
Object of this research is manga comic
by Kamio Yuoko entitled Hana Yori
Dango in English version series. The
writer used deixis theory based on
Jaszczolt (2002, p.191) in data analysis
as approach by following steps as
follows:
1. Read the comic,
2. Underlined the utterance related to
deixis, and code it.
3. Put the utterance on the table
instrument,
4. Identified and separated it into each
kinds of deixis,
5. Read more for next finding,
6. Analyzed the situation of deixis
7. Made conclusion the data which
have been collected.
FINDING AND DISCUSSION
In this chapter consist of finding
is found by the writer in Hana Yori
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
Dango by Kamio Youko. After
collecting the data, the types of deixis in
Makino utterance in comic show are
classified based on the types of deixis
by Jaszczolt theory (2002, p.191). There
are five types of deixis namely person
deixis, place deixis, time deixis, social
deixis, and discourse deixis. It is found
that there were one hundred fourthy
occurrences of deixis which are divided
into eighty five person deixis, twelve
place deixis, thirteen time deixis,
thirteen social deixis, and seventeen
discourse deixis. Here some examples
of deixis :
It looks like he is leaving the
school. He is here today to get
his stuff. (p.3)
The utterance it above as example
of person deixis as subject pronoun.
Whereas it refers to the view of speaker
saw at Makino’s class. Then the word
he also represent the example of person
deixis as subject pronoun which Makino
said to point her friend. In addition, it
and he included into utterance situation
because it refers to context in which
utterance is made and received by
Devlin and Rosenberg (1990, p.56).
Makino made the utterance it to show
the situation at class when her friend
back to school just for collect his stuff
and make her utterance can received by
the listener. Then he as the utterance of
Makino made to called her friend who
did it.
I wear a fake smile every day.
Myself, who didn’t have the
courage to talk to Kimoto-kun.
To tell the truth, I hate myself
most of all. (p.19)
The utterance most of all refers to
the characterization of Makino who had
changed after she becomes the students
of Eitoku Academy. She can’t be
32
herself as Makino which brave, strong
personality and never give up to
problem she occur. That is why most of
all included into discourse deixis. Based
on the utterance which discourse deixis
has, it can be found that it including to
resource situation. It caused of the
utterance describe or built up by
previous act who happen before of
speaker and hearer.
What a childish and cruel
game. And those bastards, the
F4. (p. 8)
The word bastards including into
social deixis because it showed status
and relation of listener to speaker.
According to example above, speaker
used bastard to represent her point of
view to F4. Besides that it also related
to attitude of F4 in school. Therefore
the utterance bastards included into
social deixis
Moreover, based on the function
of the utterance bastards in that
example as listener who said by
speaker, if connected to situation theory
by Devlin and Rosenberg (1990, p. 56)
it included into utterance situation. It
can be liked that because bastards is
part of listener or in the other word it
represent as participant who received
the utterance in speech event.
Based on the findings, many kinds
of deixis are found in Kamio Youko’s
Hana Yori Dango comic. While, it
divided into five types are person
deixis, discourse deixis, social deixis,
time deixis and place deixis. Kamio
Youko as the author of that comic used
deixis to arrange and avoid the
repetition in conversation between each
figures in there. Besides that, it also
influenced by comic features which
provide as location of author to put the
conversation. That is why the utterance

in comic contains with simple and short
utterance of dialogue.
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.
The finding supported by deixis theory
according to Jaszczolt (2002, p.191)
which stated that person deixis indicates
the role of participants in speech event,
such as speaker, listener, other entities.
Person deixis has closely related to the
reader to understand the role of speaker,
source of utterance, recipient, the target
of the utterance, and listener who are
not the targets. For example:
This all started when he talked
back to f4 in defense of another
student. (p. 6)
Makino Tsukushi as central figure
of Hana Yori Dango comic says certain
utterance, she used person deixis by the
author made to decrease the repetition
in conversation. Like to called
Domyouji, Rui, Nishikado and
Mimasaka, she usually used them and
F4 as person deixis in her conversation.
Furthermore, in situation theory
based on Devlin and Rosenberg (1990,
p. 56) there are three types of situation
namely : utterance situation, resource
situation and focal situation. Person
deixis as the dominant kinds of deixis in
Hana Yori Dango comic related to
situation of that conversation made and
received. In the other word, it can called
utterance situation where as it concern
to speaker and listener. Actually, in fact
between three types of situation based
on Devlin and Rothenberg theory,
utterance situation also be the most
situation is used because person deixis
33
Marisa Febrianti, Deixis found in…
and added with social deixis be the most
appears in Hana Yori Dango comic than
the other. Person deixis and social
deixis has closely related to subject or
pronoun in conversation.
After that, discourse deixis is the
second kinds of deixis which dominant
appears in Hana Yori Dango comic.
Discourse deixis can be related to
conclusion of speaker dialogue in
comic. It can be exist without the other
aspect to built up. For example to say
all of that in the dialogue the author
need to add some previous discourse to
support the deictic of discourse deixis.
After the author elaborate that before,
then discourse deixis appears to replace
that.
In Hana Yori Dango comic,
Kamio Youko as the author also used
that point in her comic. She wrote some
actions that acted by F4 to Makino, then
to called that actions again Kamio used
the utterance of discourse deixis. That
case also happen in situation aspect.
According to Devlin and Rosenberg
theory (1990, p. 56) about types of
situation, resource situation is related to
discourse deixis. Resource situation is
available for exploitation of perceived
by speaker, the object of some common
knowledge about world to built up by
previous discourse. So resource
situation are in discourse deixis.
On the other hand, the kinds of
deixis is time deixis which relate to
reference to participant and also
distinguish the moment of utterance
from moment of reception. The word
indicates this kinds of deixis is adverb
of time such as : today, the next
morning, now, yesterday and tomorrow.
That words are pointing changes of time
when speaker says the utterance.
Makino used the deictic of time deixis
to show when the event happen.
The last kinds of deixis is place
deixis. According to Jaszczolt theory
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
(2002, p. 191), place deixis concern to
location of participant in speech or
dialogue. It connected to the deictic
which indicate this deixis are here and
there. Based on Hana Yori Dango
comic, place deixis less used by Makino
to the figure in that comic because some
figures usually deliver the information
to the other than mention about relative
to location of participant.
Time deixis and place deixis
interconnected each other in situation
aspect. It cause of they have same
function to described situation. As
Devlin and Rosenberg (1990, p. 56)
elaborate in their theory, part of the
world that described the situation
known as focal situation. Therefore
time and place deixis including to focal
situation. Based on Hana Yori Dango
comic focal situation be the second
dominant of types the situation after
utterance situation. It is because after
subject and object, adverb is also
important aspect of sentence.
CONCLUSION
Based on the research, the writer
found many deixis are in Hana Yori
Dango by Kamio Youko. After
collecting the data, the kinds of deixis
in Makino utterance in comic show are
classified based on the kinds according
to Jaszczolt theory (2002, p.191). There
are five types of deixis namely person
deixis, place deixis, time deixis, social
deixis, and discourse deixis. It is found
that there were one hundred fourthy
occurrences of deixis which are divided
into eighty five person deixis, twelve
place deixis, thirteen time deixis,
thirteen social deixis, and seventeen
discourse deixis.
It indicates that speaker and
listener are important aspect in
utterance of conversation. When person
want to talk something or make a
conversation, he need the listener as
34
participant in speech event. It’s not
wrong if the conversation did not have
listener as who received the topic but
the purpose of speaker want to deliver
in the utterance to make conversation
can’t be implement.
In another side, the chosen
language of speaker and listener as
participant said in society can reflect the
status and social situation. It can called
as social deixis. From the definition
social deixis has similar to person deixis
but in social deixis, there are statuses or
social situation that consider in society.
Social deixis is used by the author in
Hana Yori Dango comic related to
difference social situation Makino has
central with her friends status at school.
There are seventeen discourse
deixis which found by the writer in
Hana Yori Dango comic. It can be seen
that in comic also concern to the use of
expression by the utterance refers to
portion of discourse content although
the author used simple and short
utterance in conversation.
There are thirteen time deixis
refers to the moment of utterance from
moment reception. The words which
indicate time deixis are tomorrow, now
and yesterday. And there are twelve
place deixis related to spatial location of
participants in speech. It usually used
here or there as indicate the location.
Time deixis and place deixis have
similar function to describe situation in
comic.
From the situation that author
emphasizes in the utterance, person
deixis and social deixis included into
utterance situation with the role related
to context in which utterance made and
received. In another word, it related to
the situation of speaker and listener in
the utterance. Then, discourse situation
included into resource situation because
resource situation is available for
exploitation of perceived by speaker,
 Marisa Febrianti, Deixis found in…

the object of some common knowledge and Cambridge University

about world to built up by previous Press. 1996.
discourse. Lastly, time and place deixis
included into focal situation that known Fromkin, Victoria and Robert Rodman,
as described situation. Time and place H and Hyyams, N. An
deixis are represented by adverb in the Introduction to Language.
utterance that has function to explain Massachusetts: Thompson
the situation. That is the reason time Wadsworth. 1991.
and place deixis related to focal
situation. Jaszczolt, K.M. Semantics And
Therefore, based on explanation Pragmatics . Longman. 2002.
above comic still has the same aspect to
another literary works like novel, short
Macmillan and Bell, Suzanne. Teaching
story, film, etc. Besides the difference
with Educational Technology in
characteristic of comic with short and
the 21st Century. United Stated
simple utterance, it still concern to
America : Information Science
purpose and the rules to built good
Publising. 2001.
sentence in conversation. In generally,
the author of comic used deixis and
Yule, George. Pragmatics. New York:
utterance situation as dominant finding
Oxford University Press. 1996.
in this research to show the figures that
followed by certain situation in story.

REFERENCES
Barwise, J. and Perry. The Situation
underground, in Stanford
Working Paper in Semantics.
Sag, Stanford Cognitive Science
Group. 1980.

Cruse, D. Alan. Meaning in Language:

An Introduction to Semantic and
Pragmatics. Oxford: Oxford
University Press. 2000.

Davis, B20nd.www.usersurvey.
(n.d).Retrived March 20, 2009,
from
http://www.slideshare.net/yusuf
_k/deixis-concept

Devlin and Ronsenberg, D. Language at

work : Analyzing
Communication Breakdown in
the Workplace to Inform
Systems Design, Stanford
University : CSLI Publications

35
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

A NEED ANALYSIS ON ICT-BASED ENGLISH MATERIAL FOR

TEACHING AND LEARNING OF READING FOR HIGH SCHOOL
STUDENTS IN SOUTH BENGKULU

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
media has been developing, especially
for school which able to provide such
media (Sutrisno, 2012). He said the
leading cause of the use of ICT media in
many schools because practical value,
economic value and easy in using. All
the reasons make learning more
interesting, easy and can be
implemented wherever and whenever.
Related to that phenomenon,
ICT is also become source of teaching
and learning especially in reading.The
use of ICT’s for reading has many
advantages, as Melor et al (2013) had
identified both advantages and
disadvantages of using ICT in teaching
ESL reading and writing, The findings
of the study revealed that attracting
students’ attention, facilitating students’
learning process, helping to improve
students’ vocabulary knowledge and
promoting meaningful learning were
regarded as the most important
advantages of using ICT in teaching
ESL reading and writing. Another
related study on the use of ICT in the
teaching of reading specifically,
Yuksel&Tanriveddi (2009) explored the
effects of watching captioned movie
clip on vocabulary development of EFL
learners, when the findings of this study
are interpreted, it can be argued that
viewing the movie clip has helped the
participants of the study develop their
vocabulary knowledge, and this would
facilitate the reading process.

36
 Margareta, Safnil, Irwan Koto, A Need analysis on…
In the history of English
instruction in Secondary School in
Indonesia, reading ability was
considered very important. In the
English curriculum, the four language
skills or competencies (listening,
speaking, reading and writing) have
equal position. However, special
consideration is still given to the
reading competency as the competency
which is assessed in the ‘UjianNasional’
(National Assessment).
Reading, one of language skills,
should be mastered well by the students
because reading is an essential factor
that influences one’s activity in
communication. Reading is regarded as
a decoding skill, which is, interpreting
codes into ideas. People consider
reading as an important activity, so that
people usually say that reading is the
window of the world. By reading,
people can get the information widely
without going anywhere
Considering the important of
reading for students in Senior high
school, the researcher observed the way
of English teachers teach in the
classroom in some schools in Bengkulu
Selatan. The teacher there did not
integrated ICT in implementing their
reading instructions even though there
was possibility to do so. They only used
the textbook which is officially
recommended. The book merely
crammed with reading text followed
with series of comprehension questions.
The reading materials were not
adequate to achieve the competencies
stated in the new curriculum,
curriculum 2013, which is integrated the
ICT in teaching and learning process.
Teaching and learning reading with
METHODOLOGY
This study employed the mixed
method design which is the combination
37
CALL and ICT could make the learning
process more exciting and interesting.
Another problem is that the time
allocated for teaching and learning in
the classroom is not sufficient.
According to Curriculum 2013, the
allocated time for English at SMA as a
general program is only two hours in a
week. Within these teaching and
learning hours, the teacher got the
difficulties to deliver the basic
competencies that students must be
achieved, meanwhile for the students; it
is very limited time for them to acquire
the language. Moreover, most of the
schools in South Bengkulu have the
large number of students in a classroom.
The limited time and the large number
of students in classroom may not
enough to overcome students’ way in
learning. To overcome this situation, the
students need to intensify learning
outside the classroom. And ICT could
be used in this situation.
Alberth (2013) said that the
using of ICT can overcome almost the
lack of teaching and learning English
such as lack of exposure the language,
less exercises, and lack of learning
sources. But, eventhough it is proved
effective for teaching and learning
English, it is important to conduct need
analysis in order to response this
changing situation.
Due to the situation above, this
can be carried out by researcher and
educator involving staff and students.
One of the purposes of need analysis is
to know what needs should be fulfilled
in matching with the needs of present
situation. Need analysis needs to
conduct in knowing the students’ wants.
of qualitative and quantitative approach
to collect and analyze data. The
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

participants in this research were collected them through three different

students grade X and the English
teachers in 3 state senior High Schools.
The researcher defined the participant
that has certain qualities and
characteristics Sugiyono (2010) stated
that the participants are the
generalization region consisting of
objects or subjects that have certain
qualities and characteristics. Based on
the tables above, the total participants
were 302 Students and 11 English
teachers. The participants were chosen
by considering the number and the
quality of the school. It was required to
keep the variety of the data. Some
instruments were applied to obtain the
data in this research. The researcher
techniques, namely; questionnaire,
interview, and documentation. Since it
was a mixed method research, there
were two Types of data that were
analyzed by the researcher. This design
first begins with the collection and
analysis of quantitative data and
followed by the collection and analysis
of qualitative data. In the explanatory
design, the researcher recognizes
particular quantitative findings that need
further explanation. To keep the validity
of the data, the researcher decided to
use expert judgment and triangulation
method of three instruments used;
questionnaire, interview, and
documentation

RESULT AND DISCUSSION

After conducting the need needs analysis. There were two kind of
survey, the result of the questionnaire ICT used in the questionairre, namely
was analyzed by the researcher. This offline and online ICT used. The detail
part presents the data obtained in the findings will be explained as follow:
1. ICT media preferred by senior high school students
a. Questionnaire
1) Offline ICT media used preferred by high school students
There were seven questions attitude of using ICT media, the attitude
about students’ preferring of offline ICT of using ICT media in reading activity,
used, namely; the use of computer or the frequency of using ICT media in
laptop, the place used the ICT media, reading. The findings of seven items of
the frequency of using ICT media, the offline ICT used were displayed in the
activities when using ICT media, the following table.
Table 1. The finding of offline ICT usage
Aspects Categories of Number of Percentage
response students (%)
Using computer or like 256 84,76
laptop Dislike 46 15,24
The place of using at home 168 55,63
computer or laptop at school 110 36,42
Otherplace 24 7,95
The frequency very often 123 40,73
ofusing computer or (> 4 hours/day)
laptop Often 89 29,47
(2-4 hours /day)
Often enough 67 22,19

38
 Margareta, Safnil, Irwan Koto, A Need analysis on…
(1 hour/day)
Rarely
(a half hour/day)
Activity done while Playing game
using computer or Learning/doing
laptop assignment
Other
activities…
Motivation in using Motivation
ICT media in No Motivation
learning English
especially in reading
activity
The important of Important
using ICT media in
reading activity Not Important
Theextent important Very Important
of the using ICT
media in reading Important
activity
Table 1 shows the number of
students who likes to use computer or
laptop was about 256 students or
84,76% of the total students and 46
students or 15,24% of students dislike
to use computer or laptop. It means that
almost a half of total students like to use
computer or laptop. Based on table
above, 55,63% (168 students) usually
use computer or laptop at home,
36,42%(110 students) use computer at
school, and 7,95%(24 students) usually
use computer or laptop at other places,
such as at wifi area, at park, and at their
car. However mostly students use
computer or laptop at home. The third
question is about the students frequency
of using ICT media. The categories
were divided into four; very often,
often, often enough, and rarely.
Moreover, the finding revealed that the
students use computer or laptop very
often. It was proven by the students’
answer which was about 40,73% or 123
students answered very often in using
computer or laptop. Then, 89 (29,47%)
of students answered often, 67 (22,19%)
39
23 7,62
98 32,45
123 40,73
81 26,82
167 55,30
135 44,70
234 77,48
68 22,52
215 28,81
87 71,19
of students answered often enough, and
the rest 7,62% (23 students) answered
rarely.
Table 1 also shows the students’
activities when using ICT media, the
researcher found that 123 or 40,73% of
students often learn or do assignment
when using computer or laptop. Then,
98 or 32,45% of students often play
game while using computer or laptop.
For the rest, 81 (26,82%) of students
answered other activites, the activities
are editing photo, reading comic,
reading story, and programming.
However, mostly students answered
learning or doing assignment as the
activity that the students often do when
using computer or laptop. The Table
also showed that more than half of
studentss are motivated use ICT media
in learning English especially in reading
activity. The finding revealed that
55,30% (167 students) answered yes
and 135 (44,70%) of students answered
no. The sixth question was about the
attitude of using ICT media in reading
activity. There were 234 students or
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

77,48% of the students answered yes, it answered very important and 87

means that the use ICT media is
important in reading activity,
meanwhile 68 (22,52%) of students
answered no.
Related to the previous question,
the rest question for offline ICT used
was about how important the using ICT
media in reading activity. Regarding to
the finding, 215 (71,19%) students
(28,81%) of students answered
important to use ICT media in reading
activity. Moreover, the finding revealed
that the using ICT media in reading
activity was very important, not only
important among senior high school
students in Bengkulu Selatan.

2) Online ICT media used preferred by high school students

There were eight questions accessing reading material, the reading
related to students’ preferring of online material which often accessed in
ICT used, namely, the use of internet, internet, the reading activity in
the place of using internet, ICT media in accessing internet, and the application
accessing internet, activities in or media which help the students in
accessing internet, the frequency in reading activity using internet.
Table 2. The finding of online ICT usage
Categories of Number of Percentage
Aspects
response students (%)
Often 285 94,37
The use of internet
Never 17 5,63
The place of using In home 177 58,61
internet In school 69 22,85
Other place…. 56 18,54
The media used to access Computer/lapto 89 29,47
the internet p
Tablet 43 14,24
Handphone 170 56,29
The activities done when Browsing 121 40,07
accessing the internet Playing game 56 18,54
Social media 125 41,39
The frequency of very often 25 8,28
accessing reading (> 4 hours/day)
material through internet Often 70 23,18
( 2-4 hours /day)
Often enough 164 54,30
( 1 hour/day)
Rarely 43 14,24
( a halfhour/day)

HH
Table 2 shows the number of
students who often use internet was
about 285 students (94,37%) of the
students and 17 students or 5,63% of
students did not often to use internet. It
means that almost all of the total
students often use internet. Based on
table above, 58,61% (177students) often
use internet at home, 22,85% (69
students) often use internet at school,

40
 Margareta, Safnil, Irwan Koto, A Need analysis on…
and 18,54% or 56 students often use
internet at other places, such as at wifi
area, at internet camp “warnet”, and at
cafetaria. However a half of total
students often use internet at home.
Furthermore, there were 56,29% (170
students) use handphone as media to
access internet. Then 89 or 29,47%
students use computer or laptop and 43
(14,24%) students use tablet to access
internet. However, no other media used
by the students to access the internet,
but those three medias; computer or
laptop, tablet, and handphone.
When accessing the internet,
almost half of the total students often
access social media. It was proven by
the finding that 125 (41,39%) of
students answered social media as the
activity do when accessing internet.
After that, there were 40,07% (121
students) answered browsing activity,
then 56 (18,54%) sudents answered
playing game as the activity often done
while accessing internet. However, no
student mentioned other addition
activity often done while accessing the
internet .
The next question was about the
students frequency in accessing reading
material. The categories were divided
into four; very often, often, often
enough, and rarely. Moreover, the
finding revealed that the students access
reading material often enough. It was
proven by the students’ answer which
was about 54,30% (164 students)
answered often enough in accessing
reading material through internet .
b. Interview
The need analysis not only used
questionairre, but also open-ended
interview which was done to the
English teachers. There were 11 English
teachers who become the respondents of
this research. The interview was done
after giving the questionaire. There
were 9 questions which was interviewed
41
Then, 70 (23,18%) of students answered
often, 43 (14,24%) of students answered
rarely, and the rest 8,28% or 25 students
answered very often.
Based on the findings, both
offline and online ICT was important
and helpful as teaching media especially
in reading activity. Regarding to the
questionnaire analysis result, there were
some conclusions that can be identified;
(1) the students like to use computer or
laptop, (2) the students often use
computer or laptop at home, (3) the
students use computer or laptop very
often, (4) the students often learn or do
assignment while using computer or
laptop, (5) the students are motivated
use ICT media in learning English
especially in reading activity, (6) the
use ICT media is important in reading
activity, (7) the using ICT media in
reading activity was very important, not
only important, (8) almost all of the
total students often use internet, (9) a
half of total students often use internet
at home, (10) students use handphone as
media to access internet, (11) When
accessing the internet, almost half of the
total students often access social media,
(12) that the students access reading
material often enough, (13) the students
often access any Types of texts as
reading materials through internet, (14)
more than half of students often do
translating as reading activity using
internet and ICT media, (15) The
application or media which help the
students in reading activity through
internet was online dictionairy.
to the respondents using English
language.
There were five questions which
related to the research question 1.For
the third question “do the teachers often
use computer, laptop, or internet in
teaching process?”, there were eight
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

from eleven teachers who answered yes,
However, the respondents’
answers indicated that ICT was very
helpful in reading activity. It was not
only as teaching material but also as
c. Documentation
The documentation was used to
find out the data about the syllabus that
was taught in senior high school level.
Based on the syllabus, mostly the
and for the rest, they answered no.
teaching media. The use of offline and
online ICT has its own role toward
students’ motivation, creativity, and
achievement in reading activity.
teachers used ICT media in teaching
reading for example using power point
in teaching.

2. Reading material to be used with ICT Media

a. Questionnaire
The result of the questionnaire will be showed as follow:
Table 4.3. The Finding of Reading Materials
Aspects Categories of Number of Percentage
response students (%)

The reading materials News/article 44 14,57

often accessed through
the internet Fiction story 98 32,45

Any Types of 160 52,98

texts
The reading activities Translating 189 62,58
are done by using
internet and ICT Browsing 113 37,42
media

The application in Browsing internet 92 30,46

internet that often
accessed to help Using online 210 69,54
students in reading dictionary
activities

KKK
Table 4.3.Shows that there
were three aspects of questionnaire
relating to the reading materials that
answered the second research
question of this research.Regarding
to Table 4.3, the students often
access any Types of texts as reading
materials through internet. The
finding revealed that 52,98% (160
students) often access any Types of
texts, 98 or 32,45% students access
fiction story, then 14,57% (44
students) access news/articles as
reading materials through internet.
However, none of students access
another reading materials except
those three. Table 4.3 also showed
that more than half of students often
do translating as reading activity
using internet and ICT media. It was

42
 Margareta, Safnil, Irwan Koto, A Need analysis on…
revealed by the finding which was
about 62,58% or 189 students
answered translating as the activity
done, while for the rest there were
113 or 37,42% of students do
browsing as reading activity and
none answered other activity.
The application or media
which help the students in reading
activity through internet was online
dictionairy. The finding revealed that
b. Interview
For the question; what Types of
reading activity that often taught to the
students?, the respondents’ answers
were various. One of the respondent
answered:
Respondent 1:
“In reading activity I often
taught about learning some
genre of text, for example
descriptive, narrative, etc.
Then the students need to
analyze what the text talking
about, the main idea, the
purpose of the text, and
mostly activity done to help
the students in facing UN. So
I keep teaching Types of
genre text”
While, for the second
question; what Types of the
obstacle that the students need to
solve in reading activity?, one of
the respondent commented:
Respondent 2:
“There were some Types of
obstacle that must be solved
by the students, such as
identfying main idea, making
inference, and understanding
difficult vocabulary. These
Types of obstacle can not be
43
69,54% (210 students) answered
online dictionairy as the media often
used to help their reading activity.
While, there were 92 or 30,46% of
students answered browsing internet
to find the source of reading
materials as a media to help reading
activities. For the rest, no student
mentioned another application or
media used.
solved effectively among the
students. The teacher and
students need to solve this
obstacle together”
The next question asked about
“is there any special program or
application which helped the students in
reading activity? Respondent 10
answered the question:
Respondent 10:
“Actually there is no
special program or
application, but the
teacher often uses such
kind of video or film in
teaching reading. Maybe
power point can be said
as program that often
used in teaching reading.
The teacher often uses
Power point as media to
display kind of picture
which related to the kind
of text taught.
For the rest question is about
students’ interest in using offline or
online ICT in reading class. All of the
respondents answered that the students
showed their interest toward the use of
ICT media in teaching reading.
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
c. Documentation Findings
The documentation was used to
find out the data about the syllabus,
lesson plan, and teaching reading
materal that was taught in senior high
school level. Based on the
documentation, the researcher found
that there were several Types of text
that was used in reading class, namely;
Discussion
Other study also showed that
using technology in teaching improves
communication and teamwork among
students. Martin (2003), a reading
specialist at Grace Park Elementary
School who serves as a technical
support teacher, trained the teaching
staff in the use of software and
motivated students to use technology
equipment in reading class. Martin
focused on the benefits of using
computers to enhance reading skills. As
a reading specialist, the researcher
investigated some technology means to
motivate students before, during, and
after the reading class. The researcher
used observation as the research
instrument, observing the students’
interactive use of a suitable reading
website. The findings showed that
students loved and did well with the
website reading, communicated with
each other, and that the laptops
motivated students to work
cooperatively. These studies have
proved the advantages of teaching with
technology along with textbooks and
other traditional approaches (Martin,
2003).
In another study to improve
reading speed and comprehension of
ESL students using computers, Culver
(1991) implemented a computer reading
program to determine the exit and
entrance scores of ESL college students
and to find out if their reading speed
and comprehension would improve. The
44
short functional text, recount, narrative,
and procedure text, functional text.
Moreover, this finding supported the
findings of questionaire and interview
which revealed that types of text
became the reading material that should
be used with ICT media.
results showed some improvements for
the majority of students in the target
group with an overall increase of 3.9
grade level in reading rate. The results
show important information about the
effect of increasing reading speed on
student comprehension as a result of
employing computers. It was concluded
that the computer was a good tool for
improving students' reading rate despite
the fact that increased speed did not
lead to increased levels of
comprehension for some students.
In Indonesia, the recent research
conducted by Arimbawa et al (2013), it
was about developing ICT-based
reading materials for grade eight
students of Junior High School at
SMPN 1 Kubutambahan which met the
criteria of good reading materials and
investigating whether the ICT-based
reading materials were able to improve
the students’ reading competency. This
finding supported the present research
findings that online ICT usage was
useful to improve the students’
motivation and achievement in reading
comprehension.
Furthermore, the finding of this
research also confirmed some theories
and ideas from the expert. The finding
accepted the theory from Kenworthy
(2004) who explained there are many
Internet Web sites prepared solely to
enhance the reading abilities of English
language learners. There are also a huge
number of resources available in the
form of newspaper, magazines, journal,
 Margareta, Safnil, Irwan Koto, A Need analysis on…
electronic libraries, electronic
dictionaries, encyclopedias, and
newsletters. Browsing this resources
and sites will obviously enhance the
learner’s vocabulary and reading ability.
Moreover, another modern way for
improving the vocabulary of the learner
focuses on the utilization of electronic
dictionaries designed especially for
English language learners. These
dictionaries have several built- in and
tools that are not provided in book
dictionaries (Constantinescu. 2007).
As Nuttall (1996: 172) states
that the wide variety of different types
of text means that it is easier to find
something that will interest the learner
and may even encourage further reading
or reading for pleasure. The more
learners reading,the better readers they
will become. In addition, if the text
interests the learners, they willfeel more
confident and more secure when
reading the texts. It means they not only
improve their language level but also
confidence. It was similar to the
respondents’ answers in finding of
interview of this research. The students
became more anthusiast and confidance
in learning activity.
CONCLUSION
Based on research findings, it
can be concluded that (1) online ICT
media rather than offline ICT media
were prefered by high school students in
South Bengkulu in learning reading.
Both online ICT and Offline ICT media
REFERENCE
Aebersold, Jo Ann and Feld, Mary Lee
(1997) From Reader to Reading
Teacher.Cambridge: cambridge
University Press
Alberth (2013) ‘Technology-Enhanced
Teaching: A Revolutionary
45
Knapp and Watkins ( 2005: 17)
said that the aim of genre, text and
grammar approach is to provide
students with the ability to use the codes
of writing (the genre and grammar )
effectively and efficiently. Without
these codes the process of writing can
be frustrating and unproductive process.
Genre or text type has been taught in all
senior high schools, it is also required
the students to differenciate and
understand each text type.
Moreover, a group of ICT
researchers claim that using ICT
improves education and provides more
teaching and learning supports for the
teachers and learners (see
Westera&Sloep, 2001; Young, 2003;
Salehi&Salehi, 2012; Yunus,
Salehi&Chenzi, 2012). There is no
doubt that using ICT in education
improves teachers’ instructional process
and facilitates students’ learning
process. A great number of studies have
shown the advantages of using ICT in
ESL teaching and learning. In line with
this research findings, the use of ICT
both offline and online affects the
learning process. It can positively
improve the students’ interest to learn
reading.
covered such as; laptop/computer,
smartphone, and tablet. (2) Reading
material to be used with ICT media
covered some types of reading materials
,namely; short functional text, recount,
narrative, and procedure text.
Approach to Teaching English
as a Foreign Language’ dalam
TEFLIN Journal, Vol. 24, No. 1,
pp: 1-13
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

AlKahtani, S. (1999).Teaching ESL

reading usingcomputers.The Dit.PSMA.
Internet TESL Journal, (2010).JuknisPengembanganBa
5(11).Retrieved from hanAjar SMA. Jakarta:
http://iteslj.org/Techniques/AlKa kementerianPendidikanNasional.
htani-ComputerReading
Arimbawa, I Nyoman (2013).e-Journal Doff, A. (1997)Trainers Handbook:
Program Teach English A training course
PascasarjanaUniversitasPendidik for teachers.
anGaneshaProgram Dudley-Evans, T. & St. John, M.
StudiPendidikanBahasaInggris (1998).Developments in ESP: A
(Volume 1 Tahun 2013) multi- disciplinary
:Singaraja
Berardo. (1996) Authenticity in the Gay& Aerasia. (2000). Educational
language classroom Applied Research: Competencies for
Linguistics 6/1 pp60-70 Analysis and Application.Third
Bryman, Alan (2006)Social Research edition. New York: Macmillan
Method 2nd ed. Oxford. Univ Publishing Company.
Press.
Grabe, W., &Stoller, F. L. (2002).
Brown, H. Douglas. 2001. Teaching by
Teaching and researching
Principles: An Interactive
reading. Harlow: Pearson
Approach toLanguage
Education.
Pedagogy. New York: Pearson
Education. Grellet, Frncoise. 1998. Developing
Constantinescu, A. I. (2007). Using Reading Skills: A Practical
technology to assist in Guide to
vocabulary acquisition and ReadingComprehension
reading comprehension. The Exercises. Cambridge:
Internet TESL Journal, 13(2). Cambridge University Press
Retrieved from Hornby, AS. 1987. Oxford Advance
http://iteslj.org/Articles/Constant Learner’s Dictionary of Current
inescu-Vocabulary.html English.Oxford: Oxford
University Press.
Creswell, John W. (2014).Research Hutchinson , T. and Waters, A. (1987).
design (qualitative, quantitative, mixed English for specific purposes:
method approaches).University A learning-centered approach.
of nebrasca- Lincoln. Cambridge: Cambridge
America.UnitedState University Press
Jordan W. J., Lara J., McPartland J.
Culver,SJ (1991) Early Cambrian from M. (1994). Exploring the
West Africa. Science 254 complexity of early dropout
causal structures.Baltimore,
Davies, Florence. (1995)Introducing MD: Center for Research on
Reading. England: Penguin Book Effective Schooling for
Disadvantaged Students, The
Desti. (2008). Teaching reading using John Hopkins
POSSE strategy. Unpublished University. Google Scholar
thesis

46
 Margareta, Safnil, Irwan Koto, A Need analysis on…

Kemendikbud ( 2016). Silabus Mata Cambridge: Cambridge

Pelajaran SMA/MA/SMK/MAK University Press.
Nunan, D. (1988a). Syllabus design:
Kenworthy, R. C. (2004).Developing London: Oxford University Press.
writing skills in a foreign Nunan, D.( 2003)Practical English
language via the internet.The Language Teaching. Singapore:
Internet TESL Journal, 10(10). McGraw Hill.
Retrieved fromhttp://iteslj.org/
Techniques/Kenworth- Patton, M. Q (1999). Grand Canyon
WritingSkills.html Cekbration:AFather-SonJourny
ofDiscovery. Amherst,NY:
Kim, H. S. (2014). Emerging mobile Prometheus Books.
apps to improve English
Priharudi, ZanuRahmat. (2013). The
listening skill.Multimedia-
Application of Peer Discussion
AssistedLanguageLearning,
in The Classroom to Improve
16(2), 11-30.
Reading Comprehension of The
XI Grade Students at SMA N 1
Longman. (1998). Teaching reading to
Salaman.Thesis. Yogyakarta:
english language learners insights
UNY Press
from linguistics. New York: The
Divison of Guiford Publications, Richards, J. C. & Rodgers, T. S.
Inc. (1986).Approaches and methods
in language teaching:
Martin., (2003). Longman dictionary of Adescription and analysis.
language teaching and applied Cambridge: Cambridge
linguistics, third ed. Pearson Teaching Library.
Education, London.
Robinson, P.C. (1991). ESP today: A
Melor at al. (2013). Using ICT in practitioner’s guide. New York:
teaching English. TEFLIN Prentice Hall International.
Journal, Vol. 25, No. 1, pp: 123-
138. Richard, J.C. (2001) Curriculum
Development in Language
NomasBasma Basher. (2013) The Teaching. Cambridge:
Impact of Using Technology in Cambridge University Press
Teaching English as a
SecondLanguageinEnglish Robinson, (1991). Ecology, morphology
Language and Literature and taxonomy of the Lake
Studies; Vol. 3, No. 1; Malawy Oreochromis
2013ISSN 1925-4768 E-ISSN (Nyasalapia)species flock. Ann.
1925-4776 Baghdad: Canadian Mus. R. Afr. Centr., Sc. Zool.,
Center of Science and Education 262:23-28.
Santoso. (2015)Progress and
Nuttall, C.( 1996)Teaching Reading challanges in Platelet Serology.
Skills in a foreign language. Oxford: Published Journal
Heinemann
Nunan, D. (1988b). The learner Safitri, Isnaini N. (2012)Improving
centered curriculum. Grade XI Students’ Reading

47
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

Comprehension by Using org/word press /issues/ volume1

Collaborative Strategic Reading /ej02 /ej02a3/
(CSR) in Sman 1 Sewon in The Seyler, Dorothy U. (2004). The
Academic Year of 2011/2012. readingcontext: developing
Thesis.Yogyakarta: English college reading skills. New York
Education Department, FBS, :Pearson Education, Inc.
UNY. Silver, B. F. (1997).Verbal Behavior.
New York: Appleton-Century-
Salehi, H., & Salehi, Z. (2012). Crofts.
Integration of ICT in language Soriano, F. (1995). Conducting Needs
teaching: Challenges and Assessments: A
barriers. Proceedings of the 3rd Multidisciplinary Approach.
International Conference on e- Sage Human Services Guide
Education, e-Business, #68. Sage Publications:
eManagement and e-Learning Thousand Oaks, CA.
(IC4E, 2012). IPEDR, 27, 215-
219. Practical Guide. Sage Publications:
Thousand Oaks, CA.
Seedhouse, P. (1994). Using
newspapers on CD-ROM as a Sugiyono. (2010).
resource.TESL-EJ, 1(2). MetodePenelitianPendidikan:
Retrieved from http://www.tesl PendekatanKuantitatif,
Kualitatif, dan R&D. Bandung
. Alfabeta

48
 Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…

AN ANALYSIS OF ARGUMENT STRUCTURE OF RESEARCH

ARTICLE OF ENGLISH POSTGRADUATE PROGRAM OF
BENGKULU UNIVERSITY PUBLISHED IN JOURNAL
Resakti Alamsyah Bermani, SB
Safnil
Arono
University of Bengkulu
Email : resakti2010@gmail.com

Abstract

This study investigates the argument pattern in research articles by postgraduate

students of English and Education University Bengkulu, based on Toulmin’s Theory
(1958). This study analyzed the argument pattern, and reveal the type of data used by
the student to support the claim in their argument contains in introduction section and
discussion section of Journal Applied Lingusitic and Literature (JOALL) 2016. The data
analysis result show that (a) the common argument pattern employed for arguments in
introduction section of Research Article published in JOALL is Semi-complete pattern;
(b) in discussion section the authors also commonly employ Semi-complete pattern. In
addition (c) there are five types of data used by the authors to ground their arguments
they are, Facts, Statistics, Example, Expert Opinion, and A Note on Visual. It can be
conclude that the Research Article author published in JOALL have a good
argumentative text based on Toulmin’s theory.
Keyword: Argument structure, argument pattern, research Article, toulmin’s argument
theory, introduction section, discussion section, types of data in arguments.

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).

49
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

1.1 Argumentation in research article

Studies on research article focused in discussion section reveal the researchers not only
present information or knowledge but also express their opinions or points of view,
therefore the main focus of discussion section is to answer the research question made
in the introduction section (Bavdekar, 2015), researchers give a brief explanation by
interpreting and analyzing the data found in the research finding, relating to the research
questions or research hypothesis (Branson, 2004), On the other hand, discussion section
claimed as an important sections of Research Articles to show that the research finding
fill the gap of current knowledge (Safnil 2013) by relating the research finding to the
current knowledge, discussion section also indicate the researchers knowledge in order
to persuade the reader, if the research questions raised in background sections remain
unanswered, along with suggestions for the kinds of research that would help to answer
them.
Another study focused on research article found that the discussion section as an
Argument and research finding as an evidence to prove the author’s knowledge claim
(Parkinson, 2011), For that reason in discussion section researchers construct an
argument to influences the readers to accept the new knowledge claimed based on the
data of research finding. Construct a clear arguments are the basic ability to convince
the reader to accept new knowledge (Stab and Gurevych, 2016), therefore in discussion
section of research article, structured argument is needed for readers to get information
from the article because of the arguments that have enough explanation and description
about context discussed will become a determining point whether the readers agree with
the findings of research or not, next for researchers through a structured argument
would greatly help to present their interpretation of the research results.

1.2 Argument in scientific writing

From the current knowledge, the component of an argument consist at least claim,
support and warrant (Rotenberg, 1988), as well as in logic and philosophy theory define
several components of an argument for example claim and premise (Toulmin,1958;
Walton et al, 2008), several studies investigate argument in academic discourse such as
the relation between each component of argument (Kirschner, 2015), the relation
between one argument to another argument (Cohen, 1987; Henkemans, 2000; Stab and
Gurevych, 2016).
Consider that argument discourse in academic writing are similar to formal logic and
contribute the same base of claim and evidence (Toulmin, 2003), The argument model
which are widely used for academic discourse to provide a structure of written argument
is Toulmin argument pattern. The arguments include a claim, data that support the
claim, warrants that provide a link between the data and the claim, backings that
strengthen the warrants and rebuttals that indicate the circumstances under which the
claim would not be true. Toulmin also considered qualifiers as showing the degree of
reliance that can be placed on conclusions arising from arguments.
Toulmin’s theory (1958) is still acceptable and valid to be used in analyzing the
argumentative text. it can be seen by the commonly used of this theory by the
researchers in analyzing written and spoken argument despite this theory is not the

50
 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).

1.3 Rationale for this study and research questions

An effective research article actually Persuasive or Argumentative writing and follows
the rules of Formal rhetoric in order to convince the reader to accept new knowledge
contained in the research article as a form of scientific writing. Given the importance of
the argument in research article, the results from initial analysis and to writer
knowledge, there is no one conduct a research focus on the argumentation of research
article from postgraduate students of Bengkulu University, and this show a need to
conduct a study that discusses the arguments quality contained in the research article.
This study aimed to analyze the written argument in research article of postgraduate
students of English and education university Bengkulu, and analyze the argument
components to determine the quality of written arguments in a postgraduate students
research article, by using Toulmin Argument Pattern (TAP). Therefore, the researcher
sets out the research question as follow:
a) What is the common argument pattern found in Introduction section Journal
Applied Linguistics and Literature 2016?
b) What is the common argument pattern found in Discussion section Journal
Applied Linguistics and Literature 2016?
c) What kind of data was used to ground the argument in introduction section and
discussion section of Journal Applied Linguistics and Literature 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.

51
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

No JOALL Vol Date Number of Research Articles

1 1st June 2016 10
2 2nd Dec 2016 10

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.

52
 Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…

N : Total number (accumulation) of unit argument in the introduction and

discussion section.
100% : The rule of formula.
Inferential method also used in study, which in this method uses researcher knowledge
and interpretation (Krippendorff, 2004). The instrument of this research was researcher,
Below are the steps used to collect and analyze the data:
This study used inferential method in which in the process and the result of analysis
relied on the subjective judgment. The classifications of argument components were the
core analysis in this study because argument pattern and types of data used by the
author in the argument were drawn from the result of arguments components. By
consider the important of validity from the analysis result, therefore, in this study two
raters employed to help ensure the validity of the results analysis such as argument
pattern and types of data. This means that the results were double checked by the raters.
The two raters was an Indonesian who was a postgraduate student. The inter-rater
reliability was calculated and interpreted into percent agreement in order to correlate the
score from two raters. The score called correlated when the score from rater I and rater
II are in the same category interval. Further, if the score were not correlated short
discussion done to get the same perception about the results of analysis. The category
interval used in this study based on Mchugh (2012). The categories illustrated in the
following table.
Table 2 Interpretation of Cohen’s Kappa

Value of Kappa Level of Agreement %

0-20 None 0-4
21-39 Minimal 4-15
40-59 Weak 15-35
60-79 Moderate 35-63
80-90 Strong 64-81
Above 90 Almost perfect 82-100

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

53
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

Pattern Description Frequency %

Arguments in paragraphs contain six
components of Toulmin argument model. For
Complete 0 0%
example argument contain : claim, ground,
warrant, backing, rebuttal, and qualifier
Arguments in paragraphs contain four or five
Almost components of Toulmin argument model. For
25 22,3%
complete example argument contain : claim, ground,
warrant, backing, rebuttal/qualifier
Arguments in paragraphs contain three
Semi components of Toulmin argument model. For
63 56.2%
complete example argument contain : claim, ground,
warrant
Arguments in paragraphs contain only two
Incomplete components of Toulmin argument model. For 24 21,4%
example argument contain : claim and ground
Total 112 100%
From the table above it can be seen that the most common argument pattern found is
semi-complete argument pattern found in 63 (56,2%) unit of argument. The argument
pattern determined based on the completeness of argument components. This pattern
consists of three components of Toulmin argument model they were claim, ground, and
warrant. The example of this pattern can be seen below.
Example1
Claim : Mastering speaking in junior high school level still becomes the
common problem found in Indonesia
Ground : This skill cannot be easily acquired by the learners as it is a
productive skill that consists of producing systematic verbal
utterances to convey meaning (Nunan, 2003). In the
implementation, this activity is different from other skills, reading
for example, where process is only focusing on the transforming
the written words into sound and readable words while speaking is
an interactive process of conducting meaning that involves
producing, receiving, and processing information (Brown, 2001;
Nunan, 2003).
Warrant : Hence, the conditions of speaking to be done include of sharing
idea and internalizing process of information, (A12-P10-p1)
Based on Toulmin argument model the argument above could be drawn schematically
as below.
Ground Claim

Warran
t
Figure 1 Schematic semi-complete argument pattern in introduction

54
 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.

55
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

Ground Claim

Warrant

Backing

Figure 2 Schematic Almost-complete argument pattern in introduction

The argument above starts with a claim about teaching speaking requirements, the
author provides ground with a real condition that very few teacher are concerned with
the importance of speaking skill. Here, the author present warrant, it can be seen that the
claim and ground was causally connected the author also provide solution in his warrant
…One of ways to overcome this issue is by using literature. The author realizes that this
warrant was not enough without backing in order to support the warrant. Thus, the
author presents evidence to support warrant.
The third common argument pattern commonly found in this study is an Incomplete
pattern which consists of two arguments components, this pattern found in 24
arguments or 21,4 %. the example from the Incomplete pattern can be seen below.
Example 3
Ground : Based on preliminary research
Claim : 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)
The schematically incomplete pattern can be seen in the figure below.

Ground Claim

Figure 3 Schematic incomplete argument pattern in introduction

From the example and figure above it can be seen that the authors employ two argument
components from Toulmin argument model. The author produces arguments with a
claim on student’s problem based on the result of preliminary research The argument
starts with a claim directly followed by ground.

3.2 Common Argument Pattern in Discussion Section

To answer the second research question, the argument analyzed based on the
completeness of the arguments components. The patterns formed from the component
based on the completeness of the components the patterns similar to the argument
pattern analysis in introduction section namely, Incomplete, Semi Complete, Almost
complete and Complete pattern

56
 Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…

Table 4 Argument Pattern in Discussion of Research Article

Pattern Description Frequency %

Arguments in paragraphs contain six
components of Toulmin argument model.
Complete For example argument contain : claim, 0 0%
ground, warrant, backing, rebuttal, and
qualifier
Arguments in paragraphs contain four or
five components of Toulmin argument
Almost
model. For example argument contain : 31 25,2%
complete
claim, ground, warrant, backing,
rebuttal/qualifier
Arguments in paragraphs contain three
Semi components of Toulmin argument model.
56 45,5%
complete For example argument contain : claim,
ground, warrant
Arguments in paragraphs contain only two
components of Toulmin argument model.
Incomplete 36 29,2%
For example argument contain : claim and
ground
Total 123 100%

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.

57
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

Ground Claim

Warrant

Figure 4 Schematic semi-complete argument pattern in discussion section

The argument above taken article 17. the arguments start with a ground based on the
author's research result and directly followed by a claim about the highest use of
responding to personal problems was occurred in female group and the lowest
occurrence in the male group. After that, the author writes more sentences for his
argument to show the connection between ground and claim by giving a description
about the table 1.
The second common argument pattern found in the data called Incomplete pattern. This
pattern found in 36 arguments or 29,2 %, the example from the Incomplete pattern can
be seen in the following example.
Example 5
Ground : Based on the try out result, among 50 reading test items, there were
40 valid items to be accepted as the research instrument. The
reliability result was 0.89,
Claim : and it showed that the instrument had very high reliability. (A19-
P88- p1)

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

Figure 5 Schematic incomplete argument pattern in discussion

From the schematic above the authors concluded that his instrument had very high
reliability, this claim already supported by the tryout result in which among 50 reading
test items, there were 40 valid items to be accepted as the research instrument.
The third common argument pattern found in the discussion section called Almost-
complete pattern which consists of four to five Toulmin argument component, this
pattern found in 31 arguments from overall arguments found. The example of this
pattern can be seen in the following example.

58
 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

Figure 6 Schematic almost-complete argument pattern in discussion

In the argument above the author present counter argument for his argument it can be
seen by the use although as indicator word. After that the author mentions his claim that
the use of cue cards to improve students’ descriptive speaking competence was not fail.
The authors support his argument by provide the result which showed that 56% of
students were improved in descriptive speaking competence. Further, the author provide

59
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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.

3.3 Types of Data used to Ground the Arguments

To answer the third research question of this research, the data to ground the argument
classified into five types there were, (1) Facts, (2) Statistics, (3) Example, (4) Expert
Opinion, and (5) A Note on Visual,
Table 4 Types of data used to Ground the Argument

The Frequency of Unit

Types of data Percentage
Argument
Facts 116 49,3%
Statistic 26 11%
Example 22 9,3%
Expert Opinion 54 22,9%
A note on Visual 17 7,2%
Total Argument 235

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).

60
 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.

61
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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

62
 Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…

a complete component. The argument will go wrong by forcing arguments to have

complete components without consider the relevance from each components. As stated
by Toulmin (1984) one important step in assessing the strength of any argument is
recognizes the relevance or irrelevance of the argument components.
In this study semi-complete pattern consists of three arguments components (Toulmin,
1984), in which the component used in constructing the argument based on the basic
component of the argument. According to Rottenberg (1988) argument consists of at
least claim, ground, and warrant. It seems that the Research Article authors focus on the
argumentation for introduction and discussion section but they were less focused to
present the complete argument component. It was proved by the absence of complete
pattern which consists of six Toulmin (1984) arguments components from the first triad
to the second triad. Its implies that the Research Article author realize that they cannot
force the argument to have complete components because they do not want the
argument to go wrong.
The result also shows that the Research Article authors employ five types of data to
ground their arguments in which the data in form of facts was dominantly used by the
authors. In line with Toulmin’s theory (1984) that facts are a common ground for
arguments. It seems that the authors realize the importance of facts for their readers
especially new fact that find from their research. As stated by Booth (2003) that
providing a new factual knowledge is an important part to do as the author's role in
order to get the readers trust, the other reason that facts are mostly employed by the
authors it can be because of the needs of concrete reasons as the foundation for their
research.
Besides that the authors also employ other kinds of data such as statistics, example,
expert opinion and note on visual, it was reasonable for the authors employ five types of
data, since the data are an important foundation for arguments. According to the finding
from Pandey et al (2014), one possible reason for the readers to change their opinion
was struck by evidence (data) provided in the persuasive message, thus the authors
employ five types of data for their argument.

4. Conclusion and Suggestion

4.1 Conclusion
From the finding of this study, it can be concluded that :
a) the common argument pattern employed for arguments in introduction section
by the Research Article authors published in JOALL is Semi-complete pattern, it
can be implied that the authors realize the important of argument for their
introduction section in order to persuade the reader to reads the entire article.
b) In discussion section the authors commonly employ Semi-complete pattern. It
indicates that the authors rhetorically convince the reader logically in order to
show the contribution of research finding to the current knowledge.
c) There are five types of data used by the authors to ground their arguments they
are, Facts, Statistics, Example, Expert Opinion, and A Note on Visual. It can be
noticed that the authors aware on persuasive message contain in the argument.
Since the data are important foundation for the argument.

63
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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.

REFERENCE
Adnan, Zifirdaus. 2009. Some potential problems for research articles written by Indonesian
academics when submitted to international English language journals. The Asian EFL
Journal Quarterly 11, no. 1: 107–125.
Alfiyatun N. 2015. “Pola dan Kadar Ketajaman Argumen Paragraf Argumentasi Bagian
Pembahasan Artikel Jurnal Terakreditasi Bidang Kelautan”. Universitas Brawijaya”
Unpublished Thesis. Yogyakarta: PBSI, Universitas Sanata Dharma.
Badvekar, S.B .2015. Writing the Discussion Section: Describing the Significance of the Study
Findings. Journal of the Association of Physicians of India. Vol.63
Banik, B.J. 1993. Applying triangulation in nursing research. Applied Nursing Research, 6(1),
47-52.
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

64
 Resakti Alamsyah Bermani, Safnil, Arono, An Analysis…

Henkenmans, A. F. S. 2000 State of the Art : The Structure of Argumentation. Kluwer

Academic Publisher.
Huda, Tanzil. 2016. Reflection of Rhetorical Pattern in the Introduction of Academic Research
Reports., Prosiding ICTTE UNS. Semarang
Hurley. Patrick J. A Concise Introduction to Logic, Eleventh Edition. Cengage Learning
Wadsworth 20 Channel Center Street Boston, MA 02210 USA
Jamaludin Azilawati, Ho Mei Lin Caroline and Chee Yam San. 2007 The impact of structured
argumentation and enactive role play on students’ argumentative writing skills.
Proceedings ascilite Singapore
Kirschner Christian, Judith Eckle-Kohler, Iryna Gurevych. 2015. Linking the Thoughts :
Analysis of Argumentation Structure in Scientific Publications. Proceeding of the 2nd
Workshop on Argumentation Mining, Association for Computational Linguistics Pages 1-
11
Lincoln, Y.S., & Guba, E.G. (2000). Paradigmatic controversies, contradictions, and emerging
confluences. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd
ed., 163-188). Thousand Oaks, CA: Sage.
Mc Hugh, M. 2012. Interater Reliability: The Kappa Statistic. Biochemia Medica 2012 :
22(3):276-82. http://dx.doi.org/10.11613/BM.2012.037.
Mirahayuni, N. K. 2002. Investigating Generic Structure of English Research Article: Writing
Strategy Differences between English and Indonesian Writers. TEFLIN
Mitchell, E.S. (1986). Multiple triangulation: A methodology for nursing science. Advances in
Nursing Science, 8(3), 18-26.
Moleong, J. Lexy. 2006. Metodology Penelitian Kualitatif. Bandung : Remaja Rosdakarya.
Pandey, Anshul Vikram; Manivannan, Anjali; Nov, Oded; Satterthwaite, Margaret L.; and
Bertini, Enrico, “The Persuasive Power of Data Visualization” 2014. Newyork University
Public and Law and Legal Theory Working Papers. Paper 474.
Parkinson, Jean. 2011. The Discussion Section as Argument: the Language used to prove
knowledge claim. English for Specific Purposes. 30 (3), 164-175.
http://dx.doi.org/10.1016/j.esp.2011.02.001
Rakhmawati, A. 2014. English Research Article Written by Indonesian Academics; Coping with
common Practices and Rhetorical Diversity.
Reza, Pishghadam & Attaran, Atena. 2013. Rhetorical patterns of argumentation in EFL
journals of Persian and English. International Journal of Research Studies in Language
Learning. ISSN: 2243-7754. Online ISSN: 2243-7762. DOI: 10.5861/ijrsll.2012.132
Rotenberg, A. 2011.Elements of Arguments: A Text and Reader.New York: St. Martin Press,
Inc.
Rusfandi, R. 2015. Argument-counterargument structure in Indonesian EFL learners’ English
argumentative essays: A dialogic concept of writing. RELC Journal 46: 181–197. DOI:
10.1177/0033688215587607
Safnil. 2000. Genre Structure Analysis of the Indonesian Research Article, Unpublished Ph.D.
Dissertation, The Australian National University, Canberra Australia.
. 2013. A Genre-Based Analysis on Discussion Section of Research Articles in Indonesian
Written by Indonesian Speakers. International Journal of Linguistic. URL:
http://dx.doi.org/10.5296/ijl.v5i4.3773
. Dian, Eka C.W. 2014. Introduction in Indonesian Social Sciences and Humanities
Research Articles: How Indonesian Writers Justify Their Research Projects. Journal
Lingusitik Indonesia. Vol 32. 146-163
. 2015. Buku Pengantar Analisis Retorika. FKIP UNIB Press
Sondang R. Manurung, Nuryani Y. Rustaman, and Nelson Siregar. 2013. A scheme of
pedagogical problems solving in kinematic to observe toulmin argumentation feasibility.
Citation: AIP Conf. Proc. 1555, 94 (2013); doi: 10.1063/1.4821001
Sugiyono. 2007. Metodologi Penelitian Pendidikan. Bandung: Alfabeta

65
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

Stab, Christian. Gurevych, Iryna. 2016. Parsing Argumentation Structures in Persuasive

Essays. Association for Computational Linguistics
Swales, John M. 1990. Genre Analysis: English in Academic and Research Settings. Cambridge
University Press.
Toulmin, S. E. 1958. The Uses of Argument, Cambridge University Press
Toulmin, S. E., Rieke and A. Janik 1984, An Introduction to Reasoning, 2 nd edition. Macmillan,
New York.
Toulmin, S. E. 2001. Return to Reason, Harvard University Press, Cambridge MA.
Walton, D. N., Reed, C., and Macagno, F. 2008. Argumentation schemes. Cambridge University
Press, Cambridge; New York
D. Walton, 2006 Epistemic and dialectical models of begging the question.Syntheses. (152),
237–284,
Woods, A. 1989. English Tutorial notes. University of NSW
Widodo A, B. Waldrip, D. Herawati. 2016. Students Argumentation in Science Lessons: A Story
of Two Research Projects. Jurnal Pendidikan IPA Indonesia. DOI: 10.15294/jpii.v5i2.5949
Valencia college, Types of evidence in persuasive, viewed on 16 april 2017
https://www.umt.edu/writingcenter/docs/resourcesforwriters/waystosupportanargument.pdf
University of Montana, Three Ways to Support an Argument viewed on 16 april 2017
https://www.umt.edu/writingcenter/docs/resourcesforwriters/waystosupportanargument.pdf

66
 Surya Lestari, Syahrial, Language skills, sub-skills and…

LANGUAGE SKILLS, SUB-SKILLS AND VOCABULARIES

NEEDED BY AUTOMOTIVE DEPARTMENT STUDENTS OF
TECHNICAL HIGH SCHOOL: A NEED ANALYSIS STUDY
Surya Lestari
Syahrial
Bambang Suwarno
Universitas Bengkulu
Jalan W.R. Supratman Bengkulu
Email: suryalestari0902@gmail.com

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.

67
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.

68
 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

Figure 1. Dudley-Evan and St. John needs analysis framework

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

69
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

this course to be incorporated in their curriculum, as an ESP course, as it is more

relevant for their immediate needs.
Kamin et al (2013) adreessed to explore and compare the needs of automotive
industries and the educational approaches employed to produce highly skilled workers
in both countries. A mixed method research approach was used to develop an insight to
stakeholders’ perspectives: students, educators and employers. The findings provide an
insight of the stakeholders’ view of a variety of needs; commensurate in developing a
technician labour force. The key issues include the update of training facilities,
relevance of curriculum content, technological advancement in the automotive industry,
and collaboration between educational institutions and the automotive industry. The
study also identified gaps in the qualifications and experiences of teacher: especially
inadequate experience, knowledge and skills with current technologies for the
automotive industry. On this issue of imperatives for economic growth, the programs
reviewed in this study in both Malaysia and Australia are commercial activities
designed for profit of the training providers and the automotive industries. The best
practices from the training providers could be improved by directly involving
stakeholders in the curriculum design activities. This may include implementing
customized programs that support local priorities; economic, social and environmental.
Based on the result of the relevant studies above, it can be concluded that some
studies on need analysis for automotive engineering have been already conducted but
these studies only focussed on students’ interest and motivation, writting skill and
teachers competence and none of this focussed on language skills, sub-skill and
vocabulary . This study aims to analyze the language skills and sub-skills and the kind
of technical vocabulary are needed by the third year automotive students of SMKN2
Kota Bengkulu. In particular, this research plants to answer two questions:
1. What language skills are needed by the third year Automotive students of SMKN2
Kota Bengkulu?
2. What language sub-skills are needed by the third year Automotive students of
SMKN2 Kota Bengkulu?
3. What vocabularies are needed by the third year Automotive students of SMKN2
Kota Bengkulu?

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

70
 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.

Table 1. Respondents for the research

No Group of Respondents Number %

1. Alumni of automotive student 6 50
2. English Teacher who teach at 3 25
Automotive Department
3. Productive Department Teacher 3 25
Total 12 100%

FINDINGS AND DISCUSSION

Based on response to the question interview part I (General Information) no.1 on
Figure 2, it is concluded that the students/ alumni of automotive require English skills
for almost all the components of automotive tools in English, especially technical
English. This means that English language skills strongly support the work of alumni
who work in the automotive world/ automotive industry. Below the percentage of
automotive require English skills for almost all the components of automotive tools in
English, especially technical English.

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.

71
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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

72
 Surya Lestari, Syahrial, Language skills, sub-skills and…

catalogs, diagrams, terms of motor variables, modules, data poster, automotive

engineering dictionary, job set and booklet about the automotive vocabulary and
terminology.
According to Figure 3, the response of the respondents to interview questions Part
II no. 3 shows that respondents are given 91,67% for the need of the automotive
students/ alumni towards writing activity using automotive terms in English. Examples
of writing activities such as writing damaged vehicle parts and must be repaired, writing
daily/ weekly/ monthly reports, indent spare part, the writing section of spare parts and
enginee terms related to car products, heavy equipment and motorcycles as well as the
names vehicle components.
From Figure 3, the response of the respondents to interview questions Part II no.
4, the respondents are states that 75% of students/ alumni SMK automotive majors need
to do the speaking activities that use automotive terms in English. For example students
can recite terms of vehicle components correctly, the training, trouble/ findings in the
field, decision/ change of special tools/ parts, and work order. While 8,33% respondents
stated that students do not actually need the speaking activities that use technical terms
in English for students who have graduated from automotive technical department
because they will get training again before becoming a mechanic/ technician at
authorized workshop but the students still must understand and can pronounce these
terms correctly in English.
Based on Figure 3, the interview questions Part II no.5, shows that respondents of
interview are 83,33% said that students/ alumni of automotive need to do listening
activities that use technical terms in English related to automotive majors, with
examples such as briefings, delivery bulletin service, discussions with senior or
technician, in the training, key collection, teaching and learning in the classroom, engine
scanner command, performance/ practice and listening SOP. 16,67% stated that the
students/ alumni of automotive do not need to do listening activities that use technical
terms in English.
From Figure 3, the interview questions Part II no. 6, all of interview respondents
stated that English reading materials are required by the automotive students/ alumni
beside manual book. Respondents mention that reading materials needed by the
students/ alumni automotive beside manual book is part catalogs, the data is posters,
books of tool box, technical reports, manual practices (how to use the tool), machine
engine, SOP, tapes (how to operate the tools and system of machine work), engineering
books reference (heavy equipment, cars and motorcycles), practice of industrial work
reports (prakerin), modules and guides service, technical dictionaries and discourse
associated with automotive majors.
In Figure 3, the interview questions Part II no. 7, all respondents of the interview
also said that the automotive students/ alumni need to comprehend the technical terms
associated with technical terms in English. Vocabulary related to car, for example: kick
lever, oil pump, water cooling system, trail and rolling roof. Vocabulary related to
heavy machine, for example: rear body offset, over hung, road clearance, light van and
rear engine. Vocabulary related to motorcycle, for example: swing arm, bottom link
fork, drum brake and kick starter. General automotive vocabulary, for example: disc
brake, gasoline, head lamp, piston and tire. According to the respondents of the
interview, mastery of technical terms is facilitating communication with fellow
technician or by the consumer if there are problems in the field (work order), for report
generation, the instructions contained in the machine as well as ordering goods

73
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

(machinery/ equipment) because of technical language with the language of the

workshop was not the same.
Based on Figure 3, the interview questions Part II no. 8, 100% of interview
respondents stated that there is influence between the mastery of English technical terms
in orally for the students/ alumni SMK majoring in automotive when they practice of
industrial work (prakerin). The response interview respondents stated that mastery of
the use of technical terms orally, greatly affected the students who practice of industrial
work in the practice of industry because the main thing is as a communication tool
between technicians with students/ leader, with customers, work orders, performance.
So, the students should be true and clear in the pronunciation of the names of the
components.
Lastly, based on Figure 3, the interview questions Part II no.9, 100% of interview
respondents stated that there is influence between the mastery of English technical terms
in writting for the students/ alumni SMK majoring in automotive when they practice of
industrial work (prakerin). Respondents interviewed stated that mastery of the use of
technical terms in writing also greatly affected students who practice of industrial work
in internships, for example during follow and receive work orders, following the
product knowledge, detailing the parts to be replaced and especially when students of
make reports. Tus, students must master the written form of the tool component because
it will affect the practice in the internship. 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.

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

75
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

consumers.This is similar to the response given by respondents of interviews revealed

that students / alumni SMK majoring in automotive requires writing activity using terms
of vehicle parts in English because they will be dealing with the reports to be made, the
findings in the field or indent spare part. Baig (2012) analyzed the course material of the
second language learners. He suggests that teachers need to be aware of what the
students need or want from their teaching style to meet the needs of the class in the
better way.
The third question in this research is what technical vocabularies are needed by
the third year automotive students of SMKN 2 Kota Bengkulu. Based on the questions
of interview part II no. 7, 8 and 9, respondents of interview stated that there is influence
between the mastery of technical terms in English with the automotive students’/
alumnie’ SMK in practice of industrial work report (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 response given interview respondents stated that mastery of the use of
technical terms orallly and written, greatly affected the practice of industrial work of
students in the practice of industry because the main thing is as a communication tool
between technicians with students/ leader, with customers, work orders, performance,
during follow and receive work orders, following the product knowledge, detailing the
parts to be replaced and especially when students of make reports.
After make out the result of this study as stated previously in this research and as
related to the some theories and previous study, this study has a similarity with the other
studies conducted authors on need analysis for automotive department students such as
by Habbash (2014), Evangeline and Ganesh (2015) and Kamin et al (2013). Even
though having similarity, this study has some differences with others especially in
objectives of study. The objectives of this study were not only to find out the language
skills, sub-skills needed by Automotive students but also more deeply in its
components.
Comparing the result of this study with other previous study, this study has strong
point. This study has not only focused on finding out the English language skills and
sub-skills but also in each components such as vocabulary needed by Automotive
students. So the results of this study are described more deeply and clearly. On the
contrary, there are some limitations of this study. This research only analyzed what the
most skill, sub-skills must be master and technical vocabulary needed by the third year
Automotive students of SMKN 2 Kota Bengkulu.

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.

77
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…

ENGLISH FOR AGRICULTURE VOCATIONAL SCHOOL STUDENTS:

A NEED ANALYSIS STUDY AT SMK NEGERI 2 SOUTH BENGKULU

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.

INTRODUCTION anything used to assist students in

English learning materials are
kind of subject which learned for the
students to support the students in
mastering English either English for
general language or English for specific
purposes. According to Tomlinson
(2001) the materials can be anything that
is useful for studying. Materials are
language learning. They can be in the
form of textbook, workbook, cassette,
CD-Rom, video, photocopied handout,
newspaper, paragraph written on the
whiteboard or anything which presents
or informs about the language being
learned.

79
Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
The materials that will be taught
to the students should match with the
students need. Additionally, both
English for Academic Purposes (EAP)
and English for Specific Purposes (ESP)
must be practiced among the students,
particularly for the students on
vocational schools as SMK Negeri 2
South Bengkulu of Agriculture:
Agribusiness and Agro Technology
Study Program. The agriculture
vocational school is a school which is
prepared the students for organized in
workplace, academic, and professional.
Therefore, ESP textbook must fulfill
some of the students need (Karimi and
Sadeghi, 2013).
Need analysis is the most
important stage in English for Specific
Purposes (ESP). Needs analysis has a
vital role in the process of designing
and carrying out any language course,
whether it is English for Specific
Purposes (ESP) or general English
course (Songhori, 2008). Needs analysis
is defined as a process of determining
the needs of a group of learners that
requires a language and arranging the
needs according to priorities where it
uses both subjective and objective
information (Richards, 1992).
SMK Negeri 2 South Bengkulu is
one of high vocational school in Spouth
Bengkulu. The school focuses on
agriculture department, and it is divided
into four study program; Plantation
Corps (ATP), Seeding Plant Tissue
Culture (APKJT), Horticultural (ATPH),
and Animal Husbanding (ATU).
According to the researcher knowledge,
implementing the materials based on the
students need is very important in SMK
Negeri 2 South Bengkulu because some
of the reasons, there are:
The first are English for
agriculture is type of English for specific
purposes. The English materials should
suitable with the need of the students,
80
whether used for reading the agriculture
theories or practicing the theories on the
field or for preparing the students for
facing the world of work. Rata, et al
(2012) state that English for agriculture
is a type of English for specific
purposes.
The second are SMK Negeri 2
South Bengkulu is implementing the
curriculum 13 (Kurikulum K13) as a
basis of teaching learning activities. The
13 curriculum (K 13) was developed
based on current globalization and
various issues related to environmental
issues, technological advances and
information, the rise of the creative and
cultural industries, and the development
of education at the international level.
Globalization will shift the lifestyle of
the people of agrarian and trade
traditionally been industrial society and
modern trade as can be seen in the
World Trade Organization (WTO), the
Association of Southeast Asian Nations
(ASEAN) Community, the Asia-Pacific
Economic Cooperation (APEC) and
ASEAN free Trade Area (AFTA)
(Kemendikbud, 2012).
The curriculum 2013 (K 13) aims
to prepare the Indonesian man to have
the ability for live as individuals and
citizens who believe, productive,
creative, innovative, and affective and
able to contribute to the society, nation,
state, and world civilization
(Permendikbud no 70, 2013).
The principles in preparing the
curriculum have been referring to the
principle of development (Permendiknas
22, 2006). The principles are centered on
the potential of the development, the
needs and the interests of the learners
and the environment. The position of the
learners are as central of education,
learners are the subject of education that
should develop their competence and
relevant to the needs of life; community,
 Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
the business world and the world of
work. Thus, the teaching materials
should provide to the students to support
the students’ needs (Depdiknas, 2006).
The third are the primary goals of
SMK Negeri 2 South Bengkulu are to
equip the students with the education
and to train through actual competencies
which are needed in business or industry
world (Internal Document of SMK
Negeri 2 South Bengkulu: 2011). Javid
(2013) define that ESP was teaching of
English for any purposes that could be
specified and teaching of English used in
academic studied or teaching of English
for vocational and professional purposes.
Practicing English learning
materials based on the students need are
giving many advantages because the
students are expected to achieve various
abilities that has something to do with
career, competency, flexibility,
encouragement to build up a professional
attitude in their field, create the students
who capable to enlarge themselves in the
future independently through on higher
education.
Therefore, the materials
presented to the students in SMK Negeri
2 South Bengkulu have to comply with
the students need based on the
background of their school. Harding
(2007) suggested three recommendations
to consider while coming up with a set
of materials; Use context, texts, and
situations from the students’ subject
area. Whether they are real or stimulated
they will naturally involve the language
the students’ need, Exploit authentic
materials that students use in their
specialism or vocation. Do not be put off
by the fact that it may not look like
‘normal English’, Make the tasks
authentic as well as the tasks. Get the
students doing things with the materials
that they actually need to do their work.
Based on the background above
can be inferred that implementing
81
English learning materials based on the
students need is very important for
maximizing the benefits and the goals of
learning English for the students.
METHOD
This research used mixed method
(collection of qualitative and quantitative
data). Mixed methods involve the
collection and “mixing” or integration of
both quantitative and qualitative data in
a study. In this approach, a researcher
collects both quantitative and qualitative
data, analyzes them separately, and then
compares the results to see if the
findings confirm or disconfirm each
other (Convergent Parallel Mixed
Methods Design).
According to Creswell (2014)
mixed method is used Both
predetermined and emerging methods,
both open and closed-ended Questions,
several forms of data drawing on all
possibilities, Statistical and text analysis,
Across databases interpretation. The
purposes of mixed methods are
containing the overall intent of the study
and the information about both the
quantitative and qualitative technique of
the study, and a rationale of
incorporating both techniques to study
the research problem (Creswell, 2014).
The Respondent of the Research
The respondent in this research was
the English teachers at SMK Negeri 2
South Bengkulu, productive teachers, the
assistant of curriculum and the alumni of
SMK Negeri 2 South Bengkulu.
According to Sugiyono (2010) the
participants are the generalization region
consisting of objects or subjects that
have certain qualities and characteristics
defined by the researchers to be studied
and then drawn conclusions.
The total respondent were used in
this research divided into 15
respondents, they are; 2 English
teachers, 6 teachers of productive
program, 1 the assistant of curriculum
Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
and 6 the alumni of SMK Negeri 2 South
Bengkulu.
The alumni who was interviewed
are work in some of place which are
fixed in the agriculture divisions. One of
the alumni works in the agriculture
office of South Bengkulu, in PT. SBS
company South Bengkulu as the
employee, in CV Sinar Tani Pino Raya
as the worker, as the teacher in
Vocational School 2 South Bengkulu,
and the owner in Tani Mandiri store
which provide the agriculture materials
such; seed, fertilizers, toxic, and the
others.
Research Instrument
In order to collect the data of the
research, the researcher used interview
techniques and questionnaire (close-
ended question).
According to Margono (2014)
interview is a technique which are
collect the data by filing each number of
questions orally to be answered orally.
Interview is a process of getting the
information of the research that is being
done.
According to Sugiyono (2010)
questionnaire is the technique of
collecting the data by giving some of the
questions or statement to the respondent.
In close-ended questionnaire, respondent
were given 3 options and can only
choose one fix answer/statement.
Need Analysis Interview
The interview was given to the
respondents of 1 English teacher, 1 the
assistant of curriculum, 1 productive
teacher and 1 alumni of agriculture
vocational school 2 south Bengkulu
(SMK Negeri 2 South Bengkulu). The
questions of interview were in Bahasa
Indonesia and it is covered of 10
questions.
Need Analysis Questionnaire
This Questionnaire was given to
the respondents of 2 English teachers, 1
82
the assistant of curriculum and 6
productive teachers and 6 alumni of
Agriculture Vocational School 2 South
Bengkulu (SMK Negeri 2 South
Bengkulu). This question included of
English language skills/sub-skills and
English topics. It covered four English
skills and each skill divided into several
topics/ statements.
The Technique of Analysis Data
The challenge in a convergent
mixed methods design is how to actually
converge or to merge the data. There are
several ways to combine the two
databases. The first approach is called a
side-by-side comparison. These
comparisons can be seen in the
discussion sections of mixed methods
studies. The researcher will first report
the quantitative statistical results and
then discuss the qualitative findings that
either confirm or disconfirm the
statistical results. On the other hand, the
researcher might start with the
qualitative findings and then compare
them to the quantitative results. Mixed
methods writers call this a side-by-side
approach because the researcher makes
the comparison within a discussion,
presenting first one set of findings and
then the other (Creswell, 2014).
Quantitative statistical result
The quantitative data was
achieved from the questionnaire given to
the respondents of the research. Since
each question in questionnaire has been
answered, the result was based on the
percentage of answer. The percentage of
the answer was achieved by using the
following formula:
𝑓
𝑝= 100%
∑𝑓
f : frequency of respondents of
each statement
∑f : number of respondents in whole
for the alternative Question
 Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
Interval for Mean Interpretation
Since the questionnaire gave 3
alternatives (1 to 3) of answers, the
interval of each category will be
obtained by the formula:
𝑛−1
𝑝=
𝑛
p : length of interval
n : number of alternative
3−1
𝑝=
3 quantitative data gathered by using two
In this research, the p was 0,6
Interpretation
Table 3. Mean Interpretation
Score Interpretation
2,4 – 3 Very important
(strongly important)
1,7 – 2,3 Important (positive)
1 – 1,6 Not important (negative
Qualitative Result
After gathering the information
of the interview and questionnaire from
the respondents, the researcher analyzes
the data by:
a. writes the conversation transcript
The Researcher creates or
rewrites each interview conversation
conducted with the respondents by
repeating the record and reading
important notes written by
researchers during the interview.
b. Classification the data /
information
After the researcher rewrites
the interview conversation, the
researcher categorized the various
answers into the categories of
information needed by the researcher
as an answer to the problem that was
asked in this research.
c. Writing the conclusion
The next steps are the
researcher writes the conclusions of
all the data gathered from the
respondents to each question
submitted.
83
d. Describe the result
Based on the objectives of
this research, the researcher is
classifying the answers obtained
from the interview.
Combination of Qualitative and
Quantitative Result
The final steps are the researcher
combines both qualitative and
ways of analysis the data of mixed
method based on Creswell theory
(2014). The first approach is called a
side-by-side comparison. These
comparisons can be seen in the
discussion sections of mixed methods
studies. The researcher will first report
the quantitative statistical results and
then discuss the qualitative findings that
either confirm or disconfirm the
statistical results. On the other hand, the
researcher starts with the qualitative
findings and then compares them to the
quantitative results. Mixed methods
writers call this a side-by-side approach
because the researcher makes the
comparison within a discussion,
presenting first one set of findings and
then the other (Creswell, 2014).
FINDING
English Skills
The most important English
language skills for students of
agriculture study program are speaking
skill and reading skill. There was a
figure that showing the percentages of
the skills are needed for the students of
agriculture studyprogram;
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

20% Not Important

0%
Reading Speaking Listening Writing

The figure 1 indicated 80% percentage of English skills to be

respondents measured that reading
skills is the most useful skills should be
mastered for the students of agriculture
study program. Then, the similar result
in figure 1 showed that 80%
respondents were very agree that
speaking skills is the most important
skills should be mastered for the
students of agriculture study program.
Both skills are getting the highest
mastered for the students of agriculture
study program.
English Sub- Skills
There were several ways (sub-
skills) required by the students of
agriculture study program for mastering
reading and speaking skills. The table
below were classified the sub-skills
should be applied in activities;

Table 2
Reading sub-skills for the students of agriculture study program

Reading Sub-Skills Percentages

Very Important Not
Important Important
Reading in general comprehension 100% 0 0
Understanding the plan of the text 100% 0 0
Making prediction of the topics 20% 80% 0
Local comprehension 13% 87% 0
Guessing the meaning of unfamiliar 100% 0 0
worlds
Do skimming 100% 0 0
Do scanning 100% 0 0
Understanding the organization of 100% 0 0
the text
Making short note 73% 27% 0
for the students of agriculture study
Table 2 showed the activities program, those were; reading in general
should be implemented in reading class comprehension, understanding the plant

84
 Desi Veranita, Syahrial, Irwan Koto, English for agriculture…

of the text, guessing the meaning of There were some of speaking

unfamiliar words, do skimming and activities should be implemented in
speaking class. It was showed in figure
scanning activities and the last 2;
understanding the organization of the
text.

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

Figure 2 showed the most English Topics

important speaking sub skills in English Table 3 demonstrated reading
class for the students of agriculture, that topics are needed for the students of
are; speaking with fluency, taught the agriculture study program at SMK
accuracy with words and pronunciation, Negeri 2 South Bengkulu;
use the true vocabulary, use correct
ways/manners of speaking.

Table 3
Reading topics for the students of agriculture study program

Reading topics Percentages

Very Important Not
Important Important
Reading text related to agriculture terms 67% 33% 0%
Reading text of part of plants 87% 13% 0%
Reading the instruction of using tractor/ 73% 27% 0%
hard equipment farming
The instruction of using laboratory 73% 27% 0%

85
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%

Table 3 showed the most useful instruction of using laboratory

reading topics related to agriculture instrument, reading job advertisement,
terms were very important for the reading text related to agriculture terms,
students of agriculture study program, reading report of productive practice,
that are reading part of plants, reading reading part of farming instrument, and
technique of maintenance of plants, reading scholarship advertisement.
reading technique of irrigation, reading
the instruction of using fertilizer, The most useful speaking topics
reading text of marketing products, related to agriculture terms were very
reading the instruction of using tractors/ important were illustrated in the figure
hard equipment farming, reading the below:

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

Figure 3 showed the most useful equipment farming orally, describe of

speaking topics and activities should be maintenance the plants orally and
presented in speaking class, those were: presenting the field practice.
do direct conversation related to
agriculture terms, describe of using hard DISCUSSION

86
 Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
Finding out the needed of the
students of agriculture in learning
English are very important. As
Bastrukmen (2010) stated that Target
situation analysis is a process to
identification of the learning tasks,
activities and skills learners are/ will be
using English for. Accordingly,
identification the most needed English
skill, English sub-skills and English
topics for the students of agriculture
study program are very important. The
data collected explain that
implementing the English materials
related to agriculture terms will give
many high-quality effects for the
students of agriculture study program at
SMK Negeri 2 South Bengkulu.
The information and the data
collected previously find that the most
important skills for the students of
agriculture study program are reading
and speaking skills. Reading skills is
very useful for the students of
agriculture because the language
contained in the vocational textbooks
used by the students in the classroom or
contained in the package of agricultural
products and in the hard equipment
farming used by the students to practice
in the field are still using English and
do not translate into Indonesia.
Meanwhile, the students of
agriculture study program did not
mastering English agriculture well
because they were not implementing
English agriculture in the classroom. It
was make them difficult in
understanding the information being
read. Thus, deliver English language
teaching materials related to agriculture
terms will greatly help the students of
agriculture achieve the learning
objectives of vocational materials, such
as; reading topics related to agriculture
terms are reading part of plants, reading
technique of maintenance of plants,
87
reading technique of irrigation, reading
the instruction of using fertilizer,
reading text of marketing products,
reading the instruction of using tractors/
hard equipment farming, reading the
instruction of using laboratory
instrument, reading job advertisement,
reading text related to agriculture terms,
reading report of productive practice,
reading part of farming instrument, and
reading scholarship advertisement.
All the topics above was
supporting the students in following the
instruction of using hard equipment
farming, how to use the fertilizer,
planting the seeds based on the
instruction and understanding the
information contained in the agriculture
textbook that are using English. It is
claimed that the topics is useful to
provide students with general and
academic vocabulary which is done
through word formation (Karimi,
Sadeghi, et al: 2013).
The result finding was similar
with the English for Agriculture from
Mounfort (2013). He was explained
some of English topics for Agriculture
in his book, those are; the activities of
reading and comprehension which are
labeling the diagram and read the text of
the definition part of a plant and general
statement of the functions of the topics,
reading texts related to the process of
life cyrce of a plan, reading texts related
definition, description and identification
of draining and irrigation, reading the
text of Manures and fertilizers, reading
the text of control of weeds and plant
disease and the last are reading the text
of market gardening/ marketing
products.
Mazdayasna and Tahririan
(2008) claimed that presenting reading
topics of agriculture terms serves two
functions: first, it provides opportunities
for practicing linguistic features of the
Journal of Applied Linguistics and Literature, Vol. 2 No 2, June 2017, pp. 76-87
text in different forms and context.
Another one is prevention of boredom
and the last feature that we deem
essential is providing opportunities for
practicing extensive reading.
Considering these features, it is strongly
claimed that the present volume is much
superior to any other similar reading
topics in helping students of agricultural
improve their reading comprehension
Comparing the data above was
persuading the researcher that
implementing the English topics in
reading activities related to agriculture
terms are very important and will giving
the excellent effect for the agriculture
students. Another advantage in
implementing English for agriculture
for the students of agriculture at SMK
Negeri 2 South Bengkulu are make the
students know the function of English
they are learned and will motivated
them in learning English because they
were knowing the goals the English to
be. It was similar with the statement of
the function of analysis the students
need in learning English from
(Munby,1978 in Tahir, 2011) that
l e a rn i n g ne e ds c a n be viewed from
Psychological & cognitive needs. It
means that implementing English
materials related with the students need
will show up the students motivational,
recreational and emotional needs.
Speaking skill is very useful for
preparing the students of agriculture
study program for facing the world of
work after finished their study at the
vocational high school. Nowadays,
finding work is too difficult for
everyone, especially for the people
which are not have special ability or
good communication ability. The
international language that be approved
in the world are English language, the
language could be used in everywhere.
88
Speaking skills give many
impacts is almost all sectors around the
human life, such as; in economic,
business, social, touris, and eduction. In
every country, especially the country
that using English as the foreign
language, English as one the language
should be mastered for the human
works.
It can be seen from the fact that
the ASEAN countries has entered into a
declaration of cooperation called
ASEAN Economic Community (AEC),
it is mean that every citizen of the State
of AEC are free to seek work or create
jobs in the countries included in AEC,
such INDONESIA. Therefore,
mastering English language should be
possessed for students of agricultural in
SMK Negeri 2 South Bengkulu to
enable them in facing work competition
in global labor. It also will open the
employment opportunities for the
students of agriculture in SMK Negeri 2
South Bengkulu.
Zaremba (2006) pointed that
speaking skills were usually placed
ahead of work experience, motivation,
and academic credentials as criteria for
new recruitment of employment. For
that reason, speaking activities related
to agriculture terms are very important
to be practiced, Such as; speaking with
fluency, taught the accuracy with words
and pronunciation, use the true
vocabulary, use good grammar and use
correct ways/ manners of speaking
during do speaking activities in English
class.
Other than, from the experience
of the learner who following the
national competition in recent years,
mastering speaking skills related to
agriculture terms are very important to
be mastered, it is because when they
were presenting the report of field
 Desi Veranita, Syahrial, Irwan Koto, English for agriculture…
activities to the audience they must
presenting by using English.
The most useful speaking topics
and activities should be presented in
speaking class, those were: do direct
conversation related to agriculture
terms, describe of using hard equipment
farming orally, describe of maintenance
the plants orally and presenting the field
practice. The speaking topics and
activities are very useful to train the
students mastering speaking English
very well, whether used to
communicate or used to present the
productive report.
The result finding was
demonstrated the appropriate English
materials for the students of agriculture
study program at SMK Negeri 2 South
Bengkulu. The students are needed
taught the English materials which are
suitable with their need. They are not
only need learning the general English
as usual but also they are needed
learning English in specifically which
are connected with the background of
the students. It is because they will
know the function of English they were
learned and will be very useful for their
life. They just do not learn English
because English materials are kinds of
the subject of the school but they know
for what they are learning English.
CONCLUSION
This research produced very
useful information related to need
analysis, specifically a need analysis of
English materials for the students of
agriculture study program at SMK
Negeri 2 South Bengkulu. The result of
this research showed the obvious
conclusions based on the finding and
the discussion described previously.
89
First, the findings and the
discussions showed that 80%
respondents measure that the most
important English skills for the students
are speaking and reading skills. Both
skills are giving greatly effects for the
students of agriculture in learning
English. Then, the following conclusion
was the most reading and speaking sub-
skills are needed for the students of
agriculture study program. Reading sub
skills are needed for the students of
agriculture were; reading in general
comprehension, guessing the meaning
in unfamiliar works, doing reading
exercises through scanning and
skimming and the others. Speaking sub
skills are needed for the students of
agriculture was investigated in this
research were; speaking with fluency,
attention of choice and pronunciation,
use correct ways/manners of speaking.
The second result in this
research was showing the most
important English topics for the
students of agriculture study program. It
was investigated and explained in each
English skill (reading and speaking
skills). This research found that English
topic for reading was preseting the text
related to the agriculture terms, that are;
reading text related to part of plants,
reading text related to technique of
maintenance of plants, reading text
related to the technique of irrigation,
reading the instruction of using tractors/
hard equipments farming, reading text
related to the instruction of using
laboratory instruments and reading
report of productive practice. English
topics for speaking should be practiced
in English class for the students of
agriculture were; presenting the report
of field productive practice, describing
the instruction of using hard equipment
farming, describing the maintenance of
plants and do direct conversation related
to another agriculture terms.
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.
REFERENCES Cambridge Scholars Publishing.
Cambridge
Creswell, John W. (2014).Research
design (qualitative, quantitative, Songhori, Mehdi Haseli. (2008).
mixed method approaches). Introduction to Needs Analysis.
University of nebrasca- Lincoln. Shahi Bahonar University.
America. Kerman
United State Sugiyono. (2010). Metode Penelitian
Depdiknas. 2006. Kurikulum Tingkat Pendidikan: Pendekatan
Satuan Pendidikan SMK. Jakarta Kuantitatif, Kualitatif, dan
Harding, K. (2007). English for specific R&D. Bandung. Alfabeta
purposes. Oxford. Oxford Tomlinson, Brian. (2001). Materials
University Press. Development in Language
Javid, Choudary Zahid. (2013). English Teaching Cambridge.
for Specific Purposes: Its Cambridge University Press.

90
 Desi Veranita, Syahrial, Irwan Koto, English for agriculture…

Zaremba, A.J. (2006). Speaking

Professionaly. Thompson South-
Western. Canada

91
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

USING TEACHER’S INDIRECT FEEDBACK STRATEGY TO

IMPROVE THE STUDENTS’ ABILITY IN WRITING
DESCRIPTIVE TEXT FOR THE FIRST GRADE STUDENTS OF
SMAN 1 BENGKULU TENGAH IN THE 2016/2017 ACADEMIC
YEAR.

Yudha Septian Kurniawan

yudhaseptiankurniawan@gmail.com
Bambang Suwarno
wdsaraswati@gmail.com
Arono
arono@unib.ac.id
University of Bengkulu

ABSTRACT

This research aimed to improve students’ ability in writing descriptive text by

using teacher’s indirect feedback strategy for the first grade of SMAN1 Bengkulu
Tengah in the 2016/2017 academic year. The subjects consisted of 30 students of
Science Program. The research was conducted in two cycles, namely, each cycle
consisted of planning, action, observation and reflection. Before the first cycle, the
researcher gave pre-assessment. The result showed that the students’ mean score was
44,00 in absolute range, or 60,00 in relative range (poor category). After implementing
cycle one, the students’ mean score in writing skill showed a little progress, especially
in content’s aspect. On other hand some students were still lacking in vocabulary and
language use aspects. In the second cycle, the teacher and the researcher focused to gave
the students materials of two aspects above. The result was that improved to the
students’ mean score : 60,76 in absolute range or 83,00 in relative range (very good
category). The students’ responses were possitive toward this strategy. It was concluded
that teacher’s indirect feedback strategy could improve students’ ability in writing
descriptive text and it could be developed to other students.
Key word: Writing ability, descriptive text, teacher’s indirect feedback strategy.

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

92
 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

English is as a global language sets the important role in teaching English at

school from elementary school until senior high school and even at university.
From these facts, students are not only expected to speak English fluently and
accuretely but they also have to be able to fulfill four language skills; speaking,
writing, reading, and listening. These four skills are integrated and related to each
other.
Based on the curriculum of 2013, all skills in teaching and learning English
that are integrated each other must be learnt and taught by both student and teacher,
including writing skill. Writing helps the students master the other skills and
of course in mastery of English completely.
The students are sometimes afraid and shy to speak what they want to say
but they can tell what they think and what they want to say into draft or writing
before speaking. Thus, if the students are having problem in expressing an idea,
he/she can write it down. Then, the student itself or possibly the reader will
understand it
Roger (2001:20) said that some feedback from teacher serves unhelpful
feedback to student; they are too generalized or unclear, subjective and focused on
some aspects of performance that make the students cannot change. That is why
giving feedback to students’ writing is important skill that is seldom taught.
Through feedback, we can help students compare their own performance with the
ideal and to diagnose their own strength and weaknesses.
The researcher assumed that indirect feedback was one of positive support
that could be given by an English teacher to their students in order to improve
students’ writing and minimize their errors. Beside that there were some reasons
why indirect feedback was so helpful for the students’ writing, it was because
oral/direct feedback could be durable, but it would keep only in mind of receiver
and the feedback could just lost in certain time. In contrast, the indirect feedback,
the thought and comment would be saved for a very long time in the memories.
Indirect feedback would be read and resistant.
The researcher assumed that also the students should focus with writing
skill in the level of Senior High School. Because the students were be prepared to
continue their study at the university level where writing was really required
especially writing related paper of scintific research for their study. In regarding
interview at the first observation with English teachers at SMA Negeri 1 Bengkulu

93
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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).

Figure.1. Cycle Model adapted by Kemmis and McTaggart

C. Findings and Discussions
Based on the observation of the result of students’ composition pre-assessment
before conducting the action, it found that there were several problems related to the
aspects of evaluation in writing (Content, Language Use, and Vocabulary). The students
were still weak in writing descriptive text. In fact can be seen this charts as follow:

94
 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

Chart.4.1 The students’ mean score on pre-assessment result.

The chart explained about the students’ result on pre-assessment if we compared

with minimum mastery at the school. The result of mean score from students’ score
devided by total of the students. The researcher found that the students’ score in writing
was still lack and needed improvement.

Relative Range (38,9 - 100)

2 students
1 student
8 students 87,9 - 100 (Very Good)
75,6-87,8 (Good)
10 students
63,3-75,5 (Fair)
9 students 51,1-63,2 (Poor)
38,9-51,0 (Very Poor)

Chart.4.2. Total of the students’ pre-assessment based on category

5 students
17%

83% ≥ 70
≤ 69
25 students

Chart.4.3. Result of the students’ pre-assessment based on minimum mastery

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

95
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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.

1. Activities of the first cycle

Based on observation that had been done in the first cycle, the first and second
meeting did not get any difficulties to transfer the material and students also often asked
about some question such as what the descriptive text is, how they can start to write and
what for the copy of marking scheme had been given to them, etc.
The problem appeared when the teacher asked them to write their 1 st draft in the
third and fourth meeting. The students wrote a composition based on teacher’s
instruction. In this time, they had to write a descriptive text about the most important
person in
their life. During the process, the students got difficulties to express their ideas into
writing. They still had not understand yet about descriptive text even the teacher had
explained them in previous meeting and some of them made it in disorder
content and Language Use. It can be seen on student’s composition in appendix 12,
draft 1.
In the first draft, students did not make a good improvement because they still
lack in part Content and language use. When teacher checked their
work before giving indirect feedback on their 1st draft, the fact that they confused how
to move from the first paragraph to the next paragraph and also how to differentiate the
general description-detail descriptions-conclusion.
As an example, it can be seen one of student’s composition. In the first draft,
this student composed less content and poor language use. Actually the student already
had good vocabulary but the student got problem how to make an interst content and
develop the idea in the composition. Here is an untitled composition (appendix 11,
draft 1) :
“hai my name is Ridwan Nilhakim and you can call me Ridwan. I
live in Halmahera Street komplek Diknas No.171. I have one brother. He is
a policeman, my brother old 20 years old I love my brother. And next time I
want to a police too.
I am a man, my school is SMAN 1 Bengkulu Tengah my class in X
IPA . I like my class. because they want to real friendship to me and nice
with all. Every in class we play and study together”

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.

“hai SP my name is Ridwan Nilhakim and you can call me Ridwan. I

live in Halmahera Street komplek Diknas No.171(PUNC) I have one brother.

96
 Kurniawan, Suwarno, Arono, Using teacher’s indirect…

He is a policeman, my brother old 20 years oldVT I love my brother. And

next timeWC I want to police tooVT.
I am a man, my school is SMAN 1 Bengkulu Tengah(PUNC)my class
in X IPA1VT . I like my class. (PUNC)) because they want to real friendship
(unclear meaning)to me and nice with all. Every in class we play and study togetherGR”

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.

97
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

He have(S/VA) one boy. He very(WO) like(S/VA) to play by

her boy . Bedidest(SP)its(WC)he also like(S/VA) sports. Sports that he likes is
badminton, football and tabletennis(GR). Although he often sports(WC) but
her person very biggest and fat(GR). He don’t(S/VA) like if see peoples(WC)
that always to(NN) play dice(PUNC) . He always(NN) teach(S/V)A me
about lessons, that I don’t know. So(PUNC)he don’t(S/VA) like if I don’t go to
school one day. He to strike me if I don’t bring about it(?????).

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).

The third and fourth meeting activities focused on students’

composition, those are distributing students’ 1st draft, discussing about the problem on
their writing and revising it based on the feedback given. Some problems appeared
during the process of writing 2nd draft as a revision of 1st draft. They often asked about
the English of some words or what vocabulary that they can use in a sentence and many
other problems found when the process was over. An example of students’ writing
can be seen as follow:
“Hai, my name is Rajes Husain and you can call me Rajes. I live in
Nakau street No.12
I have one cousin. She now live in Yogjakarta. She college in
Universitas Gajah Mada. She is 20 years old. I was born in Curup 27
September 2000. and I’m 16 years old now.
Bay the way, now I’m school in SMA 1 BENTENG. I’m in
X. I really like my class, yo know why?
Because my friend in class reall friendship and nice with all.
I’m mosleam and I really like reading. My favored book is VA novel and
all book from Indonesia.
I like sport, watching TV and listening music
I like film horror, action, and romantic comedy. I really like watching
film because that can make me fresh and eliminate to against the stomach
and stress.
And now I’m 16 years old in this years my parent really nice to me. Him
love me so much” (Appendix 15, draft II).

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

X. I really like my class, (SP)yo know why?

(SP) (????)
Because my friend in class reall friendship and nice with all .
I’m mosleam(SP)and I really like reading. My favorid(SP) book is
VA novel and all book(GR)from Indonesia.

98
 Kurniawan, Suwarno, Arono, Using teacher’s indirect…

I like sport, watching TV and listening music (MOVE THIS )

I like film horror, action, and romantic comedy. I really like watching
film because that can make me fresh and eliminate(WC) to against the stomach
and stres(????).
And now I’m 16 years old in this years my parent really nice to me.(WC) Him love me
so much.(MOVE THIS SENTENCE)” (Appendix 14, draft II).

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

Chart.4.4 The students’ mean score on first cycle result.

This chart is same like chart 4.1, it explained about mean score of absolute range
from three aspects of writing and total score that researcher made on first cycle to the
students. The result of mean score from students’ score devided by total of the students.
If we compared with minimum mastery at the school, the result has a significat score,
even some students still weak at the other aspects of writing.
Relative Range (38,9 - 100)
2 students
1 student

10 students 87,9 - 100 (Very Good)

75,6-87,8 (Good)
17 students 63,3-75,5 (Fair)
51,1-63,2 (Poor)

Chart.4.5. Total of the students’ first cycle based on category

99
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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.

100
 Kurniawan, Suwarno, Arono, Using teacher’s indirect…

2. Activities of the second cycle

The result of the student’s score in second cycle can be seen charts as follow :

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

Chart.4.7 The students’ mean score on second cycle result.

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

Chart.4.8. Total of the students’ second cycle based on category

7% 2 students

≥ 70
93%
≤ 69
28 students

Chart.4.9. The result of the students’ second cycle based on minimum mastery

101
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

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

102
 Kurniawan, Suwarno, Arono, Using teacher’s indirect…

Both of charts showed a significant score that started by pre-assessment untill

the last cycles. Minimum mastery of the students’s writing had been improved also
since using this strategy. It means this strategy could improve the students’ ability in
writing descriptive text.
The aim of this research was to prove that the students’ ability can be improved
through teacher’s indirect feedback strategy. Beside that it helped students to be a good
writer and become more confidence with their writing, especially in English. That is to
encourage students to learn English through writing.
Seeing the students’ draft in process from the first draft and the third draft, they
indicate that there was improvement of students’ writing during the process. It can be
seen on students’ composition on first draft. In the first draft, mostly students wrote
disorder language use of text and irrelevant with what they wanted to write. The major
problem was language use, particularly the use of present tense in their composition,
word order, word choice, etc.
Before starting the research, the researcher did pre-observation and the result
was almost of the students had some problems of three aspects in writing.
The researcher conducted the research in two cycles. The first cycle consists of four
meeting and students made two drafts. While, in the second cycle consists of four
meetings also and students made their final draft in the eighth meeting.
The teacher taught writing by using genre based approach, which consists
of preparation, modeling, joint construction and independent construction. After finis
hing their writing in each meeting, the teacher took those compositions and provided the
feedback. In this study, the researcher collaborated with the English teacher to give
indirect feedback on their writing. To evaluate the students’ writing, the teacher and
researcher used the evaluation proposed by Holly Jacob, et al (1981:67) of three
components; Content, Vocabulary, and Language Use. The text used is descriptive text.
The last was interview. Interview was done when the cycles were end. The
researcher had interviewed all the students at grade X IPA 1 of SMAN 1 Bengkulu
Tengah to know their opinion about following the lesson which implemented teacher’s
indirect feedback strategy.
The finding of students’ interview indicated that teacher’s indirect feedback
strategy was really useful for the students. They could find the mistakes and then revise
their writing to be better after reading suggestion from the teacher. Thus, teacher’s
indirect feedback strategy helped the students to revise their writing even though the
students needed longer time.
The researcher concluded that teacher’s indirect feedback strategy helped the
students at grade X IPA 1 of SMAN 1 Bengkulu Tengah in improving their ability in
writing descriptive text. teacher’s indirect feedback strategy also influenced students’
attention, interaction, respectability, activeness, and enthusiasm in teaching and learning
process.

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).

103
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

2. The extent of teacher’s indirect feedback strategy to the students’ writing

ability was significant score in writing. This improvement was also
supported by the comparison of number students who got score upper 70
before and after the action was conducted. Before the action was conducted,
the students who categorized 70 ≤ were 8 students and the other students got
69 ≥.
On the other hand, after students were treated by teacher’s indirect
feedback strategy into first and second cycles, total of the students who
categorized in 70 ≤ increased become 29 students and just 2 students got 69
≥. From those comparisons, it indicated that the improvement of students’
writing performance was achieved by applying teacher’s indirect feedback
strategy.
3. The students’ responses of teacher’s indirect feedback strategy can be
accepted by them and good respons. They felt this strategy was very helpful
to improve their writing skill.

BIBLIOGRAPHY

Adelstein, M.M.E. Pival J. G. 2010. The Writing Commitment. New York.

http://books.google.co.id/books/about/The_writing_commitment.html

Arikunto, Suharsimi, dan Suharjo, dan Supardi. 2008. Penelitian Tindakan Kelas.
Jakarta : PT Bumi Aksara.

Bratcher, Suzanne & Ryan, Linda. 2004. Evaluating Children’s Writing, A Hanbook of
Grading Choices for Classroom Teachers: Second Edition. New Jersey:
Lawrence Erlbaum Associates, Inc.

Broad, Bob. 2003. What We Really Value, Beyond Rubrics in Teaching and Assessing
Writing . Utah: Utah State University Press.

Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to

Language Pedagogy (2nd Ed.). New York: Longman.

Byrne, Donn. 2004. Teaching Writing Skills. England: Essex. Longman.

Celce-murcia, Marriane. 2001. Teaching English as a second or foreign Language. US:

Thompson Learning.

Dunsford, Deborah W. (2006). Feedback Follow up: The Influence of Teacher

Comment on Student Writing Assignments. NACTA Journal June 2006.
Retrieved from http:// www.findarticles.com/p/articles/mi_qa/

104
 Kurniawan, Suwarno, Arono, Using teacher’s indirect…

Fregeau, L. A. (2007). Preparing ESL Students for College Writing: Two Case studies.
The Internet TESL Journal [On-Line], 5 (10). Retrieved On March 26th,
2014. Available : http://iteslj.org/Articles/Fregeau-CollegeWriting.html
Graham, Steve and Dolores, Perin. 2007. Effect Strategies to Improve writing of
Adolecents
in Middle and Schools. New York: Carnegie Corporation.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. England: Person
Education Limited.

Hegarty, Carol. 2000. Writing; English in Context. United States of America:

Saddleback Education Publishing.

Hikmah, Faridatul. 2012. Improving The Students’ Writing Skill by Using Cue Cards.
Skripsi. Surakarta: English Education Department Graduate School Sebelas
Maret University.
Kane, Thomas S. 2000. The Oxford Essential Guide to Writing . New York: Barkley
Books.

Kepner, C. G. (2001). An experiment in the relationship of types of written feedback to

the development of second-language writing skills. Modern Language
Journal, 75(3), 305-313.

Kusmita, Endang. 2010. Improving Students’s Ability in Writing Descriptive Paragraph

by using Pictures. Skripsi. Bengkulu. English Education Study Program
Tarbiyah department of STAIN Bengukulu.

Lalande, J. F. (2002). Reducing composition errors: An experiment. Modern Language

Journal, 66(1), 140-149.

Lee, Icy. (2005). Enhancing the Effectiveness of Teacher Feedback in the Secondary
Writing Classroom. Chinese University of HongKong. Retrieved on March 8th,
2013. Available :
http://sba.edu.hku.hk/new_sba/doc/conference_ppt/Dr%20Icy%20Lee.ppt.

Lennon , Johnn . 2011 . The Writing Process : A Concise Rhetoric : Fourth Edition ,
New York : Harpes Collins Publisher .

Lieberman, Ann & Wood, Diane R. 2003. Inside National Writing Project; Connecting
Network Learning and Classroom Teaching. New York: Teacher College
Press.

Lindbllom, Peter. 2003. Writing with Confidence. New York: Harper Collins Publisher.

105
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017

Littlejohn, Andrew. 2005. Writing Student’s Book 1. Cambridge: Cambridge University

Press

Littell, Joy. 2001. Basic Skills in English. New York: McDonal, Littell& Company.

Nadler, Burton Jay et. al. 2005.Words You Should Know in High School,
1,000 Essential Words to Build Vocabulary, Improve Standardized Test
Scores, and Write Successful Papers. Massachusetts: Adams Media.

Nahdiah, Usman. 2010. Implementation of Direct Method to Improve Vocabulary

Mastery of the Elementary School of SDI 103 SDI 103 Sompu. Thesis. FKIP
UMM Makassar.

Nunan, David. 2003. Practical English language Teaching (1st Ed.). New York:
Longman

Olson, Judith F. 2009. Writing Skills Success in 20 Minutes a Day. New York: Learning
Express.

Rochberg, Francesca. 2004. The Heavenly Writing; Divination, Horoscopy,

and Astronomy in Mesopotamian Culture. Cambridge: Cambridge
University Press.

Roger, Jenny. (2001). In Adults Learning; Buckingham: Open University Press

(online). Retrieved from: http:// www.findarticles.com/ articles/feedback/.

Santi, dewi. 2007. The Effect Of Teacher’s Feedback on 2005 English Major Student
Writing at Haluoleo University. FKIP Universitas Haluoleo Kendari.

Sudjana, Nana. (1989). Penelitian Hasil Proses Belajar Mengajar. Bandung: PT.
Remaja Rosda Karya.

Syaparuddin, Talib. 2010. Improving the students’ writing narrative paragraph through
guided question technique. Thesis. FKIP UMM Makassar.

Tarigan, HG. 1996. Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.

Ur, Penny. (1996). A Course in Language Teaching. USA: Cambridge University Press.

Weigle, Sara Cushing. 2002. Assessing Writing. Cambridge: Cambridge University Press.

Yuharniaty. U. 2007. Implementation of Portofolio Assessment to Increase the Students’

Writing Skill. Skripsi. Makassar : Fakultas Bahasa dan Seni Universitas
Negeri Makassar.

106
 Rahma, Safnil, Arono, The quality of English course book…

THE QUALITY OF ENGLISH COURSEBOOK FOR NURSING

DEPARTMENT STUDENT (BASED ON STUDENTS’,
LECTURERS’, AND EXPERTS’ PERSPECTIVE)
Qoriatur Rahma
Safnil
Arono

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.

Key Words: English for Specific Purpose (ESP), Coursebook, Perspective

INTRODUCTION

English is an international language and ESP classroom. According to Riazi

its importance causes people to use it
around of the world. ESP is an
abbreviation that implies English for
specific purposes. The main definition
of this word is to teach some of the
specific English vocabularies that are
related specially to the learners with
specific aims, fields of study, or
occupation, such as medicine,
engineering, etc. We can define this
word, ESP, from different aspects, but
all of these definitions show that how
ESP course is designed to teach its
specific learner to learn English.
Based on Dudley-Evans and St.
John (1998), the countries in which
English is considered as a foreign
language not as a second language, the
main and the only source of English is
(2003), in second or foreign language
contexts, after teachers textbook is the
prominent factor. Therefore, one of the
factors that can be helpful in designing
ESP courses is provided by textbook
analysis and evaluation. The language
of the most of the educational textbooks
notably in medicine or engineering in
foreign language countries such as in
indonesia is English. Therefore, the
universities of these countries in their
curriculums have the ESP course as an
essential course.
Moreover, the use of
coursebooks in ELT is more popular
than ever before, especially after
innumerable ELT preparatory classes
have been established for a large
number of departments at universities,

107
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
private schools, and some state schools.
Moreover, the school administrations
and circles of English teachers prefer
ready-made coursebooks because they
possibly provide ready-made syllabi to
be followed by teachers. Thus, the
coursebooks have gradually become the
most pervasive tool for language
instruction. As Richards and Rodgers
(2001) state, coursebooks are an
unavoidable element of the curriculum
because they specify content and define
coverage for syllabus items. And also
for the EFL learners, coursebook has
become the source they have with
language apart from the input provided
by the classroom teacher and other
reference materials (Hutchinson &
Torres, 1994). At the other extreme,
coursebooks are seen to have a tendency
to dictate what is taught, in an
intentional order, and they have a
serious impact on how teachers use
them (McGrath,2006). Although
coursebooks are seen as an
indispensable tool of the language arts
instruction, they are hardly evaluated
for their appropriateness to meet
teachers’ and learners’ needs and
interests (Ajayi, 2005).
As one of ESP Coursebook,
English II coursebook for nursing
science study program POLTEKKES
METHODOLOGY
This study used a
descriptive qualitative method
(evaluative study). According to
Sukamadinata (2010) descriptive
qualitative research is a design and
procedure evaluation in collecting and
analyzing data in systematic to
determine the value or benefit of a
practice. The participants of this
research were 80 nursing students who
used the textbook, 3 experts (SY, ID,
MGH) and 3 lecturers (EU, MI, YM),
108
Provinsi Bengkulu became the object to
be analyzed in this research. Since the
content of this coursebook was not
appropriate to the students’ needs, the
content was also not repetitive and
unsuitable with part of speaking content
material instruments tools, for example;
the unit materials explains about
medical instruments ( the tools and use)
in unit 5 but in the speaking skill part,
the material which is explained is about
Self-Introduction to other people. For
the next, the example in the part of Talk
on pregnancy unit 7, the author gives
writing task, the question is to read
articles and write simple present tense.
And also for listening skill, the practice
tasks are not clearly enough defined.
The researcher’s analysis result also
found that the author designed the book
without analyzed the students’ needs
first, and as the impact, the students got
low score in final test.
However, the researcher realized
that her analysis result was not enough
to evaluate this coursebook, therefore
the researcher conducted a research
about the quality of English the quality
of English coursebook for nursing
department student (students’,
lecturers’, and experts’ perspective)
based on Mc. Donough and Shaw.
they are education background SY (S3
University of Jakarta), ID (S3
University Linguistic UGM), GMH (S2
English education Study Program
Malang).
And 3 lecturers (EU, MI, YM) They are
education background are EU (S2
Universisty of Jakarta, MI (S2
University of Padang), and YM( s2
University of Jakarta) then they are (
who had experience in teaching English
for nursing students.
 Rahma, Safnil, Arono, The quality of English course book…
The main data source of the
research were all the contents in English
course book entitle English for Specific
Purpose English for Nursing Course
Book, all of students nurse, program
third and third semester in Politeknik
Kesehatan Bengkulu in academic year
2015/2016.
Evaluation checklist developed
for the Evaluation course book based on
Mc.Donough and Shaw’s criteria In
RESULT AND DISCUSSION
The instruments that have been
used to collect the data about this
research is an evaluation checklist with
field note. Since this research discusses
about perspective, the checklist was
used to collect the data about the
participants’ perpectives and field note
was used to know about the suggestions
that were given by the participants. The
participants of this research were
divided into three professions, namely;
60% 54%
40% 34%
20%
0%
Strongly Agree Agree
Percentage
Figure 4.1 The Respondents’ Perspectives on the Syllabus of the Course Book
Regarding to Figure 4.1 above,
54% of participants agreed all the
positive statements in syllabus
evaluation checklist. It means that the
students’, lecturers’, and experts’
perspective toward the syllabus criterian coursebook. In addition, the summary
of English coursebook for nursing
students was positive with 54% of
participants agreed all the items
general, checklist is list of questions
which describes the things which
relevant with current phenomenon being
checked.
In collecting data, the researcher
used an Mc.Donough and Shaw’s
criteria checklist which were distributed
to the students, writers, lecturer, and
expert. In the process of collecting data,
the researcher helped by supervisor, co
supervisor and two validators.
students, lecturers, and experts. There
were 80 students, 3 lecturers, and 3
experts who gave their perception and
evaluation toward the quality of English
coursebook for nursing department
students. All of the data that has been
collected was displayed as the finding
of this research. In addition, the
summary of the participants’
perspective for syllabus criterian will be
revealed in figure below.
10%
2%
Disagree Strongly Disagree
mentioned in syllabus evaluation.
Overall, the lecturers and experts
suggested about the text used in the
coursebook and some of pictures that
can be used as an additional of the
of the participants’ perspective for
subject and contents criterian will be
revealed in figure below.
109
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

Figure 4.2 The Respondents’ Perspectives Subject and Contents of the

Course Book
Regarding to Figure 4.2 above,
50% of participants agreed all the
positive statements in subject and
contents evaluation checklist. It means
that the students’, lecturers’, and
experts’ perspective toward the subject
and contents of English coursebook for
nursing students was positive with 50%
of participants agreed all the items
mentioned in syllabus evaluation.
Mostly lecturers and experts
suggested to add some pictures to make
the book more interesting and also to
check the font size of the title and sub
title of the book. However, the
sugestions became the evaluation of the
quality of this book. Then, the summary
of the participants’ perspective for
layout and physical appearance criterian
will be revealed in figure below.

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%

110
 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

Figure 4.4 The Respondents’ Perspectives Practicality of the Course Book

Regarding to figure 4.4 above,
63% of participants agreed all the
positive statements in practical and
consideration evaluation checklist. It
means that the students’, lecturers’, and
experts’ perspective toward the practical
and consideration of English
coursebook for nursing students was
positive with 63% of participants agreed
all the items mentioned in practical and
consideration.
However, the sugestions became
the evaluation of the quality of this
book. In addition, the summary of the
participants’ perspective for layout and
physical appearance criterian will be
revealed in figure below.

80% 65%
60%
40% 27%
20% 6% 2%
0%
Strongly Agree Agree Disagree Strongly
Disagree

Percentage

Figure 4.5 The Respondents’ Perspectives Language of the Course Book

Regarding to the figure 4.5
above, 65% of participants agreed all
the positive statements in language
terms evaluation checklist. It means that
the students’, lecturers’, and experts’
perspective toward the language terms
of English coursebook for nursing
students was positive with 57% of
participants agreed all the items
mentioned in language terms evaluation.
After describing the finding of the five
criterians of the quality of English
coursebook for nursing students based
on the participants’ perspective, the
researcher concluded the final finding of
this research into the table as follow.

111
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
Table 4.1The Participants’ Perspective toward the Quality of English Coursebook
for Nursing Students
Aspects Syllabus Subject Layout Practicality Language
Strongly Agree 34% 37% 33%
Agree 54% 50% 57%
Do not Agree 10% 11% 9%
Strongly disagree 2% 2% 1%
Table 4.1 revealed that there
were 87% (31% strongly agree and 56%
agree) of participants agreed all the
evaluation items in five criterians;
syylabus, subject and content, layout
and physical make-up, practical and
Discussion
There were five findings related
to the research questions of this reseach.
The first finding of this research is over
eighty percent participants think that
syllabus fulfills the criteria for quality a
nursing coursebook. In making an
English coursebook, syllabus was as
foundation, the author decides the
contexts in which the language, the
degree of recycling or revision. As
Hutchinson (1987) said that, syllabus is
framed in the terms of grammatical
structures, this reflects a view that
knowing a language consists of
knowing the constituent structures. It
would be impossible to produce an
evaluation syllabus without having a
view of what language is and thus how
it can be broken down.
The second finding of this
research is over eighty percent of the
participants agreed that the content area
fulfills the criteria for quality a nursing
coursebook. Mc.Donough and Shaw
(2003) make reference to distinguish the
teaching general learners and teaching
English for Specific Purposes (ESP). As
112
Mean
22% 31% 31%
63% 57% 56%
12% 11% 11%
3% 2% 2%
consideration, and language. To
conclude, over eighty percent of the
participants agreed that all of the item
evaluated fulfill the criteria for quality
of a nursing book.
ESP design, the designer needs to
develop the knowledge contents of the
materials such as; the content of
coursebook connected with situation,
theme, topic, pattern skills, or maybe a
coursebook which included variety
learning motivations.
The third finding of this research
is over ninety percent participants think
that layout and physical appearance
fulfills the criteria for quality a nursing
coursebook. According to David (1995)
Layout and physical appearance of a
coursebook should be made in detail
such as; feasibility graphs (The
elemental composition of the layout
(title, author, illustrations, logos, etc.)
balanced and in tune with the layout of
the content, layout element is
proportional with size of book, elements
colors layout Harmonious and clearly
the functions, appearance consistent
layout elements based on model or
design. It was required to make the
coursebook be interesting to be read by
the students.
 Rahma, Safnil, Arono, The quality of English course book…
The fourth finding of this
research is over eighty percent
participants think that practicality
fulfills the criteria for quality a nursing
coursebook. In ESP material and
development the author needs to
practice and consider the evaluation of
the coursebook. The course book should
be available on its content or selective
with activities, the course book serves
as supplementary such as; in
instruments coursebook up-to-date,
coursebook easily accessible,
coursebook affordable, coursebook have
supplementary (materials tapes, visuals
etc).
And the last finding of this
research is over eighty percent
participants think that language use
fulfills the criteria for quality a nursing
coursebook. There four indicators of a
good course book based on language
terms according to Mc.Donough and
Shaw (2003), namely; the relevance of
the language towards learners’
development, Communicative, the
coherence and unity of ideas, and
Language content.
However there were still some
participants who disagreed to some
items of the syllabus criterian.
Eventhough there was only less than
twenty five percents participants who
diagreed, the resarcher needs to evaluate
and gave the suggestion to the author to
revise the coursebook in a better
improvement.
Despite the fact that textbooks
are an important element in most of
EFL classes, there has been little
investigation done in terms of how and
why materials are selected by teachers.
The reason for this may lie in the fact
that in the age of communicative
teaching, experts who advise on the use
of textbooks may seem out of step with
current language teaching methodology.
Yet, regardless of how great an
113
emphasis is placed on the use of
authentic materials, teachers frequently
do not have the time and the
administrative support to collect and
adapt all the necessary materials for
their classes. Therefore, it is
disappointing that researchers have not
provided more guidance to enable
teachers and administrators to make
wiser decisions. (Soori, et al., 2011)
To Prabhu (1987) Textbooks are
fully specified and pre-constructed
materials that provide a certain amount
of uniformity in what occurs in many
different classes with different teachers
and students, which serves the interests
of accountability. Moreover, Yasemin
(2009) discusses an evaluation of the
three English textbooks which have
been prescribed for use in grade 4
classes by the Turkish Ministry of
National Education in state primary
schools. Teachers and students
responded to a 37-item textbook
evaluation scheme (Smiley
Questionnaire) to express their
perceptions concerning various aspects
of the textbooks. Both groups of
participants were also interviewed to
gain further insights into the use of the
textbooks. Findings revealed the extent
of appropriateness of the three
textbooks used by young learners of
English. Suggestions are offered for the
future revision and/or designing the
textbooks for young learners of English.
Furthermore, Sheldon (1988) has
offered several reasons for textbook
evaluation. He suggests that the
selection of an ELT textbook often
signals an important administrative and
educational decision in which there is
considerable professional, financial, or
even political investment. A thorough
evaluation, therefore, would enable the
managerial and teaching staff of a
specific institution or organization to
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
discriminate between all of the available
textbooks on the market (David, 2001)
Evaluating a coursebook is an
important endeavor for matching
materials to both teacher and student.
Just as there is no universal coursebook
for the learners; there is not one model
for evaluation (Tomlinson, 1990, cited
in McDonough and Shaw, 2003). The
process is not static, as the success or
failure of that match cannot be
determined until after the book has been
implemented (Mc.Donough and Shaw,
2003). Material evaluation critically
judges book planning, design, and
implementation processes (White,
1998). According to ReDickins and
Germaine (2001), the criteria should
focus on language learning aims and
context as well as teaching methods and
procedure for the activities. Rubdy
(2003) claims; that a good evaluation
framework help match flexibility,
adaptability, and relevance of a course
book with the learners and their
changing needs. To find a suitable
evaluation method, past frameworks
and their explore. Related to the
findings of this research, the quality of
English coursebook for nursing students
5.1. Conclusion
Based on research findings,
there were five conclusions of this
research;
The level agreements, students
lectures, and experts quality, syllabus,
subject and contents, layout and
physical appearance, practical
consideration, and language. In the
quality of coursebook was adequate by
students, lectures, and experts, the
source by level of agreement. However
of the five aspects there are weakness in
contents areas, and practical
114
was good since more than a half of
participants agreed all the positive
statements mentioned in evaluation
checklist based on Mc.Donough and
Shaw (2003) theory.
Mc.Donough and Shaw (2003)
make reference for distinguish between
teaching general learners and teaching
English for Specific Purposes (ESP). As
stated introduction, students develop
confidence and skill in using English for
communication, and develop of
contents knowledge in materials such
as; the content of coursebook connected
with situation, theme, topic, pattern
skills, or maybe coursebook include
variety learning motivations. The
effectiveness in general English
conversation class has been clearly in
context materials. In ESP material and
development we have need practice and
consideration in evaluation course book
available the course book heavily on its
content or selective with activities, the
course book serves as supplementary
such as; in instruments coursebook up-
to-date, coursebook easily accessible,
coursebook affordable, coursebook
have supplementary (materials tapes,
visuals etc).
consideration for quality a nursing
coursebook.
In terms contents aspect based
on the English coursebook nursing
department students based on the health
ministry of curryculum, coursebook was
good, but stilll have revised by
supplementing textbooks with up to
date materials and cultural aspects. In
order that fullfill the criteria of a good
coursebook, especially in content
aspect.
In terms of presentation aspect
based on the coursebook evaluation
 Rahma, Safnil, Arono, The quality of English course book…
devised mc.donough and shaw’s
criteria, the presentation layout and
phisical appearance was looks good
category. However, need improvement
pictures, and design in related nurse job
or medical in learning to open minded
our students and make students fun in
English learning. These coursebook
fullfill the criteria of a good book,
especially in layout and physical
appearance.
In terms of language aspect
textbook evaluation devised
mc.donough and shaw’s criteria,
coursebook shown good category.
These coursebook was include
grammar, vocabulary, pronunciation,
and coherence and unity of ideas. In
order that, these textbooks fullfill the
criteria of good book, especially in
language aspect.
5.2. Suggestion
From the conclusion above, it is
suggested that an analysis of the
evaluation and perception toward ESP
course book based on another theory
except Mc. Donough and Shaw (2003)
is still needed to be done to ensure the
ESP coursebook is relevant to be used
REFERENCES
Al-Ghazalo, Abeer and Oqlah M.
Smadi, (2013). A content Analysis
of the English Reading Text’s
Autenticity In Student’s Book Of
Action Pack Eleven In Jordan.
European Scientific Journal, vol.9
Arifin, samsul. 2007. Sukses Menulis
Buku Ajar & Referensi. Jakarta: PT
Grasindo
Arikonto, Suharsimi. (2006). Prosedur
Penelitian Suatu Pendekatan
Praktek. Jakarta: Rineka Cipta.
Brown, H.D (2000). Principles of
Language Learning and Teaching
115
in teaching English language for special
purposes.
1. For lectures
Lectures should choose a textbook or
coursebook match with curriiculum, the
appropriate coursebook, and the
material in the coursebook implemented
in the classroom and many ways to
improve the quality of teaching and
learning process are in lectures hands.
2. For publisher
As publisher, in creating and developing
English coursebook must be matched
and suitability with curriculum
implemented in that time, and also
create what students students need
learnings ways, based on the standard
students.
3. For further studies.
This study was aimed to know the
students’, lectures’, and experts’
perspective toward the quality of the
English coursebook for nursing
students’ based on another theory
except Mc.Donough and Shaw’s criteria
(2003) is still needed to be done to
ensure the ESP coursebook is releveant
to be used i teaching English language
for special purposes.
(4 ed.). New York: Addison
Weasley Longman Incorporation.
Christoper Shaw and Jo.Mc.Donough
and Shaw’s (2015) Materials and
Methods in ELT Teacher’s Guide,
American.
Creshwell, Jhon W. (2003). Research
Design: Qualitative, Quantitative
and Mixed Methods Approaches.
(2nd ed). California Sage
Publication Inc.
Dudley-Evans, T., & St John, M. J.
(1998). Developments in English
for specific purposes.Cambridge:
Cambridge University Press.
Journal of Applied Linguistics and Literature, Vol 2, No 2, 2017
Ellis, R. (1997). “The Empirical
Evaluation of Language Teaching
material.” ELT Journal, Vol.5
number 1, pp.36-42.
Feez,S & Joyce H (2002) Text- Based
Syllabus Design, NWS: AWES
Fitri Celia (2015) A textbook Evaluation
and Students’ perception on
English textbook entitled “ when
English rings a bell” used by
students of SMPN 2 Bengkulu City.
Hutchinson, T. & Waters, A.(1993),
English for Specific purposes: A
learning centered approach.
Cambridge University Press.
Hutchinson, T. and Torres, E. (1994).
The Textbook as Agent of Change.
ELT Journal, Vol.7 pp 48
Jones Sarah (2009) A retrospective
Evaluation a ELT Coursebook for a
Korean University conversation
course.
Jakovos Tsiplakides (2011) The
researcher selecting an English
coursebook, Show Theory and
Practice English teacher in
secondary education.
Gholamreza Zareian (2015) An
Evaluation of Question in Two ESP
Coursebook Based on Bloom’s
New. Domain International Journal
116
of Education and Research Vol.3
No. 8 August.
Lori, siebert and Ballard. (1992).
Making a Good Layout, USA:
North Light Books.
Mahmood, Khalid. M. Zafar and M.
Saeed. (2009). “Textbook
Evaluation through quality
indicators: the case of Pakistan,
Journal of Research and Reflections
in Education, vol.5, no 2, pp 170-
190.
Mc. Donough, J., Shaw’s (2013).
Materials and Methods in ELT: A
Teacher’s guide (3rd ed). United
Kingdom: Jhon Wiley & Sons, Inc.
Richard Jack (2001) Curriculum
development in language teaching,
USA Cambridge university press.
Rossi Petter and Mark Freeman (2000)
Evaluation a Systematic Approach.
American.
Riazi, A. M. (2003). What Do Textbook
Evaluation Schemes Tell Us? A
Study of the Textbook Evaluation
Schemes of Three Decades. Shiraz
University.
Richard Jack (2001) Curriculum
development in language teaching,
USA Cambridge university press.